Bibliography: Democracy (page 452 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Charles S. White, Strasbourg (France). Council for Cultural Cooperation, Cathy Fleischer, Albany. New York African American Inst. State Univ. of New York, Lorraine Dowler, Phyllis J. Edmundson, James R. Valadez, James Nehring, Peter Cheoros, and Richard W. Clark.

Caspard, Pierre (1998). The School in Crisis, Crisis in the Memory of School. School, Democracy, and Economic Modernity in France from the Late Middle Ages to the Present Day, Paedagogica Historica. Examines the educational system in France, addressing the interests and roles of the family and communals. Evaluates the roles of three major institutional actors that took part in the emergence and organization of the educational systems: (1) the Church; (2) the State; and (3) the industrial bourgeoisie. Descriptors: Church Role, Educational Demand, Educational History, Elementary Secondary Education

Fettes, Mark, Ed.; Bolduc, Suzanne, Ed. (1998). Al lingva demokratio = Towards Linguistic Democracy = Vers la democratie linguistique. Proceedings of the Nitobe Symposium of International Organizations (Prague, Czech Republic, July 20-23, 1996). The proceedings of a 1996 symposium organized in conjunction with the 81st World Esperanto Congress include papers and summaries of discussions concerning the relevance of Esperanto to contemporary international life. The papers and discussion transcripts are presented in their entirety in the language (Esperanto, English, or French) in which they were presented, and summaries of papers are presented in all three languages. The summaries are followed by a set of recommendations and the text of the Prague Manifesto of the Movement for the International Language Esperanto, an independent initiative. Paper topics include the history of the Esperanto movement, language policy and linguistic practice, international communication needs, linguistic diversity, multilingualism, less commonly taught languages, languages in global education, the power of Esperanto, language policy development, and the politics of Esperanto. Descriptors: Cultural Pluralism, Esperanto, Foreign Countries, Futures (of Society)

State Univ. of New York, Albany. New York African American Inst. (1989). Towards Cultural Democracy: The Development and Implementation of a Multi-Cultural Arts Policy for New York State. Document #88-5. Although funding for the arts in New York State reached unprecedented levels during the 1980s, funding for organizations which have distinct ethnic bases and purposes has not kept pace with funding for Eurocentric arts expressions. Data were gathered from a public hearing in New York City attended by more than 100 artists, administrators, cultural workers, and concerned community persons of color, and from an analysis of a 5-year funding history of 57 ethnic cultural institutions receiving support from the New York State Council on the Arts (NYSCA). Many NYSCA funding biases appear to be caused by a tendency to make subjective judgments of art, concepts, and organizations based on European modeled objectives. Programs represented by communities or persons of color are either not funded or are grossly underfunded. The following recommendations are suggested: (1) create a stabilization fund for minority arts programs; (2) establish a panel to manage the stabilization fund; (3) revise funding guidelines to include a culturally diverse perspective; and (4) allocate 50 percent of all state funding to people of color. The appendices comprise the following: (1) statements by Native American, Asian American, Latino, and African American task force members; (2) a statistical supplement discussing methodology and significant statistical findings; (3) a list of members of the New York State Black and Puerto Rican Legislative Caucus; (4) a list of nine references; and (5) two editorials from New York City newspapers discussing discrimination in funding arts programs.  Descriptors: African Culture, American Indian Culture, Artists, Cultural Pluralism

Council for Cultural Cooperation, Strasbourg (France). (1973). Managing Facilities for Cultural Democracy. Symposium on "Methods of Managing Socio-cultural Facilities to be Applied in Pilot Experiments." (San Remo, 26-29 April 1972). The conference proceedings from a symposium held by the Council for Cultural Cooperation were concerned with identifying those European facilities and methods which give the greatest promise of overcoming the problems of sociocultural development and are worthy of further development and study as pilot experiments. Participant countries were asked to describe examples of ongoing projects in monograph form. This information consituted the basis for symposium discussion. Monographs received from Belgium, England and Wales, Finland, France, Germany, Italy, Malta, Scotland, Sweden, and Switzerland are summarized. Commentary on symposium proceedings is organized into four sections: an introduction to sociocultural development in Europe and to the documentation used in this paper; a discussion of present sociocultural development trends and outlooks in relation to the management of socio-cultural facilities; a presentation of selected monographs; and a report of the aims, priorities, and activities of the symposium. A list of participants is appended. A related document is SO 006 641.   [More]  Descriptors: Comparative Education, Conference Reports, Cultural Awareness, Democratic Values

