Bibliography: Democracy (page 495 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 Janice McMillan, Tonic L. Maruatona, Christopher G. Robbins, Anna Magnea Hreinsdottir, Sarah Elwood, Tairou Goura, Keri Facer, Lauren P. Saenz, Sonwabo V. Ngcelwane, and Michael A. Peters.

Favish, Judith; McMillan, Janice; Ngcelwane, Sonwabo V. (2012). Developing a Strategic Approach to Social Responsiveness at the University of Cape Town, South Africa, Journal of Higher Education Outreach and Engagement. Collaborative community-engaged scholarship has roots in many parts of the world, and engaged practitioners and researchers are increasingly finding each other and sharing resources globally. This article focuses on a "social responsiveness" initiative at the University of Cape Town. Its story, told here by three University of Cape Town colleagues, illustrates the possibilities and complexities of this work in southern Africa. While strongly contextualized there, it also illustrates how the University of Cape Town has both benefited from and contributed to the broader international discussions taking place through TRUCEN (The Research University Civic Engagement Network), the Talloires Network, and other means.   [More]  Descriptors: Foreign Countries, Municipalities, Grants, Awards

Facer, Keri (2012). Taking the 21st Century Seriously: Young People, Education and Socio-Technical Futures, Oxford Review of Education. Rhetoric about young people's "ownership" of future socio-technical change is a familiar part of much educational and political discourse. This does not, however, translate in practice into a meaningful dialogue with young people about the sorts of futures they might wish to see emerge. This paper argues that a number of social and technological developments currently being envisaged by researchers, developers, industry and politicians bring with them a responsibility to rethink the relationship between young people, education and socio-technical futures. It focuses specifically on trends in the areas of personal augmentation, digital working practices and intergenerational spaces and discusses the implications of projected developments in these areas for young people's educational, economic and democratic futures. It argues that schools need to be cognisant of these future possibilities and need to create spaces and practices that enable young people together to understand and explore these issues. The school also is not immune to socio-technical change. The potential growth of online learning communities, the emergence of a body of adults able to participate as informal educators and the development of networked publics, in particular, have the potential to change the relationship between school, young people and society. These changes have the potential either to erode or to radically reinvigorate the capacity of schools to act as public spaces within which young people can be supported to negotiate and explore future socio-technical change.   [More]  Descriptors: Youth, Young Adults, Education Work Relationship, Social Change

Peters, Michael A. (2012). Education, Philosophy and Politics: The Selected Works of Michael A. Peters. World Library of Educationalists, Routledge, Taylor & Francis Group. In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces–extracts from books, key articles, salient research findings, major theoretical and/practical contributions–so the world can read them in a single manageable volume. Michael A. Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 60 books (authored, co-authored and edited) and 500 articles to the field. In "Education, Philosophy and Politics", Michael A. Peters brings together 15 of his key writings in one place, including chapters from his best-selling books and articles from leading journals. Starting with a specially written Introduction, which gives an overview of Michael's career and contextualises his selection, the essays are then arranged thematically to create a pathway of a way of thinking in philosophy of education which is forward looking but takes account of tradition and the past. The subjects of the chapters include: (1) Wittgenstein Studies; (2) Philosophical Critique of Modernity; (3) French Poststructuralism; (4) Jean-Francois Lyotard; (5) Foucault & Deleuze; (6) Derrida; (7) American Pragmatism; (8) Rorty; (9) Cavell; and (10) Philosophy and racism. Through this book, readers can follow the themes and strands that Michael A. Peters has written about for over three decades and clearly see his important contribution to the field of education.   [More]  Descriptors: Foreign Countries, Educational Philosophy, Politics of Education, Racial Relations

