Bibliography: Democracy (page 453 of 605)

This bibliography is selected and organized by the I'm with Jill website.  Some of the authors featured on this page include Calvin Frazier, Patrick Callan, Albany. New York State Education Dept, Amaury Nora, Audrey Osler, Caroline Sotello Viernes Turner, Ronald David Glass, Jane McDonnell, Washington Manpower Administration (DOL), and Carsten Ljunggren.

Follmann, José Ivo (2017). Brazil, Catholic Religion and Education: Challenges and Prospects, International Studies in Catholic Education. Taking the great change that began in the 1960s in terms of Church, society, and education in Brazil as a starting point, this article extends the existing discussion by turning its attention to three fundamental aspects of it: (1) how to manage and coordinate Catholic education; (2) how to deal with the diversification process of the religious sphere in Brazil; and (3) how to make Catholic education effectively consistent in a healthy relationship with the laicity of the State (secular State). The article concludes with some provocations to advance in the process of reflection.   [More]  Descriptors: Catholics, Religious Education, Churches, Foreign Countries

Manpower Administration (DOL), Washington, DC. Job Corps. (1969). Basic Economic Systems: Level I, Unit 4, Lesson 1; Representative Democracy and Political Parties: Lesson 2; Reading to Draw Inferences: Lesson 3. Advanced General Education Program. A High School Self-Study Program. An advanced General Education Program has been designed to prepare an individual with the information, concepts, and general knowledge required to successfully pass the American Council on Education's High School General Education Development (GED) Test. The Advanced General Education Program provides comprehensive self-instruction in each of the following areas: (1) Correctness and effectiveness of Expression, (2) Social Studies, (3) Natural Sciences, (4) Interpretation of Literary Materials, and (5) General Mathematics. This document includes a discussion of economic systems, political systems, and reading to draw inferences.   [More]  Descriptors: Economics, Educational Programs, General Education, High Schools

Ljunggren, Carsten (1996). Education, Media, and Democracy: On Communication and the Nature of the Public in the Light of John Dewey, Walter Lippmann, and the Discussion of Modernity, Journal of Curriculum Studies. Considers the ways in which the media constructs and represents information, particularly in relation to subjects defined by class, race, or gender. Compares conceptions of the "public" by John Dewey and Walter Lippmann with current postmodernist thinking. Recommends that citizenship education incorporate a critically-oriented media education into its curriculum. Descriptors: Citizenship Education, Communication (Thought Transfer), Comparative Education, Critical Theory

McDonnell, Jane (2017). Political and Aesthetic Equality in the Work of Jacques Rancière: Applying His Writing to Debates in Education and the Arts, Journal of Philosophy of Education. This paper draws on insights from Jacques Rancière's writing on politics and aesthetics to offer new perspectives on debates in education and the arts. The paper addresses three debates in turn; the place of contemporary art in schools and gallery education, the role of art in democratic education and the blurring of boundaries between participatory art and community education. I argue that Rancière's work helps to illuminate some essentialist assumptions behind dichotomous arguments about contemporary art in the classroom–both over-hyped claims about its value, and exaggerated fears about its threat to educational values alike. On democratic education I argue that his work highlights the importance of the aesthetic dimensions of democratic learning and, on art and community education, I issue caution against readings of Rancière's work that frame his contribution as a 'rehabilitation' of the aesthetic. Although each debate is tackled discretely, the paper advances the overall argument that attention to equality in Rancière's work–both aesthetic and political–is vital when applying his philosophy to debates that occupy the boundaries of education, politics and art.   [More]  Descriptors: Art Education, Community Education, Democracy, Aesthetic Education

