Bibliography: Democracy (page 506 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Mairtin Mac an Ghaill, Shelley Terzian, Cheryl C. Smith, Amy Schmidt, Catherine Ashcraft, Kristin A. Moore, Lynn E. Nielsen, Judith M. Finkelstein, Deborah M. Sanchez, and Hanne B. Mawhinney.

Huerta, Juan Carlos; Jozwiak, Joseph (2008). Developing Civic Engagement in General Education Political Science, Journal of Political Science Education. How can we promote student and civic engagement amongst our students? At Texas A&M University-Corpus Christi, the political science courses in the First Year Learning Communities Program have been using the "New York Times" as a supplemental reader to increase student engagement both inside and outside the classroom. The paper will examine the effectiveness of the "New York Times" in increasing student civic engagement inside the classroom by assessing the newspaper effectiveness in three ways: making the class material more relevant; helping the students to stay abreast with the news; and improving their attitude toward politics. The paper will also examine whether reading the "New York Times" has stimulated a desire to make a difference in their communities. The expectation is that students using the newspaper will demonstrate gains in all four attitudes about civic engagement in comparison to students not using the "New York Times."   [More]  Descriptors: Political Science, Citizenship Education, Citizen Participation, Student Participation

Mawhinney, Hanne B. (2010). Shifting Scales of Education Politics in a Vernacular of Disruption and Dislocation, Educational Policy. Article comments on contributions to an issue of Educational Policy that focuses on glocal politics of education in multiple national and international arenas. Commentary offered considers the ways in which the set of articles in this issue of EP require readers to take scalar leaps across the semiotic landscape of the local into the global. The problematic of scale that undergirds considerations of the glocal is explored. Discussed are the contributions of the set of articles to highlighting the disruption and dislocation associated with contemporary examples of glocal phenomena in education politics. The possibility that "things fall apart" under conditions of glocalization is contrasted with the hopefulness engendered by stances of vernacular cosmopolitanism. Implications for further research on the shifting scales of education politics discussed in the article focus on questions framing the democratic challenges of technological glocalization.   [More]  Descriptors: Politics of Education, Educational Policy, International Education, Global Approach

Smith, Cheryl C. (2008). Technologies for Transcending a Focus on Error: Blogs and Democratic Aspirations in First-Year Composition, Journal of Basic Writing (CUNY). How are the internet and its online spaces for open exchange changing reading and writing practices, and how can we capitalize on these changes in composition instruction? This article traces the author's experiment with blogging in her first-year writing class and considers how and why blogs help students negotiate the unfamiliar demands of college writing and enter into a more democratic arena for learning where their voices and arguments gain fuller, freer expression. In particular, the article proposes that the space of the blog, which is familiar to many students, opens up possibilities for risk-taking and interactivity that teach important lessons about the role of error and audience response in the composing process. As students rethink and revise their initial ideas, working off one another's comments, they develop more authority as critics with valued opinions and voice and let go of some of their fear about making mistakes that can prevent inexperienced writers from discovering and communicating their best arguments. By embracing the inventive and often messy space of blogs in composition instruction, students and teachers alike can evolve a new view of what it means to learn to write–and write effectively–in academic settings.   [More]   [More]  Descriptors: Web Sites, Freshman Composition, Writing (Composition), Electronic Publishing

Nielsen, Lynn E.; Finkelstein, Judith M.; Schmidt, Amy; Duncan, Annette (2008). Citizenship Education: Engaging Children in Building Community, Social Studies and the Young Learner. During the 1980s, two of the authors of this article were inspired to link good citizenship to solid classroom practices. These practices were articulated as the "Democratic Classroom Interaction Model," which grew directly from the authors' classroom experiences. The purpose of this model was to identify and illustrate how teachers could organize their classrooms to teach the citizenship dispositions on which a solid democratic society is founded. This model also provides an analytical lens through which teachers can examine the degree to which the five Citizenship Processes are present in their teaching. In this article, the authors describe how second grade teachers implemented the Democratic Classroom Interaction Model to inspire students to grow as citizens and as scholars. The authors organize their description around the five citizenship processes of the Democratic Classroom Interaction Model.   [More]  Descriptors: Democracy, Citizenship Education, Interaction, Grade 2

