Bibliography: Democracy (page 507 of 605)

This bibliography is independently curated for the I'm with Jill website.  Some of the authors featured on this page include Nancy F. Burroughs, Glenda Moss, Lillian Benavente-McEnery, Marja-Liisa Hassi, Sung-Sang Yoo, Roger Stahl, Richard N. Engstrom, C. P. Gause, Thomas Muhr, and Laia Salo i Nevado.

Wagner, Paul A.; Benavente-McEnery, Lillian (2008). The Autistic Society and Its Classrooms, Educational Forum. Autistic means a subject has limited affect or may be without affect altogether. Though traditionally individuals are described as autistic, the authors find it increasingly apparent that American society is becoming autistic as a whole, as citizens are desensitized to needs of neighbors near and far, losing the commensurate loyalty of being in community. This essay suggests that classrooms must be on the front line of challenging the effects of an increasingly autistic society.   [More]  Descriptors: Social Influences, Social Attitudes, Interpersonal Relationship, Social Values

Moss, Glenda (2008). Diversity Study Circles in Teacher Education Practice: An Experiential Learning Project, Teaching and Teacher Education: An International Journal of Research and Studies. This paper addresses the dilemma of trying to prepare primarily white preservice teachers for educational arenas in which they will interface with students of colour and many who are socially disadvantaged. This paper describes how diversity study circles can be integrated as integral to education that is multicultural in the development of preservice teachers' critical self-reflection as a bridge to developing a critical lens for classroom practice and a democratic society.   [More]  Descriptors: Preservice Teacher Education, Preservice Teachers, Democracy, Disadvantaged

Smith, David Geoffrey (2008). From Leo Strauss to Collapse Theory: Considering the Neoconservative Attack on Modernity and the Work of Education, Critical Studies in Education. This paper locates the work of Leo Strauss within the broader conservative assault on modernity and especially its roots in liberalism. Four themes from Strauss's work are identified, then hermeneutically engaged for their relevance to educational practice in global times. The four themes are: (1) the liberal/modern concept of an open society is essentially nihilistic and cannot protect "particularities" from assimilation and encroachment; (2) the cosmopolitanism of modernity is inherently totalitarian, leading to a culture of management; (3) philosophy as the practice of persuasion has its limits, beyond which the practical necessities of life require the use of force; and (4) the reasons most vigorously offered in public for certain actions need not be the actual reasons.   [More]  Descriptors: Social Influences, Philosophy, Political Attitudes, History

Fennell, Jon M.; Simpson, Timothy L. (2008). Leo Strauss: Education and the Body Politic, Critical Studies in Education. Leo Strauss is commonly cited as a seminal influence for the neoconservatism that, in the minds of many commentators, dominates the administration of George W. Bush. What intersection, if any, exists between Strauss's views and neoconservatism? This paper investigates that question by studying Strauss's writings on liberal education and assessing whether, and on what grounds, liberal education as conceived by Strauss is capable of the vital role which he assigns to it. In addressing this question the paper examines the work of Joseph Tussman, a contemporary of Strauss, as a means of elucidating the depth and distinctiveness of the Straussian project. The essay concludes that while Strauss may have much in common with the themes of neoconservatism, his priorities extend beyond the neoconservative agenda and, in some cases, run counter to it.   [More]  Descriptors: Liberal Arts, General Education, Educational Philosophy, Politics of Education

Nimmo, John (2008). Young Children's Access to "Real Life": An Examination of the Growing Boundaries between Children in Child Care and Adults in the Community, Contemporary Issues in Early Childhood. Young children in industrialized societies are increasingly separated from the everyday lives of adults in their community. This article explores the historical and cultural dynamics (and contradictions) of a growing boundary between children, particularly those in child care, and adults without primary care-giving roles. The article proposes that young children's participation in and contributions to a democratic society are rooted in access to this "real life". The active role of children in the formation of social capital should be recognized by educators and policy makers as significant in the development of identity. A framework and strategies for developing meaningful child-adult relations in the context of child care are proposed as the basis for further research and practice.   [More]  Descriptors: Democracy, Young Children, Social Capital, Child Care

