Bibliography: Democracy (page 462 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 D.C. Phillips, Fred Harris, Bob Lingard, Ruth Thomas, Samantha K. Hallman, Eliza Bartolozzi Ferreira, Dustin Cantrell, Katherine Whybrow, Habiba Boumlik, and Anne Burnidge.

Phillips, D.C. (2012). Dealing "Competently with the Serious Issues of the Day": How Dewey (and Popper) Failed, Educational Theory. In "Reconstruction in Philosophy," John Dewey issued an eloquent call for contemporary philosophy to become more relevant to the pressing problems facing society. Historically, the philosophy of a period had been appropriate to social conditions (indeed, this is why it had developed as a discipline), but despite the vast changes in the contemporary world and the complex challenges confronting it philosophy had remained ossified. Karl Popper also was dissatisfied with contemporary philosophy, which he regarded as too often focusing upon "minute" problems. Both Dewey and Popper, however, were optimistic that the situation could be turned around. In this essay D.C. Phillips argues that the resources they mustered give no basis for this optimism; in particular, Phillips emphasizes that philosophy cannot have traction with closed-minded or fanatical individuals. Dewey passed over cases where his ideas about democratic processes and free intellectual exchange faced intractable difficulties, according to Phillips, and he further suggests that Popper "waffled" over the so-called "myth of the framework."   [More]  Descriptors: Resistance (Psychology), Democracy, Democratic Values, Misconceptions

O'Donnell, Aislinn (2012). Thinking-in-Concert, Ethics and Education. In this essay, I examine the concept of thinking in Hannah Arendt's writings. Arendt's interest in the experience of thinking allowed her to develop a concept of thinking that is distinct from other forms of mental activity such as cognition and problem solving. For her, thinking is an unending, unpredictable and destructive activity without fixed outcomes. Her understanding of thinking is distinguished from other approaches to thinking that equate it with, for example, problem solving or knowledge. Examples of a "problem-solving", skills-based approach to thinking that place a premium on behavioural change are drawn from the context of the prison. I offer an alternative example of thinking with others from my philosophy classes in the prison. I draw upon Arendt's insights to develop a concept of "thinking-in-concert". Whilst Arendt believes that thinking must be a solitary activity, I argue that the concept of "thinking-in-concert" helps to capture experiences of thinking with others in a manner that is more hesitant and provisional than some descriptions of communities of enquiry or democratic education. The embodied presence of others matters when "thinking-in-concert". I describe this approach as educational as well as conversational. This helps to communicate the way in which we turn towards others and may be pulled up short by them as we strive to think together or experience moments of conversion or insight whilst enjoying the ordinary activity of talking with others. This concept may help us to understand the difference between the experience of thinking, teaching and learning when we are physically present to one another and the experience of virtual learning or teaching.   [More]  Descriptors: Teaching Methods, Problem Solving, Critical Thinking, Democracy

Ott, Cordula; Kiteme, Boniface (2016). Concepts and Practices for the Democratisation of Knowledge Generation in Research Partnerships for Sustainable Development, Evidence & Policy: A Journal of Research, Debate and Practice. In response to the development and climate crisis of the Anthropocene, world leaders at the 2015 UN Sustainable Development Summit in New York have reconfirmed the urgency of a sustainability transformation. This paper shows how a strong conceptualisation of sustainability can guide scientists in contributing to this transformation. The Eastern and Southern Africa Partnership Programme (1999-2015) offers experiences in framing and implementing research as a transdisciplinary future-forming process. Its procedural, reflexive programme design proved adequate to support the democratisation of knowledge generation. This fostered evidence-based contextualised knowledge and corresponding institutions, and strengthened the future-forming capacity of all partners involved.   [More]  Descriptors: Democracy, Knowledge Management, Sustainable Development, Climate

Hung, Cheng-Yu (2016). Ambiguity as Deliberate Strategy: The "De-Politicized" Discourse of National Identity in the Taiwanese Citizenship Curriculum, Critical Studies in Education. This article aims to investigate how the discourse on national identity is approached in the new Taiwanese citizenship curriculum. The differing opinions on Taiwan's relationship with China and the constant threat from this rising superpower have deterred the explicit promotion of either a Taiwanese or Chinese identity. The new curriculum follows a strategy of "intentional ambiguity", where neither identity is mentioned. In this "polysemous" form, the curriculum has been criticized for staying silent on the question of cultivating a national identity. However, the curriculum developers interviewed for this paper suggested that parents and pupils who examine the new curriculum can find support for whichever national identity they favor since it is designed in such an inclusive manner. They can then simultaneously reflect on the multiple, divergent or competing meanings behind the "polysemous texts" and this "hermeneutic" process of reasoning can then facilitate the choice of national identity with maximum acceptance.   [More]  Descriptors: Nationalism, Citizenship Education, Foreign Countries, Discourse Analysis

