Bibliography: Democracy (page 458 of 605)

This bibliography is selected and organized by the I'm with Jill website.  Some of the authors featured on this page include Marianna Papastephanou, Andrew Saultz, Charoula Angeli, Ann Allen, Christophil S. Medellu, Omid Payrow Shabani, Nicos Valanides, Roger I. Simon, Asger Sørensen, and Ruyu Hung.

Allen, Ann; Saultz, Andrew (2015). Parent Trigger Policies, Representation, and the Public Good, Theory and Research in Education. Using theories of representation and democratic education, this article examines the impetus of parent trigger policies in the United States and their potential effects on public good goals for public education. The article also uses theories of representation and responsible democratic governance to assess the parent trigger policies, or what are often called parent empowerment laws, enacted in seven states.   [More]  Descriptors: Public Policy, Public Education, Democracy, Democratic Values

Finger, Leslie; Gindin, Julián (2015). From Proposal to Policy: Social Movements and Teachers' Unions in Latin America, Prospects: Quarterly Review of Comparative Education. Latin American teachers' unions have stepped into the policymaking sphere and shaped education policies unrelated to regular workplace priorities like salaries and class sizes at notable moments. The literature on teachers' unions in Latin America has not addressed this, tending to focus instead on those unions' history and role in social movements, or their struggles against controversial education reform. This article links existing literatures in an effort to explain why teachers' unions sometimes break from their normal workplace demands to take an active role in education policymaking. Drawing on case studies of Brazil, Bolivia, Chile, Venezuela, and Guatemala, it argues that teachers' unions break out of this usual role and promulgate system-enhancing education policy in the context of society-wide social movements, such as those that lead to democratization or indigenous rights. However, only where these policies meet a receptive government are they translated from proposal to practice.   [More]  Descriptors: Foreign Countries, Developing Nations, Unions, Educational Policy

Murati, Rabije (2015). Conception and Definition of the Democratization of Education, Journal of Education and Practice. Republic of Macedonia at the moment with all the trends for reforms in the educational system, there are still shortcomings in this regard. The intention of Republic of Macedonia since independence, until today is the modernization and adjustment of the system of education to the European developed countries and their upbringing-educational systems. Democratization of education have got one fundamental request, and that is the respect for diversity. The subject of this survey are the aspects of democratization in the upbringing – education system in the Republic of Macedonia. The population of the survey is consisted of the students of primary and secondary schools. The sample survey includes pupils of primary and secondary schools in the cities of Tetovo, Gostivar, Skopje and Kumanovo. In the research survey are applied questionnaires intended for pupils in primary and secondary schools. The data from the survey are processed by a professional package for data processing SPSS (Statistical package for the social science). The database in this format allows application of statistical methods and techniques of descriptive statistics as well as methods and techniques of inferential statistics.   [More]  Descriptors: Foreign Countries, Elementary School Students, Secondary School Students, Student Surveys

Shabani, Omid Payrow (2011). The Role of Religion in Democratic Politics: Tolerance and the Boundary of Public Reason, Religious Education. The argument of this article is that the recent writing of Jurgen Habermas concerning the boundary of public reason offers the following advantages over the classic "liberal proviso": (1) It releases religious citizens from an undue cognitive burden; (2) It distributes the cognitive burden of justification symmetrically across the citizenry; and (3) It offers a multidimensional concept of reason that becomes self-critically aware of its boundaries.   [More]  Descriptors: Role of Religion, Democracy, Politics, Religion

Benninga, Jacques; Quinn, Brandy (2011). Enhancing American Identity and Citizenship in Schools, Applied Developmental Science. By examining history-social science learning standards in the state of California, an argument is made that schools should be concerned about more than narrowly defined academic achievement goals. Instead, a review of those standards suggests that schools are responsible for helping to foster democratic citizenship that grows out of a strong American identity. An argument is made that character and civic education offer rich resources for addressing goals of democratic citizenship. However, this argument is qualified by the necessity of informed and sustained principal leadership so that strong programs take hold and grow. The conclusion is drawn that schools can foster democratic citizenship if there are modifications to the standards that call for more active civic practice, policies that allow good principals to stay in place, and greater policy level articulation and support of education for American identity and democratic citizenship.   [More]  Descriptors: Citizenship, Democracy, Citizenship Education, Social Sciences