Gornitzka, ÃÖse; Maassen, Peter; de Boer, Harry (2017). Change in University Governance Structures in Continental Europe, Higher Education Quarterly. This article discusses changes with respect to university governance structures in six comprehensive universities in Europe. We present an analytical framework on the basis of which we conduct a comparative analysis of the university governance structures along four different dimensions: (a) the internal democratic nature of the governance structure, (b) the external involvement in university governance, (c) the level of centralisation of decision-making authority in the university and (d) the concentration of authority in an individual leadership position versus authority in a collective body or spread over various collective bodies.   [More]  Descriptors: Foreign Countries, Universities, Governance, Comparative Analysis

Turner, Caroline Sotello Viernes, Ed.; Garcia, Mildred, Ed.; Nora, Amaury, Ed.; Rendon, Laura I., Ed. (1996). Racial & Ethnic Diversity in Higher Education. ASHE Reader Series. This text is a resource on racial and ethnic diversity for faculty and students in higher education. It is organized in sections related to the history of racial and ethnic diversity in higher education, curriculum and teaching, students, faculty, administration, leadership and governance, and research issues. The chapters are: (1) "History of American Indian Community Colleges" (W. Larry Belgarde); (2) "Bricks without Straw: Missionary-Sponsored Black Higher Education in the Post-Emancipation Era" (Johnetta Cross Brazzell); (3) "Ethnicity in American Life: The Historical Perspective" (John Hope Franklin); (4) "Indian, Chicano, and Puerto Rican colleges: Status and Issues" (Michael A. Olivas); (5) "The Ignominious Origin of Ethnic Pluralism in America" (Stephen Steinberg); (6)"The Minority Student in College: A Historical Analysis" (Michael Washington); (7) "The 'Untameable Savage Spirit': American Indians in Colonial Colleges" (Bobby Wright); (8) "Multicultural Literacy and Curriculum Reform" (James A. Banks); (9) "Complicating the Question: Black Studies and Women's Studies" (Johnnella E. Butler); (10) "The Social Construction of Black Feminist Thought" (Patricia Hill Collins); (11) "Creating the Conditions for Social Democracy in the Classroom" (Antonia Darder); (12) "Talking about Race, Learning about Racism: The Application of Racial Identity Theory in the Classroom" (Beverly Daniel Tatum); (13) "American Indian Studies Programs: Surviving the '80s, Thriving in the '90s" (Bobby Wright); (14) "Improving Black Student Access and Achievement in Higher Education" (Walter R. Allen); (15) "Getting in: Mexican Americans' Perceptions of University Attendance and the Implications for Freshmen Year Persistence" (Louis C. Attinasi, Jr.); (16) "Experiences in Multiple Marginality: A Case Study of Chicana 'Scholarship Women'" (Gloria Holguin Cuadrez); (17) "Black Women in Black and White College Environments: The Making of a Matriarch" (Jacqueline Fleming); (18) "Historically Black Colleges: Models for Increasing Minority Representation" (William B. Harvey and Lea E. Williams); (19) "The Demographics of Diversity: Asian Americans and Higher Education" (Jayjia Hsia and Marsha Hirano-Nakanishi); (20) "Comparative and Predictive Analysis of Black and White Students' College Achievement and Experiences" (Michael T. Nettles, A. Robert Thoeny, and Erica