Bibliography: Democracy (page 466 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Deborah Florence Toope, Morgan K. A. Gardner, Mary Healy, L. A. Andreeva, L. K. Andreeva, Quentin Woods, Robert A. Waterson, Dominique Estival, Iryna Lytovchenko, and S. Irfan Habib.

Lytovchenko, Iryna (2015). Origins and Formation of Corporate Education in the USA, Comparative Professional Pedagogy. The article analyzes the process of formation and development of corporate education in the USA in the first half of the twentieth century. It has been determined that the main prerequisites for the development of corporate education in the USA in the first half of the twentieth century were historical, socio-economic, political factors and advances in scientific research including: the rapid growth of the US economy in the twentieth century; dissemination of scientific and technological progress and constant introduction of new technologies in the workplace; a national policy of "welfarism"; scientific works of R. Kelly "Training industrial workers" and D. Morris "Employee training: A study of education and training departments in various corporations", which contained the first complex researches on training in industry, substantiated the necessity and prospects of this study, analyzed corporate programs of that time, the ideas on scientific management of F. Taylor, F. Gilbreth and S. Thompson, which had a major impact on all business areas. It has been found out that corporate education was the result of evolution of apprenticeship, the oldest and most traditional form of vocational training in the United States. By 1920s a new concept of modern education had been formed in the workplace which had its philosophical foundations, educational programs, technologies, system of providing services and organizational structure. In the period between the First and Second World Wars a new vision of learning at the workplace arose, new teaching methods were developed different from those used in traditional educational institutions; understanding came that the dissemination of knowledge within the whole community would contribute to building a democratic society.   [More]  Descriptors: Corporate Education, Program Development, Educational History, United States History

Healy, Mary (2007). School Choice, Brand Loyalty and Civic Loyalty, Journal of Philosophy of Education. Applying a philosophical perspective to the concept of loyalty, I consider how the commodification of education may affect the ties between people. Using both theories of brand loyalty and Albert Hirschman's distinction between exit and voice, I examine how human loyalties may be formed in general and also in the field of education. I conclude that the overemphasis on "vertical" loyalty (e.g. loyalty of the ruler and ruled, brand loyalty) demanded by marketisation can undermine and may, under certain conditions, erase the very structures of "horizontal" loyalty (between equal citizens in a democratic society) essential for the civic arena. These structures are also necessary for schools to function in their civic task of educating the future citizenry.   [More]  Descriptors: School Choice, Democracy, Civics, Educational Philosophy

Habib, S. Irfan (2015). Maulana Abul Kalam Azad and His Ideas about the National Education System, Contemporary Education Dialogue. Maulana Abul Kalam Azad was one of the foremost leaders of the Indian freedom struggle. He was not a run-of-the-mill politician, but an intellectual and thinker who spent several decades writing and speaking on diverse issues, including education. His commitment to the pluralist ethos of the Indian freedom struggle is reflected in his work and career as the first minister for education, science, and culture in independent India. Several scholars have written on Azad's political contributions and on his theological acumen as an Islamic scholar par excellence. However, few have examined in detail and acknowledged his immense contributions to nation building, particularly in the areas of education and culture. The need to do this is even more significant in the context of Islam today, not only in India but also globally. Maulana Azad's ideas on education are found scattered in his writings, speeches and letters, which run into thousands of pages. He drew inspiration from diverse sources, ranging from religion to philosophy and from history to science. Most of his early engagements with, and thoughts on, education in Al-Hilal (1912-14) and Al-Balagh (1915-16), his two journals, are in Urdu, and deal with his Islamic-centred concerns, touching upon the madrasa system and its obsolete teaching methods and curriculum. Another significant work is Tazkirah (1919), which deals with his family's traditions of learning and education. Azad also makes significant remarks on philosophy and education in his celebrated literary work, Ghubar-i-Khatir (1946), a collection of letters written from the Ahmadnagar Fort prison between 1942 and 1945. He spent almost three decades thinking and writing about education before he was entrusted with the difficult task of building a national education system for independent India in 1947. It will be useful to look at the foundations of the proposed national education system that Azad articulated at various platforms as a minister for education (Speeches of Maulana Azad, 1947-1958). This commentary focuses on some of the key issues raised by Azad in his four addresses between 1947 and 1952, in which he unfolded his plans and also commented critically on the system of inherited education.   [More]  Descriptors: Indians, Foreign Countries, Educational Practices, Educational History

