Bibliography: Democracy (page 471 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Christina Chavez-Reyes, Francesca Comas Rubi, Stephen John Quaye, Larissa Jogi, Anthony J. Filipovitch, Bernat Sureda Garcia, Carol Iannone, Ken Spours, Mario Osbert D'Souza, and Antonia Darder.

Mansfield, Melian (2012). Mr. Gove's Road to Privatisation: Forcing Primary Schools to Become Academies, FORUM: for promoting 3-19 comprehensive education. Not content with the response to his offer to outstanding schools to become academies, Michael Gove's next move has been to force schools to become academies. Resistance from parents and the local community has made no difference. This article explains what happened in Haringey and how undemocratic the whole process has been.   [More]  Descriptors: Elementary Schools, Public Schools, School Based Management, Educational Change

Rubi, Francesca Comas; Garcia, Bernat Sureda (2012). The Photography and Propaganda of the Maria Montessori Method in Spain (1911-1931), Paedagogica Historica: International Journal of the History of Education. This article analyses photography as a tool for reinforcing textual discourses in the written press and supporting the popularisation of certain methods and practices in the illustrated press and magazines. The photographs will not be analysed as educational documents or testimony to educational activities but rather in an effort to explore the attempts to illustrate a message graphically so as to influence public opinion and change society's perception of schools' role and the functions of education. The way in which the Maria Montessori method was graphically disseminated in Spanish illustrated magazines between 1911 and 1931 is the focus of this paper.   [More]  Descriptors: Photography, Reinforcement, Foreign Countries, Montessori Method

Iannone, Carol (2012). Our Western Heritage: An Interview with Robert George, Academic Questions. This article presents an interview with Robert George, who holds Princeton's celebrated McCormick Chair in Jurisprudence and is the founding director of the James Madison Program. George has served on the President's Council on Bioethics and as a presidential appointee to the United States Commission on Civil Rights. He is also a member of the Council on Foreign Relations. His publications include "In Defense of Natural Law" (Oxford University Press, 1999), "Making Men Moral: Civil Liberties and Public Morality" (Oxford University Press, 2001), and "The Clash of Orthodoxies: Law, Religion and Morality in Crisis" (ISI, 2002), as well as numerous scholarly articles and reviews in such journals as the "Harvard Law Review", the "Yale Law Journal", the "Columbia Law Review", the "American Journal of Jurisprudence", and the "Review of Politics". In this interview, George proclaims the extraordinary "intellectual, moral, religious, political, economic, scientific, technological, artistic, architectural, and literary achievements of the West" and insists on the importance of self-mastery gained through proper study of the liberal arts as the fulfillment of one's humanity and prerequisite for the continuation of democratic self-government.   [More]  Descriptors: Liberal Arts, United States History, Civil Rights, Interviews

Gouthro, Patricia A. (2012). Learning from the Grassroots: Exploring Democratic Adult Learning Opportunities Connected to Grassroots Organizations, New Directions for Adult and Continuing Education. Grassroots organizations emerge when groups of people decide to work collectively to form an organization as a way to initiate change. Rather than seeking leadership from established government or corporate organizations or departments, the purpose of the organization, the framework for decision making, and the individuals involved in leadership usually come from within–from the grassroots. Grassroots organizations provide many important democratic learning opportunities for adults, including learning for social change, learning around governance, and learning for active citizenship. This chapter discusses a qualitative research study that involves case studies of six different grassroots organizations across Canada as well as interviews with several "key informants"–individuals in government and the civil society sector who can provide insights into the benefits and challenges of sustaining grassroots organizations. The chapter also draws upon related literature to develop a critical feminist analysis of the potential opportunities for learning connected to involvement with grassroots organizations for adult employees or volunteers.   [More]  Descriptors: Adult Education, Leadership, Foreign Countries, Qualitative Research

D'Souza, Mario Osbert (2012). Religion, Democratic Community, and Education: Two Questions, Canadian Journal of Education. This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society? And, second, do schools have a responsibility in developing a unified model of who the citizen is as a person? Both questions are founded upon the premise that citizens are more than citizens; they are also persons.   [More]  Descriptors: Foreign Countries, Role of Education, Democracy, Religion

