Bibliography: Democracy (page 457 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Felix Okechukwu Ugwuozor, Kristin N. Moretto, Mary Evans, Anette Olin, Thea Renda Abu El-Haj, Matias Gardin, Joanne Orlando, Adam J. Greteman, Brandon W. Kliewer, and Teemu Hanhela.

Ramsey, Paul J. (2014). Toiling Together for Social Cohesion: International Influences on the Development of Teacher Education in the United States, Paedagogica Historica: International Journal of the History of Education. This article examines the ways in which the very idea of teacher education in the United States was transplanted from foreign lands. Teacher education, particularly normal school training, was based on a model imported from despotic Prussia, a model that was popularised by French and American visitors to the northeastern German land. Although normal schooling naturally was altered in the American context, the subsequent forms of teacher training, particularly in the emerging universities, owed a great debt to international models as well. This article also explores the ideology of the common school movement, which sought social cohesion, because that ideology helps explain why the Prussian model of teacher training became so attractive to conservative educational reformers in a democratic society.   [More]  Descriptors: Teacher Education, International Education, Influences, Educational History

Rourke, Brad (2014). Developing Materials for Deliberative Forums, Kettering Foundation. When citizens deliberate together about important issues, they can reach decisions and take action together on problems that confront them. Deliberation does not require a certain kind of guide, or framework, or language, or facilitator, but, because it can be difficult to face such choices, supporting materials can make it easier. In Developing Materials for Deliberative Forums, Brad Rourke explores the important elements involved in going from an initial topic to having a complete issue guide suitable to use in the kinds of deliberative forums that are the hallmark of the National Issues Forums (NIF). Rourke is a Kettering Foundation program officer and executive editor of the NIF issue books as well as other issue books produced for public deliberation. An issue framework, or issue guide, is intended to support deliberation, as people wrestle with options, face trade-offs, and make decisions about how to act. This document describes one way of naming and framing issues for public deliberation with the aim of creating an issue guide that can be used by many kinds of people in deliberative public forums. According to Rourke, "writing an issue guide is just the tip of the iceberg. The earlier work that goes into naming and framing the issue–work that requires time and people–is most important." This document clearly describes how this work can be accomplished. An appendix provides an annotated example of an issue framework.   [More]  Descriptors: Citizen Participation, Group Discussion, Material Development, Guides

Olin, Anette; Karlberg-Granlund, Gunilla; Furu, Eli Moksnes (2016). Facilitating Democratic Professional Development: Exploring the Double Role of Being an Academic Action Researcher, Educational Action Research. This article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: "research circles" in Sweden, "dialogue conferences" in Norway and "tailored professional development" in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher's practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures.   [More]  Descriptors: Democracy, Faculty Development, College Faculty, Action Research

Kliewer, Brandon W.; Moretto, Kristin N.; Purcell, Jennifer W. (2016). Emergent Spaces of Civic Leadership Education and Development: Understanding the Liberal Arts and Humanities from a Perspective of Civic and Public Work, Journal of Leadership Education. The value of the liberal arts and humanities has increasingly been called into question on multiple fronts. Attempts to bridge the practical and liberal arts through forms of civic professionalism have been gaining traction in larger spheres of influence. This article outlines the results of a deliberative civic engagement forum (n = 42) that created a space for community members from business, education, and non-profit sectors at the National Conference on Service and Volunteerism, to consider the role civic leadership education and development has in liberal arts and humanities programs. The forum was intentionally designed to have participants consider the role of the liberal arts and humanities in redefining the purposes and process of democratic engagement through a lens of civic leadership education and development. This forum was able to gather a group of people from sectors that do not normally speak to the intersection of leadership education and the liberal arts.   [More]  Descriptors: Liberal Arts, Humanities, Civics, Community Involvement

Greteman, Adam J. (2014). Dissenting with Queer Theory: Reading Rancière Queerly, Discourse: Studies in the Cultural Politics of Education. In this article, the author looks to the work of Jacques Rancière to engage the possibilities in dissensus in queer theory in education. Fatigued of Foucault, bored with Butler, disdainful of Derrida and dumbfounded by Deleuze and Guattari, and just generally tired of feeling bullied into citing particular people and not others, the author attempts to join the growing use of Rancière in queer theory. Questions of queer theory's (or is it theories) relevance, its purpose, its contributions are asked more and more. While some have dissented "from" queer theory for perhaps queerer pastures, the author dissents "with" queer theory showing how humor provides a concrete "application" to dissent from education's continued reactionary and conservative approaches. Queer theory may have been institutionalized, but it remains, as the author argues, a necessary and important political framework to intervene in the ongoing process of normalization.   [More]  Descriptors: Social Theories, Homosexuality, Educational Theories, Humor

