Bibliography: Democracy (page 455 of 605)

This annotated bibliography is compiled and customized for the I'm with Jill website.  Some of the authors featured on this page include Carolin Kreber, Stephen Chatelier, Peter Kandlbinder, Jeff Zacharakis, John Lalor, Emiliano Grimaldi, Amasa Ndofirepi, Jaylynne N. Hutchinson, Chetanath Gautam, and Stephen H. Balch.

Grimaldi, Emiliano (2015). What Future for Educational Research in Europe? Political, Epistemological and Ethical Challenges, European Educational Research Journal. This article reflects on the future of European educational research (EER) and its politics of knowledge. EER is interpreted as a field of power/knowledge, where a hegemonic epistemic framework is raised that assembles an evidence-based epistemology, a "what works" political rationality and a technocratic model of educational research. This implies the marginalization of the debates around the social, political and epistemological stakes of EER. The article argues for the centrality of these issues into the debate and identifies some challenges for EER. Firstly, a point is made for an aesthetics of educational research work that has criticism as its inspiring principle and combines a problematizing disposition with the practice of research as inquiry. This implies also the extensive engagement of the EER community in a democratic and open normative dialogue with all those with a stake in education. Secondly, the article identifies two related epistemological challenges: (a) the making of epistemological pluralism as a distinctive trait of EER; (b) the exploring of the potentials involved in the practising of specific epistemological ruptures that concern the reframing of time, space and difference as constitutive categories through which we understand educational reality.   [More]  Descriptors: Educational Research, Futures (of Society), Epistemology, Aesthetics

Kreber, Carolin (2015). Transforming Employment-Oriented Adult Education to Foster Arendtian Action: Rebuilding Bridges between Community and Vocational Education, Adult Education Quarterly: A Journal of Research and Theory. "Vocational education" and "community education" have evolved into largely separate fields. Bridges are reconstructed by adopting a view of vocation that recognizes the meaning people find in their work and the public value of the work they do. While these considerations underpin recent initiatives to revive a civic spirit among the "professions," it is suggested that they apply across a much wider spectrum of occupations. Arendt's theory of "action" serves as a lens from which to inquire into the nature of vocational practice when enacted as public and democratic deliberation with members of the community on important issues affecting their lives. The author concludes that, appropriately understood, vocational practice includes the facilitation of Arendtian "action," thereby constituting a form of community education. The author furthermore suggests that modelling types of public pedagogy characteristic of community education would enrich vocational education and help foster practitioners' capacity to act as civic agents.   [More]  Descriptors: Adult Education, Vocational Education, Community Education, Theories

Kandlbinder, Peter (2007). The Challenge of Deliberation for Academic Development, International Journal for Academic Development. Academic developers work in a political space between university decision-makers and the academic community, a gap that Marginson and Considine (2000) showed is becoming increasingly wide. In this essay, the author suggests that academic developers might learn from the notion of "deliberation", a notion that has been used extensively in recent political theory. Although deliberation is a demanding form of communication that is different from everyday communicative practices, it offers significant benefits to those who make decisions on the behalf of others. Deliberation gathers together relevant information and provides opportunities for individuals to work through arguments for and against an issue until they can decide to support or reject the outcome. The quality of the deliberative space in which academic developers work will be determined by the degree to which they and their colleagues participate in public processes of discussion and deliberation that in turn require attention to political events in the world beyond the universities' walls.   [More]  Descriptors: Higher Education, Universities, Democracy

Roper, Larry D. (2012). Modeling Community to Heal an Injured World, Journal of College and Character. Our colleges and universities have the opportunity to play a role in transforming the tone of our current national discourse and model the core values of our democratic society as we prepare students to be civically responsible.   [More]  Descriptors: Democracy, Values, Higher Education, Citizen Participation