Morris, Ronald Vaughan (2012). History and Imagination: Reenactments for Elementary Social Studies, Rowman & Littlefield Education. In "History and Imagination," elementary school social studies teachers will learn how to help their students break down the walls of their schools, more personally engage with history, and define democratic citizenship. By collaborating together in meaningful investigations into the past and reenacting history, students will become experts who interpret their findings, teach their peers, and relate their experiences to those of older students, neighbors, parents, and grandparents. The byproduct of this collaborative, intergenerational learning is that schools become community learning centers, just like museums and libraries, where families can go together in order to find out more about the topics that interest them. There is an incredible value in the shared and lived experiences of reenacting the past, of meeting people from different places and times: an authority and reality that textbooks cannot rival. By engaging elementary social studies students in living history, whether in the classroom, after school, or in partnership with local historical institutions, teachers are guaranteed to impress upon the students a special, desired understanding of place and time. The following chapters are contained in this book: (1) Historical Reenactment for Children; (2) How Teachers Can Conduct Historical Reenactments in Their Own Schools; (3) Contrasting the French with the British in North America: Establishing Community within a Fifth Grade Historical Reenactment; (4) Pioneer Diversity and Dissenters Day; (5) Community Celebrations and History Participation; (6) Learning from a Community Festival or Reenactment; (7) Historical Reenactment at a Living History Site; (8) Extra-Curricular Social Studies at the Conner Prairie Interpretive Park; (9) Huddleston Farmhouse 1860 Victorian Life Day Camp; (10) Integrating Music and Social Studies in an Extra-Curricular Activity: The Voyageur Ancient Fife and Drum Corps; and (11) Conclusions.   [More]  Descriptors: Foreign Countries, Elementary School Curriculum, Citizenship Education, History Instruction

Maruatona, Tonic L. (2012). Delivering Lifelong Learning for Sustainable Development in Southern Africa: Problems and Prospects, International Journal of Lifelong Education. Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffective pedagogical and civil society agencies. The paper argues that since 1994, SADC has transited from being preoccupied with fighting Apartheid to focus on regional development, it experienced structural adjustment policies and is currently playing a critical role in pursuit of African renaissance. The region faces challenges such as centralization of educational planning, lack of a concerted culture of democratic participation, failure to recognize cultural diversity, and poor civil society engagement. The paper contends that LLL would help SADC countries to decentralize educational decision-making, engage communities in democratic discourses, train facilitators to reflective practitioners and engage the civil society in facilitating the attainment of regional sustainable development agenda.   [More]  Descriptors: Lifelong Learning, Foreign Countries, Sustainable Development, Educational Policy

Goura, Tairou (2012). Globalization, Critical Post-Colonialism and Career and Technical Education in Africa: Challenges and Possibilities, ProQuest LLC. In Sub-Saharan Africa (SSA), technical and vocational education and training (TVET) is central to political discourses and educational concerns as a means for economic development, poverty alleviation, youth employment, and social mobility. Yet, there is an intriguing contradiction between this consideration and the real attention dedicated to TVET. Research on African TVET is varied, but tends to be narrowly focused on issues of policies, economic strategies, cost-efficiency, curriculum contents, and outdated equipment. Offering an alternative inquiry, the purpose of this conceptual dissertation was to use critical education theory and post-colonial insights to explore the macro and micro challenges SSA TVET systems are facing in a global context. Indeed, in the era of economic and cultural globalization, the African continent has the opportunity to make its way toward socioeconomic development. Still, rich countries are getting richer and the poor poorer. The African continent is rich in natural, mineral, agricultural, human, and intellectual resources. Thus, there are opportunities for well-being and educational prosperity. However, all statistics show that Africans are the poorest in the world. I argue that this poverty is socially constructed and not an inevitable condition for Africans. Unemployment is a tough reality in SSA. The number of students enrolling in TVET is increasing. From the critical and post-colonial conceptual framework I illustrate structural and systematic concerns to show how SSA TVET systems involve oppression, exploitation, marginalization, prejudice, stereotypes, gender discrimination, reproduction, hegemony, and subalternity. Through the concept of democratic education Dewey and Freire offer, I envision, idealistically and realistically, a holistic and emancipatory TVET where the main concern would not just be to train hands but also heads. In so doing, SSA TVET could develop students' critical awareness about citizenship, self-determination, and problem-solving in order to create social cohesion, peace, and stability in Africa. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Foreign Countries, Technical Education, Vocational Education, Global Approach