Edling, Silvia (2012). The Paradox of Meaning Well while Causing Harm: A Discussion about the Limits of Tolerance within Democratic Societies, Journal of Moral Education. Curriculum guidelines in many democratic countries argue for the need to practice tolerance as a means to creating peaceful relations. Through moral education, young people are believed to be able to develop a way of being that respects plurality and decreases interpersonal violence in society. But where do students' personal involvements or the issue of unpredictability accompanying inter-personal relations fit into the discussion? This article draws on four young people's narratives as starting points to discuss the gap between progressive educational ideals and embodied ideals when it comes to stimulating peaceful relationships. The study indicates that these youths see themselves as persons who do not want to expose others to strong emotions (similar to the educational ideals of being tolerant), while at the same time struggling with strong emotions that tend to hurt themselves and/or others and paralyse their ability to actively interfere when people are being hurt. In order to understand these findings, Julia Kristeva's notion of ego ideal and the abject are used as analytical tools. Her reasoning contributes to understanding inconsistencies in (young) people's responses to others as significant to acknowledge when it comes to opposing oppression–inconsistencies which otherwise tend to be treated as temporal setbacks in the progression toward human perfection.   [More]  Descriptors: Violence, Guidelines, Ethical Instruction, Young Adults

Jogi, Larissa (2012). Understanding Lifelong Learning and Adult Education Policy in Estonia: Tendencies and Contradictions, Journal of Adult and Continuing Education. There have been many theoretical and empirical analyses of lifelong learning policies and how to implement, develop, measure and facilitate lifelong learning and lifelong learning policy in order to cater for the needs and requirements of individuals as well as society in general. The particular slant on lifelong learning in different countries depends on their history and traditions and on the current social, political and economic context. For the past 20 years, Estonia has been in a period of transition from a postcommunist to a market-based and democratic society. This has brought new challenges to education, including adult education. Estonia is a post-soviet country where the processes of liberalism, individualism, neo-modernism and post-industrialism have all taken place within a short period of time. Adult education policy in Estonia has been influenced by the direction of social, economic and political change in the European Union; it has also been affected by the need to consider EU directives, European policies and trends in the European educational area. This article focuses on adult education in Estonia by analysing strategic documents concerning lifelong learning and adult education policy and statistical data concerning participation in lifelong learning activities. The article provides an overview of tendencies and contradictions in lifelong learning and adult education in Estonia in order to understand the present practices in Estonian adult education.   [More]  Descriptors: Adult Education, Lifelong Learning, Foreign Countries, Statistical Data

Quaye, Stephen John (2012). White Educators Facilitating Discussions about Racial Realities, Equity & Excellence in Education. Facilitating democratic discussions about race among students in classroom environments continues to be a problem facing educators. When these discussions occur, they are facilitated mostly by faculty of color. However, given the underrepresentation of faculty of color within higher education institutions and that white students respond differently to these discussions when facilitated by members of their own race, it is critical for white faculty to learn how to facilitate these exchanges among learners. The present study focused on exploring the role of white faculty facilitating discussions about race in their courses. Findings are presented through case examples from two white participants. Implications for research and practice are also discussed.   [More]  Descriptors: Race, Disproportionate Representation, Racial Differences, White Students

Darder, Antonia (2012). Neoliberalism in the Academic Borderlands: An On-Going Struggle for Equality and Human Rights, Educational Studies: Journal of the American Educational Studies Association. The article examines the negative impact of neoliberal policies upon the work of border intellectuals within the university, whose scholarship seeks to explicitly challenge longstanding structural inequalities and social exclusions. More specifically, the notion of neoliberal multiculturalism is defined and discussed with respect to the phenomenon of economic Darwinism and the whitewashing of contemporary academic labor, despite a tradition of progressive struggle within the academy. In response to the current counter-egalitarian climate of neoliberalism, a call is issued for a critical pedagogy that supports a revolutionary vision of human rights and democratic life.   [More]  Descriptors: Higher Education, Critical Theory, Neoliberalism, Commercialization

Chavez-Reyes, Christina (2012). Engaging in Critical Social Dialogue with Socially Diverse Undergraduate Teacher Candidates at a California State University, Teacher Education Quarterly. "Critical social dialogue" (CSD) is the process of problem posing, facilitating personal stories through silence and multimodal assignments, and positioning them for students to re-examine and re-evaluate their understanding of systems of social difference, the beginnings of a multicultural and social justice intellectual frame for pre-service teachers. Using data from an evaluation of an interdisciplinary educational foundations course, this article focuses on the process of CSD in a mixed race and ethnicity sample of undergraduate teacher candidates at a California state university. First, the author discusses the literature on race talk in the college classroom, as the predominant social issue discussed and studied, interspersing relevant literature from teacher education research. Next, the author describes the features and process of CSD followed by examples of CSD through teacher reflections on class activity and students' work. Finally, the implications for facilitating CSD in teacher education courses will be discussed.   [More]   [More]  Descriptors: Social Justice, Preservice Teacher Education, Social Problems, Social Differences