Nkoane, Molebatsi Milton (2012). Critical Emancipatory Research for Social Justice and Democratic Citizenship, Perspectives in Education. This article proposes a research paradigm located within the respectful relationship between participants and researcher(s) towards construction of positive holding, interactions and invitational environments which privilege social justice. I outline power as expressed at the heart of any form of human society through communication. For analysing power relations, issues of social justice and democratic citizenship become central. This article also demonstrates that social justice in research depends on interactions between the participants and researcher(s). I further argue for the need to engage with the methodological expectations of critical emancipatory research (CER), using the power of language and communication. I interrogate and trouble the power of text in the form of spoken or written words or any other means of communication. In addition, the article conceptualises communication as a medium of expression between the researcher(s) and participants; the researcher should not be regarded as aloof from the conditions of the participants. Therefore, the argument developed for social justice and democratic citizenship is that researcher(s) should be sensitive to the plight of all participants, recognising their voices or experiences. The article concludes by acknowledging the fact that human language is a product of human communication and that communication is important for knowledge production.   [More]  Descriptors: Social Justice, Citizenship, Democracy, Power Structure

Harris, Fred (2012). The Grammar of the Human Life Process: John Dewey's New Theory of Language, Educational Philosophy and Theory. Dewey proposed a new theory of language, in which the form (such as symbols) and content of language are not separated. The content of language includes the physical aspects of the world, which are purely quantitative: the life process, which involves functional responses to qualities, and the human life process, which involves the conscious integration of the potentiality of qualities to form a functional whole. The pinnacle of this process is individuality, or the emergence of a unique function to change social habits through a democratic process. However, there is a real danger that the form and content of language become split. To prevent such a split, Dewey proposed education through the basic occupations of the production of food, clothing and shelter.   [More]  Descriptors: Linguistic Theory, Grammar, Social Change, Democracy

Burnidge, Anne (2012). Somatics in the Dance Studio: Embodying Feminist/Democratic Pedagogy, Journal of Dance Education. Since the 1970s, somatics have increasingly become a part of the dance training landscape. Although the psychophysical benefits seem sufficient in themselves to warrant inclusion in dance, this article explores another possible outcome of embracing somatic pedagogical principles, a change that affects not "what" is taught in a dance class, but "how" dance is taught. Although much of contemporary educational philosophy has moved away from the traditional authoritarian model, authoritarian practices still pervade Western concert dance to the detriment of the field (Lakes 2005, 16). To move forward as an art form, there is a need to "transform … our pedagogical outlooks" (Fortin 1998, 67). This article seeks to illuminate common threads between somatic and feminist/democratic teaching to further the discourse on pedagogical practices in dance. The author also traces the impact of incorporating somatic principles in her teaching and her resultant evolution away from traditional methods toward a more egalitarian approach.   [More]  Descriptors: Dance, Dance Education, Educational Philosophy, Teaching Methods

Akoojee, Salim (2016). Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa, International Journal for Research in Vocational Education and Training. 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 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" 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, Technical Education, Vocational Education, Educational Policy

Ferreira, Eliza Bartolozzi (2016). Secondary Education under Tension between Democratization and Modernization: Reflections from the Brazilian Experience, International Education Studies. This paper analyzes the extension of the right to secondary education in Brazil. Currently, the debate on secondary education has been intensified in civil society highlighting the problem of the reason of its precarious offer, not to mention a significant proportion of young people and adults who have not finished this level of schooling. Opinions vary on how the offer to secondary education should be held: while a minority believes that schooling should be humanistic and scientific; others support integrated education with a technical certification. Others advocate the separation of secondary professional education. This myriad of projects and programs has invaded the educational systems and schools, a portrait of public action in the education area, divided between republicans and private interests, in the context of disputes between the process of democratization and modernization, guided by the excellence of the performance of the institutions and students. This paper has an essay character produced within the research "Innovative High School Program: working conditions and teacher education" with CNPq funding and during the post-doctoral studies conducted at the Ãâcole Normale Supèrieure de Lyon/France, with CAPES financial support.   [More]  Descriptors: Foreign Countries, Secondary Education, Democracy, Social Change

Jackson, Jeff (2012). Reconstructing Dewey: Dialectics and Democratic Education, Education and Culture. This essay aims to demonstrate the theoretical purchase offered by linking Dewey's educational theory with a rigorous account of dialectical development. Drawing on recent literature which emphasizes the continuing influence of Hegel on Dewey's thought throughout the latter's career, this essay reconstructs Dewey's argument regarding the detrimental effects of "external aims" (e.g., grades, standardized test scores) in education with a specifically Hegelian framework. The goal is to show how emphasizing and drawing out the dialectical character of Dewey's conception of individual experience clarifies his case for why external aims hinder the continuous individual growth that democratic education aims to cultivate.   [More]  Descriptors: Educational Philosophy, Educational Objectives, Grades (Scholastic), Scores

