Bibliography: Democracy (page 447 of 605)

This bibliography is independently curated for the I'm with Jill website.  Some of the authors featured on this page include David Dorn, Timothy J. Lensmire, Gunnar Myrdal, Clara Foucault-Mohammed, Stephanie Prescott, J. Blaine Hudson, Rahima Wade, Graham Murdock, Joyce Hartnett, and Laura M. Westhoff.

Myrdal, Gunnar (1996). An American Dilemma. The Negro problem and Modern Democracy. Volume II. This study, originally commissioned by the Carnegie Corporation in 1938, makes it clear that the root of the "Negro problem" is the conflict between American moral valuations preserved in the American ideal and the valuations existing on specific planes of individual and group living. There is a jarring discrepancy between the professed respect for the inalienable rights of all and the pervasive violations of the dignity of blacks. Volume II continues the exploration of Volume I, with the 22 chapters in the following sections: (6) "Justice"; (7) "Social Inequality"; (8) "Social Stratification"; (9) "Leadership and Concerted Action"; (10) "The Negro Community"; and (11) "An American Dilemma." The 10 appendixes included in this volume provide information on the methodology of the study and additional information about the condition of blacks at various times and places in the United States. (Volume II contains 11 tables, including those in footnotes, 8 appendix tables, and 784 references.) Descriptors: American Dream, Black Culture, Black History, Blacks

Dorn, David (1986). The Struggle for Democracy in Chile: An Interview with Osvaldo Verdugo, American Educator: The Professional Journal of the American Federation of Teachers. Chilean teacher and political organizer, Osvaldo Verdugo, who organized last summer's massive protests against the Pinochet dictatorship talks about the problem in his country and his organization's commitment to nonviolent social change. Descriptors: Foreign Countries, Government School Relationship, Politics of Education, Social Change

Hudson, J. Blaine (1994). Democracy, Diversity, and Multiculturalism in American Higher Education: Issues, Barriers, and Strategies for Change, Western Journal of Black Studies. Examines multiculturalism and interculturalism, the premises underlying them, and their objective and historical bases in order to gain insight with respect to the contemporary meaning of the issues and visions they create and the shape of possible solutions related to curricular reform in American higher education. Structural and cultural barriers are examined, and possible solutions are offered. Descriptors: Change Strategies, Cultural Pluralism, Culture Conflict, Curriculum Development

Schweinsburg, Jane D. (1997). Family Friendly Libraries vs. the American Library Association: A Test of Democracy, Journal of Information Ethics. To protect children from material it considers harmful, Family Friendly Libraries (FFL) seeks to limit access to information in public libraries. This article describes the conflict between the FFL and the American Library Association (ALA). Provides an overview of censorship and U.S. legislative history, presents the FFL position and the ALA response, provides a policy analysis, and makes recommendations. Descriptors: Access to Information, Censorship, Children, Freedom of Speech

Wade, Rahima (1995). Civic Ideal into Practice: Democracy in the Elementary School. Curriculum Concerns, Social Studies and the Young Learner. Maintains that the National Council for the Social Studies national standards advocate understanding of and participation in democratic citizenship by all students, including those at the elementary level. Provides recommendations for developing a democratic classroom and building a democratic school community. Descriptors: Citizenship Education, Classroom Environment, Classroom Techniques, Community Involvement

Lensmire, Timothy J. (1994). Writing for Critical Democracy: Student Voice and Teacher Practice in the Writing Workshop. Two important schools of thought in the teaching of writing are those of the "writing workshop" and "critical pedagogy." Both encourage expression on the part of the student, but while writing workshop advocates assume that the student writes from a stable, unitary, autonomous self, the critical pedagogy advocates do not. Writing workshop advocates see the teacher as a facilitator of the student's expression; though he or she may intervene, strategically, in the technique of students' writing processes and texts, he or she is not to critique what the student writes. Viewing the self as a social category developing in a multicultural context, however, critical pedagogy advocates encourage teacher criticism. Like writing workshop advocates, critical pedagogy advocates have not come to terms with the very real, problematic nature of the conflicts among voices in the classroom, both between teacher and student and among students themselves. At least two aspects of teacher practice are in need of further examination and development. First, more attention must be paid to the immediate classroom community within which students speak and write. Educators must look critically at what sorts of classroom communities they think are desirable and what sorts of actions they can take to create and sustain those environments. Second, more attention must be paid to the teacher's response to student writing. If the writing workshop view of "following the child" is inadequate because it does not allow for the possibility that the child's text will pursue questionable intentions and attitudes (concerning race, gender and social class), then viable means of teacher intervention in the expressive process must be proposed. (Contains 9 notes and 40 references.)   [More]  Descriptors: Elementary Education, Student Needs, Teacher Role, Teacher Student Relationship

Foucault-Mohammed, Clara (1989). The Danish Folk High School: Key to the Success of Democracy, Labour Education. Describes the Danish Folk High School that was developed with the ideas of Nikolai Grundtvig. His primary purpose was to deepen the students' understanding of themselves as human beings and to magnify their concept of life. Descriptors: Educational Philosophy, Folk Schools, Foreign Countries, Secondary Education

