Bibliography: Democracy (page 463 of 605)

This bibliography is independently curated for the I'm with Jill website.  Some of the authors featured on this page include Tristan McCowan, John Huckle, Yusef Waghid, Andrea Dyrness, Stefan Ninkovic, J. G. York, Stewart Ranson, Brian Matthews, Irving Louis Horowitz, and Laura Elizabeth Pinto.

McCowan, Tristan (2012). Opening Spaces for Citizenship in Higher Education: Three Initiatives in English Universities, Studies in Higher Education. While there has been widespread international attention paid to the promotion of citizenship in schools, the civic dimension of higher education study has been less prominent. This article assesses three cases of provision for the teaching of citizenship in English universities, encompassing both discrete modules and embedded approaches. The cases are analysed using the framework of "curricular transposition", focusing on the problematic movements from underlying ideals to realisation in practice. Findings from the studies suggest that lecturer involvement is a key factor, and that top-down initiatives are unlikely to succeed. In relation to location in the curriculum, both dedicated taught courses and whole institution approaches are seen to present distinct challenges and opportunities. Finally, implications are drawn out for the prospects of promoting democratic citizenship in higher education.   [More]  Descriptors: Higher Education, Citizenship, Democracy, Teaching Methods

Floric, Olivera Knezevic; Ninkovic, Stefan (2012). Multiculturalism: Challenge or Reality, Bulgarian Comparative Education Society. The paper analyses situations, conditions of social discourse and necessary actions for the implementation of multicultural education in the education system of the countries in transition (Republic of Serbia), from the perspective of interpretative paradigms. In the first part of the paper, the authors explain a theoretical understanding of the term multiculturalism as a public asset, and as the term which does not go in line of the traditional ethical principles. The second part of the paper focuses on the importance of creation of different conditions for the social discourse of the countries in transition in order to make the multiculturalism order not only the ethical option, but also the ethical need. In that sense, the basic thesis of this paper is that education, as a reference point, and the interactive relationship of individuals is the only possible way to understand the world in the continuous change. [For complete volume, see ED567040.]   [More]  Descriptors: Multicultural Education, Student Diversity, Foreign Countries, Social Influences

Horowitz, Irving Louis (2012). The Wealth of Nations and the Poverty of Analysts, Academic Questions. Now that Colonel Muammar Gaddafi is dead and his forty-two years as despotic ruler of Libya and fomenter of international disorder has come to a permanent halt, it is a good time for governments–both in and beyond the NATO alliance–to review accommodations and agreements made with his regime. It is also time for the academic social policy community to examine its own behavior, especially during the period in which the Gaddafi family dictatorship drew to a close and sought ways to convince democratic nations such as the United States and the United Kingdom that the Lion of Libya had become a Middle East Angel of Mercy. Social scientists have the same right as any other American citizen or British subject to proclaim and advocate political views. Indeed, the history of specialists, especially in international relations, is of scholars with strong views for or against the full panoply of "isms"–from communism, fascism, and socialism to all sorts of intermediate positions. Furthermore, it might be argued that despite a continuing pattern of totalitarian rule, commercial air shoot-downs, and anti-Semitic fulminations, the Gaddafi regime curbed its nuclear program, created a modest level of economic stabilization, and even asserted its human rights proclivities–at least within the halls of the United Nations and leading universities. At stake here is not a modest measure of support for dastardly rulers, however, but the essentially moral issue of covert and overt financial support and its influence on those who write and speak about a regime such as Libya. The most obvious concern is the fact of United States participation in the NATO effort to assist the "rebels" in an attack against Gaddafi's air and ground push. The uprising and period of civil war that took place is a critical factor that demands attention to Libya and the unusual social science "camp followers" who have offered rationalizations of Gaddafi's actions with few verifiable predictions. In this article, the author details how the pronouncements of some prominent social scientists about the Libya of Muammar Gaddafi were tainted by their acceptance of financial remuneration and failure to disclose that fact up-front.   [More]  Descriptors: Social Sciences, Social Scientists, Foreign Countries, International Relations

McLaughlin, Danielle (2012). The King of Denmark and the Naked Mole Rat: Teaching Critical Thinking for Social Justice, Education Canada. Asking hard questions is just that–hard. But if we are truly committed to teaching for social justice, we need to encourage our children to find as many points of view as they can, and to ask questions we may never be able to answer, knowing that education for citizenship lies in the process of thinking critically about the many sides of a question and working toward addressing the inequities this process reveals. If we find everyone to be in agreement, if we quickly find a consensus, we should acknowledge that someone must be missing. Whose voice is not being heard? We need to actively seek out views that contradict our own, or we may never truly understand our own views.   [More]  Descriptors: Social Justice, Citizenship Education, Foreign Countries, Democracy

