Bibliography: Democracy (page 468 of 605)

This bibliography is selected and organized by the I'm with Jill website.  Some of the authors featured on this page include Mariusz Finkielsztein, Godfrey Magoti Mnubi, Aslam Fataar, Dennis Chun-Lok Fung, Felisa L. Tibbitts, Jo-Anne Vorster, Gary Anderson, Deanna Yerichuk, Izabela Wagner, and Lois Weiner.

Wildemeersch, Danny (2017). Opening Spaces of Conversation: Citizen Education for Newcomers as a Democratic Practice, International Journal of Lifelong Education. The arrival of newcomers in our societies "impinges upon us" (Peter Jarvis). Adult and continuing education are invited to take a stance. In response to this, I explore how relevant citizenship education for and with newcomers can be conceived of. In the first place, I explore how the arrival of newcomers triggers ambivalent reactions between fear and hope. Next, I present different concepts of responsible citizenship as a response to these ambivalences. I connect these insights with Biesta's three approaches to public pedagogy: a pedagogy for the public, a pedagogy of the public, and a pedagogy of publicness. In line with "a pedagogy of publicness", I argue that "dissensus", rather than "consensus" and "interruption", rather than "dialogue" could be fruitful notions to conceive citizenship education for newcomers as a democratic practice, whereby both participants and facilitators open spaces of conversation about the world they come from, and the world they want to live in.   [More]  Descriptors: Foreign Countries, Citizenship Education, Democracy, Immigrants

Wagner, Izabela; Finkielsztein, Mariusz; Czarnacka, Agata (2017). Being Polish Scientists and Women–between Glorious Past and Difficult Present: The "Reverse Dynamic of Equality Construction", European Educational Research Journal. This paper focuses on the dynamics that animate the situation of women inside academia and the social world of science. Based on a long-term ethnographic study we chose specific cases (scientists educated in Poland) to illustrate the complexity of the career-making process in the 21st century. In this country, in a social and professional environment that has belonged to the European Union for 12 years, we observed several particularities. In order to demonstrate the process of "reverse dynamic of equality construction" we adapted a "longue durée" perspective. Our article shows how so-called "democratization" dynamics (after the political changes of 1989) influenced the professional trajectories of women in Poland. The data suggest a progressive deterioration of the situation for Polish female scientists–a process that is ignored by the majority of Polish scholars.   [More]  Descriptors: Scientists, Females, Gender Differences, Ethnography

Wubbena, Zane (2017). A Pedagogy for Space: Visually Framing the 2011 Chilean Student Movement, Policy Futures in Education. The 2011 Chilean student protests were a powerful social movement aimed at transforming education and, with it, the social spaces and formations of daily life. This social movement was pedagogical because students transformed the city into a classroom to gain control over the production of space. In this vein, the student movement provided a catalyst for reconstituting public education as a universal social right. Based on the perspective of spatial educational theory, I conducted a visual framing analysis of three photographs taken during the 2011 Chilean student movement. I employed a four-tiered visual framing method. The three photographs were purposefully selected from different media sources to represent the three dimensions of spatial educational theory, including learning in conceived space, studying in lived space, and teaching in perceived space. In doing so, this article provides a novel way to explain spatial educational theory by visually operationalizing it as a pedagogy for space during the Chilean student movement. This article also works to broaden our conceptualization of student movements as pedagogical events for social transformation.   [More]  Descriptors: Foreign Countries, Activism, Photography, Social Action

Mnubi, Godfrey Magoti (2017). Improving the Quality of Basic Education through the Use of Gender-Sensitive Student Councils: Experience of Six Selected Districts in Tanzania, Journal of Learning for Development. This paper analyses whether the gender-sensitive and democratically elected student councils helped in strengthening school leadership and providing a platform for increased awareness and advocacy for male and female students to address their needs and rights in primary and secondary schools in Tanzania. The data were collected through qualitative methodology using in-depth interviews with purposively selected 29 school heads, 35 mentor teachers, 24 champions and 54 student leaders. Other data were obtained from focus-group discussions with 590 student leaders. The findings show that the student council plays a major role in strengthening school leadership and increasing the ability of students, particularly girls, to voice their needs and concerns. Some students' needs and concerns were sexual harassment, the right to quality education and health services and the elimination of corporal punishment. The use of student councils helps to improve the delivery of quality education in schools.   [More]  Descriptors: Gender Differences, Student Government, Foreign Countries, Democracy