Waterson, Robert A.; Moffa, Eric D. (2015). Applying Deweyan Principles to Global Citizenship Education in a Rural Context, Journal of International Social Studies. Global citizenship education (GCE) helps students conceptualize citizenship beyond national boundaries so they are capable of action in dealing with global issues like human rights and environmental sustainability. However, very little literature exists to assist rural teachers in implementing GCE as they face specific challenges due to the context of their schools. This paper identifies challenges rural educators encounter, such as conservative communities and geographic isolation, and details a Deweyan approach to GCE as a means to overcome these challenges. Specifically, we apply Dewey's democratic and learning theories to reconceptualize GCE around "student," "home," and "community life" to foster a more relevant curriculum that utilizes students' experiences. It emphasizes the utmost respect for local customs and culture by using them as sources of content for the curriculum while simultaneously extending citizenship thoughts and actions to the global arena.   [More]  Descriptors: Educational Philosophy, Global Approach, Social Studies, Civil Rights

Estival, Dominique; Pennycook, Alastair (2011). L'Academie Francaise and Anglophone Language Ideologies, Language Policy. The notion in popular linguistic discourse that French suffers from a narrow and prescriptive tradition of language policing, with the "Academie Francaise" (AF) as the central player, is frequently contrasted with an image of English as a democratic, borrowing language, better suited to its global role. This misrepresents the role of the AF in the regulation of French while overlooking the role of language ideologies, most evident in the two great dictionary projects (OED and DAF). This paper examines the actual role of the AF and other institutions in French language policy. Exploring popular linguistic representations of the AF and reiterated discourses about the relative numbers of words in English and French, we emphasize the dangers for language policy generally of reinforcing triumphalist views about English.   [More]  Descriptors: Language Planning, Linguistics, Role, Ideology

Gardner, Morgan K. A.; Toope, Deborah Florence (2011). A Social Justice Perspective on Strengths-Based Approaches: Exploring Educators' Perspectives and Practices, Canadian Journal of Education. What does it mean to engage in strengths-based (SB) approaches from a social justice perspective? In this paper we explore the accounts of educators who work with youth experiencing social and educational barriers to describe what it might mean to engage in SB practices from a social justice perspective. Using data generated from interviews, we draw on educators' perspectives and reported practices to inform our conceptual understanding of a SB social justice approach. We propose that a social justice perspective of SB educational work involves at least four interconnecting sets of practices: recognizing students-in-context, critically engaging strengths and positivity, nurturing democratic relations, and enacting creative and flexible pedagogies. We contend that these interrelated sets of practices are necessary for youth to engage more fully in schooling.   [More]   [More]  Descriptors: Social Justice, Barriers, Youth, Educational Practices

Andreeva, L. A.; Andreeva, L. K. (2015). The Social and Political Role of the Russian Orthodox Church as Perceived by College Students, Russian Education & Society. The article compares the data from a survey reflecting college students' perception of the social and political role of the Russian Orthodox Church with the results of nationwide Russian surveys for the purpose of determining the degree to which the basic conclusions coincide or differ. [This article was translated by Kim Braithwaite.]   [More]  Descriptors: Foreign Countries, Churches, Christianity, Religious Factors

Ryan, Alan (2011). J. S. Mill on Education, Oxford Review of Education. Mill may be said either to have written rather little on education or to have written a very great deal. He himself distinguished between a "narrow" and a "wider" sense of education, the former limited to what happens in formal educational settings, the latter embracing all the influences that make us who and what we are. He wrote rather little on the former and a great deal on the latter, ranging from the account of his own education in his "Autobiography" System to his discussion of "ethology" in "System of logic", and his thoughts about the educative effects of political institutions in "Representative government". "Liberty" and "The subjection of women" are tracts on the role of both wider and narrower education in liberating us from the constraints of custom and securing equality between the sexes. They still have much to say to a 21st-century audience.   [More]  Descriptors: Reputation, Recognition (Achievement), Ethology, Democracy

Reich, Rob (2007). How and Why to Support Common Schooling and Educational Choice at the Same Time, Journal of Philosophy of Education. The common school ideal is the source of one of the oldest educational debates in liberal democratic societies. The movement in favour of greater educational choice is the source of one of the most recent. Each has been the cause of major and enduring controversy, not only within philosophical thought but also within political, legal and social arenas. Echoing conclusions reached by Terry McLaughlin, but taking the historical and legal context of the United States as my backdrop, I argue that the ideal of common schooling and the existence of separate schools, which is to say, the existence of educational choice, are not merely compatible but necessarily co-exist in a liberal democratic society. In other words, we need both common schooling and educational choice. The essay proceeds in four parts. First, I explain why we need to understand something about pluralism in order to understand common schooling and school choice. In the second and third parts, I explore the normative significance of pluralism for common schooling and educational choice, respectively. In the fourth part, I show how the two can be reconciled, given a certain understanding of what pluralism demands.   [More]  Descriptors: Democracy, School Choice, Educational Philosophy, Equal Education

