Bibliography: Democracy (page 461 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Maryam Dalkilic, Omur Gurdogan Bayir, Hartiwiningsih, Hiram E. Fitzgerald, Joan P. Yoo, Louis Swanson, Elizabeth Palley, Rebecca Raby, Steven T. Sonka, and Salim Akoojee.

Süssekind, Maria Luiza (2014). Taking Advantage of the Paradigmatic Crisis: Brazilian Everyday Life Studies as a New Epistemological Approach to the Understanding of Teachers' Work, Citizenship, Social and Economics Education. This article presents an epistemological overview of abyssal thinking and its impact on the field of education, particularly in relation to teachers' work, as it is done and understood. It argues that the clearest expression of abyssal thinking is the hegemony of science which explains two school phenomena: the historical subalternisation of the knowledge of experience and the contemporary global bias toward evaluating education based on evidence. In conclusion, the article discusses how the field can overcome this abyss with the replacement of theory with everyday life practices which reinforce the understanding of teachers and students as knowledge creators weaving nets from scientific, experiential, and other knowledges.   [More]  Descriptors: Epistemology, Foreign Countries, Educational History, Educational Research

Akoojee, Salim (2016). Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa, Online Submission. This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training (DHET, 2013) approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" (DHET, 2013, p.4) and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.   [More]  Descriptors: Foreign Countries, Vocational Education, Technical Education, Educational Policy

Euros, Glesni (2016). The Post-War British "Re-Education" Policy for German Universities and Its Application at the Universities of Göttingen and Cologne (1945-1947), Research in Comparative and International Education. The crux of British aims for Germany following the Second World War focused on "re-education" and democratisation. Well aware that the victors' policies following World War One had failed to prevent Germany from pursuing an expansionist path once again, the plan was to help Germany learn from her problematic past. These aims extended to higher education–British reformers believed fascist ideology had perverted the universities, and that they too needed to be made democratic again. This article offers a fresh academic angle compared with other studies on the British "re-education" policy. Some of these works refer to several, wide-ranging facets of the policy –such as in the German press or in schools–or compare aspects of British policy with that of the other occupying powers. This study focuses specifically on the successes and failures of Britain's "re-education" policy at two of the six universities in the British Zone: one in the relatively undamaged town of Göttingen, the other in the heavily bombed city of Cologne. The article aims to show that, despite several policy failures at both institutions, the "Re-education" policy was more successful in Cologne on the whole. This was due to factors such as a more imposing location, denazification successes and heightened Anglo-German relations. The main primary sources used are Foreign Office files from The National Archives at Kew, England. The study also refers to the 1945-1947 publications of the British Zone Review, as well as a source from the London School of Economics archives.   [More]  Descriptors: Educational Policy, Educational Change, War, Foreign Countries

Schnebel, Karin (2016). Dilemma over the Issue of Inequality: A Strategy against Political Apathy ("Politikverdrossenheit"), Citizenship, Social and Economics Education. Politics is inseparable from conflict. But we often have the idea that the political process has to simply "solve" conflicts and in so doing make the conflict disappear. And because the politicians are not able to do this and instead simply continue arguing, we get the impression that we have incompetent politicians, whom we cannot trust. This is not new: in political education, it is important to see the aims and identify the meaning of conflicts. This allows us to have a constructive debate about the conflicts themselves. It is important to analyze conflicts as well as to develop the competence to deal with political controversies and conflicts constructively. This presentation will broach the issue of inequality without dramatizing it. Inequality can indeed threaten a democratic society, but for a free democratic society, inequality has to also be constitutive. The central thesis is that reflection on dilemmas stemming from inequality could be a strategy against political apathy and can help reinforce a sense of solidarity and cohesion in our society. This will be shown using an instrument borrowed from the psychology of communication, the "quadrate of value and development," whose potentials for political education are currently being exploited for various projects.   [More]  Descriptors: Foreign Countries, Political Attitudes, Social Stratification, Political Science