Stahl, Roger (2008). A Clockwork War: Rhetorics of Time in a Time of Terror, Quarterly Journal of Speech. Expressions of time have increasingly infused the rhetorical experience of post-industrial war, especially since 9/11. This essay demonstrates how these "signs of time" operate as one of three tropes: deadline/countdown, infinite/infinitesimal war, and the ticking clock. The persistence of such signs of time in public discourse can be seen as an expression of what Paul Virilio has called the "chronopolis," a political universe textured by real-time communication technologies. The chronopolitical will exhibits certain autocratic traits at odds with democratic ideals, primarily the refashioning of citizen identity into that of the "contemporary." The analysis here charts the autocratic rhetoric of the chronopolis as a critical democratic project.   [More]  Descriptors: War, Terrorism, Time, Democracy

Hassi, Marja-Liisa; Hannula, Aino; Salo i Nevado, Laia (2008). Adults' Numeracy in Finland: What Do We Know about It?, Adult Learning. Adult education has become a significant aspect of Finnish educational and developmental policy as well as of Finnish labor and social policies. Such factors as the need for occupational proficiency, employment, and economic growth have strongly influenced adult education in Finland. Besides the development of personality and support for the life of communities, principles such as the development and support of a democratic society, an increase in social cohesion, and the creation of opportunities for citizens' welfare have been expressed as current principles of Finnish adult education. The education settings that offer adults opportunities to improve their basic skills in mathematics are tightly connected to the overall Finnish education system and education tradition. In this article, the authors discuss the challenges for Finnish adult education and contrast Finland's first place ranking on the international assessment of mathematics skills, the Programme for International Student Assessment (PISA), with the country's challenges of a future labor shortage and a need to educate large numbers of older adults with low numeracy levels.   [More]  Descriptors: Economic Progress, Democracy, Numeracy, Adult Education

Burroughs, Nancy F. (2008). Raising the Question #10 Non-Native Speakers of English: What More Can We Do?, Communication Education. The author believes that communication courses, especially those that require mastery of skills and behaviors, should be embedded with a sensitivity to culture and communication apprehension. Her reflections here are designed to support the critical need to develop curriculum options that address students' anxieties and speaking English as a second language. In this article, she states that communication-trained professionals need to exert their expertise to assist college students and to reach out to high school populations to manage apprehension and to improve overall oral communication competence. As their borders become more permeable and fluid with both migration and globalization, the democratization of education means the time is ripe to address the needs of all their learners, not just the privileged few–the white, the wealthy, and the native-born speaker.   [More]  Descriptors: Curriculum Development, Global Approach, Democracy, English (Second Language)

Puaca, Brian M. (2008). Navigating the Waves of Change: Political Education and Democratic School Reform in Postwar West Berlin, History of Education Quarterly. This article concentrates on two pieces of legislation promulgated in the early 1960s in order to investigate the broader ideas and concerns surrounding political education in the postwar Federal Republic of Germany. These pieces of educational policy highlight the consensus for continued reform while recognizing the value of curricular and pedagogical innovations introduced after 1945. These documents signal the beginning of a "second wave" of reform that would result in more visible, dramatic changes in the curricula and pedagogy of the postwar schools. More importantly, they reflect a renewed commitment at the highest levels to political education that built upon previous initiatives–the "first wave" of reform–and promoted further innovation.   [More]  Descriptors: Educational Change, Educational Policy, Citizenship Education, Educational History

Engstrom, Richard N. (2008). Introductory American Government in Comparison: An Experiment, Journal of Political Science Education. Introduction to American Government classes can benefit from the addition of examples from comparative politics. Presenting students with examples of other democratic systems encourages them to confront the costs and benefits of choices made in the American context. Dealing with these "cognitive conflict" tasks facilitates higher level learning on the part of students. Examples of topics that can be presented comparatively are outlined, and experimental evidence is presented demonstrating that a comparative approach to teaching American Government can lead to improved student learning.   [More]  Descriptors: United States Government (Course), Introductory Courses, Teaching Methods, Comparative Analysis

Miedema, Siebren; Bertram-Troost, Gerdien (2008). Democratic Citizenship and Religious Education: Challenges and Perspectives for Schools in the Netherlands, British Journal of Religious Education. This article deals with the question what pedagogical and religious educational contributions have to offer to the debate on citizenship. Some historical background and theoretical conceptualisations of nowadays political focus on citizenship are described particularly focusing on the Dutch case. Explicit attention is given to the role of religion in the public domain. It is stressed that religion is more and more perceived as a source of power which could be positively used within the public domain. This development raises questions in relation to religious education at school, as schools are located in the intermediate domain between the public and the private domain. It is stated that both state schools and religious-affiliated schools have to take the impact of the process of globalisation seriously by preparing students for their encounter with cultural and religious "others." From a societal as well as pedagogical point of view, it is argued that all schools should be obliged to foster a religious dimension to citizenship.   [More]  Descriptors: Democracy, Educational Objectives, Religion, Foreign Countries

