Bibliography: Democracy (page 432 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Katherine Isaac, Julius Menacker, Mark Bray, E. Wayne Ross, Erik Wallin, Wendy Kohli, Kenneth A. Marantz, Clifford L. Staten, Jacques Velloso, and Bob Bridges.

Bray, Mark; Lee, W. O. (1993). Education, Democracy and Colonial Transition: The Case of Hong Kong, International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie. Examines the relationship between decolonization and democratization through an analysis of the case of Hong Kong. Discusses Hong Kong's tradition lack of politization and the movement for democratization as decolonization approaches. Addresses the role of education in that process. (Contains 38 references.) Descriptors: Change Agents, Change Strategies, Colonialism, Democracy

Kohli, Wendy (1996). Teaching in the Danger Zone: Democracy and Difference, International Journal of Social Education. Argues that, through education, we can create a democratic culture and that, within a democratic culture, education may flourish. Locates the roots of this belief in the rebelliousness and critical mind set of the Enlightenment. Considers how to honor and extend this thinking in current educational practices. Descriptors: American Dream, Citizenship Education, Civics, Consciousness Raising

Rudin, Kelly Bryan (1988). Democracy Threatened: India's Emergency of 1975. A Classroom Simulation. In 1975, India's Prime Minister, Indira Gandhi, declared a state of emergency, temporarily suspending the civil liberties of this country's citizens. This classroom simulation, designed for use in secondary school world history classes, examines the various issues surrounding this declaration of emergency and includes: (1) an introduction to the Indian Constitution; (2) an explanation of events leading to this state of emergency; (3) a fictitious simulated event that permits students to argue for or against the declaration of emergency; and (4) a list of resource materials. An included lesson plan presents the simulation and suggests class activities and discussion questions. Specific resource materials that can be used for background information on each character in the simulation are listed, and an 11-item bibliography is included.   [More]  Descriptors: Civil Liberties, Curriculum Guides, Democracy, Experiential Learning

Marantz, Kenneth A. (1991). The Shaping of Ethical Art Leadership in a Liberal Democracy, Roeper Review. This paper advises Israel in its efforts to establish a single national high school for highly talented art students. The school's role should be to strengthen the nation's social fabric and political agenda, foster a questioning attitude about the roles of all art forms, and develop a new breed of leaders. Descriptors: Art Education, Democracy, Educational Philosophy, Ethics

Wolf, Alvin (1988). Teaching Democracy by Practicing Constitutional Concepts in the Classroom, Georgia Social Science Journal. Points out situations in which teachers do not model constitutional principles. Urges that teachers practice democratic values in the classroom to help students learn the value of democratic principles and develop an appreciation for such principles. Recommends the brochure, "Constitutional Concepts for Future Teachers," to develop a democratic classroom. Descriptors: Class Activities, Classroom Environment, Constitutional Law, Democracy

Schlessman-Frost, Amy (1991). Educational Evaluation in a Pluralistic Democracy: Some Policy Recommendations, Scope. Despite attention to cultural considerations in teacher education, curriculum development, and educational policy making and analysis, evaluation remains the last bastion of ethnocentrism in educational evaluation. Evaluators should accept the challenge of finding new ways to explore educational successes within various cultural contexts. More democratic and culturally appropriate parameters for evaluation can result if the following policy recommendations are implemented: (1) participants in a democratic evaluation (parents, students, and teachers) should use their language of choice in providing input; (2) perceptions of those affected by the educational process should be incorporated into evaluation goals; (3) cultural values should receive high priority; (4) studies to establish cultural taxonomies should be incorporated; (5) evaluation methods and instruments should be developed in conjunction with participants in the educational process; (6) evaluation design and methods should parallel group processes being evaluated; (7) results of educational evaluations should not be published as a negative reflection on the communities involved; (8) shared group ideals should identify enlightened self-interest procedures for community education; and (9) evaluations that contribute to open futures for multiple cultures should set parameters for new educational evaluation and research paradigms. Only community participation can make educational evaluation part of the democratic process.   [More]  Descriptors: Community Involvement, Cultural Awareness, Cultural Pluralism, Democracy

Hepburn, Mary A. (1990). Educating for Democracy: The Years Following World War II, Social Studies. Discusses the impact on social studies education of events following World War II, including the Cold War and McCarthyism. Examines the professional literature to determine how the emphasis in social studies education changed from stressing broad societal and international goals to rote learning of civic duties. Concludes that after the 1950s, critical thinking was promoted again in the curriculum. Descriptors: Citizenship Education, Democracy, Democratic Values, Educational Change