Cengelci Kose, Tuba; Gurdogan Bayir, Omur (2016). Perception of Peace in Students' Drawings, Eurasian Journal of Educational Research. Problem Statement: Societies are facing several kinds of problems in the world today as chaos among the countries, conflicts between different groups, wars and diseases. It can be claimed that solving these problems is impossible unless societies care about humanistic cooperation, tolerance and peace. Individuals required developing fundamental values as peace, love, respect, tolerance, etc. to be an active and responsible citizen of a democratic society. Peace education can be a part of school program to develop positive peace understanding in students. Students' perception regarding the world can be seen in their drawings. Therefore, it is important to reveal students' perception about peace through their drawings. Purpose of the Study: This study aims to investigate fifth grade students' perception of peace through their drawings. In direction of this main purpose, the answers of the questions have been looked for "How do the students reflect their perception of peace in their drawings?" and "How do the students reflect their perception of peace in written opinions?" Method: Phenomenological design was used in this study. The participants of the study were a total of 23 students who attended the fifth grade at a primary school in 2011-2012 spring term in Eskisehir. Data of the study were gathered by students' drawings, semi-structured interviews and students' writings. Inductive analysis was used in the study. Findings: Findings of the study showed that students emphasized peace in parents, interpersonal peace, and peace among countries in their drawings. Moreover, they drew peace in sports and nature, and they reflect peace with symbols to their drawings. Students conceptually defined peace as avoiding fight and war, agreement and friendship in their written opinions. Additionally, students compared peace to the dove, bird, butterfly, rope, family, friends, siblings, earth, world and Turkey in their written opinions. Conclusion and Recommendations: The results of this study reveal that students used some statements in terms of positive peace in their written opinions as agreement and friendship, developing universal values. However, they described peace as a negative peace in their drawings. Suggestions were offered on the basis of the results of the study to develop students' perception about positive peace. For instance, interdisciplinary activities can be organized to develop a positive perception of peace for students. Informative seminars can be organized for teachers, pre-service teachers and parents about peace education. Moreover, applied research can be designed to develop a positive perception of peace for students.   [More]  Descriptors: Peace, Freehand Drawing, Elementary School Students, Grade 5

Liljestrand, Johan; Olson, Maria (2016). The (Educational) Meaning of Religion as a Quality of Liberal Democratic Citizenship, Journal of Curriculum Studies. Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers' conceptualizations of religion are of vital concern to investigate. In this article, RE teachers' descriptions of "religion" are scrutinized and analysed in terms of implications for citizenship with special regard to the role of RE. Three vital conceptions of religion emerge in teachers' descriptions. First, religion is mainly individual or private, secondly, it denotes ethical guidance, and thirdly, it relates to sociocultural systems for thinking. Taken together, these conceptualizations share two characteristics about religion: religion as being individual-centred and private, and religion as being mind oriented. Out of this analysis, we discuss the role of religion and RE in contemporary liberal democratic life in society. The discussion is concluded by addressing two key things; the importance of the RE teacher as a curriculum maker, and the importance of religion and RE as active interventions in today's contemporary discussion about pluralism in liberal democratic societies.   [More]  Descriptors: Religion, Religious Factors, Democracy, Democratic Values

Raby, Rebecca (2014). Children's Participation as Neo-Liberal Governance?, Discourse: Studies in the Cultural Politics of Education. Children's participation initiatives have been increasingly introduced within various institutional jurisdictions around the world, partly in response to Article 12 of the United Nations Convention on the Rights of the Child. Such initiatives have been critically evaluated from a number of different angles. This article engages with an avenue of critique which argues that children's participatory initiatives resonate with a neoliberal economic and political context that prioritises middle class, western individualism and ultimately fosters children's deeper subjugation through self-governance. Respecting these as legitimate concerns, this article draws on two counter-positions to argue that while children's participation can certainly be conceptualised and practised in ways that reflect neo-liberal, individualised self-governance, it does not necessarily do so. To make this argument I engage, on the one hand, with Foucault's work on the care of the self, and on the other, with more collective approaches to participation.   [More]  Descriptors: Children, Participation, Neoliberalism, Governance