Orlando, Joanne (2014). Educational Technology: A Presupposition of Equality?, Asia-Pacific Journal of Teacher Education. The work of philosopher Jacques Rancière is used conceptually and methodologically to frame an exploration of the driving interests in educational technology policy and the sanctioning of particular discursive constructions of pedagogy that result. In line with Rancière's thinking, the starting point for this analysis is that of equality–that people are legally, morally, intellectually, and in their everyday practices discursively equal. The use of Rancière's concepts, "demos," "police," and "politics," to analyse three educational technology policies internationally shows that teachers are positioned within these policies as discursively unequal, and as intellectually inferior, not only in terms of technology expertise, but crucially as pedagogues. This positioning has important implications for teachers and teacher education. Teachers are capable of recognising and critiquing inequality, and this article makes a case for an act of "politics" that aims to reconfigure allocated identities and power imbalances in the educational technology order.   [More]  Descriptors: Foreign Countries, Educational Technology, Teachers, Equal Education

Gardin, Matias (2016). "Fortschritt Und Verantwortung!" Education as a Rallying Cry in Luxembourg's General Elections of 1974, History of Education. Education became a rallying cry in Luxembourg's general elections of 1974. For the first time in the country's post-war history, the Socialists and Democrats entered the government, with new plans for education. The unbroken rule of almost 30 years by the Christian Democrats was over. New "global" educational concepts were employed to introduce changes in the national curriculum, the aim being a transformation from an elite to a mass system of participation. One of these changes was the idea of the comprehensive school, which divided the electorates, parties and press respectively. Yet, this fundamental change has received little attention in the academic literature. What were the differences between the parties when it came to education policy? By intersecting politics, globalisation and education, this paper examines the impact of the election events of 1974 on Luxembourg's political discourse. The conclusion points to the central role the parties played in the proliferation of new educational norms.   [More]  Descriptors: Foreign Countries, Elections, Educational History, Educational Change

Amsler, Sarah (2014). "By Ones and Twos and Tens": Pedagogies of Possibility for Democratising Higher Education, Pedagogy, Culture and Society. This paper concerns the relationship between teaching and political action both within and outside formal educational institutions. Its setting is the recent period following the 2010 Browne Review on the funding of higher education in England. Rather than speaking directly to debates around scholar-activism, about which much has already been written, I want to stretch the meanings of both teaching and activism to contextualise the contemporary politics of higher learning in relation to diverse histories and geographies of progressive education more generally. Taking this wider view suggests that some of the forms of knowledge which have characterised the university as a progressive institution are presently being produced in more politicised educational environments. Being receptive to these other modes of learning cannot only expand scholarly thinking about how to reclaim intellectual life from the economy within universities, but stimulate the kind of imagination that we need for dreaming big about higher education as and for a practice of democratic life.   [More]  Descriptors: Foreign Countries, Politics of Education, Higher Education, Progressive Education

Lawy, Robert (2014). Education beyond Socialisation: On Becoming and Being a Citizen-Subject in Everyday Life, Discourse: Studies in the Cultural Politics of Education. This article is concerned with a dimension of young people's civic education beyond socialisation that is neither confined to the sphere of political decision-making, nor to the achievement of a particular civic identity. The two case studies emphasise the role and importance of significant others and of democratic and non-democratic relationships, engagements and practices in the everyday lives of the young people. Whilst schools have a duty to teach young people how to act and behave in a "responsible" way within a democratic society, they also have a unique opportunity to foster and maintain a "safe" environment where young people can originate action, respond to the actions of others and be citizen-subjects.   [More]  Descriptors: Civics, Interpersonal Relationship, Citizenship Education, Case Studies

Ugwuozor, Felix Okechukwu (2016). Philosophical Education toward Democratization and Boko Haram Insurgency in Nigeria, International Education Studies. This paper examines Nigeria's democratization dilemmas and the imperatives of an educational framework against the backdrop of the Boko Haram insurgency. It identifies and connects the pattern, character and dynamics of the existing educational system. It also discusses the system's failure in calling for a new approach to overcome the prevailing dearth of civic order and the increasing spread of dissent groups. This new method is about acculturating Nigerian youth into a more civic culture, a Nigeria where citizens can live side by side with each other in peace." While examining both theoretical and practical characteristics of this new educational agenda, the paper especially examines the link between philosophical education and the development of a civic culture, trusting that such a connection suggests an approach to education that may assist future policy makers, educators, and teachers. Specific theoretical analysis of pedagogical and philosophical education contained here can further the current understanding of how philosophical education is likely to facilitate the development of the values, beliefs, and attitudes that generally underpin the operations of a civic society, developments desperately needed to address the problem of Boko Haram and the increasing spread of dissent groups in Nigeria.   [More]  Descriptors: Foreign Countries, Terrorism, Violence, Democracy