Rivera, Sharon Werning; Simons, Janet Thomas (2008). Engaging Students through Extended Simulations, Journal of Political Science Education. This article describes a simulation that fulfills many of the goals of a scholar/apprentice model–one that requires a sustained period of time during which an apprentice practices a set of discipline-specific skills under the guidance of his or her mentor. Such an extended simulation differs from shorter exercises in several ways, such as the necessity of including numerous checkpoints for monitoring student progress and of utilizing objective and systematic assessment tools. In particular, students must know that they will be assessed on the basis of both group results and their individual contributions. The simulation discussed in this article pays explicit attention to these two issues–the importance of "deliverables" and the need for dual-pronged, objective assessment instruments–as well as to the desirability of coordinated college-wide instructional support.   [More]  Descriptors: Simulation, Student Evaluation, College Students, Political Science

Thomas, P. L. (2010). Parental Choice? A Critical Reconsideration of Choice and the Debate about Choice. Critical Constructions: Studies on Education and Society, IAP – Information Age Publishing, Inc.. Education has rarely been absent from local and national public discourse. Throughout the history of modern education spanning more than a century, individuals have as a culture lamented the failures of public schooling, often making such claims based on assumptions instead of any nuanced consideration of the many influences on teaching and learning in any child's life–notably the socioeconomic status of a student's family. School reform, then, has also been a frequent topic in political discourse and public debate. Since the mid-twentieth century, a rising call for market forces to replace government-run schooling has pushed to the front of those debates. Since A Nation at Risk in the early 1980s and the implementation of No Child Left Behind at the turn of the twenty-first century, a subtle shift has occurred in the traditional support of public education–fueled by the misconception that private schools out perform public schools along with a naive faith in competition and the promise of the free market. Political and ideological claims that all parents deserve school choice has proven to be a compelling slogan. This book unmasks calls for parental and school choice with a postformal and critical view of both the traditional bureaucratic public school system and the current patterns found the body of research on all aspects of school choice and private schooling. The examination of the status quo and market-based calls for school reform will serve well all stakeholders in public education as they seek to evaluate the quality of schools today and form positions on how best to reform schools for the empowerment of free people in a democratic society. Following a preface and an introduction, this book contains: (1) "Pay No Attention to the Man Behind the Curtain": A Critical Guide to Education, Research, and the Politics of It All; (2) Education as Political Football: What We Know (and Don't Know) About School Choice and Accountability; (3) Seeing Education Again for the First Time, Or School Isn't What It Used to Be… Or Is It?; (4) The Child in Society, the Child at Home, the Child at School; (5) Caught Between our Children and Testing, Testing, Testing; and (6) Parental Choice?–A Postformal Response. Conclusion, References, and About the Author are also included.   [More]  Descriptors: Private Schools, School Restructuring, Free Enterprise System, Federal Legislation

Rivers, Andrew; Moore, Kristin A. (2008). What Works for Civic Engagement: Lessons from Experimental Evaluations of Programs and Interventions. Fact Sheet. Publication #2008-22, Child Trends. Civic engagement and participation are central to the functioning of a democratic society. In addition, young people who are involved in civic activities are more engaged in academics, are less likely to participate in risky behaviors, and more than likely continue on to adulthood as contributing members of their communities. Rates of young people's civic participation in American society have been on the decline. Greater engagement of young people would benefit the larger society as well as youth themselves. This review is based on five experimental studies from the Child Trends database of experimental evaluations of social interventions for children and youth–LINKS (Lifecourse Interventions to Nurture Kids Successfully). The small number of studies limits the authors' conclusions; nevertheless, several conclusions appear warranted.   [More]  Descriptors: Democracy, Children, Adolescents, Citizen Participation

Sanchez, Deborah M.; Paulson, Eric J. (2008). Critical Language Awareness and Learners in College Transitional English, Teaching English in the Two-Year College. Critical Language Awareness (CLA) is one literacy tool that students need in order to examine limit-situations or "what went wrong." Norman Fairclough defines CLA as an awareness of the ways in which ideas become naturalized or taken for granted as "truths" about the natural and social world and how these "truths" are tied up with language in use. The purpose of CLA is to encourage students to uncover the ways that the language of texts is socially constructed and how language may position students in negative ways, both purposefully and inadvertently. Therefore, reading and writing instruction should not be concerned only with basic skills, but rather it should focus on how students use reading and writing to analyze language–in various textual forms–in order to understand the ways in which texts, and the discourse that makes up texts, may impose certain ideas about the world onto readers. Students would benefit from an awareness of how language functions to impose certain beliefs and values about society. The premise the authors are developing is that the teaching of CLA and critical analysis should begin in transitional English courses, in order to prepare students fully for college-level literacy, democratic citizenship, and the realities of work; it should not be deferred for later composition courses, as is frequently the case. This article reviews literature on CLA studies in transitional English courses and with other related student populations in order to build an argument for and give implications for using CLA as a curricular approach in the classroom.   [More]  Descriptors: Writing (Composition), Metalinguistics, Democracy, Critical Reading

