Bibliography: Democracy (page 442 of 605)

This annotated bibliography is reformatted and customized for the I'm with Jill website.  Some of the authors featured on this page include Eduardo Manuel Duarte, Okech-Owiti, David Alexander, Naoshi Kira, Jeannine Hirtle, Sheila Baldwin, Susan Brenz, David Peterson-del Mar, Eric Atmore, and Leslie Patterson.

Atmore, Eric (1998). Reconstructing Early Childhood Development Services in South Africa: From Apartheid to Democracy, International Journal of Early Years Education. Describes the context for early childhood education and care in South Africa. Focuses on the principles directing program and service delivery, the development of a training framework, the role of lobbying and advocacy networks, strategies for improving the quality and increasing quantity of provision, and the role of non-governmental organizations in service delivery. Descriptors: Child Advocacy, Day Care, Delivery Systems, Early Childhood Education

Rogers, John; Terriquez, Veronica (2013). Learning to Lead: The Impact of Youth Organizing on the Educational and Civic Trajectories of Low-Income Youth, UCLA IDEA. This study examines the ways that participation in youth organizing groups while in high school impacts the educational and civic trajectories of young adults. The study, conducted by UCLA Professor John Rogers and USC Professor Veronica Terriquez, compares the experiences of former members of youth organizing groups to those of a randomly selected sample of young adults who never participated in youth organizing while in high school. Rogers and Terriquez find that youth organizing alumni are far more likely than comparable peers across California to enroll in four-year colleges and universities and engage in various civic activities in early adulthood. These findings provide further evidence for the value of youth organizing: In addition to building power and garnering significant policy "wins," youth organizing groups are powerful agents for youth development. The report organized into sections. Section one presents a rationale for examining the impact of youth organizing on the development of young adults, describing both the rapid growth of youth organizing groups in recent years as well as efforts to study this emerging field. Section two discusses the methods used to investigate the impact of youth organizing. Section three describes the youth organizing alumni sample and the groups that these young adults participate in while in high school. The central findings of the study are presented in sections four (on educational attainment) and five (on civic identity and engagement). The concluding section points to implications of key findings and identifies questions for future work.   [More]  Descriptors: Youth Programs, Civics, Young Adults, High School Students

Alexander, David (1997). Workers' Education and Human Crisis in Zambia: Democracy and the "New" World Order, International Journal of Lifelong Education. Describes the state of economic, political, and social crisis in Zambia and the response of the labor movement and workers' education programs. Descriptors: Democracy, Economic Climate, Foreign Countries, Labor Education

Kira, Naoshi (1997). Students' Participation in a Democratic Community: A Study of a High School Democracy. This paper describes a qualitative study of seven alternative democratic program (ADP) students of a public high school in a suburb of a major city. The purpose of the study was to gain an in-depth understanding of how students in ADP reflect upon their transitions to become active members of the ADP community over time. The students were primarily seniors who joined ADP in their sophomore years. The ADP program was established in the site school in 1970. Observations and interviews were used to gather data. Two major themes to emerge were: the positive aspects of the program that influence student motivation and performance; and the students' perceptions of themselves and the program over time. The study found that students benefited tremendously from the small, personalized community of ADP that helped them to develop trusting relationships with their teachers and fellow students and have a voice in their own education. (Contains 24 references.)   [More]  Descriptors: Citizen Participation, Citizenship, Citizenship Responsibility, Civics

Duarte, Eduardo Manuel (1998). Expanding the Borders of Liberal Democracy: Multicultural Education and the Struggle for Cultural Identity, Educational Foundations. Examines why multiculturalism's attention to difference expands on liberal democratic assumptions, arguing that our democratic society's commitment to equal educational opportunities legitimizes the implementation of multicultural education programs designed to create a culturally relevant pedagogy for students who are marginalized by the white, anglo, middle-class world view in education. Descriptors: Cultural Awareness, Cultural Differences, Culturally Relevant Education, Democratic Values

Peterson-del Mar, David (1994). School-Site Councils: The Hard Work of Achieving Grassroots Democracy, OSSC Bulletin. Like school-based management, school-site councils offer some attractive reform possibilities, including broadly based, democratic decision-making; enhanced sensitivity to specific school climates; and widely shared responsibility. Site councils can be ineffective, even harmful, when lacking sufficient support, expertise, and time to succeed. This bulletin suggests ways to construct effective site councils, pointing out councils' possibilities and the demanding steps required to realize them. Chapter 1 discusses the nature of school-site councils, their relationship to school-based management, their many advantages, and necessary development precautions. Chapter 2 shows how to initiate a school-site council, treating council composition, selection of leaders and members, and bylaws, training, and first steps. Chapter 3 describes how councils actually operate; topics include running meetings, making decisions, overcoming common difficulties (such as authoritarian principals, factionalism, lack of time, and accountability), and developing effective roles for principals, teachers, and other council members. The final chapter surveys the relationship between the site council and other groups, including parents, school and district staff, and the school board. The chapter closes by discussing the policy implications of school-site councils. Contains 26 references and a list of 24 interviews.   [More]  Descriptors: Cooperation, Democracy, Educational Improvement, Elementary Secondary Education