Fung, Dennis Chun-Lok; Lui, Wai-Mei (2017). Is Liberal Studies a Political Instrument in the Secondary School Curriculum? Lessons from the Umbrella Movement in Post-Colonial Hong Kong, Curriculum Journal. This paper examines whether Hong Kong teachers and students perceived Liberal Studies and its ongoing curriculum review as politically driven during and after the Umbrella Movement, a large-scale civil disobedience campaign that took place in September 2014. The findings presented herein show that both groups disagreed with the claim that Liberal Studies was used as a political instrument to instigate students' participation in the protest movement. Moreover, they also reveal that teachers have maintained their neutrality towards controversial issues related to politics during Liberal Studies lessons. Whilst the participating teachers and students considered the government's proposed reform of Liberal Studies to be politically motivated, they held differing attitudes towards the addition of more China-related elements to the subject. On the basis of these results, this paper analyses the potential role of Liberal Studies in the democratisation of local society. It also provides an indication of the curriculum's dynamic nature, explanation of students' resistance to the review policy and suggestions for the subject's future development.   [More]  Descriptors: Secondary School Curriculum, Foreign Countries, Liberal Arts, Political Influences

Yerichuk, Deanna (2014). "Socialized Music": Historical Formations of Community Music through Social Rationales, Action, Criticism, and Theory for Music Education. This article traces the formation of community music through professional and scholarly articles over the last century in North America, and argues that community music has been discursively formed through social rationales, although the specific rationales have shifted. The author employs an archaeological framework inspired by Michel Foucault to analyze the usage and contexts of the term "community music" in four historical moments, including "Progressive-Era" manuals and guidebooks, mid-century articles in the "Music Educators" Journal, writings of the Community Music Activity Commission established by the International Society of Music Education from 1982, and articles in the "International Journal of Community Music." The author concludes that community music's social rationales have discursively produced a social rationality, which has largely overdetermined community music as an educational enterprise, while historically underdetermining what specifically constitutes the "community" of community music.   [More]  Descriptors: Literature Reviews, Music Education, Philosophy, Archaeology

Anderson, Gary (2017). Participatory Action Research (PAR) as Democratic Disruption: New Public Management and Educational Research in Schools and Universities, International Journal of Qualitative Studies in Education (QSE). Pro-market and business approaches to management in the public sector (new public management–NPM) have created an audit culture in schools driven by top-down, high stakes accountability, and the fetishization of data. Within this context, authentic, qualitative, and democratic forms of inquiry, both in universities and schools, become easily co-opted. I argue in this article that the use of a community-based, participatory action research (PAR) stance has the potential to disrupt NPM and open up authentic and democratic spaces in which to engage in inquiry. The goal of democratization through a PAR stance is not an attempt to return to a pre-data driven past nor to make current neoliberal reforms more palatable, but rather to create more horizontal relationships among professionals, colleges of education, public schools, and low-income communities.   [More]  Descriptors: Participatory Research, Action Research, Public Administration, Public Administration Education

Evans, John (2014). Ideational Border Crossings: Rethinking the Politics of Knowledge within and across Disciplines, Discourse: Studies in the Cultural Politics of Education. This article explores the merits, possibilities and difficulties of making intra and trans-disciplinary"border crossings" essentially of an ideational kind. Drawing ideas from complexity literature, the article lauds the potential of "concept studies" as means of making such crossings and addressing enduring issues (e.g., of equity and health) within education, Physical Education (PE) and Health. The article suggests, however, that the culture of neoliberalism and extant power relations may prohibit rather than nurture and encourage any willing exchange of ideas or sharing of resource, presaging "border closure" rather than "border crossing". Talk of the latter in periods of austerity may become shorthand for "rationalisation", offering new language for a newly invigorated politics of erasure, rather than announcing desire to nurture and actualise new voices and new ways of sharing ideas towards investigating and dismantling enduring social hierarchies and trends.   [More]  Descriptors: Physical Education, Health Education, Neoliberalism, Power Structure

