Bibliography: Democracy (page 460 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Elizabeth Kunz Kollmann, Bradley W. Carpenter, Christine Reich, Amanda Benjamin, Johan Liljestrand, Gina McKinney, Therese Quinn, Larry Bell, Nigel Todd, and D. Brent Edwards.

Todd, Nigel (2013). The Wallsend Owenites, FORUM: for promoting 3-19 comprehensive education. The nineteenth-century British Co-operative Movement included a commitment to education. Although only a minority of consumer co-operative societies offered educational facilities for their members, there was a willingness to experiment among those Co-operators whose grasp of Co-operation extended ideologically beyond remaining content with operating shops. This pioneering strand found its most advanced expression at Wallsend, on Tyneside, where Co-operators founded the Movement's only Co-operative elementary school.   [More]  Descriptors: Foreign Countries, Educational History, Cooperation, Educational Change

Carpenter, Bradley W.; Brewer, Curtis (2014). The Implicated Advocate: The Discursive Construction of the Democratic Practices of School Principals in the USA, Discourse: Studies in the Cultural Politics of Education. Changes in the public service sector during the last stages of the twentieth century contributed to an international reconfiguration of state-centric governance. Supported by the discourses of individualism, marketization, national governance, and competition, this (re)shaping of governance presents a specific dilemma for the political identity of educational leaders. In response to the troubling lack of international scholarship focused on the political role of educational leaders, this article provides insight into the ways in which the political identity of school leaders within the USA is influenced by dominant discourses. The understandings highlight the ways in which educational leaders are expected to realize their roles as resolute implementers of state policy, while also being directed to act as deliberative advocates within the jurisdiction of educational policy making. We believe that these competing discourses have altered the identity of educational leaders into what we have labeled as the "implicated advocate". The purpose of this article is to provide the field of the politics of educational with a concept that may expose the double bind that is experienced by the educational leaders.   [More]  Descriptors: Advocacy, Democracy, Principals, Governance

Crick, Nathan (2010). The Sophistical Attitude and the Invention of Rhetoric, Quarterly Journal of Speech. Traditionally, the Older Sophists were conceived as philosophical skeptics who rejected speculative inquiry to focus on rhetorical methods of being successful in practical life. More recently, this view has been complicated by studies revealing the Sophists to be a diverse group of intellectuals who practiced their art prior to the categorization of ""rhetorike,"" thereby rendering the very meaning of the general term "Sophist" far more problematic. Both perspectives conceal the common attitude that unites the Sophists as a group and is central to understanding their democratic ethos rooted in an experimental attitude that draws on the resources of speculative reason to serve the purpose of radical invention necessary for a democratization of the productive arts. Recovering the professionalism and experimentalism of the Sophists contributes to the democratic project of promoting the productive and collaborative arts–including rhetoric–that employ the resources of theoretical knowledge to inform collective practice and thereby assist in controlling the fortunes of humankind in a changing world.   [More]  Descriptors: Rhetoric, Philosophy, Theory Practice Relationship, Democracy

Callingham, Maggie (2013). Democratic Youth Participation: A Strength-Based Approach to Youth Investigating Educational Engagement, Youth Studies Australia. Australia's policy imperatives for improved student performance have again put the spotlight on the pervasive disengagement of young people from disadvantaged backgrounds. Rather than finding more evidence about how schooling "does not work" for some young people and how background impacts on that, this paper argues for contributions to a different kind of knowledge by turning to these same young people about what "does work" to engage them in their learning at school. Consequently, the view put forward here is for an approach that turns the focus" from" disengagement "to" engagement and "from" youth as the problem "to" youth as part of the solution. Accordingly, this paper provides a synthesis of literature that privileges democratic youth participation through a strength-based approach to youth investigating educational engagement.   [More]  Descriptors: Learner Engagement, Citizen Participation, Disadvantaged, Educational Policy

Liljestrand, Johan (2014). Teacher Education for Democratic Participation: The Need for Teacher Judgement in Times of Evidence-Based Teaching, Citizenship, Social and Economics Education. According to national and international policy, teachers' work is supposed to be guided by reliable evidence in order to be effective and achieve the set goals. The purpose of this article is to problematise evidence-based approaches for teacher education by highlighting the occurrence of dilemmas in teachers' work connected to the assignment of educating democratic citizens. The article is a critical theoretical discussion that takes its departure in the teaching paradox of supporting students' initiatives to act as critical citizens. In order to address the current trend of anchoring teacher education in evidence-based methods, Swedish policy documents are used as a point of reference and are read through the lens of the teaching paradox and the need for teacher judgement. The analysis shows that policy texts fall short when it comes to the assignment to support students to take part in society as critical citizens. It is concluded that teacher education could gain from theoretically based case studies of dilemmatic everyday situations in which teaching for democratic participation is visible.   [More]  Descriptors: Foreign Countries, Teacher Education, Citizen Participation, Democracy

