Bibliography: Democracy (page 473 of 605)

This bibliography is selected and organized by the I'm with Jill website.  Some of the authors featured on this page include Richard Johnson, Audrey Osler, Michalinos Zembylas, Kathleen Knight Abowitz, William Tyler Page, Keri Hampton, Gordon Davis, Hugh Starkey, Stephanie Stokamer, and Amy B. Shuffelton.

Johnson, Richard (2010). Gender Insurgency and Neoliberal Reform: The Academy Twice Transformed?, Learning and Teaching: The International Journal of Higher Education in the Social Sciences. In this paper I adopt an auto/biographical method and a critique of abstract social theories to explore how the neoliberal restructuring of universities interacts with the gender order. Many universities are being remoulded as businesses for other businesses, with profound effects on internal relations, the subjectivities of academics and students, and practices of education and scholarship. Yet I doubt if we can understand this, nor resist the deep corruption, through grasping neoliberalism's dynamics alone. A longer memory and a more concrete analysis are needed. Today's intense individualisation impacts on pre-existing social relations, which inflect it unpredictably. From my own experience, I evoke the baseline of an older academy, gender-segregated, explicitly patriarchal and privileged in class and ethnic terms. I stress the feminist and democratic gains of the 1960s and 1970s. I sketch the (neoliberal) strategies that undermine or redirect them. I write this, hoping that the next episode can be written differently.   [More]  Descriptors: Social Theories, Political Attitudes, Economic Development, Educational Change

Garrison, Kevin (2010). Perpetuating the Technological Ideology: An Ellulian Critique of Feenberg's Democratized Rationalization, Bulletin of Science, Technology & Society. Andrew Feenberg, in his book "Questioning Technology", offers his theory of "democratized rationalization" as a critical alternative to Jacques Ellul's essentialist perspective. Feenberg argues that Ellul has confused the tendency toward efficiency in technological discourse with the essence of technology, thereby disallowing for a "positive program" of technological change. This article suggests that Feenberg's "critical theory of technology" does not accurately portray Ellul's ideas about technology, which were crafted over 40 books and hundreds of articles, and that a reading of Feenberg from an Ellulian perspective reveals "Questioning Technology" to be: (a) a trend that Ellul predicted in technological scholarship, (b) an unfavorable trend that does not answer the problems posed by Ellul, and (c) an actual furthering of the "technological ideology" that Ellul carefully described in detail over several decades of research. This article concludes that the current trends toward praising democratization should be revisited in light of this Ellulian analysis.   [More]  Descriptors: Futures (of Society), Critical Theory, Ideology, Technology

Shuffelton, Amy B. (2013). A Matter of Friendship: Educational Interventions into Culture and Poverty, Educational Theory. Contemporary educational reformers have claimed that research on social class differences in child raising justifies programs that aim to lift children out of poverty by means of cultural interventions. Focusing on the Knowledge Is Power Program (KIPP), Ruby Payne's "aha! Process," and the Harlem Children's Zone as examples, Amy Shuffelton argues that such programs, besides overstepping the social science research, are ethically illegitimate insofar as they undermine the equitable development of civic agency. Shuffelton invokes Aristotelian civic friendship, particularly as interpreted by Danielle Allen and Sibyl Schwarzenbach, as key to a politics that avoids relations of domination and subordination. She concludes that social justice requires that educators involved with culturally interventionist programs recognize the workings of power within schooling and society, that they accept the limits of their own perspectives, and that they remain open to what is of value in child-raising practices other than those associated with the contemporary middle class.   [More]  Descriptors: Intervention, Poverty, Social Justice, Power Structure

Gunzenhauser, Michael G. (2013). An Occupation's Responsibility: The Role of Social Foundations in the Cultivation of Professionalism, Critical Questions in Education. In this essay, the author argues that inquiry and engagement in the social foundations of education is fundamental to cultivating professionalism in education. As many commentators on the subject have noted, teaching does not meet many of the criteria of a profession derived from the sociological study of fields of work. As Joseph Newman observes, typically, teaching is offered the category of "occupation," or it can be considered to be a semi-profession or an emerging profession. William Segall and Anna Wilson point to the activities of professional associations, the work of education scholars, and rising standards for teacher preparation as evidence of promise for the future professionalization of teaching. In contrast, Kenneth Strike argues that the drive for professionalism is counter-productive to the democratic aims of education, and others argue for recasting the debate about professionalism in terms more consistent with the moral aims of education. Gunzenhauser's approach in this essay is to make the aims and characteristics of professionalism an object of inquiry in educational practice. He writes here that engaging in the social foundations leads to an understanding that the very idea of professionalism in education is constituted by ethical practices of teaching. Guzenhauser wishes to argue that the social foundations are crucial to help define and defend what professionalism may look like in education, making use of the uniqueness of education as an institution and the unique qualities of teaching as a profession. A bibliography is included.   [More]  Descriptors: Foundations of Education, Teaching (Occupation), Professional Associations, Scholarship

