Bibliography: Democracy (page 433 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Alesia Dumas, Todd Hoover, Mary-Louise Kearney, C. S. Williams, Fred Stopsky, James S. Leming, Jennifer L. Hochschild, H. Michael Hartoonian, Eamonn Callan, and Ronald A. Banaszak.

Rabanal, Manuel (1978). Parentela Lexical de "Democracia" (Lexical Origin of "Democracy"), Yelmo. This article presents the Spanish words of Greek origin that include the ending "cracia" and their meanings. Descriptors: Definitions, Etymology, Greek, Lexicology

Greenberg, Douglas (1989). Reforming History Curricula: Some Thoughts on Democracy and Western Civilization, OAH Magazine of History. Urges that the changes in the ethnic, religious, and cultural pluralism in the United States, as well as those in politics of the educational system, be taken into account when designing history curricula. Argues that world history should replace the western civilization course. Descriptors: Cultural Awareness, Cultural Context, Cultural Pluralism, Curriculum Design

Callan, Eamonn (1981). Education for Democracy: Dewey's Illiberal Philosophy of Education, Educational Theory. Respect for individuality did not penetrate deeply into John Dewey's thought, and, consequently, mass solidarity, based on group cooperation and sharing of interests, is emphasized at the expense of individuality. Examples of Dewey's theories about art and science are used to illustrate the point. Descriptors: Conformity, Democratic Values, Educational Philosophy, Elementary Education

Hochschild, Jennifer L. (1984). The New American Dilemma: Liberal Democracy and School Desegregation. The basic thesis of this book is that neither minorities nor whites benefit when incremental and participatory methods are used to desegregate schools. Rather, it argues, school desegregation can succeed only when rapid and extensive change is imposed by nonelected officials, at a centralized level, and without citizen involvement. Chapter 1 covers the relationship of racism and liberalism in American history and surveys prevailing notions about why racism exists and how it can be abolished. Using socioeconomic status (SES) data on blacks, Chapter 2 challenges the argument that racism and its consequences can be eradicated through conventional forms of political action. Chapter 3 includes a list of goals for desegregation and briefly discusses two notions of how social change can and should occur: incrementalism and popular control. Chapter 4 argues that incremental policy-making cannot promote the abolition of racism with reasonable promptness. Numerous examples of such policies (including time plans, busing, and voluntary desegregation plans) are cited. Chapter 4 assesses popular control and concludes that the (largely white) electorate cannot be counted on to mandate policies requiring racial balance. Chapter 5 argues that only rarely do citizen groups aid acceptance by whites of desegregation. Finally, Chapter 6 considers alternatives to previously attempted desegregation schemes. It asserts that radical change may be accomplished only through methods that are unpalatable to the ruling elite. Descriptors: Blacks, Citizen Participation, Democratic Values, Desegregation Effects

Bjerstedt, Ake (1969). Pupil Democracy – Co-Planning at Different Educational Levels. The capacity for independence, the capacity for collaboration, and student personalities will be the main variables in a proposed study. To specify in greater detail which approach to the problem would be most fruitful, a review of the literature was made and the parties involved were interviewed. The study then focused on several questions for investigation. It is expected that the work will be composed of two rather extensive survey investigations and a few intensive studies. The intensive studies will be done on the lower and middle forms, the senior forms and secondary schools, and the post secondary schools, especially in the teacher training sector.   [More]  Descriptors: Independent Study, Individual Development, Innovation, Interaction Process Analysis

Kearney, Mary-Louise, Ed.; Ronning, Anne Holden, Ed. (1996). Women and the University Curriculum: Towards Equality, Democracy, and Peace. This collection of 15 essays focuses on the role of women in higher education around the world, analyzing the gender dimension of the university curriculum in light of the United Nations' World Conference on Women held in Beijing, China, in 1995. The essays include: (1) "Women, Higher Education, and Development" (Mary-Louise Kearney); (2) "The Experience of Feminine Leadership in the Academy" (Sheryl L. Bond); (3) "The University Curriculum, Law, and Gender" (Henrietta Mensa-Bonsu); (4) "Women and Development: Perspectives and Challenges within the University Curriculum" (Maria Inacia D'Avilo-Neto); (5) "Women's Health: A Model of an Integrated Curriculum" (Katherine Sherif and Sandra P. Levison); (6) "Gender and the Curriculum in Commerce and Management Studies" (Margaret Gardner and Marnie King); (7) "The Curriculum in the Humanities: A Case Study and Some Reflections" (Anne Holden Ronning); (8) "Women's Studies in Bulgarian Universities: A Success Story?" (Ralitsa Muharska); (9) "Science and Technology in China: Successes and Challenges for Women's Participation" (Zhizhen Gui); (10) "Gender in Science and Technology: The New Zealand Experience" (Robyn Dormer); (11) "Public Administration" (Maria Teresa Gallego and Otilia Mo); (12) "Gender in Demography and Population Studies at University Level" (Mouna L. Samman); (13) "The Gender Dimension in Agronomy: A Student Perspective" (Willenijm Tuinstra); (14) "Peace Studies" (Sanaa W. Osseiran); and (15) "Teacher Training and the Promotion of Gender Equity: A Case Study of Israeli Society" (Rina Shachar).  (Individual papers contain references.) Descriptors: Administrator Education, Agronomy, Allied Health Occupations Education, College Curriculum