Isaac, Katherine (1992). Civics for Democracy: A Journey for Teachers and Students. Intended to help students learn that citizenship involves more than freedom and liberties, this book encourages students to participate in their schools and communities, to study the long tradition of citizen action in the United States, and to practice citizenship skills. Section 1 provides seven profiles of students who have worked to make positive change. Section 2 offers a history of five citizen movements: (1) civil rights; (2) labor; (3) women's rights; (4) consumer; and (5) environmental. These citizen movements show students how people have created change over the course of U.S. history. Section 3 presents 12 techniques for participation that citizens throughout U.S. history have used and continue to use to affect change. Section 4 describes 10 projects that students can undertake within the school or in the community to practice problem solving. In addition, 75 student activity ideas provide options for students to decide issues in their schools and communities they want to resolve. An extensive resource section list citizens groups, publications, teaching materials, and videos. Descriptors: Activism, Citizen Participation, Citizen Role, Citizenship

Lindblad, Sverker; Wallin, Erik (1993). On Transitions of Power, Democracy, and Education in Sweden, Journal of Curriculum Studies. Discusses changes in educational governance and environment that have developed alongside political and economic changes in Sweden. Describes how both government and education have become less centralized and have adopted more democratic principles. Concludes that more attention is being given to cooperation and communication among teachers and students. Descriptors: Democracy, Economic Change, Economics, Educational Anthropology

Condit, Celeste Michelle (1987). Democracy and Civil Rights: The Universalizing Influence of Public Argumentation, Communication Monographs. Examines American public discourse about civil rights in national magazines from 1939-1959, indicating three stages in the controversy: (1) a positive recharacterization of blacks, (2) an inclusion of blacks under the nation's ideographs, and (3) a final contest between segregationist and integrationist rhetorics. Discusses the potential for rhetorical analysis of social processes. Descriptors: Black History, Civil Rights, Communication Research, Democracy

Bridges, Bob (1993). Helping Teachers Educate for Democracy: Teacher Programs and Institutes, Social Studies. Describes the teacher education programs of the Close Up Foundation. Discusses a week-long Washington, D.C., program that brings students and teachers in contact with elected and appointed public officials, lobbyists, and media representatives. Outlines a summer institutes program and an exchange program for U.S. and Japanese teachers. Descriptors: Citizenship Education, Civics, Democracy, Democratic Values

Menacker, Julius (1979). Democracy and College Admission Policy: The German Perspective, College and University. The concept of equal educational opportunity in Germany has been limited by traditions of class rigidity and elitism. Faced with inordinate demand for admission, the German response has been to institute a limited admission policy. Generous financial aid and a policy of unlimited time for study have exacerbated admission pressures. Descriptors: Access to Education, Admission Criteria, College Admission, Comparative Analysis

Staten, Clifford L. (1994). Teaching the U.S. Constitution: Values, Conflict, and Democracy, Curriculum Report. This newsletter essay explores the conflicts between individual values and community values and efforts to resolve these conflicts under the U.S. Constitution. The paper includes five sections: (1) Introduction; (2) Value Conflicts and the Constitution; (3) Making Value Conflicts Relevant to Students; (4) For Example: The Indiana University Southeast Program; and (5) Conclusion. Six case scenarios focus on the conflict between individual values and community values. A teaching strategy is included. Descriptors: Censorship, Civil Liberties, Civil Rights, Conflict Resolution

Velloso, Jacques (1989). Educational Planning and Crisis: Notes on Management, Schooling and Democracy. The role of educational planning is examined in light of the educational scene in developing countries and the economic crises of the 1980s. Divided into three sections the first section of the report deals with educational planning in the eighties, with some of its background; and with the major challenges that are faced by the educational systems of developing countries in the decade ahead. The second section addresses the political nature of educational planning, its scope and its relationships with policy-making and management. The third section discusses the challenge to promote a democratization of basic education in light of both the current economic crisis and the prospects for the nineties. An 80-item list of references is included. Descriptors: Citizenship Education, Democracy, Developed Nations, Developing Nations

Ross, E. Wayne (1996). Diverting Democracy: The Curriculum Standards Movement and Social Studies Education, International Journal of Social Education. Maintains that the debate over the social studies curriculum has been heavily influenced by a small group of conservative foundations, academics, and the federal government. These groups work toward creating an ideological consensus that promotes a national identity and strives to preserve European American dominant culture. Descriptors: Academic Standards, Citizenship Education, Conservatism, Curriculum Development

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