Curato, Nicole (2012). Respondents as Interlocutors: Translating Deliberative Democratic Principles to Qualitative Interviewing Ethics, Qualitative Inquiry. The epistemic interview is a conversational practice, which aims to generate knowledge by subjecting respondents' beliefs to dialectical tests of reasons. Developed by Svend Brinkmann, this model draws inspiration from Socratic dialogues where the interviewer asks confronting questions to press respondents to articulate the normative bases of their views. In this article, the author argues that Brinkmann's model is a valuable methodological innovation but warrants further development. The author suggests that the epistemic interview can be put on a stronger methodological footing when the Socratic model is complemented by developments in democratic theory, particularly its deliberative variety. Translating deliberative democratic virtues to methodological terms addresses some of the epistemic model's gaps, including an account of the dynamic of knowledge production and the ethical norms that govern this method. To illustrate the practice of epistemic interviewing, the author draws on her experience in interviewing junior military officers.   [More]  Descriptors: Democracy, Interviews, Ethics, Research Methodology

Dyrness, Andrea (2012). "Contra Viento y Marea" (Against Wind and Tide): Building Civic Identity among Children of Emigration in El Salvador, Anthropology & Education Quarterly. This article examines contrasting approaches to citizenship education in two schools in San Salvador, El Salvador, in the face of highly visible transnational migration. I argue that while transnational realities challenge education for democratic citizenship, educational processes that enable students to interrogate their own transnational realities–in particular, their relationship to macrostructural relations of inequality–facilitate the development of critical, action-oriented civic identities.   [More]  Descriptors: Citizenship, Democracy, Citizenship Education, Learning Processes

York, J. G. (2012). Democratizing Laughter, Philosophical Studies in Education. According to John Banas and colleagues, the research on laughter in the classroom indicates that a classroom full of laughter increases learning. In contrast, Plato argued that laughter is a vice and chastised those who would give in to it. Nonetheless, between the ancient concept of laughter as vice and the modern concept of laughter as learning tool, the author explores a way in which laughter can be central to the learning experience in American classrooms; that is, the way laughter can help to shape a more democratic learning environment.   [More]  Descriptors: Learning Experience, Democracy, Humor, Democratic Values

Huckle, John (2012). Even More Sense and Sustainability, Environmental Education Research. In this paper, the author reviews "Sense & Sustainability: Educating for a Circular Economy," by Ken Webster and Craig Johnson. He reviews the core text that underpins the work of the education team at the Ellen MacArthur Foundation (www.ellenmacarthurfoundation.org/). He shows that while it is strong on some technical aspects of sustainability literacy, it is seriously deficient with regard to critical aspects. Given the level of debate surrounding the current global capitalism crisis and possible routes to economic recovery, it is surprising that "Sense and Sustainability" overlooks the role of neo-liberalism and financial speculation in diverting investment from productive investment in "cradle to cradle" technologies, the opportunity to identify the changes it promotes with advocacy of a green new deal and the extent to which its arguments reflect the post-ecologic turn. Suggestions are made as to how these deficiencies might be remedied.   [More]  Descriptors: Sustainability, Sustainable Development, Global Approach, Case Studies

Matthews, Brian (2012). The Labour Party and the Need for Change: Values, Education and Emotional Literacy/Intelligence, FORUM: for promoting 3-19 comprehensive education. The author argues that when the Labour Party has analysed its values emotional development has been neglected. He shows the importance of emotional literacy and uses education as a vehicle to show how Labour when in power reinforced right-wing ideology. Ways of changing education policy are indicated. It is hoped that this article will promote a lively discussion.   [More]  Descriptors: Emotional Intelligence, Emotional Development, Social Justice, Democracy

Barker, Bernard (2012). Comprehensive Schools and the Future, FORUM: for promoting 3-19 comprehensive education. This article argues that comprehensive reorganisation was not a one-off policy reform but a complex, bottom-up campaign for equity and fairness in education, with varied consequences and outcomes. Recent battles over student fees, free schools and academies show that the quest for democratic education does not lead to a permanent achievement but to perpetual struggle with privileged groups who feel themselves threatened by social justice.   [More]  Descriptors: Social Justice, Democracy, Educational Change, Secondary Education