Scott, Sue M. (1991). A Case Study of the Lincoln Alliance: Themes of Democracy in Adult Learning, Community Education Journal. The purpose of the Lincoln (Nebraska) Alliance is (1) to establish a community coalition to bring about change; (2) to empower people on the personal level; (3) to envision a new reality or alternative future; and (4) to challenge the idea that citizens are not capable of understanding the issues or making decisions that determine their future. Descriptors: Adult Education, Case Studies, Citizen Participation, Citizenship Education

Greenstein, Fred I. (1975). The Benevolent Leader Revisited: Children's Images of Political Leaders in Three Democracies, American Political Science Review. Describes 10- to 14-year old children's responses to open-ended questions about political leaders in Britain, France, and United States in light of political socialization literature. For journal availability see SO 504 327. Descriptors: Childhood Attitudes, Cultural Images, Democracy, Leadership

Fier, Harriet, Ed.; And Others (1994). Neighborhood and Community. User Guide for Grades K-6. My America: Building a Democracy Series. This user guide is part of a multimedia unit using an interdisciplinary approach with hands-on learning to motivate children to participate actively in their schools and local communities, and to experience the democratic process. This unit focuses on the concept of how people living in different neighborhoods and communities work together. Unit parts include: (1) video preview; (2) suggestions for using the unit; (3) getting ready to view the video; (4) video modeling lesson; (5) follow-up activities for primary, intermediate, and upper grade children; and (6) a bibliography for children and teachers. Descriptors: Active Learning, American Studies, Citizenship, Civics

Okech-Owiti (1993). Reflections on Poverty, Legal Structures and Democracy, and Their Implications for Adult Education, Convergence. Reviews the interconnection of economic, political, and legal structures and their implications for adult education in a global context. Describes adult education's role in alleviating poverty and powerlessness and spurring social transformation by advocating equitable distribution of resources, equal educational opportunity, and peace. Descriptors: Adult Education, Democracy, Illiteracy, Poverty

Fier, Harriet, Ed.; And Others (1994). What Is a Flag? User Guide for Grades K-6. My America: Building a Democracy Series. This user guide helps students understand the story of the U.S. flag and the meaning of the stars, stripes, and colors. The focus is on students learning about flags, drawing individual state flags, and researching the meaning behind them; studying other countries flags; discussing the United Nations flag; researching and discussing the history of the U.S. flag and why it has changed over time. Goals for the students to attain are to become familiar with the democratic process, understand citizenship, build communication skills, recognize laws governing people and how voting matters, and realize how caring and commitment build community. A seven-item bibliography for children and five-item bibliography for teachers concludes the guide. Descriptors: Citizenship Education, Critical Thinking, Democracy, Elementary Education

Fier, Harriet, Ed.; And Others (1994). What Is an American? User Guide for Grades K-6. My America: Building a Democracy Series. This user guide is part of a multimedia unit using an interdisciplinary approach with hands-on learning to motivate children to participate actively in their schools and local communities, and to experience the democratic process. This unit focuses on the concept of respect for self and others. Unit parts include: (1) video preview; (2) suggestions for using the unit; (3) getting ready to view the video; (4) video modeling lesson; (5) follow-up activities for primary, intermediate, and upper grade children; and (6) bibliography for children and teachers. Descriptors: Active Learning, American Studies, Citizenship, Civics

Parker, Walter C. (1996). "Advanced" Ideas about Democracy: Toward a Pluralistic Conception of Citizen Education, Teachers College Record. Though citizenship education is a popular mission for public schools, it rests on a feeble conception of democratic citizenship that skirts social and cultural diversity. The article outlines a conception of democratic citizenship that is appropriate to pluralistic societies, and it describes appropriate participation, path, and assimilation in this endeavor. Descriptors: Citizenship Education, Cultural Pluralism, Democracy, Democratic Values

DeVoogd, Glenn; Patterson, Leslie; Baldwin, Sheila; Brenz, Susan; Hirtle, Jeannine (1998). Finding Common Ground: Democracy, Critical Literacy, and Technology in Four Diverse Learning Contexts, National Reading Conference Yearbook. Synthesizes findings of four case studies that examine technology-rich environments and how they might promote democratic learning. Discusses experiences of each via a matrix of four domains of democratic learning environments (power and voice; beliefs about knowledge and learning; modes of thinking and expression; and perspective on instructional time) and learning goals. Notes that in diverse contexts, similar work proceeded differently. Descriptors: Case Studies, Classroom Communication, Classroom Research, Critical Thinking

Butler, Judy Davis (1996). Civics and Government: Standards for Adequate Participation of Citizens in American Democracy?. This paper examines the research on students' and adults' knowledge of government and queries: "Will the civics and government standards (or any others) make any difference?" Contending that the present teacher education environment does little to promote active learning in the government classroom and that present government teachers have not likely seen a copy of the civics and government standards because of pressing classroom duties, those who are reading the standards are policy makers, bureaucrats, educational specialists, and those who produce and market educational materials. Because textbook companies and testing producers are embracing the various standards, the policy makers, local school leaders, and teachers will be affected by the standards as well. The paper challenges teachers and students to become involved in the standards debate and demonstrate the democratic principles they are to profess. Contains 18 references.   [More]  Descriptors: Academic Standards, Citizenship Education, Civics, Democracy

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