Bibliography: Democracy (page 492 of 605)

This annotated bibliography is compiled and customized for the I'm with Jill website.  Some of the authors featured on this page include Mariela Chyrikins, John Annette, Arathi Sriprakash, Ingrid Schoon, Janis Bulgren, Thea Renda Abu El-Haj, Sarah McMonagle, Helen Cheng, Catharine R. Gale, and Tristan McCowan.

Muhr, Thomas (2010). Counter-Hegemonic Regionalism and Higher Education for All: Venezuela and the ALBA, Globalisation, Societies and Education. This paper employs new regionalism theory and regulatory regionalism theory in its analysis and theorisation of the Bolivarian Alliance for the Peoples of Our America (ALBA) as a counter-hegemonic Latin American and Caribbean (LAC) regionalism. As (initially) the regionalisation of Venezuela's Bolivarian Revolution, ALBA is centred around the idea of a twenty-first century socialism that replaces the "competitive advantage" with the "cooperative advantage". ALBA, as a set of multi-dimensional inter- and trans-national processes, operates within and across a range of sectors and scales whilst the structural transformations are driven by the interplay of state and non-state actors. The Venezuelan government's Higher Education For All (HEFA) policy, which is being regionalised within an emergent ALBA education space, assumes a key role in the direct democratic and participatory democratic processes upon which a bottom-up construction of counter-hegemony depends. HEFA challenges the globalised neoliberal higher education agenda of commoditisation, privatisation and elitism. Rather than producing enterprising subjects fashioned for global capitalism, HEFA seeks to form subjectivities along the moral values of solidarity and cooperation.   [More]  Descriptors: Higher Education, Ideology, Foreign Countries, Moral Values

Sriprakash, Arathi (2010). Child-Centred Education and the Promise of Democratic Learning: Pedagogic Messages in Rural Indian Primary Schools, International Journal of Educational Development. Global and national agendas to achieve universal primary education and improve the "quality" of school provision in developing countries have identified the need to reform classroom pedagogy. Since the 1990s, child-centred ideas in particular have been utilised in teacher-training programmes and school reforms across many parts of Africa and Asia with the intention of creating more child-friendly, democratic learning environments. Analysing episodes from classroom observations conducted in a rural Indian primary school, this paper reveals the tensions experienced by one teacher in handing over greater classroom control to pupils. It provides insight into the complex processes of pedagogic interaction, and sheds light on some of the possibilities and conditions for achieving child-centred pedagogic change in such development contexts.   [More]  Descriptors: Elementary Education, Educational Change, Foreign Countries, Rural Areas

Roholt, Ross VeLure; Hildreth, R. W.; Baizerman, Michael (2007). Chapter 7: Learning and Youth Civic Engagement, Child & Youth Services. Young people say that participation in civic youth work provides a rich experience. From the official perspective, learning is the focus, and most programs call themselves a form of experiential education. Young people do learn something from these initiatives but not always in ways experiential education theory suggests. Data from a study of the Youth Science Center, Public Achievement, and Youth-in-Government provide a more complete picture of the educational impact.   [More]  Descriptors: Young Adults, Service Learning, Citizen Participation, Democracy

Ciardiello, A. Vincent (2010). "Talking Walls": Presenting a Case for Social Justice Poetry in Literacy Education, Reading Teacher. This paper presents a case for reading and writing social justice poetry in the childhood educational curriculum. Social justice poetry uses verse to protest unfair and unjust living conditions in society. An historical case study shows how social justice poetry was used to combat social injustice in the United States. Specifically, it shows how young Chinese immigrants protested their incarceration at the Angel Island detention center in San Francisco Bay during the early decades of the 20th century. This case study is used as a model for implementing social justice poetry in the childhood education curriculum. Guidelines are suggested for the creation of other topics in which social justice poetry can be used for the development of democratic citizenship.   [More]  Descriptors: Social Justice, Literacy Education, Chinese Americans, Immigrants

Bulgren, Janis; Deshler, Donald D.; Lenz, B. Keith (2007). Engaging Adolescents with LD in Higher Order Thinking about History Concepts Using Integrated Content Enhancement Routines, Journal of Learning Disabilities. The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes "Content Enhancement Routines" (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed.   [More]  Descriptors: United States History, Instructional Development, Adolescents, National Standards