Pinto, Laura Elizabeth (2012). Democratic Shortfalls in Privatized Curriculum Policy Production: Silencing the "Potted Plants" and Politicizing "Quick Fixes", Policy Futures in Education. Democratic policy production requires the input of citizen voices, ideally through a process that actively engages a broad range of stakeholders in decision-making. This article describes Ontario's curriculum policy formulation process during the 1990s, based on archival documents and interviews with 16 policy actors. The privatization of curriculum policy production resulted in a politicized environment that silenced citizens' voices. Though contracting writers through a bidding process allowed the government to produce a vast amount of policy in a relatively short period of time, findings reveal how policy actors' roles were reduced to "potted plants" charged with carrying out a predetermined agenda rather than active participants in a robust democratic process.   [More]  Descriptors: Educational Policy, Stakeholders, Foreign Countries, Privatization

Leake, Eric (2012). The Open Gates of the Fourth Estate: Civic Literacy Meets Citizen Journalism, Composition Forum. Technological and economic change within the business and social function of journalism are moving civic literacy practices ever closer to those of citizen journalism. In this article, I survey the changes underway as journalism becomes less a profession and more a practice, a way of reading and writing about society. I draw from journalism studies and civic literacy pedagogies to argue that the writing classroom has a valuable role to play in shaping civic literacy practices in concert with those of citizen journalism. Many of the practices of citizen journalism–including research, analysis, community engagement, the consideration of evidence and perspectives, a move toward new means of publication and social action–are exactly those capturing the attention of composition scholars.   [More]  Descriptors: Social Action, Writing (Composition), Journalism, Community Involvement

Ranson, Stewart (2012). Remaking Public Spaces for Civil Society, Critical Studies in Education. The collective action predicaments of the time require citizens to participate in remaking the governance of civil society so that they can become engaged and cooperate together. Can citizens become makers of civil society? This article draws upon Hannah Arendt's "On Revolution" to provide a theory of remaking in which citizens come together to constitute a body politic that secures their freedom to deliberate and act on their shared public concerns. Contemporary theories seeking to democratise the governance of civil society–Bang, Newman and Bevir–are undermined by flawed dualities of structure and action. This article considers Archun Fung's studies of experimental community governance provide potentially an Arendtian model for remaking civil society based on democratic participation and deliberation.   [More]  Descriptors: Citizen Participation, Social Action, Governance, Social Theories

Imel, Susan (2012). Civic Engagement in the United States: Roots and Branches, New Directions for Adult and Continuing Education. The adult education and civic education movements are not synonymous, but the two were intertwined during the early years of adult education's formation as a field in the United States. This chapter traces the development of adult civic education in the United States, focusing on the 1920s through the 1950s. First, the roots of civic education prior to the 1920s are explored. This is followed by a discussion of the early years of the adult education field, paying particular attention to the influence of Eduard Lindeman. Next, forms of adult civic education from the 1930s, 1940s, and 1950s are discussed. A final section highlights some key ideas and characteristics of adult civic education during the period.   [More]  Descriptors: Adult Education, Educational History, Citizen Participation, Citizenship Education

Davids, Nuraan; Waghid, Yusef (2012). Re-Imagining Democratic Citizenship Education: Towards a Culture of Compassionate Responsibility, Perspectives in Education. Benhabib (2002:134) maintains that, in order for individuals to become democratic citizens they need to be exposed to at least three inter-related elements: collective identity, privileges of membership, and social rights and benefits. Through exposure to these three inter-related items it is hoped that, by means of the teaching and learning of cultural, linguistic and religious commonalities and differences, a participatory climate of deliberation will emerge in which, ultimately, the rights of all people are recognised and respected (Waghid, 2010:198-199). After a decade of implementing liberal conceptions of democratic citizenship education in public schools in South Africa, questions need to be asked about its credibility and success. We commence this article by analysing the Department of Basic Education's (DoBE, 2011) recently produced Building a culture of responsibility and humanity in our schools: A guide for teachers–a practical guide for teachers that can hopefully engender democratic citizenship education in public schools. Thereafter, in reference to a post-graduate teacher training programme at a South African university, we argue for a renewed and enhanced version of democratic citizenship education.   [More]  Descriptors: Foreign Countries, Democracy, Citizenship Education, Public Schools

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