Ridgen, Diana W. (1990). What Business Leaders Can Do To Help Change Teacher Education. Advancing the Agenda for Teacher Education in a Democracy: A Guide for Business Leaders. This booklet provides information intended to contribute to the business community's knowledge about major issues and goals of teacher education. In addition, the booklet offers specific suggestions on ways corporate funders, concerned about the quality of classroom teachers, can develop and support appropriate projects to promote better teacher preparation. Business leaders can: (1) help design more effective general education curricula; (2) make sure teachers know a variety of ways to teach; (3) create a model teacher education program; (4) recruit top-quality students; and (5) link teacher education with school reform. Specific strategies which are discussed include: helping to create effective clinical schools; providing scholarships and fellowships to future teachers; developing new teaching assessment models; setting up an individual partnership program between employees and teacher education programs; and developing case studies for future teachers.   [More]  Descriptors: Corporate Support, Educational Change, Educational Finance, Educational Improvement

Blake, J. Herman (1998). The Full Circle: TRIO Programs, Higher Education, and the American Future–Toward a New Vision of Democracy. Guest Editor's Comments, Journal of Negro Education. Introduces a theme issue on the challenge to ensure higher levels of academic achievement for the rapidly growing population of students from low-income and racial/ethnic minority backgrounds who are the future U.S. college applicant pool. Focuses on what TRIO programs can offer higher education institutions seeking to improve the educational outcomes of such students. Descriptors: Academic Achievement, Black Students, Democracy, Disadvantaged

Nehring, James (1998). The School within Us: The Creation of an Innovative Public School. SUNY Series, Democracy and Education. SUNY Series, Restructuring and Social Change. This book recounts how a community of teachers, parents, and students took charge of a conventional school and created an unconventional one. It describes the challenges faced by the Bethlehem Lab School–from its inception in 1988 to the graduation of its first senior class. The school was conceived as a performance-based-assessment school, and its supporters were committed to a small-scale environment in a suburban community with a typically large high school and wide elective offerings. It is a story about six teachers and the families who joined them to create a new type of school. Their creation, the Lab School, functions as a school within a school, offering a focused, integrated curriculum that culminates in a senior-internship program and thesis project. The book recounts the many practical issues faced by the stakeholders and thus dwells on political and institutional concerns, such as building support, raising funds, addressing the needs of various interest groups, recruiting students, and implementing the philosophical and curricular ideas that were generated. The text is primarily a narrative, offering a first-hand account of the planning, opening, and evolution of the Lab School. Four appendices offer information on graduates and samples of student evaluations. Descriptors: Educational Change, Educational Innovation, High Schools, Instructional Innovation

Young, Michael (1988). Curriculum and Democracy: Lessons from a Critique of the "New Sociology of Education." Occasional Paper No. 5. The topic of this paper is the "new sociology of education" (NSOE) and its origins in the early 1970's. One aim of this paper is to argue that the regressive return to a rigid and ahistorical academic curriculum is not the only alternative. A second theme is the suggestion that the NSOE took a highly unreflective view of the role of academic subjects in educational studies. The paper argues that academic work in education is inescapably involved in the wider movements and forces for social change and therefore there is no escape from a clearer and more explicit sense of its political purposes. Three aspects of the NSOE are discussed: (1) its relation to the questions of educational inequalities; (2) its prioritizing of curriculum as a topic for the NSOE; and (3) its emphasis on teachers and teacher educators as agents of progressive change. The focus of the NSOE on the school curriculum is also considered. The final section is a sketch of the implications of the arguments offered as they relate to the different circumstances found in the United Kingdom. Appended are 34 references. Descriptors: Academic Education, Curriculum, Curriculum Development, Democracy