J. Gosman); (21) "Hispanic Student Retention in Community Colleges: Reconciling Access with Outcomes" (Amaury Nora and Laura Rendon); (22) "From the Barrio to the Academy: Revelations of a Mexican American 'Scholarship Girl'" (Laura Rendon); (23) "The Effects of Student Financial Aid on Access to Higher Education: An Analysis of Progress with Special Consideration of Minority Enrollment" (Edward P. St. John and Jay Noell); (24) "The College Experience of Native Americans: A Critical Analysis" (William G. Tierney); (25) "Faculty Issues: The Impact on Minorities" (James E. Blackwell); (26) "Pathway to the Professoriate: The American Indian Faculty Pipeline" (William T. Cross); (27) "Racism in Academia: The Old Wolf Revisited" (Maria de la Luz Reynolds and John J. Halcon); (28)"Faculty Responsibility and Tolerance" (William B. Harvey); (29) "Black Women Intellectuals" (bell hooks); (30) "Asian Pacific Americans in Higher Education: Faculty and Administrative Representations and Tenure" (Don T. Nakanishi); (31) "Latino Faculty at the Border: Increasing Numbers Key to More Hispanic Access" (Michael A. Olivas); (32) "A Comparative Study of Occupational Stress among African American and White University Faculty: A Research Note" (Earl Smith and Stephanie L. Witt); (33) "The Survival of American Indian Faculty" (Wayne J. Stein); (34) "Socializing Women Doctoral Students: Minority and Majority Experiences" (Caroline Sotello Viernes Turner and Judith Rann Thompson); (35) "Minority Faculty Recruitment Programs at Two-Year Colleges" (Ronald D. Opp and Albert B. Smith); (36) "Community College Faculty: A Profile" (Deborah J. Carter and Cecilia A. Ottinger); (37) "Leadership and American Indian Values: The Tribal College Dilemma" (Elgin Badwound and William G. Tierney); (38) "Administrative Commitments and Minority Enrollments: College Presidents' Goals for Quality and Access" (Robert Birnbaum); (39) "Double Jeopardy: Women of Color in Higher Education" (Deborah Carter, Carol Pearson, and Donna Shavlik); (40) "Multiculturalism: The Crucial Philosophical and Organizational Issues" (Patrick J. Hill); (41) "Developing Leadership Potential for Minority Women" (Marvalene Styles Hughes); (42) "The Campus Racial Climate: Contexts of Conflict" (Sylvia Hurtado); (43) "Understanding the Hiring of Women and Minorities in Educational Institutions" (Alison M. Konrad and Jeffrey Pfeffer); (44) "Diversity and Its Discontents" (Arturo Madrid); (45) "Organizing for Diversity: Fundamental Issues" (Daryl G. Smith); (46) "Diverse Students and Complex Issues: A Case for Multiple Methods in College Student Research" (Louis C. Attinasi, Jr. and Amaury Nora); (47) "Recognizing Diversity: A Need for a Paradigm Shift" (Li-Rong Lilly Cheng); (48) "Prediction of Hispanics' College Achievement" (Richard P. Duran); (49) "The Situation of Black Educational Researchers: Continuation of a Crisis" (Henry T. Frierson, Jr.); (50) "Minority Student Access to, and Persistence and Performance in, College: A Review of the Trends and Research Literature" (Shirley L. Mow and Michael T. Nettles); (51) "Research on College Students; Commonality, Difference, and Direction" (Frances K. Stage); and (52) "An Anthropological Analysis of Student Participation in College" (William G. Tierney). Each chapter contains references. (Contains 7 figures and 71 tables.) Descriptors: College Faculty, Cultural Differences, Curriculum, Diversity (Student)