Halpin, David (2009). Utopian Totalism versus Utopian Realism: A Reply to Darren Webb, Oxford Review of Education. Over one half of Darren Webb's article on the concept of utopia in contemporary educational theory (Webb, 2009) reviews critically the "utopian realist" approach the author has advocated in various publications about education over the past nine years. The conception of utopianism to which the author subscribes also stresses the role of patient and articulating progressive incremental social reforms within a framework of values that emphasises the importance of creating "a more equal and more democratic education system and society". Webb objects to the author's piecemeal approach to utopia on the grounds chiefly that it is insufficiently progressive and comprehensive, failing to offer a "prescriptive blueprint-like vision of an integrated holistic social reality", which for him is the hallmark of utopianism. Unlike his preferred concept of utopia, mine, Webb argues, is incapable of genuinely liberating the imagination and creating fulsome visions for education. This article presents the author's response to Webb's critique. The author stresses three points: (1) While it is undoubtedly important to consider the role of utopianism in educational theory, it is not self-evidently useful to do so on the basis that there is for this purpose a single and preferred concept of utopia that educationalists should draw upon; (2) As to Webb's preferred utopian direction, the author is not very confident that it will lead to serious consideration of the kind of overarching reforms in education and society the author infers he has in mind; and (3) Because the author's approach to utopianism is neither totalistic nor prescriptive, Webb is able easily to gainsay the utopian claims the author makes for the various piecemeal voluntary reforms the author highlights.   [More]  Descriptors: Democracy, Educational Change, Authoritarianism, Imagination

Hung, Ruyu (2011). Citizenship with/in or without Lifeworld? A Critical Review of the Contemporary Perspectives of Citizenship, Policy Futures in Education. This article aims to propose the idea of citizenship with/in lifeworld. The author argues that most approaches to the conception of citizenship fail to pay fair attention to and include differences at the individual level. By exploring the meaning of the mainstream conceptions of citizenship, this article identifies the implied deficits as homogenisation and disembodiment. Homogenised and disembodied citizenship is "citizenship without lifeworld". Drawing on Merleau-Ponty's philosophy of body, this article suggests that the understanding of citizenship cannot be separated from lifeworld. The notion of citizenship with/in lifeworld brings more potential for imagining a civic society welcoming differences.   [More]  Descriptors: Citizenship, Citizenship Education, Cultural Differences, Democracy

Hoadley, Ursula (2015). Michael Young and the Curriculum Field in South Africa, Journal of Curriculum Studies. The paper addresses the question of what we should make of Michael Young's recent work with respect to curriculum theory by considering the particular case of South African curriculum reform. The paper thus traces two trajectories: the evolution of Michael Young's ideas over time and South African curriculum reform in the post-apartheid period. The paper shows how the two trajectories have run in parallel, not least because of Young's ongoing involvement and interest in South Africa. Three broad periods in Young's career are identified: the new sociology of education period; a middle period where he engaged in substantial policy work, focusing predominantly on the relation between schooling and the economy; and his social realist phase, where much of his work has focused on an educational notion of specialized knowledge: "powerful knowledge". The possibilities and limitations of this notion as it has been taken up in the research literature, and in relation to the South African case, are explored.   [More]  Descriptors: Foreign Countries, Educational Change, Social Change, Educational Sociology

Goble, J. Scott (2015). Music or Musics? An Important Matter at Hand, Action, Criticism, and Theory for Music Education. Philosophers of music education presently find themselves suspended between modernism's universalist convictions and post-modernism's cultural relativist insights. In "Music Matters: A New Philosophy of Music Education" (1995), David Elliott challenged longstanding conceptions of "music education as aesthetic education" to proffer a praxial philosophy, shifting attention away from music as an object and toward music making as a universal human practice. Now, in Music Matters: A Philosophy of Music Education (2015), Elliott and Marissa Silverman have acknowledged that culturally different musical practices "make sense only in relation to their cultural contexts," yet they vacillate between using the word "music" (suggesting a universalist perspective) and "musics" (suggesting a relativist perspective), also decrying neoliberal influences on education. Addressing how the universalizing commercial conception of "music" inherent in the visions of society and education currently advanced by neoliberals contributes to subverting the health of culturally pluralistic, democratic societies could make their philosophy historically important.   [More]  Descriptors: Music, Democracy, Educational Philosophy, Music Education

Simon, Roger I. (2006). Museums, Civic Life, and the Educative Force of Remembrance, Journal of Museum Education. Public history is inherently pedagogical. How it is enacted has implications for civic life now and in the future. A democratic society requires forms of public history beyond those that provide recognition and affirmation of existing identities and values. A museum-based public history is needed that fosters on-going work of repair and reinvention of existing institutions. A sketch is provided in this article of the epistemological framing of one such exhibition.   [More]  Descriptors: History, Democracy, Museums, Exhibits