Ndofirepi, Amasa; Cross, Michael (2015). Child's Voice, Child's Right: Is Philosophy for Children in Africa the Answer?, Interchange: A Quarterly Review of Education. In this concept paper, we explore the notion of the child's right to be heard, starting in the classroom. The idea that children have unique needs has paved the way for the admission that children have a similar spectrum of rights as adults do. The notion that children are valued as citizens, and have significant contributions to make now and in the future is the foundation of the path to listening to children's voices. There has been mounting interest in the importance of listening to children's voices and their points of view. Notably, the United Nations Convention on the Rights of the Child has informed conceptions of children as capable, competent and agentic. Giving the child a voice from early childhood is possible if opportunities and environments are availed them, particularly during their early school years. However, the majority of children around the world are yet to realise their right to be heard. We posit and defend the introduction of the Matthew Lipman-initiated Philosophy for Children (P4C) programme in schools as a fertile means of nurturing children's right to have their voices heard. P4C is a critical thinking skills programme designed to contribute to the development of rational, open-minded deliberation among young children, as befits a democratic society. Our argument is that P4C's community of philosophical inquiry as pedagogy is the best approach for the development of a critical, open-minded and right-bearing citizen, capable of living according to democratic principles in twenty first century Africa.   [More]  Descriptors: Foreign Countries, Childrens Rights, Philosophy, International Law

Chatelier, Stephen (2015). Towards a Renewed Flourishing of Humanistic Education?, Discourse: Studies in the Cultural Politics of Education. Humanism has always been constructed out of an historical context. Despite the differences in the notions of humanism mediated by historical particularity, there has nevertheless been continuity in the tradition. This article argues that an orientation towards the "good life" animates the various humanisms in modern Western history, and that a similarly oriented humanistic education is desirable today. After briefly introducing some of Said's thoughts regarding humanism, I provide a short account of humanistic education in the modern era. Here, I provide necessarily brief interpretations on the classical humanism of Plato and Kant before considering the naturalistic approaches of Rousseau and Dewey. Next, I will explore the focus on the development of "self" and "other" in existentialist approaches and the political critique of society through critical-radicals pedagogues such as Freire. Arising from the argument that the critical nature of Said's democratic humanism provides an ethically desirable basis for contemporary education, the paper will conclude by posing questions around how humanism and humanistic education might be imagined in the future.   [More]  Descriptors: Humanistic Education, Humanism, Philosophy, Well Being

Shuffelton, Amy (2015). Estranged Familiars: A Deweyan Approach to Philosophy and Qualitative Research, Studies in Philosophy and Education. This essay argues that philosophy can be combined with qualitative research without sacrificing the aims of either approach. Philosophers and qualitative researchers have articulated and supported the idea that human meaning-constructions are appropriately grasped through close attention to "consequences incurred in action," in Dewey's words. Furthermore, scholarship in both domains explores alternative possibilities to familiar constructions of meaning. The essay explains by means of a concrete example the approach I took to hybridizing these approaches. It describes an ethnographic and philosophical study of how children made meaning of justice and solidarity through their practice of democratic citizenship in an extracurricular program called Village. At Village, children built and ran a miniature town. Their actions and conversations around the political challenges that inevitably arose exemplify meaning-making of ideals in response to actual problems. The meaning of solidarity and justice for these children emerged through the consequences of previous and present actions they took in communication with others. This essay details the methods I used for designing the study, collecting data, and analyzing my findings.   [More]  Descriptors: Philosophy, Qualitative Research, Ethnography, Justice

Walsh, Brendan; Lalor, John (2015). New Languages of Possibility: Early Experiments in Education as Dissent, History of Education. This paper reviews the work of four early radical educators: the cultural nationalist Rabindranath Tagore (1861-1941), Asia's first Nobel Laureate; Bertrand Russell (1872-1970), Cambridge mathematician and philosopher; the Irish educationalist and insurgent Patrick Pearse (1879-1916) and Leonard Elmhirst (1893-1975), co-founder of Dartington Hall school in England. Each represents a type of radicalism that is particular to his own era but resonates in twentieth-century educational provision and policy. Each articulated his political vision through the establishment of a school and all contributed to modern pedagogical practice. The paper argues that ideological and methodological similarities not only compel us to consider them as radical founders, whose ideas are in many ways identical, but to identify them as pivotal theorists in early conceptualisations of education as dissent and disengagement, as a means of decoupling thought and habit from the mainstream of educational practice, colonial imposition or curricular conservatism. In particular, the paper concentrates upon the work of the Irish educationalist and political radical Patrick Pearse and, employing his educational writings and practice as a template for dissension, demonstrates that it was both typical of and reflected the wider tone of early formulations of education as dissent.   [More]  Descriptors: Dissent, Educational Change, Educational History, Politics of Education