McKenzie, Cori (2017). Meeting the Great Challenge: What Growth-Oriented Writing of the 1960s and 1970s Can Teach Us about Uniting the Individualistic and Social Aims of English Education, Changing English: Studies in Culture and Education. This study explores the relationship between two values that sit at the heart of English education: a commitment to democratic citizenship and a commitment to fostering students' personal growth. Some scholars have argued that these values are often at odds and the "great challenge" of the field is to unite the individualistic and social goals of English education. The study explores the commensurability of these aims by considering the way they were united in the growth-oriented practitioner writing composed in the decade after the Anglo-American Seminar on the Teaching of English in 1966. To conduct the study, I examined "English Journal" articles written between 1968 and 1978 to see if articles that emphasised students' personal growth also attended to the goal of democratic citizenship. The analysis shows that while it may be rare for advocates of the personal growth model to attend to students' development as citizens, these goals are not inherently incompatible. I conclude with closing remarks on what this study suggests about how the field might meet the "great challenge" of uniting the individualistic and social aims of English.   [More]  Descriptors: English Instruction, Individual Development, Citizenship Education, Citizen Participation

Newman, Anne; Glass, Ronald David (2015). Ethical and Epistemic Dilemmas in Empirically-Engaged Philosophy of Education, Studies in Philosophy and Education. This essay examines several ethical and epistemological issues that arise when philosophers conduct empirical research focused on, or in collaboration with, community groups seeking to bring about systemic change. This type of research can yield important policy lessons about effective community-driven reform and how to incorporate the voices of marginalized citizens in public policy debates. Community-based reform efforts are also particularly ripe for philosophical analysis since they can demonstrate the strengths and shortcomings of democratic and egalitarian ideals. This type of research also raises unique ethical dilemmas that challenge central tenets of research ethics. We focus on two foundational questions: What does informed consent mean in the context of community-based research (CBR) when CBR may dissolve differences between researcher and research participant, and its parameters can be hard to delineate? And what ethical, democratic, and epistemic issues arise when conducting research with and on community groups, given potentially competing commitments to respect the epistemological contributions of all participants while also meeting research norms to warrant findings and conclusions? Our examination has two aspects: we grapple with these issues through examples from our work to reveal their significance in our own philosophic practice, and more broadly, to reveal their significance as problems within traditional research ethics. We believe that this approach will demonstrate the utility of philosophic engagement with dilemmas in research ethics as a reflective matter, and in the course of empirical research itself.   [More]  Descriptors: Ethics, Epistemology, Educational Philosophy, Research

New York State Education Dept., Albany. (1992). New Directions in Teacher Education for the 1990s; A Report on the Statewide Conversation about the Agenda for Teacher Education in a Democracy to the Education Commission of the States. This document reports on New York meetings attended by over 200 teacher educators and liberal arts and science faculty, teachers, administrators, and New York State Education Department policymakers to consider the implications of the research findings and recommendations presented in "Teachers for Our Nation's Schools" by John I. Goodlad. The findings and recommendations were considered in light of two statewide reform efforts: the revision of teacher preparation programs in response to new state certification requirements, and the restructuring of elementary, middle, and secondary education as envisioned in "A New Compact for Learning." The report reviews reform efforts in New York State and describes the format and structure of the regional meetings. The meeting discussions are then summarized, focusing on the need for reflective practice in teacher education, the need for prospective teachers to become agents of educational change, and the need to examine how schools of teacher education "fit in" with educational reform. The report concludes that meeting participants were able to link Goodlad's 19 postulates to substantive activity in the real world, although the practical realities of how and when some of the postulates might be implemented provided a strong undercurrent to the discussion. An appendix lists meeting participants.   [More]  Descriptors: Change Strategies, College Role, Educational Change, Educational Policy

Frazier, Calvin; Callan, Patrick (1990). What State Leaders Can Do To Help Change Teacher Education. Advancing the Agenda for Teacher Education in a Democracy: A Guide for State Leaders. Changing the conditions under which teachers are prepared is a necessary condition for changing schools. This policy guide emphasizes the role of the state in providing an environment for change. The guide particularly discusses the state's use of incentives and sanctions to raise the visibility and urgency of teacher education reform to the highest levels in colleges and universities. The discussion of what state policymakers can do to help reform teacher education is organized around five major topics: (1) beliefs undergirding the policy recommendations; (2) implications of "restructuring" teacher education; (3) leveraging change in teacher education; (4) state oversight as a force for change; and (5) the cost of change in teacher education. Specific recommendations include establishing clinical schools, eliminating the practice of granting emergency teaching certificates, and terminating teacher education programs that are unable or unwilling to meet program standards established by the state.   [More]  Descriptors: College School Cooperation, Educational Change, Educational Finance, Educational Principles