Clark, Richard W. (1990). What School Leaders Can Do To Help Change Teacher Education. Advancing the Agenda for Teacher Education in a Democracy: A Guide for School Leaders. Concerned school leaders can make a real difference in the education of educators. Six tasks which school leaders can undertake to aid in restructuring teacher education are identified and discussed. School leaders can: (1) make preservice and continuing education true priorities; (2) cooperate in establishing professional development centers; (3) actively participate in recruiting and selecting students for preservice teacher education; (4) stop relying so heavily on prepackaged inservice programs; (5) support teachers, principals, and central administrators who engage in collaboration with college faculty in planning innovative teacher education programs; (6) demand higher quality programs for teacher candidates and work collaboratively toward that goal. The call-to-action articulated in this guide is based upon several research-based conclusions related to the status of teacher education. These conclusions, from "Teachers for Our Nation's Schools" by John I. Goodlad, are outlined.   [More]  Descriptors: Administrator Role, College School Cooperation, Educational Change, Educational Principles

White, Charles S. (1998). From the Party/State to Multi-Ethnic Democracy: Education and Its Influence on Social Cohesion in the Europe and Central Asia Region. In the last 6 years, 27 countries have emerged anew in Europe and Central Asia (ECA). Many countries have moved away from having a single political party manage the state and its economic apparatus. This paper aims to answer whether educational mechanisms can lower social tension and help achieve social cohesion in these countries, and how these mechanisms are defined and measured. The paper also examines the experience to date with the social utility of education mechanisms. It briefly reviews concepts of institutional and organizational economics so that the economic implications of education's social cohesion functions can be understood. Origins of public schooling are reviewed to place the educational challenges in the ECA region in historical context. The paper reviews the experience to date in the ECA region in meeting the challenges of social cohesion and hence the economic development of the 27 nations in the region. Contains 13 notes, a bibliography, informational materials on the various countries, and the "National Core Curriculum" for Hungary.   [More]  Descriptors: Economics, Educational Policy, Educational Practices, Foreign Countries

Dowler, Lorraine (1996). Think Locally, Act Globally! Linking Local and Global Communities through Democracy and Environment. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change. Designed so that it can be adapted to a wide range of student abilities and institutional settings, this learning module on the human dimensions of global change seeks to: actively engage students in problem solving, challenge them to think critically, invite them to participate in the process of scientific inquiry, and involve them in cooperative learning. The module includes more student activities and suggested readings than most instructors will have time to cover in their courses. Instructors will need to select those readings and activities best suited to the local teaching conditions. At the heart of the module are two basic geographic themes: scale and human relations with other people and their environments. In the module, students examine the concept of community, beginning with the one in which they live. The module helps them to look at the democratic values that are the ideal foundation of community in U.S. society. It explores linkages between the local community and communities at larger scales. In the module, students: investigate how these linkages affect their daily lives; assess the concept of "global citizenship"; encounter the forces that shape the world; and finally, explore the world as an interdependent partnership where all partners are vulnerable to environmental degradation and the deterioration of social conditions. For the instructor, the module begins with a brief summary of general module objectives; skills emphasized; student activities included (reading critically, writing essays, interpreting documents and maps, making sense of statistical information, confronting values, and weighing costs and benefits); material requirements; concepts focused on; and time requirements and difficulty level. Appendices include a 60 item annotated bibliography and reprints of three related articles, each of which has its own references.   [More]  Descriptors: Citizenship Education, Community, Concept Formation, Democracy

Fleischer, Cathy, Ed.; Schaafsma, David, Ed. (1998). Literacy and Democracy: Teacher Research and Composition Studies in Pursuit of Habitable Spaces. Further Conversations from the Students of Jay Robinson. This collection offers insights into what a democratic vision of literacy looks like in practice. Building on the work of teacher and literacy scholar Jay Robinson, the 10 essays in the collection explore the relationships between literacy and society. The essays pay tribute to Professor Robinson, who retired in 1966 from the University of Michigan's English and Education program. Following a foreword by Jacqueline Jones Royster and an introduction by Professor Robinson, his students, and the editors, the essays in the collection are: (1) "Literacy and Lived Lives: Reflections on the Responsibilities of Teachers" (Jay Robinson); (2) "Good Deeds: An Ethnographer's Reflections on Usefulness" (Todd DeStigter); (3) "Three Codifications of Critical Literacy" (Thomas Philion); (4) "Not a Luxury: Poetry and a Pedagogy of Possibility" (Laura Roop); (5) "Unsheltered Lives: Battered Women Talk about School" (Carol L. Winkelmann); (6) "Imagining Neighborhoods: Social Worlds of Urban Adolescents" (Colleen M. Fairbanks); (7) "Conflicting Interests: Critical Theory Inside Out" (Roberta J. Herter); (8) "Writing Back: The Research Writing of a Freshman College Composition Student" (Sylvia G. Robins); and (9) "Time, Talk, and the Interpretation of Texts in a Teacher Education Seminar" (John S. Lofty).   [More]  Descriptors: Critical Theory, Democracy, Higher Education, Language Role

