Bibliography: Democracy (page 459 of 605)

This bibliography is independently curated for the I'm with Jill website.  Some of the authors featured on this page include Olga Ververi, Marina Sounoglou, John White, Marco Gaudreault, Daniel Hugo Suarez, Jeremy Stoddard, Ryan Evely Gildersleeve, Finn-Aage Esbensen, Sara Schupack, and France Picard.

Sounoglou, Marina; Michalopoulou, Aikaterini (2017). Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education, Journal of Education and Learning. This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children's responses. The third axis relates to involve children and the fourth in the pop up program of children's activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children's rights as a premise for the quality of their lives.   [More]  Descriptors: Civil Rights, Citizenship, Science Instruction, Experimental Groups

Labrosse, Julie; Gaudreault, Marco; Picard, France (2017). School Choice Options Limit Access to Higher Education for Various Groups of Students in Quebec, European Journal of Higher Education. The choice of selected school options by pupils in secondary school, particularly mathematics and physical sciences, have implications for future educational pathways in higher education [Felouzis, G. (1997). "L'efficacité des enseignants, Sociologie de la relation pédagogique." Paris: Presses Universitaires de France; Moreau, G. (2005). "Jeunesse et travail: le paradoxe des apprentis." "Formation-emploi" 89: 35-46]. With the massification of education, educational inequality has moved to another field, the inequalities in educational choices [Duru-Bellat, M. (2002). "Les inégalités sociales à l'école, genèse et mythes." Paris: Presses Universitaires de France]. To study the issue of school choice options and social inequality, the theoretical framework developed by Raymond Boudon [(1979). "La logique du social." Paris: Hachette] was selected. The French sociologist describes the inequalities in education as a reflection of social and sexual differentiated behaviours. Three thousand five hundred and forty graduates from high school and newcomers to higher education responded to a questionnaire from the first weeks of their entry. According to our results, some groups of students are at a disadvantage given the diversification and amount of mathematics tracking in high school where they are more likely to opt for the tracking that limits future prospects.   [More]  Descriptors: Foreign Countries, College Choice, College Freshmen, High School Graduates

Ververi, Olga (2017). The Council of Europe's Citizenship Conception in "Education for Democratic Citizenship": A Critical Discourse Analysis of Two Textbooks, Globalisation, Societies and Education. This paper presents a neocommunitarian conception of citizenship identified in two textbooks of the programme "Education for Democratic Citizenship," organised by the Council of Europe. Critical discourse analysis is applied to the key themes of the textbooks "T-Kit 7: Under construction: Citizenship Youth and Europe" and "Compass Manual" enclosing citizenship and human rights discourses, respectively. An intra-disciplinary discussion follows drawing on critical political economy. The findings of the analysis are that the textbooks exhibit an abstract representation of social reality as well as moral relativism stemming from neoliberal communitarianism. The identification of the neocommunitarian conception of citizenship reveals the power of citizenship education today.   [More]  Descriptors: Discourse Analysis, Citizenship Education, Citizenship, Moral Values

Siegesmund, Richard (2013). Art Education and a Democratic Citizenry, International Journal of Art & Design Education. The first purpose of Art Education in public schools, articulated in the eighteenth century, was the ability to shape an imaginatively responsible, empathetic, democratic citizenry; this remains an aim for today, which is hard to achieve. This article explores the continuing tension between this original goal and other versions of Art Education, particularly Artistic Education, focusing on professional skills and techniques, and Aesthetic Education that focuses on appreciation of objects. After reviewing Friedrich Schiller's historic contribution to theorising aesthetics as empathy and as experienced through play, and Johan Pestalozzi's practical application in a first curriculum, the article demonstrates Schiller's influence on contemporary theorists Jacques Rancière and Gayatri Chakravorty Spivak who also insist that art must remain unproductive in order to defy cultural commodification. In their view, Art Education must be deviant to utility and retain an essential uselessness. A current case study demonstrates the difficulties in facilitating authentic democratic action within the utilitarian demands on today's schools. By developing wide-awakeness in students, spaces develop where silenced individuals might be heard. Art Education curricula should form the mindful habit of an informed citizenry that fashions an art of living by constructively re-imagining new possibilities of democratic community and empathetic understanding.   [More]  Descriptors: Art Education, Public Schools, Democracy, Citizenship Education