Hopkins, Neil (2015). Freedom as Non-Domination, Standards and the Negotiated Curriculum, Journal of Philosophy of Education. This article investigates the application of Philip Pettit's concept of freedom as non-domination to the issues of educational standards and the negotiated curriculum. The article will argue that freedom as non-domination (and the connected concept of debating contestations as part of a legitimate democratic state) shines a critical light on governmental practice in England over the past two decades. Joshua Cohen's proposal of an ideal deliberative procedure is offered as a potential mechanism for the facilitation of debating contestations between stakeholders over the curriculum. Cohen places particular importance on the participants being "formally and substantively equal" in the proceedings and being able to "recognize one another as having deliberative capacities". It will be argued that formal and substantive equality between children and responsible adults is highly problematic due to the "considerable interference" (Pettit) teachers and adults have to make in children's lives. However, the article does offer examples of children's deliberative capacities on the issue of the curriculum (in response to Cohen).   [More]  Descriptors: Freedom, Academic Standards, Curriculum, Foreign Countries

Watkins, Karen E.; Marsick, Victoria J. (2014). Adult Education & Human Resource Development: Overlapping and Disparate Fields, New Horizons in Adult Education & Human Resource Development. Adult education and human resource development as fields of practice and study share some roots in common but have grown in different directions in their histories. Adult education's roots focused initially on citizenship for a democratic society, whereas human resource development's roots are in performance at work. While they have grown in different directions, they also clearly overlap in important ways; through their focus on helping adults learn, a growing interest in constructivism in the knowledge era, and in broader international and national visions of the field. Differences are also noted, particularly in regard to emphasis on individual growth vs. growth of the organization. The article concludes with a look at three ways of looking at the relationship between the two fields: through the lens of practice, the metaphor of the big tent, and questions associated with philosophical differences.   [More]  Descriptors: Adult Education, Human Resources, Comparative Analysis, Constructivism (Learning)

Preston, Nancy R., Comp. (1990). Library and Information Services for Democracy. A Select ERIC Bibliography Prepared on a Theme of the 1991 White House Conference on Library and Information Services. ERIC/IR Mini-Bib. Documents and journal articles featured in this nine-item annotated bibliography concern information as a critical resource in a democratic society and the role of the library and information services in ensuring access to information, especially that which is government produced. Citations were selected through a computer search of the Educational Resources Information Center (ERIC) database.   [More]  Descriptors: Access to Information, Annotated Bibliographies, Democracy, Freedom of Information

Osler, Audrey (2016). Teaching for Cosmopolitan Citizenship, Educational Leadership. "Teachers need to prepare young people for interdependence and diversity at all scales: in the school community, neighborhood, town or city, nation, and globe," writes Audrey Osler. "This is what I refer to as 'education for cosmopolitan citizenship.'" In this article, the founding director of the Centre for Citizenship and Human Rights Education describes two teachers who prepare their students to be cosmopolitan citizens. First, Osler profiles a citizenship teacher named Veronica who works in the United Kingdom. Among Veronica's strategies, she focuses on teaching her students about child rights and the plight of refugees. The second teacher is Min-Ji who teaches in a Japanese middle school in a city's neighborhood known as Korea Town. She works in an "ethnic classroom" where her job is to educate students of Korean heritage about their history, culture, and language. Both teachers seek to empower their students to take part in both their local communities and an increasingly global society.   [More]  Descriptors: Global Approach, Citizenship, Democracy, Cultural Differences

Hoekstra, Marike (2015). The Problematic Nature of the Artist Teacher Concept and Implications for Pedagogical Practice, International Journal of Art & Design Education. The main argument of this article is that the problematic nature of the artist teacher concept might not be the duality between art and education, but might refer to a limited understanding of education, in such a way that art would appear to be contrasting to education. A different definition of education is required to understand the qualities of the artist teacher. Pre-existing pedagogical practices where children initiate their own learning, like Reggio Emilia and the Dutch project "Toeval gezocht", transcend the boundaries of the educational paradigm. These democratic pedagogies can inform the notion of "artistic teaching" in such a way that the artist teacher concept is no longer one of conflicting paradigms but instead becomes a critical model for teaching.   [More]  Descriptors: Artists, Teachers, Teaching Methods, Reggio Emilia Approach

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