Alo, Edita (2010). Democratic Approaches in Education and Language Teaching, Interchange: A Quarterly Review of Education. In this paper the author asserts that as post- conflict Kosovo has emerged from the stage of emergency rehabilitation towards long-term development planning to independence, its peaceful and successful development largely depends on the development of a strong education system based on tolerance and human rights values. This paper looks at ways to promote an education system which accessible to all and also builds on the human potential of Kosovo by encouraging democratic behavior amongst the younger generation. The author asserts that traditional teaching in schools is no longer appropriate and looks at efforts to introduce new approaches to teaching. She suggests that a transformation is needed in order to have effective reforms. Part of this transformation suggests that educators in Kosovo will need to better understand that, while the country may be undergoing a transformation, teaching is a changing and dynamic profession with continuing demands and that education and professional development is a lifelong process.   [More]  Descriptors: Civil Rights, Educational Change, Foreign Countries, Teaching Methods

Asamoah-Gyadu, J. Kwabena (2010). Religious Education and Religious Pluralism in the New Africa, Religious Education. This article examines some of the pertinent challenges arising out of personal experiences encountered through teaching religion and theology within an African environment. What the author describes as the "new Africa" in his title is a continent that has transitioned from slavery and colonialism into a global fraternity of democratic governance, access to wealth, sophisticated media technologies. In addition, the rise of new religious movements of both Christian and non-Christian persuasions following political and economic liberalizations and media explosion in Africa has been phenomenal. The author added that the rise of African migrant churches in the Diaspora has emerged as an important field of study and all indications are that the relationship between religious globalization and Religious Education may be more complex than people think.   [More]  Descriptors: Global Approach, Governance, Slavery, Foreign Countries

Ashcraft, Catherine (2008). So Much More than "Sex Ed": Teen Sexuality as Vehicle for Improving Academic Success and Democratic Education for Diverse Youth, American Educational Research Journal. Although sexuality saturates adolescent life, schools do little to address teen sexuality. As educators feel increasingly burdened by competing societal demands, caring for youth sexual health becomes a secondary goal at best. This article argues that the public health costs are only one reason for addressing sexuality in schools and suggests that academic and democratic reasons for addressing sexuality also exist. It illustrates how sexuality can be a potentially powerful resource for increasing the academic achievement and civic engagement of a diverse range of youth. As such, addressing sexuality serves not only public health goals but also academic and democratic goals–goals that have long been central for schools. To make this argument, the author draws from her ethnography of ESPERANZA, a community-based sex education program, illustrating how ESPERANZA used teen interest in sexuality to help youth become leaders, increase academic skills, expand career aspirations, and engage in democratic civic action.   [More]  Descriptors: Sex Education, Democracy, Academic Achievement, Public Health

Cuypers, Stefaan E.; Haji, Ishtiyaque (2008). Educating for Well-Being and Autonomy, Theory and Research in Education. Liberals champion the view that promoting autonomy–seeing to it that our children develop into individuals who are self-governing in the conduct of their lives–is a vital aim of education, though one generally accredited as being subsidiary to well-being. Our prime goal in this article is to provide a partial validation of this liberal ideal against the backdrop of a freedom-sensitive attitudinal hedonism–our favored life-ranking axiology. We propose that there is a pivotal connection between the concept of maximizing well-being and another concept central in the philosophy of education and in the literature on free agency: the concept of our springs of action, such as our desires or beliefs, being "truly our own" or, alternatively, autonomous. We suggest that it is the freedom that moral responsibility requires that bridges the overarching aim of securing well-being, on the one hand, and the subsidiary aim of promoting autonomy, on the other.   [More]  Descriptors: Freedom, Educational Philosophy, Ethical Instruction, Well Being