Klaar, Susanne; Ãñhman, Johan (2014). Children's Meaning-Making of Nature in an Outdoor-Oriented and Democratic Swedish Preschool Practice, European Early Childhood Education Research Journal. Previous research has shown that the Swedish preschool educational tradition is characterised by outdoor-oriented and democratic approaches. The purpose of this study is to empirically investigate what consequences these approaches have for preschool children's meaning-making of nature, when studied in practice, in children's spontaneous outdoor activities. The methodology is based on John Dewey's pragmatism with a specific focus on transaction, habits and customs. A transactional analysis method has been developed to fulfil the purpose of the investigation. The analysis illuminates relations between: (1) the Swedish preschool's educational tradition in terms of national customs; and (2) the local customs expressed in practice. Fifty-seven events were chosen for further analysis including play with water and sand, and sliding on snow. Consequences for children's meaning-making of nature are shown as possibilities for experience-based inquiry based on children's own choices and also for enjoying and feeling good in nature. The results show fewer possibilities for scientific concept learning. The results can thus be seen as a contribution to the early childhood educational discussion about how to arrange learning situations of natural phenomena and processes in preschools and at the same time maintain their democratic/outdoor-oriented characteristics.   [More]  Descriptors: Preschool Education, Outdoor Education, Foreign Countries, Cultural Influences

Yoo, Joan P.; Palley, Elizabeth (2014). The Diffusion of Disability Rights Policy: A Focus on Special Education in South Korea, International Journal of Disability, Development and Education. This article examines the development of South Korean special education policy and suggests that different strategies of policy diffusion influenced the design of the policy at different times. Historically, South Korea relied on external pressures and influences, particularly US law and UN guidelines, to develop much of its human rights law, including special education. This article suggests that development of democratic infrastructure in South Korea led to improvements in the legislative development process in relation to current special education law, and this led to legislation that better identifies and addresses the needs of children with disabilities.   [More]  Descriptors: Foreign Countries, Special Education, Educational Policy, Policy Formation

Vernon, Franklin (2016). The Diversity Project: An Ethnography of Social Justice Experiential Education Programming, Ethnography and Education. Whilst adventure-based experiential education traditions have long-standing claims of progressive, democratic learning potential, little research has examined practice from within democratic theories of participation and learning. Focusing on a complex network making up a disturbing interaction in an outdoor education programme, I posit forms of structural management privileging institutional design blockaded democratic forms of interaction when bids arose, while simultaneously identifying the peripheral "un-structured" symbolic spaces beyond the care-gaze of educators as necessary sites of creative emergence. Drawing on the work of Lather [Lather, Patti. 1996. "Troubling Clarity: The Politics of Accessible Language.Harvard Educational Review" 66 (3): 525-546], I explore the peripheral boundaries of traditional ethnographic writing, decentering norms of finality and conclusivity, and invite the reader into a critical interaction with "a shifting text" [Babich, Babette. 1994. "Nietzsche's Philosophy of Science: Reflecting Science on the Ground of Art and Life." Albany: State University of New York Press, p. 27] and a chaotic moment in the programme.   [More]  Descriptors: Ethnography, Social Justice, Experiential Learning, Outdoor Education

Oliver, Esther; Tellado, Itxaso; Yuste, Montserrat; Larena-Fernández, Rosa (2016). The History of the Democratic Adult Education Movement in Spain, Teachers College Record. Background/Context: Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and complementing one another to form the historical antecedents for the creation of the democratic adult education movement that emerged in the turn of the century, in 2000, in Spain. Purpose: This article aims to study the origins of the democratic adult education movement in Spain by examining (1) the historical educational experiences in Spain, particularly before the dictatorship period and (2) the influences of some social and educational theories. Research Design: Using historical analysis and literature analysis, this article is focused on the history of adult education in Spain, and, more particularly, it presents an exhaustive document analysis based on historical aspects associated with the formation of the democratic adult education movement. Findings/Results: The findings suggest that the shaping of the democratic adult education movement in Spain has been influenced by three main strands: the Spanish libertarian movement of the early 20th century, Paulo Freire's work and insights on adult education, and other social and educational theories from contemporary authors who conceive education as a tool for overcoming inequalities. In the present article, we show the influence of these strands on the DAE by identifying three main characteristics underpinning the movement, that is, the participants' self-organization and management based on egalitarian dialogue, the recognition of the universal capability of communication and knowledge creation, and the access to higher culture by the working-class people. Conclusions/Recommendations: This article concludes that many of the educational practices developed under the democratic adult education movement are radically democratic given that it promotes providing working-class people with have access to higher culture at the same time that they build up solidarity ties with the most disadvantaged. The present research shows how the DAE movement and all its components open up new lessons for successful inclusion practices in adult education and its effects on the promotion of social transformations at the local, national, and international levels.   [More]  Descriptors: Foreign Countries, Adult Education, Educational History, Democratic Values