Kollmann, Elizabeth Kunz; Reich, Christine; Bell, Larry; Goss, Juli (2013). Tackling Tough Topics: Using Socio-Scientific Issues to Help Museum Visitors Participate in Democratic Dialogue and Increase Their Understandings of Current Science and Technology, Journal of Museum Education. In a world of increasing scientific and technological complexity, where science and technology play an expanding role in our lives, there is need for a democratic citizenry that is skilled at discussing and making choices that are informed by science and shaped by individual and collective values. Although an oft argued rationale for teaching science is the need for informed citizens, few have connected science education goals to democratic dialogue. At the Museum of Science, taking on this task–to promote democratic dialogue and teach the public about current science and technology–has meant a change in our approach to science education over the past decade. We know that creating an informed citizenry prepared to address today's challenges requires educating the public about cutting edge science and technology research connected to the issues of the day, but it also requires moving beyond a public "understanding" of science model to a public "engagement" with science model in which the public's expertise, values, and personal experience are respected, explored, and discussed. Socio-scientific topics ranging from "Under what conditions should nanotechnology in medicine and personal care products be made available to the public?" to "Should parents be able make decisions about their future child based upon their genetic sequence?" have proven to be an effective means to achieve the goals of public engagement mode. In the projects detailed here, we show how and why they also prove effective as a means by which science museums can promote democratic dialogue and learning about current science and technology.   [More]  Descriptors: Museums, Science Teaching Centers, Science Education, Technology Education

Benjamin, Amanda; Hyslop-Margison, Emery; Taylor, Josh (2010). Democratic Learning in U.S. Career Education, Journal of Career and Technical Education. This paper analyzes various U.S. career education programs through a democratic learning framework that adopts three foundational principles: 1) Democratic career education respects student rationality by encouraging student critique and evaluation of course material; 2) Democratic career education includes alternative perspectives on vocationally related issues such as labor market structure, environmental impact and sustainable development, the labor movement and labor history, acceptable working conditions and economic globalization; 3) Democratic career education emphasizes that economic, labor market and working conditions are constructed through human agency and can be reconstructed through democratic participation (Hyslop-Margison & Graham, 2001). The authors conclude the reviewed career education programs undermine democratic learning in a variety of ways.   [More]  Descriptors: Vocational Education, Democracy, Educational Principles, Secondary School Curriculum

Edwards, D. Brent, Jr. (2010). Critical Pedagogy and Democratic Education: Possibilities for Cross-Pollination, Urban Review: Issues and Ideas in Public Education. Reviewing the literature on critical pedagogy (CP) and democratic education (DE) reveals that very little has been written comparing the two (Knight and Pearl in Urban Rev 32(2):197-226, 2000). After reading the Urban Review article by Knight and Pearl (2000)–the only publication explicitly comparing the two approaches to education–I was intrigued to further compare, contrast, and consider the possibilities of connecting democratic education and critical pedagogy. My review of current literature suggests that the authors may offer some misleading claims about the theory, operation, and potential of CP. This manuscript, therefore, attempts to (a) present counterevidence to the claims of Knight and Pearl (2000) and (b) explore possibilities for cross-pollination between CP and DE. To do this, this manuscript presents various aspects of Knight and Pearl's conception of DE; lays out the tenets of CP by drawing on the most recent work of its theorists and practitioners; and, lastly, demonstrates not only that the two approaches are more similar than different, but also that possibilities for cross-pollination exist in working towards the formation of democratic and social justice-oriented citizens.   [More]  Descriptors: Social Justice, Critical Theory, Democracy, Democratic Values