Fox, Robin (2012). The Razor's Edge, Academic Questions. Civilization is always a work in progress. Every civilization is an experiment in how far people can shift themselves from the evolutionary norm of the small, kinship-integrated tribal society governed by ritual and custom to any kind of society either more complex in structure or less tribal in foundation. People assume that given intelligence and foresight there is no limit to where they can move. They can write their own rules, design their own futures. "The razor's edge" is where the author believes liberal democratic societies are poised, for though people regard such societies "as the natural outcome of natural human impulses", they are really "dangerously late arrivers on the human scene and, to be brutal, they are still fragile experiments whose viability has not been sufficiently tested. Far from being natural outcomes of human nature they are heroic attempts to defy human nature". Memorably evoking his own "socialization into Western culture in a northern provincial town in the England of the 1930s through the 1950s", the author emphasizes the importance of teaching Western culture in its particularity and uniqueness, while still maintaining its invigorating openness.   [More]  Descriptors: Foreign Countries, Citizenship Education, Democracy, Western Civilization

Bailey, Scott; Gautam, Chetanath (2015). A Philosophical Twist to the Scholar-Practitioner Tradition, Education Research and Perspectives. A new breed of leader is needed for American public schools, one who can both promote the public good and meet modern accountability demands. Often referred to as a scholar-practitioner, this type of leader blends theory with practice, philosophizing practice while practicing a philosophy. Such blending in a person is not simple, however, because practical and theoretical knowledge are qualitatively different. Instead, a blending of spectator-knowledge and participant knowledge is needed. Coupled with a thorough understanding of organizational realities, an awareness of these types of knowledge enables leaders to empower individuals within the schools, simultaneously fostering democratic principles, ensuring social justice, and giving voice to all.   [More]  Descriptors: Public Schools, Leaders, Theory Practice Relationship, Philosophy

Kliewer, Brandon W.; Zacharakis, Jeff (2015). Leadership Education and Development for What?: Civic Imagination for a More Just and Democratic Society, Educational Considerations. When institutions assign meaning to individual rights and distribute resources in ways that shape the life chances of people, if appropriately designed they strengthen social justice aims. Yet the natural outcome of how individuals relate to institutions does not automatically align with justice. Communities are in constant struggle to align the arrangement of social institutions to meet standards of justice. This issue of "Educational Considerations" explores how social justice and leadership education contributes to the capacity of students and community to advance and manage competing claims of justice. This article is a foreword to the issue. It is the hope that this special issue of "Educational Considerations" advances the complexity of issues tied to social justice and the role of higher education.   [More]  Descriptors: Leadership Training, Civics, Social Justice, Democracy

Balch, Stephen H. (2012). Metamorphosis, Academic Questions. One thing history's torrent appears to be sweeping away is, ironically, the study of its most productive wellspring, Western civilization. "The Vanishing West", a report the National Association of Scholars released in May 2011, documents the extent of this vanishing. The traditional Western civilization survey requirement, commonplace only decades ago, has become a rarity for students in general and for history majors in particular, and most so at those institutions where America's opinion leadership is shaped. It is also steadily losing ground in high schools. Even if one decries Western civilization and wants to change it, there's no denying the enormous effect it has had on the human prospect. Nothing would be more foolish than to take it for granted. Other civilizations, Confucian, Islamic, and Hindu, have no trouble understanding themselves as historic entities, objects of pride, even of reverence. As such they serve as moral rallying points of great consequence. Unless American students also realize that Western civilization constitutes a distinct legacy within the overall human heritage, with immense attainments, they are unlikely to feel a similar sense of attachment or be ready to rise to its defense. A civilization unrecognized, or insufficiently recognized by its putative heirs, is a civilization at existential risk. Given its profound impact and overall beneficence, it would be a colossal tragedy if America's educators left Western civilization so exposed. Humanity has profound decisions to make, some to be taken collectively, others individually. They'll be better made to the extent educators give the coming generation an understanding of what brought them to their metamorphic moment.   [More]  Descriptors: Western Civilization, Global Approach, Democracy, Citizenship