Angeli, Charoula; Valanides, Nicos; Papastephanou, Marianna (2011). The Role of the Authority of the Text on Critical Thinking, Interchange: A Quarterly Review of Education. The paper puts forward the argument that critical thinking (and its teaching) should be approached by taking into critical account operations of authority that blunt the reflective disposition toward written texts. The empirical grounds of this argument have been examined by means of a specific study. The study explored in a higher-education setting the extent to which students' critical thinking was influenced by the authority of textuality. Eighty-two undergraduates were randomly divided into Group A and Group B. Two passages, extracted from internationally well-known cultural-textual sources, were compiled into two sets of materials. Set A consisted of an anonymized passage drawn from a text of fascist ideology, and Set B consisted of an anonymized passage drawn from a text of democratic theory. During the research session, students in Group A received first Set A and then Set B, and Group B received first Set B followed by Set A. Both sets of materials instructed students to read each passage, comment upon it, and explain in writing their thinking. The results indicated that students' critical thinking was influenced by the authority of textuality "per se," that is, by the fact that the distributed excerpts enjoyed the aura of the printed, public, and published text. Also the very fact that the excerpts were anonymized made the students' relation to textual authority more direct and unmediated, as it excluded the impact of the authority of the author on their critical approach. The findings support the basic argument of the paper as described above and also demonstrate the need to cultivate in schools what the authors describe as the "aporetic" dimension of critical thinking.   [More]  Descriptors: Democracy, Critical Thinking, Higher Education, Undergraduate Students

Sørensen, Asger (2015). From Critique of Ideology to Politics: Habermas on "Bildung", Ethics and Education. Considering the German idea of "Bildung," I argue that it is a central concern of Habermas. First, he criticized the idea of being educated as a sign of innate abilities, emphasizing instead the significance of the social conditions of the upbringing. Subsequently, inspired by Adorno, he performed an analysis of "Bildung," based on critique of ideology, in "The Structural Transformation of the Public Sphere." The basic critique is that "Bildung" is too tightly connected to societal dominance, but still the ideal holds some truth. His comments on "Bildung" over the subsequent years are sparse. However, in "Knowledge and Human Interest" he works his way out of the framework of philosophy of consciousness, which results in the "Theory of Communicative Action," and with this approach he can discuss "Bildung" in relation to discourse ethics and the role of the university. In this new version, "Bildung" finally becomes crucial to Habermas' political philosophy in "Between Facts and Norms."   [More]  Descriptors: Criticism, College Role, Educational Philosophy, Political Attitudes

Bartanen, Michael D.; Littlefield, Robert S. (2015). Competitive Speech and Debate: How Play Influenced American Educational Practice, American Journal of Play. The authors identify competitive speech and debate as a form of play that helped democratize American citizenship for the poor, who used what they learned through the practice to advance their personal social and economic goals. In addition, this competitive activity led to the development of speech communication as an academic discipline and legitimized the pedagogy of game theory. Through a brief overview of the evolution of competitive forensics, an overview of the theory of play and its role in personal development and interpersonal and group interaction, and an explanation of the theory of forensics as a form of playfulness, the authors show the impact of forensics on the course of educational practices in America.   [More]  Descriptors: Competition, Speech Communication, Debate, Play

Alexander, Hanan A. (2015). Mature Zionism: Education and the Scholarly Study of Israel, Journal of Jewish Education. A new approach to Israel education has emerged to counteract what has been a tendency to romanticize Israel by avoiding criticism; it presumes that Israel engagement has much to offer a meaningful Jewish identity, but only when encountered critically, taking into account Israel's many complexities. However, prevailing scholarly trends may not provide a clear stance on which to base critique and academic criticism may raise hard questions about the very idea of a Jewish and democratic state. This article addresses these concerns by offering a conceptual framework for scholarly study of Israel called "Mature Zionism" in which to ground a critical engagement with Israel that is genuinely educational.   [More]  Descriptors: Judaism, Foreign Countries, Jews, Self Concept

Medellu, Christophil S.; Lumingkewas, S.; Walangitan, J. F. (2015). Democratization of Learning through Thematic Assignment, International Education Studies. This article describes the results of research on learning democratization in Sangihe. This study is the first year of a five-year plan. Long-term goal of this research is to create the democratic science learning in schools. Democratic learning model was developed through thematic assignment, involving the participation of parents and communities. This study covers three main stages, namely designing and developing instruction, implementation and evaluation. Democratization of learning was analyzed based on indicators of student's activities, the role of teachers and parents. The results showed that the collaboration of teachers, students and parents in the development of the design can initiate the process of democratization. Implementation of thematic assignment instruction involving parent's role, can motivate students and encourage the activities of student groups to increase from the first to tenth meeting. Thematic assignment on environmental issues, were easily understood by students and allow parents act as learning partners, motivator and facilitator. Dialogical assessment was encourages student groups to improve the learning activity from the initial to the next meeting. The final evaluation results showed that the study group interaction in a democratic climate can reduce individual differences and establish an open collaboration, so the groups learning outcomes fairly homogeneous.   [More]  Descriptors: Foreign Countries, Thematic Approach, Assignments, Science Instruction

Leave a Reply

Your email address will not be published. Required fields are marked *