Bibliography: Democracy (page 501 of 605)

This bibliography is independently curated for the I'm with Jill website.  Some of the authors featured on this page include Marvin W. Berkowitz, Helen Drenoyianni, Augustine Romero, Robert B. Kottkamp, Eli J. Lesser, Courtney Ann Vaughn, Mary John O'Hair, Dennis Francis, Julio Cammarota, and Jean McGregor Cate.

Hess, Diana E. (2006). Should Intelligent Design Be Taught in Social Studies Courses?, Social Education. In this article, the author examines whether the very reasons that explain why intelligent design is controversial in the science curriculum also apply to social studies. She reports what teachers at a recent democratic education conference said about four different lessons on intelligent design that could fit into social studies courses. She asked them whether they would teach the lessons and why. Then she generalizes from these lessons and explains reasons in favor of and against including intelligent design in the social studies curriculum before examining the intelligent design controversy as a type of problem that social studies teachers face frequently.   [More]  Descriptors: Social Studies, Science Curriculum, Democracy, Creationism

Carrington, Suzanne (2011). Service-Learning within Higher Education: Rhizomatic Interconnections between University and the Real World, Australian Journal of Teacher Education. This paper discusses Service-learning within an Australian higher education context as pedagogy to teach about inclusive education. Using Deleuze and Guattari's (1987) model of the rhizome, this study conceptualises pre-service teachers' learning experiences as multiple, hydra and continuous. Data from reflection logs of pre-service teachers highlight how the learning experience allowed them to gain insights in knowledge as socially just, ethical and inclusive. The paper concludes by arguing the need to consider Service-learning as integral to university education for pre-service teachers.   [More]  Descriptors: Higher Education, Inclusion, Learning Experience, Service Learning

Eick, Caroline (2011). Evolving Cross-Group Relationships: The Story of Miller High, 1950-2000, Intercultural Education. This paper examines students' evolving cross-group relationships in a comprehensive high school in Baltimore County, Maryland, USA, between 1950 and 2000. The findings of this research, situated at the intersections of two lenses of inquiry: oral historical analysis and critical studies, uncover both the power of students accustomed to integrated spaces to break social barriers in spite of institutionally entrenched segregating norms; and the power of institutional norms to segregate students when major demographic shifts bring into institutional parameters youth unaccustomed to integrated spaces and diversity.   [More]  Descriptors: High Schools, Democracy, School Role, Socialization

Cate, Jean McGregor; Vaughn, Courtney Ann; O'Hair, Mary John (2006). A 17-Year Case Study of an Elementary School's Journey: From Traditional School to Learning Community to Democratic School Community, Journal of School Leadership. This case study explores one elementary school's 17-year evolution from a traditional Title I elementary school into a learning community and, eventually, a high-achieving democratic school community. The investigation adds specificity and context to the existing theoretical framework outlining this change process. The school's journey is reflected and described through shared learning, leadership, and practices across four thematic findings.   [More]  Descriptors: School Restructuring, Democracy, Elementary Schools, Case Studies

Cammarota, Julio; Romero, Augustine (2006). A Critically Compassionate Intellectualism for Latina/o Students: Raising Voices above the Silencing in Our Schools, Multicultural Education. Latina/o students often experience coursework that is remedial and unchallenging–benign at best, a dumbing-down at worst. This potential limiting curriculum is not only failing to provide Latinas/os with the credentials necessary to advance economically, but their education denies them the opportunity to develop the critical voices and intellectual capacities necessary to do something about it. Thus, the standard educational experience for young Latinas/os tends to submerge them into silence, where they are taught to be quiet and avoid independent and critical thinking. In this article, the authors present an educational model based on a critically compassionate intellectualism that can foster the liberation of Latinas/os as well as other students of color from the oppression of silencing they currently experience in school. A teacher following critically compassionate intellectualism implements the educational trilogy of: (1) critical pedagogy; (2) authentic caring; and (3) social justice centered curriculum. The authors argue that these trilogy's elements must be implemented simultaneously in the classroom to present the most effective preparation for Latina/o students to participate in the development of a truly democratic society.   [More]   [More]  Descriptors: Critical Theory, Credentials, Justice, Educational Experience