Miedema, Siebren; Bertram-Troost, Gerdien (2015). The Challenges of Global Citizenship for Worldview Education. The Perspective of Social Sustainability, Journal of Teacher Education for Sustainability. In this paper the authors briefly present what their theoretical reflections and empirical research has yielded in respect to citizenship education and religious education. The theoretical as well as political and practical questions of the relationship of global citizenship and worldview education are scrutinized. The main focus is on the issue whether there is or could be a connection between the concepts of "worldview education" and "global citizenship education" from the point of view of inclusivity in respect to both concepts. Habermas's distinction between the concepts of democratic state citizenship and global or cosmopolitan citizenship is conceptually helpful. The authors also take into account the question of whether there is a certain educational, political or religious necessity on a national as well as global level to deal with this possible relationship as viewed through the lens of social sustainability.   [More]  Descriptors: Sustainability, Citizenship, Religious Education, Citizenship Education

Eppley, Karen (2017). Rural Science Education as Social Justice, Cultural Studies of Science Education. What part can science education play in the dismantling of obstacles to social justice in rural places? In this Forum contribution, I use "Learning in and about Rural Places: Connections and Tensions Between Students' Everyday Experiences and Environmental Quality Issues in their Community" (Zimmerman and Weible 2016) to explicitly position rural education as a project of social justice that seeks full participatory parity for rural citizens. Fraser's (2009) conceptualization of social justice in rural education requires attention to the just distribution of resources, the recognition of the inherent capacities of rural people, and the right to equal participation in democratic processes that lead to opportunities to make decisions affecting local, regional, and global lives. This Forum piece considers the potential of place-based science education to contribute to this project.   [More]  Descriptors: Rural Education, Science Education, Social Justice, Environmental Education

Hutchinson, Jaylynne N., Ed. (1999). Stories from the Classroom: Issues of Gender and Education, Democracy & Education. Articles in this theme issue explore gender issues and their connections with classroom life. Research studies, essays, book reviews, and teacher notes deal with gender and education. The articles are: (1) "United Nations Declaration on Elimination of Discrimination of Women"; (2) "In the Classroom: De-institutionalizing Gender Bias" (Jean Ann Hunt); (3) "Stories from the Classroom" (Jaylynne N. Hutchinson); (4) "Gender in the Classroom: Now You See It, Now You Don't" (Jane Roland Martin); (5) "Fireballs in the Night: The Impact of Children's Literature on Gender: Development and Imagination" (Joan Scanlon McMath); (6) "Creating a Kindergarten Community" (Tessa Logan); (7) "Unfolding What It Means To Care: One Girl's Middle School Experience" (Barbara Waxman and Liz Young); (8)"Epitome" (student poetry by Janelle Horton); (9) "A Heavy Burden for Feminist of the Year" (Craig Segal); (10) "Lost Innocence in a Heteronormative World" (Remie Calalang); (11) "Whose Voices Are Heard? Adolescent Mothering and an Ethic of Care" (Julie K. Biddle); (12) "Behind Classroom Doors: A Reflection of My Struggle To Learn" (student reflection by Lora Liddell); (13) "Adolescence, Schooling, and Equality in 'School Girls'" (book review by Nancy Smith); (14) "'A Ground from Which To Soar': Exploring Tillie Olsen's 'Silences' for Educators of Girls and Women" (book review by Janet MacLennan); and (15) "Resources for Gender & Education."   [More]  Descriptors: Adolescents, Childrens Literature, Educational Experience, Elementary School Students

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