Slater, Robert O. (2008). American Teachers: What Do They Believe?, Education Digest: Essential Readings Condensed for Quick Review. While educators desire to separate the teaching of values from the teaching of reading, writing, and mathematics–the so-called value neutral subjects–they nonetheless do teach values in the course of teaching these subjects. Teaching is as much a moral effort as it is an intellectual enterprise. This article examines the National Opinion Research Center's (NORC) General Social Survey to gain understanding of teachers' values. The author presents a summary description of some values of America's elementary and secondary school teachers gleaned from data collected from 1972 to 2006 in the areas of freedom of speech, family values, economic inequality, religion, and human nature.   [More]  Descriptors: Teacher Attitudes, Values, Beliefs, Elementary School Teachers

Terzian, Shelley (2010). Curriculum Reform in Post-Soviet Armenia: Balancing Local and Global Contexts in Armenian Secondary Schools, ProQuest LLC. Structured according to the conceptual frameworks of nationalism and globalization, this study examined relationships between and among the Armenian Ministry of Education, the World Bank, the Open Society Institute Assistance Foundation-Armenia, and Armenian secondary school teachers and principals from 1991 to the present. Each group played a central role, developing and implementing the Armenian National Curriculum and State Standard for Secondary Education throughout the education system.   Using Laurence Neuman's inductive approach to open, axial, and final coding, this qualitative case study investigated the global and national groups that produced the Armenian National Curriculum (the Curriculum) and the State Standard for Secondary Education (SSSE) [W. Lawrence Neuman, "Social Research Methods: Qualitative and Quantitative Approaches" (3rd edition) (Needham Heights: A Viacom Company, 1997), 206-209]. Analysis of the Curriculum and the SSSE provided an understanding of educational policy guidelines for the Armenian secondary schools; themes central to the Curriculum and SSSE drove the analysis of semi-structured interviews and observations that completed research for this study.   This sophisticated system of analysis created a depth examination of curriculum reform at both policy and implementation levels in Armenia. Multiple interviews, including policy discussions with numerous officials from the Armenian Ministry of Education and Science, the directors of education from the World Bank and from the Open Society Institute Assistance Foundation-Armenia combined with interviews of Armenian teachers and school principals, to present a reliable picture of the creation of democratic education policy in Armenia in this period.   Since independence from the Soviet Union in 1991, Armenia has struck a balance between the local and global perspectives that influenced post-Soviet curriculum reform. Armenia moved away from closed Soviet educational approaches and began to integrate international educational standards of the European Union into its system. Invited by the Armenian Ministry of Education and Science to assisting this transition, the World Bank and the Open Society Institute Assistance Foundation-Armenia encouraged the use of specific content and teaching techniques to institute democratic practices in the Armenian context of schooling. These educational standards were aligned with Western approaches to education to allow Armenia to compete in the global market. Subjects such as civic education stressing ideas of openness, tolerance, and human rights were aligned to curriculum practices to meet requirements for membership in the European Union. On the other hand, subjects such as the history of the Armenian Church provided citizens with an understanding of the importance of Christianity to the Armenian nation. Thus, curriculum reform in post-Soviet Armenia balanced local and global contexts in Armenian secondary schools, furnishing a complex and fascinating overview of the dramatic process of structural educational change in a nation transitioning from membership in the former Soviet Union. The analysis and interviews in this study with both local participants and leaders of international agencies that was critically important in the period of political, cultural, and educational transformation present elements essential to understanding the role of education in Armenia today.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: National Curriculum, Curriculum Development, Secondary Schools, Secondary Education

Mac an Ghaill, Mairtin (2010). Educating for Political Activity: A Younger Generational Response, Educational Review. This paper is a response to Professor Chitty's "Educational Review" Guest Lecture article, "Educating for political activity". I address the three sections of his paper: a global and national-based politics of war, corporate manipulation and parliamentary scandals. This provides a basis to draw upon empirical material from a recent critical ethnography with which I am involved, which suggests the need to redefine the politics "of" and "within" schools. A case study of the schooling experiences of Asian working-class young men provide insightful narratives about the complexity of educating for political activity. A number of themes are identified including: different social and cultural realities; expanding the concept of politics and a younger generation's political sensibility.   [More]  Descriptors: Foreign Countries, Politics, Political Issues, Activism

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