Edmundson, Phyllis J. (1990). What College and University Leaders Can Do To Help Change Teacher Education. Advancing the Agenda for Teacher Education in a Democracy: A Guide for College and University Leaders. This booklet outlines several conclusions about teacher education, socialization, and certification taken from "Teachers for Our Nation's Schools" by John I. Goodlad. They form the basis of a call-to-action for college and university leaders. The process of changing teacher education must begin with college and university leaders giving serious thought to basic questions about institutional commitment, curriculum, supportive structures, students, and plans for action. The whole institution must be involved in the change process; this includes the governing board, the president and academic vice-president or provost, the arts and sciences dean, the education dean, and the faculty. Recommendations are detailed for each of these administrators.   [More]  Descriptors: Academic Deans, Administrator Role, College Administration, College Faculty

Cheoros, Peter; And Others (1991). The Golden Age of Greece: Imperial Democracy 500-400 B.C. A Unit of Study for Grades 6-12. This unit is one of a series that represents specific moments in history from which students focus on the meanings of landmark events. This unit explores Greece's most glorious century, the high point of Athenian culture. Rarely has so much genius been concentrated in one small region over such a short period of time. Students discover in studying Greece's Classical Age many aspects of their own heritage. Present day ideas of government, philosophy, literature, science, and aesthetics can be linked directly back to Ancient Greece. Without an awareness of this remarkable heritage and an appreciation for the creativity of the period, along with an appreciation of other ancient civilizations, students cannot begin to understand enduring values and the creative power of humankind.  While studying the unit students also become aware of the conflicts in human values that are an enduring and unavoidable part of human society. In this unit students will explore various aspects of the remarkable culture of imperial Athens. They study the origin of Athenian naval power during the Persian Wars, learn how Athenians passed laws, contemplate the brilliance of Athenian imperial culture as reflected in the Parthenon, examine its decline in the Peloponnesian War, and consider the nature of Athenian citizenship and its problems as illustrated by the institution of ostracism, Sophocles' play "Antigone," and the trial of Socrates. A chronological table of Greek politics and culture from 750 to 400 B.C. is included. Contains 37 references. Descriptors: Ancient History, Democracy, Foreign Countries, Grade 10

Rhoads, Robert A.; Valadez, James R. (1996). Democracy, Multiculturalism, and the Community College: A Critical Perspective. Critical Education Practice Volume 5. Garland Reference Library of Social Science Volume 1081. Focusing on efforts by community colleges to serve an increasingly diverse student population, this book provides case studies illustrating colleges' attempts to provide transfer, vocational, and community education while meeting the demands of students who vary by race, class, gender, and age. Following a brief introduction, the first chapter outlines theories related to critical multiculturalism, border knowledge, and the politics of identity, providing the framework for the remaining chapters. Chapter 2 focuses on the multiple roles of community colleges, describes the relationship of these roles to multicultural issues, and reviews the methodology used in the case studies which provided data for the book. Chapter 3 presents a case study of a vocationally-oriented community college, examining the effect of the organizational culture on students' self identification as primarily workers. Chapter 4 provides an example of diversity treated in a more celebratory manner than usual, highlighting an urban college's immigrant education program for Spanish-speaking students. Chapter 5 discusses issues of community responsiveness by examining a community college high school developed to serve primarily urban African-American students. Chapter 6 explores issues related to cultural capital and border knowledge based on results from a case study of a community college emphasizing remedial education, while chapter 7 provides a case study of a diverse urban college to examine the effect of the organization's multiple roles on the development of critically aware students.  Finally, chapter 8 offers a comprehensive analysis of the findings from the five case studies. Contains 187 references. Descriptors: Case Studies, College Role, Community Colleges, Cultural Awareness

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