Bibliography: Democracy (page 444 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 Federal Security Agency US Office of Education, Daniel Jay Baum, James E. Hansen, Suzanne Falgout, Journal of Intergroup Relations, Jim Charles, Thomas M. Skrtic, Richard D. Lakes, Joanne Hendrick, and Herb Korra.

Journal of Intergroup Relations (1995). Religious Liberty, Public Education, and the Future of American Democracy: A Statement of Principles. Seventeen national organizations have sponsored this statement of principles that reaffirm a shared commitment to the religious liberty clause of the First Amendment. The importance of religious liberty is asserted, as is recognition of the primary responsibility of parents in child rearing. Descriptors: Citizenship Education, Civil Rights, Democracy, Educational Change

Golez, Felipe Victor (1996). Shifting the Paradigm in Preservice Teacher Education. Modeling Democracy in a Collaborative Site-based Program. A reform-oriented teacher education model and its effect on the eventual classroom practice of preservice program graduates is examined. An ethnographic description is provided of the program, which emphasized an experiential philosophical base that permeated both the program and the compulsory educational milieu of the training site. Research consisted of three tiers: (1) a preliminary re-analysis of qualitative evaluation data; (2) interviews with graduates concerning their perceptions of their experiences and how these experiences impacted their first year's practice; and (3) an examination of data pertaining to possible implications for improving teacher education for students from diverse cultural backgrounds. Preliminary analysis of program evaluation data revealed that preservice teachers regularly employed learner-centered instructional strategies in their own practice teaching. Later interviews found use of democratic pedagogy to be integrated into these subjects' classroom practice a year later. Distinctive traits of this program contributing to these outcomes included: a site-based learning context combined with a calculated shift from a social behaviorist to a pragmatic approach toward curriculum and instruction methods; a common philosophical base shared by the university and public school sites; and simultaneous teacher socialization and methods training. (Contains 53 references.)   [More]  Descriptors: Beginning Teachers, Classroom Communication, Classroom Techniques, Democracy

Ramirez, Manuel, III (1970). Cultural Democracy: A New Philosophy for Educating the Mexican American Child, National Elementary Principal. Deplores the philosophy that fosters the idea of Chicano culture as a hindrance to the child, a culture to be eradicated rather than reinforced, and proposes changes designed to enhance the education of Mexican American children. Descriptors: Biculturalism, Bilingual Education, Mexican American History, Mexican Americans

Skrtic, Thomas M., Ed. (1995). Disability and Democracy: Reconstructing (Special) Education for Postmodernity. Special Education Series. This book presents 10 chapters covering issues in the reconstruction of special education in inclusive schools. The book's three parts focus on deconstructing and reconstructing the professions, optional metatheories of special education and disability, and optional theories of special education and disability. Five of the chapters are by Thomas M. Skritic: "Theory/Practice and Objectivism: The Modern View of the Professions"; "Power/Knowledge and Pragmatism: A Postmodern View of the Professions"; "The Functionalist View of Special Education and Disability: Deconstructing the Conventional Knowledge Tradition"; "Special Education and Student Disability as Organizational Pathologies: Toward a Metatheory of School Organization and Change"; and "Deconstructing/Reconstructing Public Education: Social Reconstruction in the Postmodern Era." The other five chapters are: "The Interpretivist View of Special Education and Disability: The Value of Telling Stories" (Philip M. Ferguson and Dianne L. Ferguson); "The Radical Structuralist View of Special Education and Disability: Unpopular Perspectives on Their Origins and Development" (Sally Tomlinson); "The Radical Humanist View of Special Education and Disability: Consciousness, Freedom, and Ideology" (Dwight C. Kiel); "Radical Structuralist Perspectives on the Creation and Use of Learning Disabilities" (Christine E. Sleeter); and "Holism and Special Education: There Is No Substitute for Real Life Purposes and Processes" (Lous Heshusius). (Individual papers contain references.) Descriptors: Democracy, Disabilities, Educational Change, Educational Philosophy