Althof, Wolfgang; Berkowitz, Marvin W. (2006). Moral Education and Character Education: Their Relationship and Roles in Citizenship Education, Journal of Moral Education. Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. The interrelations and roles of educating for character (character education, moral education) and educating for citizenship (citizenship education, civic education) are explored, largely in a North American context. It is argued that citizenship education necessarily entails character and moral formation, but this integration is hindered by negative stereotyping between the two fields. In addition, negative stereotyping between the fields of moral education and character education further complicates attempts at synthesis. Through explorations of each of these domains and their similarities and differences, it is concluded that the role of schools in fostering the development of moral citizens in democratic societies necessitates focus on moral development, broader moral and related character development, teaching of civics and development of citizenship skills and dispositions. Moreover, these outcomes overlap and cut across the fields of moral, character and citizenship education.   [More]  Descriptors: Ethical Instruction, North Americans, Personality, Values Education

Biesta, Gert (2006). Beyond Learning: Democratic Education for a Human Future, Paradigm Publishers. Many educational practices are based upon philosophical ideas about what it means to be human, including particular subjectivities and identities such as the rational person, the autonomous individual, or the democratic citizen. This book asks what might happen to the ways in which we educate if we treat the question as to what it means to be human as a radically open question; a question that can only be answered by engaging in education rather than as a question that needs to be answered theoretically before we can educate. The book provides a different way to understand and approach education, one which focuses on the ways in which human beings come into the world as unique individuals through responsible responses to what and who is other and different. This book raises important questions about pedagogy, community and educational responsibility, and helps educators of children and adults alike to understand what truly democratic education entails. The following chapters are included: (1) Against Learning; (2) Coming into Presence; (3) The Community of Those Who Have Nothing in Common; (4) How Difficult Should Education Be?; (5) The Architecture of Education; and (6) Education and the Democratic Person. This book also contains an Epilogue: A Pedagogy of Interruption.   [More]  Descriptors: Educational Practices, Educational Responsibility, Democracy, Democratic Values

Myers, John P. (2006). Rethinking the Social Studies Curriculum in the Context of Globalization: Education for Global Citizenship in the U.S, Theory and Research in Social Education. Scholarship on globalization suggests that new forms of democratic citizenship and politics are emerging, yet the U.S. educational system remains resistant to global perspectives in the curriculum and continues to favor national identity and patriotism over learning about the world. A national approach to citizenship, which is the norm in U.S. social studies classrooms, is unable to explain the complexity of global issues and their impact on students' lives. The argument is made that a new orientation to social studies education is necessary in order to understand and address the effects of globalization. Two exemplary programs that teach about the world illustrate some of the problems and issues with global perspectives specific to the U.S. educational context. These cases indicate that, significant aspects of globalization are overlooked in the social studies curriculum.   [More]  Descriptors: Global Approach, Patriotism, Democracy, Citizenship

Rainey, Isobel (2011). Grassroots Action Research and the Greater Good (La investigación acción de base y el bien mayor), PROFILE: Issues in Teachers' Professional Development. This study examines the action research topics and topic preferences of two groups of grassroots teachers: active researchers, and potential researchers. The analysis of the topics appears to indicate that, over the past decade, action research at the teaching of English at the grassroots level to speakers of other languages has been principally understood in terms of professional development with respect to teachers' methodologies and learners' learning behaviours. A nascent concern for a more ample approach to professional development and issues conducive to the greater good of the profession can, it is mooted, flourish only with the collaboration of all relevant stakeholders.   [More]  Descriptors: Action Research, English (Second Language), Professional Development, Teaching Methods

Silverberg, Ruth P.; Kottkamp, Robert B. (2006). Language Matters, Journal of Research on Leadership Education. In 1993, a Special Interest Group, "Teaching in Educational Administration" (TEA/SIG), was born at the annual meeting of the American Educational Research Association as a result of work of the Division A (Administration) Task Force on Teaching and Learning in Educational Administration and the particular efforts of Jane Lindle and Paul Bredeson. In this essay, the authors note that Fulmer and Frank (1994) consistently referred to "teaching and learning" as the focus and work of the new SIG, yet, only the word "teaching" appeared in the official title. They present a proposal that contains the rationale recently sent to TEA/SIG members to change what they believe is an anachronistic name of a professional organization that has provided legitimization to the study of their work in preparing school leaders. While written specifically for the membership of TEA/SIG, the authors' proposal has much wider application and import beyond the SIG.   [More]  Descriptors: Educational Research, Educational Administration, Leadership, Professional Associations