Roy, Carole (2012). "Why Don't They Show Those on TV?": Documentary Film Festivals, Media and Community, International Journal of Lifelong Education. The importance of alternative forms of information is undeniable in a democratic society. Yet mass media often ignore important issues as well as grassroots struggles and victories. Over the past two decades, citizens of one small Canadian town have initiated a documentary film festival as a means to learn about diverse problems and/or share stories of successful community development and victorious social movements around the world. This sparked a series of documentary film festivals in other small Canadian towns. This article examines a study of two of these documentary film festivals and the learning reported by members of the audience.   [More]  Descriptors: Mass Media, Access to Information, Information Sources, Information Dissemination

Kolsto, Stein Dankert (2008). Science Education for Democratic Citizenship through the Use of the History of Science, Science & Education. Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today's post-academic science differs from academic science in the past, making the history of academic science irrelevant. However, this article argues that, under certain conditions, cases from the history of science should be included in science curricula for democratic participation. One condition is that the concept of processes is broadened to include science-society interactions in a politically sensitive sense. The scope of possibilities of using historical case studies to prepare for citizenship is illustrated by the use of a well-known case from the history of science: Millikan's and Ehrenhaft's "Battle over the electron".   [More]  Descriptors: Science History, Citizenship, Democracy, Democratic Values

Mitchell, Katharyne; Elwood, Sarah (2012). From Redlining to Benevolent Societies: The Emancipatory Power of Spatial Thinking, Theory and Research in Social Education. This study highlights the power of place, and reconceptualizes geography education as integral to the larger project of teaching for democratic citizenship. Using an interactive web platform, the researchers asked 29 seventh grade girls to research and map significant cultural and historical places associated with an ethnic group, or women, in the city of Seattle. The students worked in teams and commented frequently on each other's contributions. Adopting a participatory action research method, the researchers studied the multiple ways in which a greater understanding of spatial production, such as processes of exclusion and inclusion, or mapping and counter-mapping, can give students the knowledge and will to challenge prevailing norms about the "naturalness" of a segregated urban landscape, or the inequitable allocation of resources. This approach follows recent feminist, anti-racist, and internationalist articulations of citizenship education, which advocate a social justice or emancipatory component to teaching and learning.   [More]  Descriptors: Social Justice, Action Research, Resource Allocation, Teaching Methods

Coffield, Frank (2012). Why the McKinsey Reports Will Not Improve School Systems, Journal of Education Policy. In the last four years McKinsey and Company have produced two highly influential reports on how to improve school systems. The first McKinsey report "How the world's best-performing school systems come out on top" has since its publication in 2007 been used to justify change in educational policy and practice in England and many other countries. The second "How the world's most improved school systems keep getting better," released in late 2010, is a more substantial tome which is likely to have an even greater impact. This article subjects both reports to a close examination and finds them deficient in 10 respects. The detailed critique is preceded by a few general remarks about their reception, influence and main arguments.   [More]  Descriptors: Foreign Countries, Educational Policy, Educational Change, Public Education

Moses, Michele S.; Saenz, Lauren P. (2012). When the Majority Rules: Ballot Initiatives, Race-Conscious Education Policy, and the Public Good, Review of Research in Education. This chapter examines the following central question: How do direct democratic ballot initiatives affect the public good? A second, related question is this: When voters collectively make policy decisions, what responsibilities do researchers have to contribute to informing public deliberation about the relevant issues? In an attempt to answer these questions, the authors investigate how the direct democratic ballot initiative process, increasingly–and controversially–used to allow citizens to make education policy decisions, may serve to enhance or constrain the public good. The education policies affected by ballot initiatives, such as affirmative action and bilingual education, often concern issues of race, civil rights, and equality of educational opportunity. This analysis relies on political philosophy through the lens of deliberative democratic theory, relying in particular on the work of Amy Gutmann and Iris Marion Young. The more theoretical analyses are grounded in data from a recent empirical study on whether deliberative community dialogues on race-conscious policy issues serve to inform the dialogue participants. The aims of this chapter are to provide greater understanding of the education-policy-by-ballot-initiative phenomenon, bring to light the possibilities of "tyranny of the majority" when policies having to do with civil rights are left up to popular vote, and make the case that researchers ought to use their expertise in the service of public information and deliberation and, ultimately, the public good.   [More]  Descriptors: Politics of Education, Voting, Participative Decision Making, Democracy