Neufeld, Blain; Davis, Gordon (2010). Civic Respect, Civic Education, and the Family, Educational Philosophy and Theory. We formulate a distinctly "political liberal" conception of mutual respect, which we call "civic respect", appropriate for governing the public political relations of citizens in pluralist democratic societies. A political liberal account of education should aim at ensuring that students, as future citizens, learn to interact with other citizens on the basis of civic respect. While children should be required to attend educational institutions that will inculcate in them the skills and concepts necessary for them to be free and equal citizens, parents should be granted as much freedom as is compatible with the requirements of civic respect to raise their children in accordance with their respective "comprehensive doctrines" (systems of beliefs and values, including religious doctrines). We consider an objection to our position drawn from the account of upbringing recently advanced by Matthew Clayton, namely, that the conception of civic respect that we advance rests on an implausible view about the limited scope of the requirements of political justice. We develop an account of the "basic structure of society" as the appropriate subject of political justice that can overcome this objection.   [More]  Descriptors: Civics, Religious Factors, Citizenship Education, Political Attitudes

Zembylas, Michalinos (2010). The Ethic of Care in Globalized Societies: Implications for Citizenship Education, Ethics and Education. Illustrating the tensions and possibilities that the notion of the ethic of care as a democratic and citizenship issue may have in discourses of citizenship education in western states is the focus of this article. I first consider some theoretical debates on the definition of an ethic of care, especially in relation to issues of justice and (im)partiality. Then, I discuss the reconceptualization of care on the basis of two related but distinct themes: the reconciliation of justice and care, and the rethinking of citizenship. Following this, I lay out some implications for citizenship education and answer the question of what learning and teaching for/about a reconceptualized ethic of care can contribute to changing current perceptions of and actions towards immigrants, refugees and asylum seekers.   [More]  Descriptors: Ethics, Caring, Global Approach, Immigrants

Shanklin, Nancy (2010). Inventing Your Way into High-Quality Student Discussions, Voices from the Middle. Shanklin understands the value of civil, public discourse in a democratic society and the need to impart that to our students. She tells us that "when students enter a community where their use of growing literacy abilities is both respected and expected, they are more likely to use what they do know, and even to push themselves further, to accomplish what they consider to be meaningful tasks." Here are tips on getting started with discussion and on linking reading, writing, and discussion, thereby laying a foundation for action that offers students motivation and purpose.   [More]  Descriptors: Democracy, Citizenship Education, Discussion (Teaching Technique), Teaching Methods

Page, William Tyler (2010). Leadership Education Priorities in a Democratic Society, Scholar-Practitioner Quarterly. Is there still an effort to include democratic ideals in public education? Some claim that it is no longer a priority, the result of a lack of common definition or perceived benefits. In today's policy driven climate, school leaders must transition to new and more effective approaches to enhancing learning and teaching. Aspiring principals/leaders should recognize by now that underperforming students and schools may result in significant reprisals, including dismissal, if improvement is not specifically quantified in state assessments. As reforms evolve, research consistently suggests that a key component to effective school change is the democratic process of educating and involving core constituents. However, the tension between collaboration and policy is a reality that often mitigates against a people-centered process. Thus, the leadership base in knowledge, skill sets, practice, and dispositions must target a collective/collaborative effort that recognizes and works through policy demands. This balancing act between constituent involvement on the one hand, and policy expectations on the other, has never been greater. As a result, it has become evident that leadership training must combine creative schemes that are people/constituent inclusive, with an approach that recognizes and balances policy expectations.   [More]   [More]  Descriptors: Democracy, Leadership Training, Educational Change, Leadership

Bailey, Robert W.; Cruz, Bárbara C. (2013). Teaching about Gay Civil Rights: U.S. Courts and the Law, Social Education. In this article, the authors explore the timely and sometimes controversial topic of gay civil rights and how the attendant issues might be taught in the social studies classroom. Many teachers shy away from teaching students about gay rights issues for a variety of reasons including personal beliefs, a lack of instructional time as a result of curricular and standardized testing mandates, and concerns that some administrators or parents may be opposed to the content. Other teachers, however, employ what are called gatekeeping strategies in order to integrate important content into their lessons, deftly avoiding real or perceived barriers. A few of these strategies include teaching content from a balanced approach, allowing students to lead the course direction periodically through democratic means, tying lesson content to academic standards or research, and connecting the lesson to universal themes such as equality and human rights. Learning about gay civil rights both in the U.S. and globally helps students understand democratic processes and realize that they are participating in history. Examining these issues through the lens of court decisions and government legislation provides a mechanism for studying gay rights in the larger context of human rights and legislative studies.   [More]  Descriptors: Civil Rights, Homosexuality, Court Litigation, Laws

Stokamer, Stephanie (2013). Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning, Journal of Higher Education Outreach and Engagement. Democratic problem-solving necessitates an active and informed citizenry, but existing research on service-learning has shed little light on the relationship between pedagogical practices and civic competence outcomes. This study developed and tested a model to represent that relationship and identified pedagogical catalysts of civic competence using five years of survey data from over 10,000 students in approximately 700 courses. The results strongly substantiate the proposed model, with knowledge, skills, attitudes, and actions as epistemological components of civic competence. Most importantly for the social justice aims of service-learning, the study found that diversity significantly enhances all civic competence outcomes. Finally, the results demonstrated that service must be thoroughly integrated into a course through the syllabus and community partnership to maximize civic competence. These findings and the new Critical Pedagogy Model of Civic Competence through Service-Learning provide direction for faculty development and future research related to cultivating competent citizens through service-learning.   [More]  Descriptors: Higher Education, Democracy, Problem Solving, Citizen Participation