Simpson, Elizabeth Leonie (1971). Democracy's Stepchildren. A Study of Need and Belief. Ordered in a developmental sequence, the first chapter presents the problem and reviews social science literature suggesting a connection between basic human needs and attitudes, values, motivation, and behavior, irrespective of social position. The second chapter discusses the biosocial origins of needs and analyzes the conceptual differences in the theories of Freud, Horney, Fromm, and Maslow. Chapters 3-5 explore the hierarchical needs which Maslow hypothesized and relates them to the theory and data of others. Chapter 6 explores the relationships between the cognitive aspects of personality with cognitive and affective modes of behavior. Chapter 7 inquires into the nature of the person in whom these relationships constitute democratic or authoritarian personalities.  Methodology and results of a field study measuring the democratic syndrome in high school subjects are described in Chapter 8; the relationship between these empirically demonstrated needs and values is summarized in Chapter 9. Chapters 10-13 related earlier historical syntheses and empirical findings to the American educational situation today. The author's Index of Psychological Deprevation is appended. The field study is reported in SO 000 650. Descriptors: Affective Behavior, Authoritarianism, Citizenship, Democratic Values

Angell, James Rowland (1975). Selection for Higher Education in a Democracy (1926), North Central Association Quarterly. A notable paper in the first volume of the Quarterly was the text of an address given by President Angell of Yale at the NCA Annual Meeting, March 1926. Public speakers spoke longer then, but the text is worth reading all the way through. Descriptors: Educational History, Higher Education, History, Professional Associations

Dumas, Wayne; Dumas, Alesia; Lee, William B. (1996). Restructuring Schools for Democracy in the Former East Germany, International Journal of Social Education. Discusses the contentious relationship between educators within the former East Germany and their West German cohorts following reunification. The problems have stemmed from conflicting ideologies and traditions (Marxist versus Christian Democrat and Social Democrat) as well as differences concerning school organization and educational objectives. Nonetheless, some constructive compromise has occurred. Descriptors: Citizenship Education, Communism, Comparative Education, Democracy

Gans, Herbert J. (1983). News Media, News Policy, and Democracy: Research for the Future, Journal of Communication. Outlines five types of studies that seem most significant and discusses problems of and proposals for future news media research. Descriptors: Audiences, Communication Research, Futures (of Society), Media Research

Danis, Ruth (1984). Policy Changes in Local Schools: The Dissatisfaction Theory of Democracy, Urban Education. Using Santa Barbara, California, as a case study, the relations among the election of school board members, community educational priorities, and the accomodation of social services to public demand are examined. Given enough time, it is asserted, voters' democratic control of school policy is visibly exercised. Descriptors: Administrative Change, Board Candidates, Board of Education Policy, Boards of Education

Banaszak, Ronald A.; Hartoonian, H. Michael; Leming, James S. (1991). New Horizons in Civic Education. Our Democracy: How America Works. This book grew from a working conference on "Citizenship for the 21st Century." The purpose of the conference was to develop specific recommendations to guide the Foundation for Teaching Economics (FTE) and the Constitutional Rights Foundation (CRF) in their efforts to improve civic education for young adolescents. The conferees reached consensus on a number of content themes and the project's central premise: that instruction about the United States' political, economic, legal, and social systems can and should be integrated into the civics curriculum taught in grades 8 and 9. The six chapters of the book are entitled: (1) "Toward Civic Renewal"; (2) "The Idea of Citizenship"; (3) "Policy-Oriented Instruction: Requisite Condition for Effective Citizenship"; (4) "The Young Adolescent: Developmental Implications for Civics Instruction"; (5) "The Acquisition of Civic Understanding in Early Adolescence"; and (6) "A Model for Integrating Knowledge." Appendices offer definitions of political, legal, economic, and social concepts for civic education and a listing of members of the steering committee involved in this publication.   [More]  Descriptors: Citizen Participation, Citizen Role, Citizenship, Citizenship Education

Studebaker, J. W.; Williams, C. S. (1936). Education for Democracy: Public Affairs Forums. Bulletin, 1935, No. 17, Office of Education, United States Department of the Interior. This bulletin has been prepared in response to many hundreds of requests for information about public affairs forums. It is impossible in such limited space to give a comprehensive description of the forum method of adult civic education or its application in various parts of the country. However, the authors have tried to include in the bulletin a number of the suggestions for effective forum organization which have been found useful in their own experience and in that of many others who have been active in this field. Chapters in this bulletin include: (1) Building for Civic Intelligence; (2) Community-wide Forums at Des Moines, Iowa; (3) The General Forum Movement; (4) Techniques for Forum Management; and (5) A Nation-wide Program of Forums. A bibliography is provided. (Contains 14 footnotes.) [Best copy available has been provided.]   [More]  Descriptors: Civics, Program Administration, National Programs, Role of Education

Hoover, Todd (1978). A Rural Program for Emotionally Handicapped Students: Democracy in Action, Teaching Exceptional Children. The article describes a program to help rural secondary students identified as emotionally and/or mildly mentally handicapped. Descriptors: Emotional Disturbances, Mental Retardation, Mild Mental Retardation, Program Descriptions

Stopsky, Fred (1975). The School as a Workplace: Extending Democracy to Schools, International Review of Education. An overview and criticism of trends in American education is followed by a suggested framework for reorganization of American schools. Descriptors: Competency Based Teacher Education, Curriculum Development, Educational Change, Educational Philosophy

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