Pitman, Tim (2012). Selling Visions for Education: What Do Australian Politicians Believe in, Who Are They Trying to Convince and How?, Australian Journal of Education. This article analyses the educational visions put forward by Australian federal politicians in their maiden (first) speeches to Parliament. The theoretical approach was a Habermasian-based analysis of the communication strategies adopted by the politicians, meaning that it was not only the content of the speeches but also the delivery that was the focus of the analysis. The findings reveal bipartisan agreement on the importance of education to personal and national economic prosperity, and the importance of quality in education. There were ideologically opposed beliefs in the importance of personal choice and responsibility in education on the one hand, and the need for a democratic and equitable education system on the other. Communicatively, politicians from both sides preferred axiomatic "truths" as a strategic tool to support their various positions, as opposed to strategies of "sincerity" or "rightness".   [More]  Descriptors: Speeches, Foreign Countries, Educational Change, Communication Strategies

Hreinsdottir, Anna Magnea; Davidsdottir, Sigurlina (2012). Deliberative Democratic Evaluation in Preschools, Scandinavian Journal of Educational Research. In this study, the merit of using deliberative democratic evaluations is studied in light of ten questions asked by House and Howe, which defined the approach and raise issues of interests, representation, and choice of stakeholders, power balances and procedures for controlling them, participation, reflection and deliberation. Suggestions by Clark and Moss for using a mosaic approach were followed. This indicates, when listening to children, many fragments integrate into a whole picture. The emphasis here was on listening to children's views and defining values and evaluation criteria so that they reflect our definition of childhood and quality of childcare. Children had other priorities than parents and staff in some instances, for example regarding length of stay and autonomy. Greene's issues of power, core matters, and biases were utilized for reflection on issues.   [More]  Descriptors: Evaluation Criteria, Stakeholders, Democracy, Evaluation Methods

Letseka, Moeketsi (2012). In Defence of Ubuntu, Studies in Philosophy and Education. The article defends ubuntu against the assault by Enslin and Horsthemke ("Comp Educ" 40(4):545-558, 2004). It challenges claims that the Africanist/Afrocentrist project, in which the philosophy of ubuntu is central, faces numerous problems, involves substantial political, moral, epistemological and educational errors, and should therefore not be the basis for education for democratic citizenship in the South African context. The article finds coincidence between some of the values implicit in ubuntu and some of the values that are enshrined in the constitution of South Africa and that on that basis argues that ubuntu has the potential to serve as a moral theory and a public policy. The educational upshot of this article's argument is that South Africa's educational policy framework not only places a high premium on ubuntu, which it conceives as human dignity, but it also requires the schooling system to promote ubuntu-oriented attributes and dispositions among the learners. The article finds similarities between ubuntu and bildung, whose key advocates, among others was German scholar and intellectual Wilhelm von Humboldt. It argues that it would be ethnocentric, and indeed silly to suggest that the ubuntu ethic of caring and sharing is uniquely African when some of the values which it seeks to promote can also be traced in various Eurasian philosophies.   [More]  Descriptors: Foreign Countries, Caring, Democracy, Citizenship Education

Robbins, Christopher G. (2008). "Emergency!" or How to Learn to Live with Neoliberal Globalization, Policy Futures in Education. The author explores the cultural politics of neoliberal globalization, its deformations of critical facets of public culture as it has returned home, and he explores the politics of emergency. Rather than seeing the politics of emergency as something indicative of an emerging "emergency regime" attendant to the terror war, he argues that the current politics of emergency is rooted in neoliberal globalization more generally, especially in terms of the need for powerbrokers to institutionalize insecurity and anxiety as central facets of a "new normal." He then turns to the criminalization and militarization of schools as examples of how the process of institutionalizing insecurity has unfolded in the last decade, suggesting that public schools are an ostensible and crucial site (being the one of the last sites to be precaritized) because the types of subjects and agents required for neoliberal globalization must learn how to live (in fear) with neoliberal globalization. Without an understanding of how schools are being leveraged to produce a "new normal," strategies for engaging schools as democratic public spheres will be potentially under-developed or mis-directed.   [More]  Descriptors: Security (Psychology), Global Approach, Educational Environment, School Role

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