Sung, Youl-Kwan (2010). Markets, Equality and Democratic Education: Confronting the Neoliberal and Libertarian Reconceptualisations of Education, Perspectives in Education. The global emergence of market liberalism marks an effort to decouple the link between citizenship and the welfare state and to rearticulate people's identity as homo economicus, as independent citizens having the right to property and the freedom to choose in the marketplace. Confronting this phenomenon, this paper reviews neoliberal and libertarian understandings of educational equality and democratic education and interrogates the rationale for the justification of markets in education. In the process, I criticise the notion of possessive individualism as a principle of democratic education on the grounds that such a notion explains human action only at the individual level, as a matter of free will, and not as a part of the cultural and political struggle for nondiscrimination. I also provide reasons why the claim to equal respect and recognition needs to be given more importance in education and argue for the social responsibility to secure not only students' educational opportunities, but also their opportunity to reflectively consider what counts as equal value.   [More]  Descriptors: Equal Education, Political Attitudes, Economic Development, Individualism

Gaztambide-Fernandez, Ruben (2010). Wherefore the Musicians?, Philosophy of Music Education Review. This essay offers a critique of the dominant music education paradigm by challenging the myth of the musician as the locus of music making. Exploring the concept of the "musician" through three different ways of conceptualizing the arts, the essay offers a strategy for recasting the fundamental assumptions that underlie music education as a particular cultural practice. The aim of the essay is to offer a different starting point for thinking about and envisioning the intersection of music education and social justice by considering what different views of "the musician" as a fundamentally social agent imply for music education. This critical analysis does not seek to displace but rather to affirm the role of music-making (whether by people called musicians or not) in the public sphere of a democratic society.   [More]  Descriptors: Social Justice, Music Education, Music, Democracy

Tanke, Joseph J. (2010). Why Ranciere Now?, Journal of Aesthetic Education. This essay introduces readers to the work of Jacques Ranciere and demonstrates how his thinking on art and politics can help alleviate certain impasses within contemporary aesthetic and political theory. Exploiting untranslated sources, I present Ranciere's recent work as responding to predispositions within the theory and practice of art that threaten to obscure the links between aesthetic experience and projects of political emancipation. Countering the disparagement of aesthetics within European thought, Ranciere's work is a deliberate effort to hold open the promise of its eighteenth- and nineteenth-century formulations. He proposes a historical way of analyzing art that allows us to gauge its political import in terms of its practices of equality. In this sense, essential for understanding the celebrated notion of the "distribution of the sensible," and the rather specific senses that he give to the words "aesthetics" and "politics," is knowledge of his reflections on the writings of Joseph Jacotot, the nineteenth-century pedagogue who devised a method of teaching that promised intellectual emancipation. Throughout, I show how Ranciere's reflections on pedagogy inform his aesthetic philosophy, and how the latter in turn contributes to an education in democratic citizenship.   [More]  Descriptors: Philosophy, Art, Politics, Aesthetics

Ayers, William, Ed.; Lyon, Gabrielle, Ed.; McKinney, Gina, Ed.; O'Brien, James, Ed.; Quinn, Therese, Ed. (1998). Children at Risk/Children of Promise: Youth and the Modern Predicament, Democracy & Education. Articles in this theme issue explore the state of children and youth at the end of the millennium. Imagination and the arts, ethnographic and interpretive exploration, and traditional social science investigations are used to consider the meaning of childhood and what life is like for children today. The articles are: (1) "Children at Risk/Children of Promise: Youth and the Modern Predicament" (William Ayers); (1) "A Whole Different Story: The View from the Far Side of Success" (Mark Larson with Vernon Hill and Mary Unger); (3) "To the Honorable Judge Green" (Lisa Kenner); (4) "Poetry" (by students); (5) "Like a Tree Standing by the Water: Urban Gardeners Shall Not Be Moved" (Melody Ermachild Chavis); (6) "La Silent: What Is To Be Done?" (Rick Ayers); (7) "Bad Boys" (Alice Brent); (8) "Dangerous Minds: Experiences in Chicago's West Side High Schools" (Jennifer Smith); (9) "And Ya Don't Stop: Using Hip Hop in the Language Arts Classroom" (Wayne Wah Kwai Au); (10) "Give Children the Vote" (Vita Wallace); (11) "False Assumptions" (Greg Mitchie); (12) "Time To Change the No-Pager Law in Chicago Schools" and "What's All the Fuss over South Park" (Elizabeth Jennifer Small); (13) "Poetry" (by students); and (14) "Evolution" (Byron Mason).   [More]  Descriptors: At Risk Persons, Childhood Needs, Children, Elementary Secondary Education