White, John (2013). Philosophy, Philosophy of Education, and Economic Realities, Theory and Research in Education. In 2009 Harvey Siegel edited "The Oxford Handbook of Philosophy of Education." This article develops a theme, prompted by reflection on several essays in that volume, about the nature of philosophy of education and its relation to philosophy. Siegel's view that philosophy of education is a "branch" of philosophy is put to the test, largely via a comparison between philosophy of education and aesthetics. At the other end of the spectrum, Philip Kitcher, another contributor, is attracted to Dewey's view that philosophy is "the general theory of education". Like Kitcher's piece, this article does not see philosophy of education as a specialism within philosophy. It warms to Martha Nussbaum's and Randall Curren's more practically orientated pieces, as well as to Kitcher's disturbing analysis of the shift of capital towards East Asia, and the poor prospects many countries have for a humane, democratic society and education system, as their efforts are directed towards economic survival. The last section takes up Kitcher's suggestion that philosophy of education should bend its efforts to seeing what might be done to raise those prospects.   [More]  Descriptors: Educational Philosophy, Comparative Analysis, Educational Theories, Aesthetics

Means, Alexander (2013). Creativity and the Biopolitical Commons in Secondary and Higher Education, Policy Futures in Education. This article draws on autonomist theory in order to examine the role of creativity in educational policy and governance. Drawing examples primarily from the North American context, it suggests that extant efforts to manage creativity in secondary and higher education are ultimately unstable, revealing what the Edu-factory collective has referred to as the "double crisis" in education. This refers to the erosion of the social democratic purposes of education conjoined with emergent conflicts over knowledge and immaterial labor. Ultimately, the article suggests that creativity rests at a key axis of contestation between state-corporate power and the possibility of imagining alternative democratic and sustainable futures rooted in the common.   [More]  Descriptors: Creativity, Educational Policy, Educational Administration, Governance

Stoddard, Jeremy (2013). Hillary: The Movie, The History Channel, and the Challenge of the Documentary for Democratic Education, Teachers College Record. Background/Context: In "Citizens United vs. Federal Election Commission (2009)," the U.S. Supreme Court cleared the way for corporations to spend unlimited amounts of money to influence citizens' decisions about candidates and issues that will appear on election ballots. More important, however, for democratic educators, the ruling was grounded in an assumption that citizens can easily recognize "political speech" when it appears in media such as "Hillary: The Movie," the film at issue in the case. Purpose/Objective/Research Question/Focus of Study: This article examines implications of this ruling for democratic education. In particular, this article focuses on the nature of the documentary form in society, including how it is used toward political purposes and how teachers, students, and the public view it as an objective source of information in and out of the classroom. Research Design: This study is designed as an analytic essay that addresses a critical issue within democratic and media education and draws from a broad base of empirical, theoretical, and conceptual work to examine issues exacerbated by the "Citizens United" ruling. Conclusions/Recommendations: This article concludes that critical media education should be a core tenet of democratic education, especially as we move into the 21st century, and outlines areas to address in curriculum, pedagogy, and policy.   [More]  Descriptors: Court Litigation, Films, Democracy, Political Issues

Gildersleeve, Ryan Evely (2017). Making and Becoming in the Undocumented Student Policy Regime: A Post-Qualitative [Discourse] Analysis of U.S. Immigration and Higher Education Policy, Education Policy Analysis Archives. This paper discursively analyzes the public conversation around immigration as it intrasects with state and federal policy, particularly in relation to higher education. I take in-state resident tuition policy as a departure point for an effort to explain how "undocumented" and "illegal" subject positions are produced through "intra"-secting policy texts, popular journalism, and presidential campaigns. I illustrate how understandings of students become reified into "undocumented" and/or "illegal" identities. Meanwhile, I pay special attention to the discursive productions made available from policy texts, highlighting the use of discourse analysis in the interrogation of social policy.   [More]  Descriptors: Immigration, Undocumented Immigrants, Tuition, Higher Education