Fitzgerald, Hiram E.; Bruns, Karen; Sonka, Steven T.; Furco, Andrew; Swanson, Louis (2016). The Centrality of Engagement in Higher Education, Journal of Higher Education Outreach and Engagement. The centrality of engagement is critical to the success of higher education in the future. Engagement is essential to most effectively achieving the overall purpose of the university, which is focused on the knowledge enterprise. Today's engagement is scholarly, is an aspect of learning and discovery, and enhances society and higher education. Undergirding today's approach to community engagement is the understanding that not all knowledge and expertise resides in the academy, and that both expertise and great learning opportunities in teaching and scholarship also reside in non-academic settings. By recommitting to their societal contract, public and land-grant universities can fulfill their promise as institutions that produce knowledge that benefits society and prepares students for productive citizenship in a democratic society. This new engagement also posits a new framework for scholarship that moves away from emphasizing products to emphasizing impact. [This article was originally published in: "Journal of Higher Education Outreach and Engagement," v16 n3 p7-27 Sep 2012 (EJ1001357). For an updated commentary on this article, "The Centrality of Engagement in Higher Education: Reflections and Future Directions," see EJ1097202.]   [More]  Descriptors: Higher Education, Land Grant Universities, Democracy, Expertise

Donnelly, Michael P. (2016). The Human Right of Home Education, Journal of School Choice. Homeschooling is legal and growing in many countries but is virtually forbidden by law in Germany and a few others. The European Court of Human Rights (ECtHR) has reviewed and upheld this ban. Is home education a human right? How do these courts employ their jurisprudence of proportionality to find banning home education does not violate relevant constitutional or human rights norms? Why does Germany forbid home education? Why does the ECtHR uphold Germany's position? What does this divergence imply about the right of home education and the jurisprudence of these courts? If the promise of human rights is individual liberty then a system that justifies or endorses state control of education for the purpose of cultural conformity can be said to be far too statist for a free and democratic society. In this article, I argue that both the German Constitutional Court (FCC) and the ECtHR have adopted an approach to education rights that is profoundly mistaken. I conclude that home education is a right of parents and children that must be protected by every state. Nations that respect and protect the right of parents and children to home educate demonstrate a commitment to respecting human rights; nations that do not, such as Germany and Sweden need to take steps to correct their failure to protect this important human right.   [More]  Descriptors: Foreign Countries, Home Schooling, Civil Rights, Court Litigation

Dalkilic, Maryam; Vadeboncoeur, Jennifer A. (2016). Re-Framing Inclusive Education through the Capability Approach: An Elaboration of the Model of Relational Inclusion, Global Education Review. Scholars have called for the articulation of new frameworks in special education that are responsive to culture and context and that address the limitations of medical and social models of disability. In this article, we advance a theoretical and practical framework for inclusive education based on the integration of a model of relational inclusion with Amartya Sen's (1985) Capability Approach. This integrated framework engages children, educators, and families in principled practices that acknowledge differences, rather than deficits, and enable attention to enhancing the capabilities of children with disabilities in inclusive educational environments. Implications include the development of policy that clarifies the process required to negotiate capabilities and valued functionings and the types of resources required to permit children, educators, and families to create relationally inclusive environments.   [More]  Descriptors: Inclusion, Disabilities, Children, Special Education

Sugiaryo; Pujiyono; Hartiwiningsih (2016). Filling Position of Governor and Vice Governor of Yogyakarta Special Region in Indonesia, Universal Journal of Educational Research. Act No. 13 Year 2012 on Previleges of Yogyakarta as a Special Region provides a constitutional basis in establishing that the Governor was enthroned as Sultan and to the Vice Governor as Adipati Paku Alam. However, in the case of succession of the Governor of Yogyakarta, there is an exception because it is basically a privileges of DIY that has been existing since Indonesia had not gotten its independent yet and it is also guaranteed by the constitution. The direct appointment of Sultan and Paku Alam is intended to award to the diversity of customs and cultures among the people of different regions. From the results of research and study shows that filling positions of Governor and Vice Governor of Yogyakarta through appointment mechanism is accordance with the principles of a democratic constitutional state.   [More]  Descriptors: Foreign Countries, State Government, State Officials, Administrative Change

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