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1991). Library and Information Services for Literacy, Productivity and Democracy. Joint Hearing before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate, and the Subcommittee on Labor-Management Relations of the Committee on Education and Labor, House of Representatives. One Hundred Second Congress, First Session. Oversight Hearing at the White House Conference on Library and Information Services. The oversight hearing at the second White House Conference on Library and Information Services (WHCLIS2) focuses on the role of the library in three major areas addressed by conference presenters: a literate work force; the productivity to compete in the international marketplace in the 21st century; and a populace fully equipped to participate in the democratic process. In addition to introductory remarks by Senators Claiborne Pell and Paul Simon, this report on the hearing contains statements and/or testimony presented by the following witnesses: (1) Charles E. Reid, Prodevco Group, chair of the National Commission on Libraries and Information Science and the 1991 White House Conference; (2) Charles Benton, Public Media, Inc., chairman emeritus of the National Commission on Libraries and Information Science and the 1979 White House Conference; (3) Richard L. Venezky, National Center on Adult Literacy, chairman of the OTA Advisory Panel and Technology; (4) Vinton Cerf, Corporation for National Research Initiatives; (5) Timothy Healy, New York Public Library; (6) James H. Billington, the Librarian of Congress; (7) Thomas Sobol, Commissioner of Education, State of New York; (8) Joan Ress Reeves, White House Conference on Libraries and Information Services Task Force; (9) Patricia Glass Schuman, president, American Library Association; (10) Enrique Luis Ramirez, San Francisco, CA; (11) Robert Wedgeworth, Columbia University Library School; (12) Lotsee Patterson, representing Native Americans; (13) Laurence Reszetar, White House Conference Youth Caucus; (14) Theresa A. Nellans, Pennsylvania Office for the Deaf and Hearing Impaired; (15) Julianna Kimball, Phoenix, AZ; (16) K. Wayne Smith, OCLC; (17) Virginia Gaines Fox, Kentucky Authority for Educational Television; (18) Frederic J. Glazer, West Virginia Library Commission; and (19) Richard T. Miller, State Librarian, Montana.   [More]  Descriptors: Conferences, Democracy, Government Role, Hearings

Wexler, Philip (2014). Toward a Cosmic Sociology of Education, Critical Studies in Education. We old warriors of ideology critique and "wissensoziologie" should not be too hard on ourselves for having forgotten reflexivity and the labors of putting paradigms, including our own, back into the context of history and social movement. Normal science is our necessary bread and butter. We achieved a lot by shaking the liberal foundations of sociology of education, although in America, despite a mandatory "inclusiveness" in educational studies, in the higher science of sociology of education, liberalism still holds sway, underneath the triumphant pyrotechnics of advanced multivariate analyses. You may have some qualitative research, however, even focused on studies of race and gender. Still, class analysis did, and again now, does, make a dent, accumulating careful empirical research, both in ethnographies and models of statistical causality. Likewise, when postmodernism took the stage, curriculum studies added new light and meaning to understanding the school text. More recently and less prominently, "spirituality" now revitalizes interest in "holistic" education, even "transcendental learning", as Miller calls his revival of the nineteenth-century American Transcendentalist movement, in education.   [More]  Descriptors: Religion, Social Sciences, Social Theories, Educational Sociology

Kadenyi, Misia; George, Kegode; Marcella, Mwaka; Kyalo, Wambua B. (2013). Competent Governance for Sustainable Development in Africa: A Philosophical Reflection, Educational Research and Reviews. Africa has been known to be the bedrock of numerous natural resources. However, it seems to be the home of the poorest of the poor in the world. Much of the situation is pathetically characterized by hunger, extreme poverty, corruption, and insecurity. All of these offer the greatest compromise to any hope of change. Aware of this scenario, this paper delves into the issue of governance as one of the crucial factors in the search for a positive change and sustainable development in Africa. It employs a conceptual approach in its critical inquiry into these issues. With illustrative examples, practical reflections are made on the essential elements of governance and how they are co-related to development. Finally, conclusions and recommendations are drawn on two grounds. First, there is need to re-examine Africa's internal structures and systems. Nevertheless, there should also be openness to point out and radically depart from detrimental structures. Secondly, in addressing the question of governance for sustainable development, Africa must be vigilant in distinguishing between destructive and constructive external influences in her policy formulation and implementation.   [More]  Descriptors: Governance, Sustainable Development, Foreign Countries, Poverty

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