Slocum, Lee Ann; Esbensen, Finn-Aage; Taylor, Terrance J. (2017). The Code of Silence in Schools: An Assessment of a Socio-Ecological Model of Youth's Willingness to Report School Misbehavior, Youth & Society. Socio-ecological models of victimization reporting incorporate normative constraints and instrumental considerations at the individual and contextual levels. Drawing on this model, we explore factors related to students' willingness to report problem behaviors that they might observe in school. Data obtained from student and teacher/administrator surveys and administrative data are used to explore these relationships. We find that individual-level factors are the primary determinants of reporting attitudes, but school context is also important. Students are more willing to report misbehavior in schools with democratic authority structures and consistent enforcement of school rules. Attitudes toward reporting are less favorable when the school culture is supportive of a street code, and the effect of street code culture is fully explained by students' personal norms and experiences. We also find evidence that personal adherence to a street code moderates the effect of school context on reporting attitudes. Implications for theory and practice are discussed.   [More]  Descriptors: Student Attitudes, Disclosure, Behavior Problems, Student Surveys

Hanesová, Dana; Hanes, Pavel (2017). Understanding and Nourishing Christian Vocation to Higher Education in a Postcommunist Society, Christian Higher Education. To understand the concept of "Christian vocation" within the context of higher education in a postcommunist society, reflection on its communist and postcommunist history is necessary. Thus, the authors first present an analysis of Eastern Europe's Marxist past, specifically focusing on the external and internal impact of that past on attitudes toward higher education of people living in a postcommunist society. Marxist "statism," or the total dominance of the state over an individual, remains an external influence more than a quarter of a century since Eastern Europe's 1989 democratic revolution that reshaped much of the continent. In considering the topic of vocation within the context of Eastern Europe, the ethos that works inwardly on members of postcommunist societies must be noted: suspicion leading to self-doubt, passivity kept alive by bureaucratization, and strict compartmentalization of knowledge into science versus religion. In the second part of the article, the authors describe the concept of Christian vocation in a postcommunist society, as understood by contemporary younger and older generations based on data from two recent qualitative investigations. These studies allowed for comparison between the generational views and documented important attitudinal changes. The third section concludes by providing examples of good practices for nurturing an understanding of Christian vocation in higher education in a postcommunist context. Although the effectiveness of some of these practices has been documented over time, most are still in their infancy. Despite the new democratic political system, Christians need to reconsider the former dichotomies (i.e., state-church, public-private, scientific-religious) and become more actively involved in previously inaccessible and challenging areas of influential work such as teaching and managerial positions in higher education institutions. It should be noted that the term "vocation," as used in languages of postcommunist European countries has several meanings such as invitation, calling, occupation, or profession; accordingly, the authors use the terms "vocation" and "calling" interchangeably in this article.   [More]  Descriptors: Religious Education, Christianity, Vocational Education, Social Systems

Kirkland, David E. (2013). A Search Past Silence: The Literacy of Young Black Men. Language & Literacy, Teachers College Press. This beautifully written book argues that educators need to understand the social worlds and complex literacy practices of African-American males in order to pay the increasing educational debt we owe all youth and break the school-to-prison pipeline. Moving portraits from the lives of six friends bring to life the structural characteristics and qualities of meaning-making practices, particularly practices that reveal the political tensions of defining who gets to be literate and who does not. Key chapters on language, literacy, race, and masculinity examine how the literacies, languages, and identities of these friends are shaped by the silences of societal denial. Ultimately, "A Search Past Silence" is a passionate call for educators to listen to the silenced voices of Black youth and to re-imagine the concept of being literate in a multicultural democratic society.   [More]  Descriptors: Youth, African American Children, Democracy, Correctional Institutions