McMonagle, Sarah (2010). Deliberating the Irish Language in Northern Ireland: From Conflict to Multiculturalism?, Journal of Multilingual and Multicultural Development. The Belfast Agreement (1998) contains a clause on respect and tolerance for linguistic diversity in Northern Ireland (NI). It is unsurprising that this clause was included given the role of Irish–and Ulster Scots–in identity politics in the region. The call for respect for NI's languages can therefore be seen as a type of conflict management. Renewed powersharing through consociational arrangements points to a relatively successful peace process, while inward migration has greatly increased in recent years. NI's sociocultural landscape has diversified to such a degree that respect for linguistic diversity should no longer be viewed solely as a means of reconciliation between just two communities; it can be treated as a move towards overall multiculturalism in the region. Yet language issues remain divisive, recently highlighted by the rejection of legislative protection for the Irish language. This article examines current attitudes towards linguistic diversity in NI, with reference to the comprehensive Northern Ireland Languages Strategy and the ongoing dispute over Irish. Viewed through the prism of linguistic diversity, it suggests that the basic consociational arrangements be re-thought to include a deliberative democratic model for language planning, in the long-term path from conflict management to multiculturalism.   [More]  Descriptors: Language Planning, Multilingualism, Conflict, Cultural Pluralism

Chyrikins, Mariela; Vieyra, Magdalena (2010). Making the Past Relevant to Future Generations. The Work of the Anne Frank House in Latin America, Intercultural Education. This paper provides the context and outlines the barriers and opportunities for developing promising Holocaust education programmes in Latin America, especially working with diverse communities and societies. In particular, the conflictual history of Latin American and recent democratization processes present opportunities for educational work. It is argued that teaching about the history of the Holocaust through a human rights and anti-racism lens can be an especially effective tool. The authors take the work of the Anne Frank House in Latin America as a case study of how Holocaust education can be connected to human rights education in an attempt to help young people in Latin America confront their past as well as their present situation. The insights gained from such work in Latin America can help educators to develop future programmes in various Latin American countries, as well as in other post-conflict societies.   [More]  Descriptors: Civil Rights, Foreign Countries, Latin Americans, Death

Annette, John (2010). The Challenge of Developing Civic Engagement in Higher Education in England, British Journal of Educational Studies. This paper explores how civic engagement as an important dimension of public engagement in higher education has been slow to develop in the UK, despite an important history dating from the "civic universities" in the nineteenth century. I specifically consider the development of "service learning" as an important way in which the values and practices of democratic citizenship can be embedded in the curriculum of higher education. Finally, I examine how the decline of the ideal of "public service" in the UK provides some significant barriers to the re-development of the civic university.   [More]  Descriptors: Higher Education, Democracy, Service Learning, Foreign Countries

Ferber, Paul; Foltz, Franz; Pugliese, Rudy (2007). Cyberdemocracy and Online Politics: A New Model of Interactivity, Bulletin of Science, Technology & Society. Building on McMillan's two-way model of interactivity, this study presents a three-way model of interactive communication, which is used to assess political Web sites' progress toward the ideals of cyberdemocracy and the fostering of public deliberation. Results of a 3-year study of state legislature Web sites, an analysis of the community networks, and a review of purely political sites such as MoveOn.org, RNC.org, and DNC.org are reported. Little deliberation was found on the legislature sites, but opportunities for such were greater on the other types of sites.   [More]  Descriptors: Internet, Democracy, Web Sites, State Government

Zhao, Guoping (2007). Behind the Pedagogy: Classroom Discourse and the Construction of the Self, Teaching Education. This paper critically examines contemporary American classroom discourses and tries to understand the effects of the larger social and cultural meanings that have penetrated the discourses. The central question of this article is why the seemingly justified, admirable, and inspiring ideas of child-centeredness and democratic education often result in poor educational outcomes. I suggest that the unique American construction of the self has helped generate the type of classroom practices that render the educational outcomes inconsistent with their intent.   [More]  Descriptors: Democracy, Outcomes of Education, Cultural Differences, Discourse Analysis

Brandao, Caius (2007). Children Have the Right to Have Rights, Exchange: The Early Childhood Leaders' Magazine Since 1978. The United Nations Convention on the Rights of the Child (CRC) has forged a fundamental shift of paradigm in program and public policy design. Whereas in most countries the needs-based approach has historically guided services and policies for children, the CRC sets out a new perspective based on the human rights of all children. This perspective requires the active participation of children and families, which has been proved to be a key success factor in program and policy design, implementation, and evaluation. Furthermore, it allows children and families to become subjects of their own lives and aware of their rights-holders condition. Thus, they no longer expect favors. On the contrary, they are empowered to demand their rights. Changing from the needs-based to the rights-based approach in program and policy development is not an easy task, but the CRC has become a powerful instrument for children's rights advocates.   [More]  Descriptors: Public Policy, Advocacy, Childrens Rights, Civil Rights