Csermely, Peter (2017). The Network Concept of Creativity and Deep Thinking: Applications to Social Opinion Formation and Talent Support, Gifted Child Quarterly. Our century has unprecedented new challenges, which need creative solutions and deep thinking. Contemplative, deep thinking became an "endangered species" in our rushing world of Tweets, elevator pitches, and fast decisions. Here, we describe how important aspects of both creativity and deep thinking can be understood as network phenomena of conceptual and social networks. "Creative nodes" occupy highly dynamic, boundary spanning positions in social networks. Creative thinking requires alternating plasticity-dominated and rigidity-dominated mind-sets, which can be helped by dynamically changing social network structures. In the closing section, we present three case studies which demonstrate the applications of the concept in the Hungarian research student movement, the Hungarian Templeton Program, and the Youth Platform of the European Talent Support Network. These examples show how talent support programs can mobilize the power of social networks to enhance creative, deliberative, deep thinking of talented young minds, influencing social opinion, leading to community action, and developing charismatic leadership skills.   [More]  Descriptors: Creativity, Thinking Skills, Social Networks, Talent

Vorster, Jo-Anne; Quinn, Lynn (2017). The "Decolonial Turn": What Does It Mean for Academic Staff Development?, Education as Change. It has become increasingly evident that the discourse of transformation that has shaped the democratising of higher education institutions over the first two decades of the democratic dispensation in South Africa has now run its course. Over the past few years, and particularly during the tumultuous student protests of 2015 and 2016, students and some academics have been calling for the decolonisation of university structures and cultures, including curricula. Using concepts from Margaret Archer's social realism we consider the failure of the discourse of transformation to lead to real change and examine a constellation of new discourses related to the decolonisation of universities that have emerged in South Africa recently. Furthermore, we critique the discourses that have underpinned our own practices as academic developers over the past two decades and then explore the implications of what could be termed a "decolonial turn" for academic developers and by implication for the academics with whom they work.   [More]  Descriptors: Foreign Policy, Faculty Development, Social Change, Foreign Countries

Weiner, Lois; Kaplan, Andy (2014). How Do We Defend Democratic Education? Lois Weiner and Andy Kaplan Respond to Diane Ravitch's "The Reign of Error", Schools: Studies in Education. In this commentary, Andy Kaplan discusses with Lois Weiner, Diane Ravitch's latest book "The Reign of Error," which combines scholarly argument and scrupulous research in defense of democratic education. Weiner notes, the book will prove an important resource in the ongoing struggle for the survival of public schooling. Weiner adds, since that struggle concerns not only control of facts and control of logic but also control of the means of persuasion, a review of seven questions posed by Ravitch's book focus on rhetoric. Andy Kaplan closes the commentary with the thought, Lois Weiner is uniquely qualified to assess the ways in which Ravitch's book will prove useful to educators and citizens engaged in the struggle for public control of public education as she is one of America's leading advocates of democratic control of public schools.   [More]  Descriptors: Democracy, Citizenship Education, Public Schools, Discourse Analysis