Farrow, Robert (2017). Open Education and Critical Pedagogy, Learning, Media and Technology. This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as "openwashing". Section 3 uses Raymond's influential essay on open source software "The Cathedral and the Bazaar" as a framework for thinking through these issues, and about alternative power structures in open education. In Section 4, an explicit link is drawn between more equal and democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy.   [More]  Descriptors: Open Education, Critical Theory, Teaching Methods, Open Source Technology

Suarez, Daniel Hugo (2017). The Narrative Documentation of Pedagogical Experiences and the Democratization of Professional Development and Schooling in Argentina, International Journal of Qualitative Studies in Education (QSE). This article represents the culmination of several decades of the development of collaborative forms of teacher inquiry in Argentina and Chile. Inspired by education ethnographers in the 1970s and 1980s, the "talleres" (workshops) movement led to forms of professional development grounded in critical ethnographic inquiry by teachers and an attempt to open up democratic spaces in the context of brutal dictatorships in both counties. The author documents the current iteration of this approach. While the original "talleres" drew on work by Paulo Freire and Enrique Pichon-Riviere, the approach developed by the author is grounded in Latin American traditions of narrative and memory. Using a case example, he documents the process of how teachers collaborate to problematize their practice through several iterations of narratives of their pedagogical experiences.   [More]  Descriptors: Foreign Countries, Documentation, Democracy, Faculty Development

Silverman, Marissa (2013). A Critical Ethnography of Democratic Music Listening, British Journal of Music Education. The purpose of this critical ethnography was to investigate how music educators can approach the development of students' music listening abilities democratically in order to deepen students' musical understandings and, by teaching through music, create pathways for student-teacher transactions that are inclusive, educative, ethical and transformative. Critical ethnographies utilise qualitative data collection methods (e.g. observations, journaling, interviews, audiotapes) for sociopolitical and ethical purposes. That is, critical ethnographies are "critical" in two senses: (a) they are framed and carried out with a social-ethical sense of responsibility to critique and, if necessary, change the status quo of specific contexts they investigate and (b) they are grounded in "a self-referential form of reflexivity that aims to criticise the ethnographer's own production of an account" (Schwandt, 2007, p. 51). One finding of this critical ethnography of my urban music classroom is that students are most apt to learn music listening effectively and enjoyably when afforded democratic and creative opportunities to express their beliefs about the natures and values of the musics they decide to select, experience and discuss critically. Another finding is that although democratic teaching and learning inevitably involves conflicts, participants can and do learn to manage and transform these conflicts constructively. One important implication of these findings is that music classrooms can be powerful contexts and means for students' social-ethical development.   [More]  Descriptors: Ethnography, Music, Listening, Music Teachers

Schupack, Sara (2013). Circle and Lines: Complexities of Learning in Community, ProQuest LLC. Following is a study that explores learning in community in a fully-integrated, team taught course at a community college in New England. These classes, Learning Communities (LCs) represent rich opportunities for exploring and practicing democratic education. From a theoretical grounding in social learning theories and an exploration into learning and community as active, ongoing phenomena, I present narrative, relational research as enactment. Data from field notes, interviews, focus groups and researcher reflections inform findings and analysis. I represent this as an experience parallel to–not claiming either to mirror or replace–the experiences of the other participants. In these findings, I identify a duality of circles and lines, with circles representing open inquiry, community, collaboration, and democratic discourse. Lines represent reification, hierarchical and binary thinking, and the threat of positivism. Long hours, intense interactions, openness to collaboration, flexible pedagogy, and emerging curriculum all make for complicated relationships that allow for questions, confusions and tensions around what it means to know, who gets to decide, and what are the parameters and epistemologies of academic disciplines. I hope, through this text, to report, celebrate, and participate in these conversations. [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:…   [More]  Descriptors: Community Colleges, Courses, College Curriculum, Learning Theories

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