Osler, Audrey; Starkey, Hugh (2010). Teachers and Human Rights Education, Trentham Books Ltd. Why do teachers need to be familiar with human rights? In multicultural societies, whose values take precedence? How do schools resolve tensions between children's rights and teachers' rights? Campaigners, politicians and the media cite human rights to justify or challenge anything from peaceful protest to military action. The phrase "human rights" appears to be a slogan in need of a definition. Human rights education is more urgent than ever. "Teachers and Human Rights Education" clarifies the relevance of human rights to teachers' everyday work. The authors draw on international examples to discuss how schools can work with young people to promote the ideals of justice and peace. Human rights principles are applied to the challenges of living together democratically. The book contributes to the UN World Programme on Human Rights Education and is a key text for postgraduate studies.   [More]  Descriptors: Civil Rights, Citizenship Education, Childrens Rights, Teacher Rights

Hampton, Keri (2010). Transforming School and Society: Examining the Theoretical Foundations of Scholar-Practitioner Leadership, Scholar-Practitioner Quarterly. The purpose of this paper is to examine, using the tenets of cultural theory, critical theory, constructivist theory, and transformational theory as a lens, selected theoretical foundations of the scholar-practitioner. These foundations form the framework for understanding the nature of the scholar-practitioner construct and provide insight into the notion that transformational change cannot be effectively accomplished through the work of the scholar or the work of the practitioner in isolation. True change occurs when scholarship informs practice and practice influences scholarship through the work of the scholar-practitioner. The author argues that the scholar-practitioner leader focuses on transformational change in an effort to create a democratic school and society that exemplify values of social justice, diversity, equity, and works to promote equality.   [More]   [More]  Descriptors: Critical Theory, Theory Practice Relationship, Change, Leadership

Abowitz, Kathleen Knight; Karaba, Robert (2010). Charter Schooling and Democratic Justice, Educational Policy. As the mixed achievements of charter schools come under more intense political inspection, the conceptual underpinnings of current charter school reform remain largely unexamined. This article focuses on one moral-political concept centrally related to school reform and policy, the concept of justice. Using examples from the state of Ohio, the authors sketch two contrary concepts of justice, tracing their logical trajectory to varied empirical consequences as these relate to charter schooling policy. They contrast these two theories of justice as "libertarian justice" and "democratic justice." There is ample evidence to suggest that a libertarian sense of justice has pervasively shaped charter policies and minimal evidence to suggest the influence of a democratic sense of justice, based on principles of both recognition and redistribution. The full democratic potential of charter schooling reform cannot be achieved without a democratic conception of justice driving its policies and goals.   [More]  Descriptors: Charter Schools, School Restructuring, Educational Change, Moral Values

Hill, Deb J.; Tulloch, Lynley (2013). Can Market Capitalism Be Greened? Environmental Education Revisited, Policy Futures in Education. Widespread recognition of the detrimental effects that human activities have had on nature and its ecosystems can now be found in every domain of public policy. Since the inception of international accords in the 1970s provoked greater engagement by nations in environmental amelioration measures, "education" has been lauded as an important panacea to promote a generational shift in attitudes and actions towards the conservation and protection of the environment. Using "environmental education" as a backdrop for our discussion, our intention in this article is to apply the important insights of the Italian Marxist thinker, Antonio Gramsci (1891-1937) to an analysis of educational concerns. Although much existing radical environment theory involves acknowledgement of the complex and dynamic way in which civil society and the political economy are interconnected, Gramsci's historical, dialectical, and materialist worldview brings to light the extent of the hold that the prevailing forces of capitalism exert on those subjected to its valuations. The dynamics of attitudinal change are complex. Gramsci's work provides us with a richer understanding of the depth of the workings of power generated through the nexus of the cultural bulwarks of capitalist "production". This is an interrogation of curriculum theory of a deeper kind.   [More]  Descriptors: Conservation (Environment), Environmental Education, Environment, Ethology

Gordon, Daryl M. (2010). Disrupting the Master Narrative: Global Politics, Historical Memory, and the Implications for Naturalization Education, Anthropology & Education Quarterly. Dramatic increases in immigration pose challenges for democratic citizenship education to involve national members with different historical memories and current experiences of national belonging. The article draws on ethnographic research with Laotian refugees, who were the target of U.S. violence during the Vietnam War and later became naturalized U.S. citizens. The author contrasts the narrative of citizenship that informs naturalization education with complex ideologies of citizenship articulated by refugees. She argues that a nuanced understanding of citizenship can lead to more meaningful naturalization education, which is necessary to produce citizens with a full sense of national membership and agency in the democratic process.   [More]  Descriptors: Citizenship, Democracy, Citizenship Education, Ethnography

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