Hodgson, Ann; Spours, Ken (2012). Three Versions of "Localism": Implications for Upper Secondary Education and Lifelong Learning in the UK, Journal of Education Policy. As part of the international debate about new forms of governance and moves towards decentralization and devolution, this article discusses the increasing interest in the concept of "localism" in the UK, marked recently by the publication of the UK Coalition Government's "Localism Bill". A distinction is made between three versions–"centrally managed", "laissez-faire" and "democratic" localism. The article draws on two research projects funded by the Economic and Social Research Council and one by the Nuffield Foundation, as well as sources by specialists in local government, political analysts and educationalists. It explores the broad features of the three versions of localism and their implications for upper secondary education and lifelong learning. The article concludes by examining the strengths and limitations of the first two models and suggests that the third has the potential to offer a more equitable way forward.   [More]  Descriptors: Secondary Education, Lifelong Learning, Local Government, Foreign Countries

Stob, Paul (2012). Lonely Courage, Commemorative Confrontation, and Communal Therapy: William James Remembers the Massachusetts 54th, Quarterly Journal of Speech. On May 31, 1897, William James, one of America's most influential philosophers and psychologists, delivered the first civic oration of his career. The principal orator at the dedication of the Robert Gould Shaw memorial in Boston, James did what commemorative speakers are not supposed to do. He chose to be confrontational and divisive in a situation that called for exactly the opposite. Nevertheless, upon conclusion of his speech the audience erupted in applause, hailing his remarks as both unconventional and fitting. In this essay, I explore how James's speech could be both unconventional and fitting. I argue that his Shaw memorial oration demonstrates a style of commemorative discourse that is conflictual, even disruptive, yet capable of serving the ends of the epideictic tradition. As I show, James used his intellectual ethos as the nation's leading psychologist to construct a kind of communal therapy session, at the heart of which was the notion of "lonely courage." With this strangely individualistic civic virtue, James turned his audience from spectators gazing upon the Shaw memorial to active participants in the memorial's meaning. Ultimately, his individualistic notion of civic virtue stands as an alternative to other forms of civic virtue and to the patterns of epideictic discourse that authorize them.   [More]  Descriptors: Civics, Rhetoric, Discourse Modes, Public Speaking

Matereke, Kudzai Pfuwai (2012). "Whipping into Line": The Dual Crisis of Education and Citizenship in Postcolonial Zimbabwe, Educational Philosophy and Theory. This article draws from my current research on the challenges that the concept "citizenship" brings to postcolonial Africa. The article takes Zimbabwe as a case study with the view to interrogate how the decade-long crisis has been obfuscated by the elites' manipulation of the education system which has left it redundant for envisioning both postcolonial and world citizenship. First, this article seeks to outline the challenge of enunciating the crisis. Second, it outlines and discusses how the limits of postcolonial education reforms and the demand for a patriotic citizenry have stemmed from the political ideologues' deployment of "patriotic history" to mobilise citizens' allegiance to the party-state. Third, the article situates the citizenship education debate within the broader discourse of democratic citizenship and argues that the Zimbabwean crisis can be meaningfully addressed, among other measures, by taking citizenship education seriously and making schools and institutions of higher learning sites for democratic engagement.   [More]  Descriptors: Citizenship, Democracy, Citizenship Education, Educational Change

Harris, Suzy (2012). The University's Uncommon Community, Journal of Philosophy of Education. In the UK, as elsewhere in the world, the global financial crisis has focused attention on the cost of public services and the need to reduce expenditure, not least in respect of higher education. This, however, raises a set of prior questions: What kind of society do we want? What is important to democratic society? What kind of higher education is desirable? The article takes Alasdair MacIntyre's critique of what he calls liberal capitalist society as a starting point for considering questions concerning the kind of higher education that would be valuable and relevant to a healthy democratic society. His thesis is outlined and the implications of this for the university set out. The article examines MacIntyre's notion of community, which he elaborates in relation to medieval religious worldviews, and argues that whilst his conceptualisation is more intellectually and educationally coherent than some others, it is ultimately too restrictive. The article argues instead for a recognition, within education, of what is uncommon. This may open greater possibilities for keeping alive the serious questions that we must constantly attend to, beyond and within our communities, secular or religious.   [More]  Descriptors: Higher Education, Foreign Countries, Economic Factors, Costs

Filipovitch, Anthony J.; Ozturk, Talip (2012). Teaching the Social Studies through Your Local Community, Social Education. There is no better site for political or democratic action than the school itself and the students' own community, according to educational philosopher John Dewey (1859-1952). Learning about local government provides students with authentic examples of democratic processes and institutions that shape their daily lives. Getting involved in local issues, particularly through service learning, offers students experiences in democratic participation with adults and peers in their community. As natural and desirable as it might be to teach about the local community in civics education, most textbooks give it maybe a section of a chapter on "state and local government." Resources available on the Internet can help fill the gap and the authors describe some of the better ones in this article.   [More]  Descriptors: Democracy, Citizen Participation, Local Issues, Local Government

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