Poindexter, Betty; Korra, Herb (1991). Practicing Democracy through Equity Education: Social Studies Curriculum Grades K-12, 1991-1997. This social studies curriculum guide for grades K-12 contains 10 sections: (1) School board policy and philosophy; (2) Philosophy implementation guidelines; (3) Program level objectives; (4) Responsibility for social studies curriculum; (5) Multicultural/multiethnic graphic; (6) General exit outcomes; (7) Social studies skills; (8) Seven essential learnings; (9) Strategies for classroom use; and (10) Course of study–skills chart–time frame. Most of the guide is devoted to the last two sections. Strategies for classroom use are outlined and discussed under the following categories: multicultural/multiethnic, religion, active civic responsibility, economics, globalization, critical thinking, and assessment. The last section of the guide features materials describing the content of the K-12 social studies curriculum in depth. Skills charts feature the subject area, the name of the textbook used, the unit or topic, the skills used, support materials used, and the approximate amount of class time. A course of study time frame is included that describes, in sequence for each social studies course, the major topics covered, the course objectives, and learner outcome statements.   [More]  Descriptors: Citizenship Education, Curriculum Guides, Democratic Values, Educational Objectives

Charles, Jim (1993). The Democracy of Inclusion: American Indian Literatures in the English Language Arts Classroom. Literatures created by American Indians illustrate the positive potential that expanding the literary canon has for helping to achieve a more democratic classroom. Expanding the idea of what constitutes a text worthy of study enhances students' degree of involvement in and sense of connection to curriculum content and helps them become better equipped to participate in democratic processes. Affording students meaningful reading experiences in response to a broadened, more extensive and inclusive set of reading choices increases the probability of their participation and involvement. Three recent young adult novels by American Indian authors include such culturally specific themes as: prejudice and discrimination toward Indians; hopelessness regarding the Indian situation; mixed-blood ancestry; alienation from non-Indian peers; Indian/non Indian friendships; and capturing/recapturing tribal identity, spirituality, and traditions. Through exposure to the experiences of American Indians (and by extension, those of members of other racial and ethnic minority groups, as well as women), students gain a more complete understanding of the diversity of America.   [More]  Descriptors: Adolescent Literature, American Indian Culture, American Indian Literature, American Indians

Schaefer, Roberta Rubel (1975). Democracy and Leadership: Some Reflections on the Political Education of Civil Servants. Suggestions for an alternative approach to public administration education are provided. One recent movement in public administration strongly attacks the notion of neutral scientific training and emphasizes that public administrators should administer policy according to social equity. However, this standard does not provide any objective criteria for distinguishing among the various claims of disadvantaged minorities and cannot differentiate between equality and justice. The function of administration in a democratic regime is to be more than a mere reflection of the people's wants and more than a mirror of the bureaucrat's particular view of "social equity." To develop values and judgment capabilities, administrators should be educated in relating current issues with American political thought and tradition. The study of constitutional law, an apprenticeship with a public administration organization, case studies of decision making, and a research project which requires the student to develop a policy on a particular controversial question are suggested as a possible program for public administration education.   [More]  Descriptors: Constitutional Law, Democratic Values, Governance, Higher Education

Hansen, James E., II (1977). Democracy's College in the Centennial State. A History of Colorado State University. Several basic themes are followed in this history of a land-grant university: (1) CSU's success in meeting the needs of the society it serves; (2) its development relative to other higher education institutions, particularly those created under the Morrill Act; and (3) experiences and perceptions of students, professors, and administrators associated with the school at various times. Descriptors: Accountability, Administrators, College Faculty, Educational History

US Office of Education, Federal Security Agency (1941). Expressions on Education by Builders of American Democracy. Bulletin, 1940, No. 10. In 1913, the Office of Education published as Bulletin, 1913, No. 28, "Expressions on Education by American Statesmen and Publicists," collected and compiled by Henry R. Evans. The 1913 bulletin has been long out of print. Since such a publication is as desirable today as it was over a quarter of a century ago, it was considered advisable that it be revised and reprinted. About half of the material in the former publication has been used in the revision. To this have been added quotations from other sources. In the new compilation, sentiments regarding education are included from all the Presidents of the United States. In addition to quotations from the Presidents the revision contains statements from Americans of the past, who have been outstanding leaders in various fields of professional and business life. The arrangement of authors is chronological by date of birth, except in the case of the Presidents of the United States, where the order of term of office is followed. [Best copy available has been provided.]   [More]  Descriptors: Educational History, Role of Education, Educational Philosophy, Educational Principles

Hendrick, Joanne (1992). Where Does It All Begin? Teaching the Principles of Democracy in the Early Years, Young Children. Discusses three methods that early childhood teachers can use to empower young children in the class: encouraging children to make decisions, building children's autonomy, and fostering children's trust in the individual, authority, and the group. Descriptors: Competence, Decision Making, Democracy, Democratic Values