Prescott, Stephanie, Ed.; And Others (1994). Principles of American Democracy. Course Models for the History-Social Science Framework, Grade 12. This resource document is designed to assist teachers in implementing the "History-Social Science Framework for California Public Schools, Kindergarten through Grade Twelve." The purpose of these models is to support implementation of the "Framework" at the local level. In addition to serving as a resource for teachers and other developers of curricula, the models may be used to plan topics and select resources for professional development. Course models represent a step between the Framework's course descriptions and lesson plans with the course and six unit titles in the course models matching those in the Framework. Unit 1 focuses on "The Constitution and the Bill of Rights." Unit 2 highlights "The Courts and the Governmental Process." Unit 3 examines "Our Government Today: The Legislative and Executive Branches." Unit 4 explains "Federalism: State and Local Government." Unit 5 addresses "Comparative Governments, with Emphasis on Totalitarianism." Unit 6 analyzes "Contemporary Issues in the World Today." Resource materials and suggested activities are included. Descriptors: Curriculum Design, Federal Government, Governmental Structure, Grade 12

Westhoff, Laura M. (1995). The Popularization of Knowledge: John Dewey on Experts and American Democracy, History of Education Quarterly. Explores Dewey's concern about the potential threat to democratic community posed by dependence on experts as policymakers. Discusses Dewey's reservations and guarded support of professionalization. Contrasts his views with the democratic elitist position of Walter Lippmann. Descriptors: Access to Education, Activism, Citizenship Education, Democratic Values

Wetterstrom, Magnhild (1974). Student Democracy in Grades 1-6. Educational and Psychological Interactions, Number 46, 1974. After a short introductory discussion, the results are presented from a series of mapping studies in which headmasters, supervisory teachers, student teachers and different teacher and student groups have expressed their views on co-influence in the school–how they experience the situation today and how they would like the influence to be divided in the future. Assessments are reported from teachers and students both at ordinary schools and at more progressive schools. The results indicate a generally positive attitude towards increased student influence, but also reveal several specific problems that emerge when this attitude is expressed in more concrete terms.   [More]  Descriptors: Classroom Environment, Democratic Values, Elementary Education, Elementary School Students

Murdock, Graham (1995). Across the Great Divide: Cultural Analysis and the Condition of Democracy, Critical Studies in Mass Communication. Responds to an article in the same issue of this journal. Suggests that the author is unwilling to establish an entry point in the realm of culture because he privileges the moment of production over that of consumption. Suggests disregarding the demarcation lines separating cultural studies from critical political economy, and both from the sociology of culture. Descriptors: Cultural Influences, Economic Factors, Higher Education, Popular Culture

Rofes, Eric (1995). AIDS Education under Democracy: Gay Men, Sexual Dissent, and the Limits of Prevention. This paper reviews past and current Acquired Immune Deficiency Syndrome (AIDS) education and prevention efforts, describes three specific phases of efforts, and analyzes AIDS education and prevention in relation to emancipatory models of education. First the paper reviews data measuring the transmission of Human Immunodeficiency Virus (HIV) among gay and bisexual men in the United States and critiques studies that found that gay men in epicenter cities had halted the spread of HIV. More recent data are presented showing increased unprotected sex among gay men and analyzing public response. Next the paper sketches HIV prevention programs that target gay and bisexual men: early pioneering work initiated by grassroots activities, first generation education programs launched in most cities from 1985 to 1990, and post-1990 responses to the dawning recognition of escalating incidence of unprotected sex. Finally, the paper raises questions about the "ownership" of HIV education and prevention programs by public health and social marketing professionals and criticizes the limited involvement by individuals in the education field. Following "gay liberation and queer theory" that have conceptualized gay men as a colonized population, the paper argues for emancipatory education based on the theories of Paulo Freire. Such education might offer important new possibilities for HIV prevention rooted in resistance, knowledge, and empowerment. (Contains 57 references.)   [More]  Descriptors: Acquired Immune Deficiency Syndrome, Adults, Community Education, Democratic Values

Vanderbilt Univ., Nashville, TN. Freedom Forum First Amendment Center. (1995). Religious Liberty, Public Education, and the Future of American Democracy. A Statement of Principles. According to this document, citizens need to reaffirm their commitment to the guiding principles of the religious liberty clauses of the First Amendment to the Constitution. The rights and the responsibilities of the religious liberty clauses provide the civic framework within which individuals are able to debate differences, to understand one another, and to forge public policies that serve the common good in public education. Yet, the statement says that many communities are divided over educational philosophy, school reform, and the role of religion and values in public schools. In the spirit of the First Amendment, the Freedom Forum proposes six civic ground rules for addressing conflicts in public education that deal with: (1) religious liberty for all; (2) the meaning of citizenship; (3) public schools belong to all citizens; (4) religious liberty and public schools; (5) the relationship between parents and schools; and, (6) the conduct of public disputes. Includes a list of 17 organizational sponsors.   [More]  Descriptors: Citizenship, Community Relations, Conflict, Discussion

Hartnett, Joyce (1996). Mexico: A Transition to Democracy. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico). This interdisciplinary unit is designed for secondary level history students but can be adapted for other levels. The focus of the unit is on Diego Rivera's mural "Dream of a Sunday Afternoon in the Alameda." Students use the mural to examine three major phases of Mexican history and to provide a basis of research of Mexican history and politics. Contemporary Mexico is addressed using the history as a background for study.   [More]  Descriptors: Area Studies, Art, Artists, Cultural Awareness

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