Thomas, Ruth; Whybrow, Katherine; Scharber, Cassandra (2012). A Conceptual Exploration of Participation. Section III: Utilitarian Perspectives and Conclusion, Educational Philosophy and Theory. This is the third section of an article (each published in subsequent regular issues of EPAT) that explores the concept of participation. Section I: Introduction and Early Perspectives grounds our exploration of participation and explores definitions and early perspectives of participation we have identified as "historically original" and "philosophical". Section II: Participation as Engagement in Experience–An Aesthetics Perspective is a continuation of our conceptual exploration of participation that digs into the world of aesthetics. Finally, Section III: The Utilitarian Perspective and Conclusion focuses on utilitarian meanings of participation from political and international development perspectives. Collectively, these sections focus on the meaning and deconstruction of the term, participation. By bringing attention to gradations in meaning, we hope to raise awareness of the superficial use of participation that is reflected in much of the educational literature and highlight possibilities that more thoughtfully formulated and consciously chosen meanings of participation could offer the field of education.   [More]  Descriptors: Participation, Democracy, Citizen Participation, Power Structure

Boumlik, Habiba; Schwartz, Joni (2016). Conscientization and Third Space: A Case Study of Tunisian Activism, Adult Education Quarterly: A Journal of Research and Theory. This case study examines, "Al Bawsala," a nongovernmental organization and a female cyber social activist, Amira Yahyaoui, in the aftermath of Tunisia's Jasmine Revolution through the lens of adult education. The theoretical frameworks of conscientization and third space are employed to describe Yahyaoui's development of the watchdog political organization, "Al Bawsala," for the purpose of democratic learning and popular education in Tunisia. Through interviews with Yahyaoui as well as content analysis of social media platforms used by "Al Bawsala," the findings suggest popular education praxis of conscientization and third space are operative and central to Tunisia's relatively nonviolent path toward democratization after the Arab Spring. The authors further suggest that "Al Bawsala's" work is one approach for moving forward in a postrevolution context, and that adult education is central to that process.   [More]  Descriptors: Foreign Countries, Nongovernmental Organizations, Females, Activism

Hallman, Samantha K. (2016). Development and Assessment of Student Social/Civic Responsibility and Ethical Reasoning. TLTC Paper No. 5. CRLT Occasional Paper No. 36, Center for Research on Learning and Teaching. University of Michigan (U-M) students visit community-based organizations in Detroit on a weekly basis to work on projects aimed at improving the well being of children and their families, such as tutoring youth in after school programs. Their site visits are supplemented by relevant readings, class discussions and written reflections on topics such as developmental psychology, poverty, and education, which connect what they are learning in class to what they experience in the field. U-M students with social identities that have historically experienced conflict and differential status come together to engage in critical self-reflection and purposeful dialogue to better understand each other's point of view and solve problems regarding race relations. Using case studies, U-M students learn about the multiple and often competing viewpoints of stakeholders in land management. They attend a local planning commission meeting and reflect on the economic, scientific, and moral implications of various land use proposals.   [More]  Descriptors: Social Responsibility, Citizenship Responsibility, Student Responsibility, College Students

Wrigley, Terry; Lingard, Bob; Thomson, Pat (2012). Pedagogies of Transformation: Keeping Hope Alive in Troubled Times, Critical Studies in Education. This paper seeks to challenge the view that there are no alternatives today to global neo-liberalism and its manifestation within schooling systems and educational practices, particularly as high stakes testing and reductive pedagogies and curricula. The paper challenges the fast and shallow learning endemic to these practices, arguing instead for a different temporality of learning and school change. Indeed, the paper argues that there is a pressing need for progressive educational change and that ideas are an important component for such change and for rethinking practices, although not enough in and of themselves. The paper works with a broad Enlightenment construction of pedagogies and a conception of school reform framed by values of democratic citizenship and social responsibility and the need to connect with school communities, especially those communities disadvantaged by contemporary economic and policy settings. In disadvantaged communities, schools and teachers need to work with community funds of knowledge to scaffold to valorised high status school knowledge. The school also needs to function as a quasi democratic "polis", while the reach of curriculum needs to be global. The focus of the paper is thinking about new pedagogies of teaching and school change as resources for hope.   [More]  Descriptors: School Restructuring, Democracy, Disadvantaged, Educational Practices

Cantrell, Dustin (2012). Correctional Education as Democratic Citizenship Education, Journal of Correctional Education. Many educators view the process of education as transformative. This transformation is important in all classrooms, but it takes on added importance in prison classrooms. The education that inmates receive in prison can mean the difference between the doorway of freedom with a productive future and the revolving door of recidivism. For many prison educators, this transformative and liberating education process takes the form of democratic citizenship education. This article on interviews with five instructors from Ball State University's Department of Extended Education as well as the teaching experiences of the author. While the subjects taught by these individuals range from computer science to English to anthropology, their approaches and views of transformation through democratic citizen education were very similar. By addressing the societal inequality that is reflected in prisons, these educators are themselves acting as engaged citizens. They show the twin ideas of awareness and action that are required of all citizens. These educators promote citizenship education by creating safe democratic spaces in their classrooms, which depend upon power sharing with their students. Finally, they seek to transform their students into active, aware, and engaged citizens by fostering critical thinking skills, encouraging debate, and applying course lessons to the lives of their students.   [More]  Descriptors: Correctional Education, Citizenship Education, Democracy, Correctional Institutions

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