Touchton, Debra; Acker-Hocevar, Michele (2011). Decision-Making Quandaries that Superintendents Face in Their Work in Small School Districts Building Democratic Communities, Journal of School Public Relations. Superintendents of small school districts describe how they give voice, involve and listen to others, and solicit various publics to build democratic communities. Superintendents make sense of leadership through their constructed role, leadership orientation, and district size. Findings suggest the following when superintendents involve, listen, and give voice: Stakeholders expect to be heard by the superintendent; stakeholders often lack information and expertise for participating in decision making; expected decisions based on group decision making may not occur; and stakeholders often want to be involved in the decision-making process but do not want to be held responsible or accountable for a decision's implementation or outcomes.   [More]  Descriptors: Decision Making, Superintendents, School Districts, School District Size

Woods, Quentin (2011). SQuARE: Status Quo Awareness and Resistance Education, Scholar-Practitioner Quarterly. Status quo is defined as "the existing state of affairs"; therefore, status quo can be identified as positive or negative depending on the circumstances in any particular situation. Many educational authors have written about this timeless subject, and these authors' viewpoints are presented concisely in this project. With the help of movie quotes and historical references, this article describes the drawbacks associated with the status quo, and the reason(s) why the status quo so prevalently exists.   [More]   [More]  Descriptors: Educational Change, Power Structure, Research, Organizational Theories

Coultas, Valerie (2015). Revisiting Debates on Oracy: Classroom Talk–Moving towards a Democratic Pedagogy?, Changing English: Studies in Culture and Education. This article uses documentary evidence to review debates on spoken language and learning in the UK over recent decades. It argues that two different models of talk have been at stake: one that wishes to "correct" children's spoken language and another than encourages children to use talk to learn and represent their worlds. The article suggests that the latter, more democratic, approach is now under attack, but that the teacher can still choose to use learning talk in the classroom.   [More]  Descriptors: Foreign Countries, Classroom Communication, Speech, Democracy

den Heyer, Kent (2015). An Analysis of Aims and the Educational "Event", Canadian Journal of Education. In this article, the author explores key distinctions relevant to aims talk in education. He argues that present formulations of aims fail to adequately capture or speak to several overlapping domains involved in schooling: qualification, socialization, and the educational in the form of subjectification (Biesta, 2010). Drawing off Egan and Biesta to differentiate the educational domain, the author details an ontological orientation to the educational "event" through the work of Badiou while grounding this exploration in ancient Western distinctions between sophistic and Socratic approaches to education as detailed by Bartlett. The article ends with a call for non-Indigenous educators to expand Canadian conceptions of educational aims and citizenship through Indigenous orientations to these vital education terms.   [More]  Descriptors: Social Studies, Educational Objectives, Citizenship Education, Socialization

James, Jennifer Hauver (2011). When Missions Collide: Theological Certainty and Democratic Education, Phi Delta Kappan. Teacher education should provide opportunities for preservice teachers to think about the intersection of their faith and their practice. Students with a high degree of theological certainty may shut down those conversations and therefore deny themselves and their classmates opportunities to wrestle with questions related to their religious beliefs and the expectations of providing a democratic education for their students.   [More]  Descriptors: Preservice Teacher Education, Preservice Teachers, Democracy, Religion

Harbour, Clifford P.; Ebie, Gwyn (2011). Deweyan Democratic Learning Communities and Student Marginalization, New Directions for Community Colleges. Community colleges have long been recognized as enrolling a disproportionate share of first-generation college students, low-income students, women, and students of color. Additionally, community colleges have significant enrollments of students who identify as immigrants; lesbian, gay, bisexual, and transgender (LGBT); and disabled. Many of these students have been marginalized in previous educational settings because of their status and identity. Community college faculty and staff committed to the eradication of student marginalization may use a variety of contemporary strategies to address this form of oppression. The authors seek to complement these strategies by showing how the work of John Dewey may be used to justify the creation and development of democratic learning communities fundamentally opposed to student marginalization.   [More]  Descriptors: Community Colleges, Two Year College Students, Disadvantaged, Social Discrimination

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