Reinertsen, Anne Beate; Otterstad, Ann Merete; Ben-Horin, Oded (2014). Our Little Land and the Urgency of Showing, Not Telling, Our Subjectivities, Policy Futures in Education. This is a collaborative writing story in which songs and poems invite us into complexities of living the ideals and calling for new ways of making the world visible. I need to show you who I am. You need to show me who you are. They are never completed, always open to self and social reflection, and hopefully capable of pushing boundaries of both our personal and collective imaginations and struggles against injustice and xenophobia, wherever they might be, further. We have a focus on becomings rather than belongings. Poems, music, pictures and lyrics, layout and stream-of-thought writing blend with materialist and social science discourses: we need "noise" and "pulse" in our systems to make them function. Noise is creative. Noise is difficult, but not necessarily a threat.   [More]  Descriptors: Poetry, Singing, Music, Writing (Composition)

Hanhela, Teemu (2014). Axel Honneth's Idea of a Drawn-Out Process of Education, Pedagogy, Culture and Society. This article examines Axel Honneth's interpretation of Hegel's "ethical life" as a conception of a "drawn-out" process of education. Honneth's formulations of ethical life, namely "personal relationships", "market economy" and "the democratic will-formation", are an interesting reinterpretation of Hegel's "family", "civil society" and "state", an reinterpretation that–however–involves two risks. Firstly, in "the psychologisation of Hegel's ideas", Honneth considers that "a drawn-out process of education" concerns merely the positive developmental processes, ignoring Hegel's proposal of so-called "negative" elements of "Bildung" such as compulsion, discipline and authority, which–Hegel argues–are necessary in the spheres of family and civil society. Secondly, Honneth contends that a drawn-out process of education has a homing, self-reconstructive nature, which leaves readers uncertain as to how upbringing, education and schools should be understood in that context. This paper critically amends Honneth's perspectives and outlines solutions to Honneth's interpretative risks, using Hegel's own views on education and the school institute. Hegel's work clarifies the distinction between upbringing and education as follows: upbringing is a family matter, while education is the task of civil society. These two ideas intermingle in Honneth's recitations. Hegelian school theory also offers a topical, critical-content-useful interpretation of the application of those ideas for our contemporary institutes of education.   [More]  Descriptors: Educational Philosophy, Ethics, Individual Development, Lifelong Learning

El-Haj, Thea Renda Abu (2009). Imagining Postnationalism: Arts, Citizenship Education, and Arab American Youth, Anthropology & Education Quarterly. This article explores an Arab American community arts organization as a site for promoting youth civic participation and social activism. Studying a citizenship education project outside the school walls, and focusing on the arts as a medium for this work, foregrounds the role of the symbolic for engaging youth as active participants in democratic society. The article also examines the symbolic political argument for postnational citizenship that the young participants articulated through a film they produced.   [More]  Descriptors: Citizenship, Activism, Democracy, Citizenship Education

Education Commission of the States, Denver, CO. (1992). Why Excellence in Teacher Education? Conversations with Policymakers and Education Leaders. Advancing the Agenda for Teacher Education in a Democracy. Comments on Goodlad's "Teachers for Our Nation's Schools." Exxon Education Foundation Forum (Washington, D.C., November 13-14, 1990). The focus of these forum proceedings is education reform and the power that teachers hold to shape lives. Questions addressed by attendees included: Why the simultaneous renewal of schools and schools of education? How do we achieve reform? How do we assure the implementation of John Goodlad's agenda for change outlined in "Teachers for Our Nation's Schools?" What strategies must business leaders and school leaders take to implement change? What about the strategies for higher education leaders and state leaders? What is the next step? The booklet is organized into two parts. The first, "Education Reform versus Reality," reports on teacher education as a national problem and on Goodlad's book, "Teachers for our Nation's Schools." This part also includes a conversation with Goodlad. Part II, "The Dimensions of Change," examines: the relationship between teacher education reform and school reform; the higher education connection–a center of pedagogy; greater accountability for teacher education; current debate over licensing teachers; the federal/state contexts; and working toward collaborative dialogue. This section also features "Spotlight on Wyoming: Goodlad's Postulates at Work." The conclusion suggests steps to take next.   [More]  Descriptors: Accountability, College School Cooperation, Educational Policy, Elementary Secondary Education

Evans, Mary (2014). Liberal Values at a Time of Neo-Liberalism, Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice. Critical responses to changes in UK higher education have emerged from various quarters. This article suggests that some of these responses are collusive with neo-liberalism and that a greater attention might be paid to the possibilities of the word "liberal" and to the more democratic implications of certain US initiatives.   [More]  Descriptors: Foreign Countries, Higher Education, Neoliberalism, Democratic Values

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