Van de Kleut, Geraldine (2011). The Whiteness of Literacy Practice in Ontario, Race, Ethnicity and Education. In the spring of 2008, the Literacy and Numeracy Secretariat of the Ontario Ministry of Education in Canada released a DVD that was one in a series designed to train literacy teachers in what the Ministry referred to as "high-yield" comprehension strategies. Using the lens of Critical Race Theory, this article analyses the picture book used in the model lesson as well as the teaching methods recommended for all Ontarian teachers in the DVD. While the selection of the picture book fits the present policies of multiculturalism in Ontario, its romanticized portrayal of an indigenous people serves to perpetuate racism, particularly in the uncritical reading demonstrated in the DVD. In addition, the teaching methods demonstrated as "high-yield" arise from the global movement towards standardization in education, and establish measurable student achievement, in a classroom portrayed as socially neutral, as the end goal of education. Nowhere in this model lesson, given in a multiracial classroom where minority races are both invisible and deficit, is difference acknowledged as present or important. The result is that this DVD, designed to be used as a training resource in all Ontarian elementary schools, serves to re-inscribe the whiteness of literacy practice in Ontario, and to silence the possibilities for debate and negotiation that are the hallmarks of democratic education.   [More]  Descriptors: Foreign Countries, Video Technology, Literacy, Teacher Education

Francis, Dennis; Msibi, Thabo (2011). Teaching about Heterosexism: Challenging Homophobia in South Africa, Journal of LGBT Youth. This article, a critical review of a module on heterosexism and homophobia, sets out the challenges to be overcome if the oppressive conditions for lesbian, gay, and bisexual students and teachers in South Africa are to be changed. It draws on evidence from student assignments, records of participatory discussions and the notes of the authors, who taught the module. The authors argue that the participatory methods used in this course are essential if teachers are to become agents of change. However, these methods need to be linked to a clear and coherent theoretical foundation that enables students to draw links between different forms of oppression.   [More]  Descriptors: Change Agents, Teacher Role, Foreign Countries, Homosexuality

Lesser, Eli J. (2006). Constitution Day: Start the School Year with Civics, Social Education. The celebration and recognition of Constitution Day on September 17th is now required by federal law. The new law, known colloquially as the Byrd Amendment, requires all schools receiving any federal assistance, from kindergarten to higher education, to teach students about the Constitution on Constitution Day. The concept of a school's civic mission has been growing in recent years, since the publication of the Civic Mission of Schools report in 2003 and with the launching of the Campaign for the Civic Mission of Schools. Constitution Day is the perfect opportunity to enlighten students, administrators, faculty and parents that their school has a "Civic Mission." Based on the suggestions of best classroom practices from the "Civic Mission of Schools" report, the National Constitution Center has created a three sphere approach to civic education, with the belief that great civic education can be led by social studies teachers but must be carried out in all classrooms and at all grade levels. The "civic education philosophy" of civic knowledge, public action, and democratic deliberation is designed to promote the teaching of active citizenship. The three-sphere approach creates a framework for educators to consider when putting together lessons and activities. This framework, although best applied in the social studies classroom, can be used across all disciplines. Constitution Day and its federal requirement is an opportunity for social studies educators to lead, not just their classrooms, but their whole school, toward renewing its civic mission.   [More]  Descriptors: Federal Legislation, Civics, Citizenship, Citizenship Education

Drenoyianni, Helen (2006). ICT in Education: The Opportunity for Democratic Schools?, European Journal of Vocational Training. What is the future of schools and what is the role of ICT in this future? To some of us, ICTs are emblematic of contemporary discussions about educational reform; their incorporation into education offers significant improvement to the overall quality of education our children receive. For others, this improvement cannot be realised under current educational conditions. For the liberating, dynamic and emancipatory capacities of ICT use to grow, we need a different terrain, suited to a human and democratic vision for education. This article attempts to examine these two perspectives in the context of facts, figures and stories from the reality of classrooms, and to raise critical arguments about the potential role of ICT in education.   [More]   [More]  Descriptors: Educational Change, Information Technology, Democratic Values, Democracy

Faulks, Keith (2006). Rethinking Citizenship Education in England: Some Lessons from Contemporary Social and Political Theory, Education, Citizenship and Social Justice. The introduction of compulsory citizenship education in England's schools, following the Crick Report's recommendations of 1998, has proved controversial and, according to a growing body of evidence, largely unsuccessful in its implementation. If citizenship education is to play an effective role in democratic renewal this article argues that its form and content needs to be reconsidered beyond the limits of Crick. Contemporary citizenship theory, and especially notions of intimate and multiple citizenship, provide useful conceptual tools for this critical revaluation. Having first set the Crick Report in political context, this article develops a critique of the Report's sociological naivety and its contradictory recommendations. The analyses of intimate and multiple citizenship that follow further point to the limits of Crick and suggest the need for a broader and bolder approach to citizenship education. The final section draws out some of the implications of this argument for the citizenship curriculum in schools.   [More]  Descriptors: Citizen Participation, Citizenship Education, Foreign Countries, Democracy

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