Solomons, Inez; Fataar, Aslam (2011). A Conceptual Exploration of Values Education in the Context of Schooling in South Africa, South African Journal of Education. This article is based on the assumption that values education has much to offer to a country that is struggling to overcome a fractured moral landscape. Pursuing a modest agenda, the focus of the article is on values and values education in the context of schooling in South Africa. We suggest that debates about what constitutes values and values education raise important philosophical and pedagogical questions about what values are and which values should be prioritized. We contend that it is unlikely that values education will in any significant way meet the expectations of South Africa's Constitution and its national school curriculum intentions, if it is not underpinned by conceptual clarification of what values are in relation to the role that values education is expected to fulfil in South Africa's schools. Intended as a conceptual investigation, the article explores different interpretations, tensions and assumptions that confront the notions of values and values education. We suggest that the insights from such a conceptual clarification could provide an appropriate platform not only for a coherent approach to values education, but also for the more effectual transfer and take up of values in schools. We favour a pragmatist conception based on the notion "shared goods" in terms of which values education in schools can lay the basis for dialogical encounters necessary for addressing our country's diverse and even divergent values orientations.   [More]  Descriptors: Values Education, Foreign Countries, Values, Democracy

Rambe, Patient; Moeti, Mamello (2017). Disrupting and Democratising Higher Education Provision or Entrenching Academic Elitism: Towards a Model of MOOCs Adoption at African Universities, Educational Technology Research and Development. Challenges of broadening access, escalating cost, maintaining desirable quality and enhancing meaningful learning experiences in African higher education (HE) have spurred debates on how to restructure higher education delivery to meet the diverse needs of heterogeneous learners and adapt pedagogical models to the educational realities of low-income African countries. In view of these complexities, Massive Open Online Courses (MOOCs) have been advanced by Western Consortia, universities and online platform providers as panaceas for disrupting/transforming existing education models African universities. MOOCs have been touted as disruptive innovations with the potential to create new niche markets for HE courses, disrupt traditional models of instruction and content delivery and create new revenue streams for higher education. Yet academic elitism which manifests in the exclusive selection of top American universities to develop, host and deliver MOOCs, MOOC providers' use of university brand and reputation as benchmarks for charging recruitment fees on headhunters recruiting MOOC graduates and their complex business models involving the sale of students' big data (e.g. learning analytics) for profit seem to be inconsistent with claims about philanthropic and egalitarian drive of MOOCs. Drawing on disruptive innovation theory and a review of mainstream literature on MOOCs adoption in American and African tertiary sectors, this study argues that behind the MOOC rhetoric of disrupting and democratizing higher education lies the projection of top academic brands on the marketing pedestal, financial piggybacking on the hype and politics of academic exclusion.   [More]  Descriptors: Foreign Countries, Universities, Online Courses, Models

Tibbitts, Felisa L.; Weldon, Gail (2017). History Curriculum and Teacher Training: Shaping a Democratic Future in Post-Apartheid South Africa?, Comparative Education. Issues of transitional justice are central to countries moving away from identity-based conflict. Research tends to focus on the most well-known forms of transitional justice, like truth commissions. Far less attention has been given to education as a form of transitional justice, and even less to teacher professional development, even though education is central to signalling the new society and teachers are expected to become agents of change in their classrooms. This article focusses on history curriculum change in post-apartheid South Africa. We show how the post-apartheid South African government developed a human rights-based history curriculum but failed to support teachers to implement it. Aspects of these inadequacies included a failure to take into account the de-skilling of a large segment of the teaching population under apartheid and teachers' personal legacies of that era. Through a review of the teacher professional development programme, Facing the Past, this article demonstrates the possibility to implement teacher training programmes attuned to the particular needs of a transitional justice environment.   [More]  Descriptors: History Instruction, Foreign Countries, Democracy, Social Change

Phillips, Donna Paoletti (2014). Embodied Civic Education: The Corporeality of a Civil Body Politic, Journal of Pedagogy. This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavor to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences. The existential theme of lived body emerges from this inquiry. The importance of embodying one's learning, as well as connecting physically and socially to one's society are apparent. The students' learning through their corporeal experience serves to create the "civil body politic" of the classroom and inform their behavior outside of the classroom. Insights from this study may inform curriculum theorists and developers, policy-makers, and classroom teachers. Recommendations are made to transform the social studies for students to capitalize on their bodily experiences within the classroom so that they may grow in their role as a citizen. Students may then embody the ideals essential in civic education and democratic societies   [More]  Descriptors: Civics, Citizenship Education, Democracy, Middle School Students

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