Falgout, Suzanne (1992). Hierarchy vs. Democracy: Two Strategies for the Management of Knowledge in Pohnpei, Anthropology and Education Quarterly. Compares theories of knowledge and strategies for cultural transmission in Pohnpei (Micronesia) and U.S. models of education. Extensive interviews and observations demonstrate the awareness of the people of Pohnpei of the potential of U.S. education to transform their traditional chiefdom hierarchy and the content and nature of traditional knowledge. Descriptors: Cross Cultural Studies, Cultural Awareness, Cultural Exchange, Cultural Influences

Smith, Joan K. (1978). The Changing of the Guard: Margaret A. Haley and the Rise of Democracy in the NEA. The National Education Association (NEA) was significantly influenced by Margaret Haley's early 20th century probe into its power structure. As a reformer committed to the democratic process, Miss Haley became an active member of the NEA in 1900. At this time, the organization was dominated by a group of male educators (college presidents, principals, and government officials) who were commonly referred to as "the ring" or "the old guard." Miss Haley's dedication to democratic justice in the name of the common individual led her to question the legitimacy of this oligarchial governing body which considered lightly the demands of the women teachers who comprised nine-tenths of NEA membership. During 39 years as business representative for the Chicago Teachers Federation, Haley participated in many reform battles over teachers' salaries, taxes, and pensions. With experience gained from these political activities, Haley dared to oppose Commissioner William Torrey Harris and other NEA leaders at NEA conventions in 1901, 1903, and 1905. Among the issues over which Haley disagreed with "the ring" were their (1) autocratic policies resulting in proposals for a federal charter; (2) proposed changes to the voting regulations to exclude new members; and (3) support of tax-dodging business companies, such as railroads and textbook corporations. Under Haley's leadership, dissident members of the NEA petitioned for numerous reforms, all of which were won by 1912. These included greater representation of all NEA members and creation of a department of classroom teachers.  Descriptors: Administration, Biographies, Decision Making, Democracy

Baum, Daniel Jay (1990). Crumbling Walls, Enduring Obstacles: Cultural Blocks to Democracy in Eastern Europe, Update on Law-Related Education. Within the context of German history and reunification, considers what occurs when a traditionally authoritarian culture is exposed to freedom. Explores the impact of this cultural change on education and the development of a free press in Eastern Europe. Examines issues of minority rights, antisemitism, and nationalism. Provides questions and resources for classroom discussion. Descriptors: Authoritarianism, Civil Rights, Class Activities, Cultural Context

Lakes, Richard D. (1996). Youth Development and Critical Education: The Promise of Democratic Action. SUNY Series, Democracy and Education. Presented in this book are studies of social projects for economically disadvantaged inner-city youth engaged in neighborhood revitalizations in low-income communities around the country. Children and teens are highlighted as they participate in nonschool initiatives to achieve economic and political self-determination coupled with personal fulfillment and healthy growth. The real-life projects described illustrate the commitment of adult workers in intergenerational learning communities in which young people learn to make a difference. Chapter 1, "Community Economics," profiles a number of grassroots efforts at economic development and job creation involving teens and young adults. Chapter 2, "Neighborhood Improvement," describes efforts by young people to reclaim their communities. "Health and Wellness," chapter 3, discusses how community violence obstructs youth development and describes some projects addressing conflict resolution, teen parenting, and self esteem. Chapter 4, "Street Arts," examines community art programs as aspects of crime and substance abuse prevention efforts. In chapter 5, "Youth Leadership," how teens enter grassroots social programs in leadership development is explored. Chapter 6, "Beacons of Hope," describes community development through intergenerational, faith-based organizations. An appendix contains a directory of 54 resources. (Contains 227 references.) Descriptors: Adolescents, Children, Community Services, Economic Development

Rabe, Stephen G. (1995). John F. Kennedy and Constitutionalism, Democracy and Human Rights in Latin America: Promise and Performance, New England Journal of History. Summarizes the sometimes confusing and contradictory efforts of the John F. Kennedy administration to encourage the development of democratic political processes in Latin America. Although sincere, Kennedy's efforts often were stymied by resistance from the local power structure and his own Central Intelligence Agency. Eventually, anti-communist considerations dominated the Latin American policy. Descriptors: Civil Liberties, Civil Rights, Communism, Democracy

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