McCowan, Tristan (2010). School Democratization in Prefigurative Form: Two Brazilian Experiences, Education, Citizenship and Social Justice. Recent moves towards greater pupil participation in school decision-making have in part been based on instrumental rationales, such as increases in test scores and improvements in behaviour. This article assesses a different approach–that of the "prefigurative"–through which the school embodies the democratic society it aims to create. Two examples of prefigurative initiatives in Brazil are assessed: the Landless Movement, a social movement for agrarian reform that runs a large network of schools in its rural communities, and the Plural School, a framework of social inclusion in the municipal education system of Belo Horizonte. Qualitative case studies of the two showed significant enhancement of the democratic culture of the schools and changes in the teacher-student relationship. However, a number of problematic issues were also raised, including the difficulties in extending participation to the whole student body, and the tensions with teachers when students began to exert greater influence in school. Finally, the implications of these prefigurative cases for an understanding of education for democratic citizenship are drawn out.   [More]  Descriptors: Democracy, Educational Change, Rural Areas, Foreign Countries

Schoon, Ingrid; Cheng, Helen; Gale, Catharine R.; Batty, G. David; Deary, Ian J. (2010). Social Status, Cognitive Ability, and Educational Attainment as Predictors of Liberal Social Attitudes and Political Trust, Intelligence. We examined the prospective associations between family socio-economic background, childhood intelligence ("g") at age 11, educational and occupational attainment, and social attitudes at age 33 in a large (N = 8804), representative sample of the British population born in 1958. Structural equation Modeling identified a latent trait of "liberal social attitudes" underlying attitude factors that are antiracist, socially liberal, and in support of gender equality. Another attitude factor–"political trust"–was relatively independent from the latent attitude trait and has somewhat different pathways in relation to the other variables included in the analysis. There was a direct association between higher "g" at age 11 and more liberal social attitudes and political trust at age 33. For both men and women the association between "g" and liberal social attitudes was partly mediated via educational qualifications, and to a much lesser extent via adult occupational attainment. For women the association between "g" and political trust was partly mediated through both educational qualification and occupational attainment, and for men it was mediated mainly via occupational attainment. Men and women who had higher educational qualifications and higher occupational status tend to be more socially liberal and more trusting of the democratic political system. In terms of socio-economic background, people from less privileged families showed less political trust, but did not differ much in liberal social attitudes from those born into relatively more privileged circumstances. This study shows that social background, cognitive ability, education, and own social status influence perceptions of society.   [More]  Descriptors: Social Status, Employment Level, Trust (Psychology), Social Attitudes

El-Haj, Thea Renda Abu (2007). "I Was Born Here, but My Home, It's Not Here": Educating for Democratic Citizenship in an Era of Transnational Migration and Global Conflict, Harvard Educational Review. In this article, Thea Renda Abu El-Haj shares her research on how a group of Palestinian American high school youth understand themselves as members of the U.S. community, of the Palestinian American community, and of communities in Palestine. She argues that, for these youth, coming to terms with who they are has a great deal to do both with how they view themselves and how Palestinian Americans are viewed in the imagined community of the United States, especially after September 11, 2001. Her research reports on the tensions these youth face as they deal with school issues, like pledging allegiance to the U.S. flag, teacher harassment, and disciplinary sanctions related to being framed as "terrorists," that affect how they think about citizenship and belonging. Given the complex way these and other youth experience belonging, Abu El-Haj ends with a call for a greater commitment to, and a more nuanced understanding of, citizenship education.   [More]  Descriptors: Sanctions, Citizenship, Democracy, Citizenship Education

Gambescia, Stephen F. (2007). 2007 SOPHE Presidential Address: Discovering a Philosophy of Health Education, Health Education & Behavior. While we have several hallmarks of a mature profession, does this include a well-articulated "Philosophy of Health Education?" High-order questions should be important to both practitioners and researchers in health education. This address outlines why it is important for us to have a philosophy of health education, an approach that we could take in such a project, and brief illustrations of how one's philosophy of health education impacts our work. Studying philosophy is a discipline unto itself. The suggestion is made for us to take a systematic look at fundamental questions about who we are, what areas of the human condition we choose to affect, why (and in what way) we do the things we do, and what difference we are making. If using a traditional philosophical framework of inquiry, three major and important areas of questioning would be examined, falling in the areas of epistemology, ethical and moral discourse, and governance and justice. Discovering a philosophy of health education understandably could be far a field from one's research agenda. However, if the profound statement that, of all the functions that a public health department provides, health education quite possibly could be the most essential service in a democratic society is true, then it is important for us, on balance, to get it right, thus giving a strong rationale for us to discover our own brand, as opposed to a borrowed, philosophy of health education.   [More]  Descriptors: Health Education, Health Promotion, Democracy, Public Health

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