Yates, James R. (2008). Demographic Imperatives for Educational Reform for Culturally and Linguistically Diverse Students, Multiple Voices for Ethnically Diverse Exceptional Learners. Rapid demographic changes in culture, race/ethnicity, and language in the United States have exerted a powerful influence on public schools, raising significant concerns or issues relative to the ability of the educational system to successfully educate all of its children as future citizens of a democratic society. Educational outcome data for students from nondominant sociocultural and linguistic backgrounds highlight the failure of public schools to successfully educate all students. This lack of success is reflected in higher rates of retention, attrition, and placement in special education; lower rates of high school graduation and college entrance; and fewer degrees awarded. Implications for the future of society and policy priorities are suggested.   [More]  Descriptors: Public Schools, Democracy, Educational Objectives, Outcomes of Education

Yoo, Sung-Sang (2008). Democratization during the Transformative Times and the Role of Popular Education in the Philippines and Korea, Asia Pacific Education Review. Comparing popular education in the Philippines and South Korea, it is clear that a number of similarities and differences exist regarding the characteristics, methods, and main fields in which popular education has operated. "Church-related practices," "uniting with CO movements," "an elite-led tendency," and "a disregard for the Left" have all occurred in similar ways in both countries. While introducing the socio-political situation during 1970s and 1980s of these two countries, this paper discusses the theories and practices of popular education. Our findings indicate how popular education in both countries has played a significant role in raising the levels consciousness in the powerless and transforming societies and enabled them to establish a better community. Moreover, each country developed different concepts, initiatives and methods in relation to popular education. In addition, popular educators have been asked to play different roles in each popular education field while most methods were in fact heavily dependent upon elite-led practices.   [More]   [More]  Descriptors: Popular Education, Foreign Countries, Comparative Education, Educational Practices

Gause, C. P. (2008). Old School Meets New School: Unsettling Times at Freedom Junior-Senior High, Journal of Cases in Educational Leadership. This article is a case study designed to challenge the beliefs, values, and ideology of graduate students in educational leadership preparation programs regarding social justice and democratic education. This case is designed to assist students in developing the knowledge, skills, and dispositions to navigate the micropolitical environments that exist in learning communities. This case navigates the multiple sociocultural and political issues a superintendent might experience regarding demographic and cultural change. The case is multilayered and can be used in courses for the principalship and/or superintendency, as well as courses in the foundations of education and leadership.   [More]  Descriptors: Case Studies, Instructional Leadership, Leadership Training, Graduate Students

Muhr, Thomas (2008). Nicaragua Re-Visited: From Neo-Liberal "Ungovernability" to the Bolivarian Alternative for the Peoples of Our America (ALBA), Globalisation, Societies and Education. In this paper I conduct a historical analysis of the emergence of ALBA in Nicaragua prior to Daniel Ortega's return to the presidency and the country's official membership in the initiative from January 2007 on. I argue that ALBA is a rival structure that evolved from the contradictions inherent in hegemonic globalisation. Within the framework of a material analysis of poverty and exclusion under globalised neo-liberalism, I draw particular attention to the World Bank-led education "decentralisation" in Nicaragua. The failure of the finance-driven strategy, especially with respect to access to education and literacy, provided the grounds for the first ALBA project in Nicaragua to evolve within an "environment of ungovernability" from 2004 on. The response and challenge provided by ALBA builds on the regionalisation of Venezuela's endogenous development paradigm guided by the principles of solidarity, cooperation and complementarity. In contrast to other contemporary regionalisms, in ALBA the social dimension assumes a leading role from the outset, together with energy integration. The Nicaraguan case exemplifies ALBA's counter-hegemonic transnational operational mode, as well as its construction from the bottom up. This is illustrated in the fields of education, health care and energy supply.   [More]  Descriptors: Foreign Countries, Access to Education, Political Issues, Political Affiliation

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