Bibliography: Democracy (page 464 of 605)

This bibliography is selected and organized by the I'm with Jill website.  Some of the authors featured on this page include Barbara Stengel, Thomas E. Shriver, Sherry Cable, Donald Blumenfeld-Jones, Olivia Gude, Jim Garrison, Hailey Neubauer, Andrew Delbanco, Eleni M. Oikonomidoy, and Cynthia H. Brock.

Garrison, Jim (2009). The Art and Science of Education, Journal of Curriculum Studies. This is the third of four essays discussing John Dewey's short essay, "Education as engineering", placing the essay into its historical context while also hinting at contemporary connections. This essay aims to show that one must not take the term "engineering" in a narrow, technical sense. Dewey was concerned with how the beliefs and values of unreflective, customary thinking about education not only controls and limits and serious educational reform, but also the patterns of educational research carryied out. Because all inquiry is theory and value-laden, "objectivity" in educational research depends on acknowledging the beliefs and values that are assumed in inquiry.   [More]  Descriptors: Educational Research, Educational Change, Engineering, Philosophy

Lawn, Martin (2013). A Systemless System: Designing the Disarticulation of English State Education, European Educational Research Journal. The idea of a system of education has never been fully accepted in England. A more realistic translation of the realities of English education is that of systems of education, folded inside each other. Although it is possible to outline the building blocks of a national system (primary, secondary, further and higher), the political, spatial and contextual elements in the organisation of education over time mean that it is almost impossible to describe the system meaningfully. The idea of an English system is a vernacular device used within the twentieth century to manage the contradictions and diversity of educational provision. In the twenty-first century, even this device is failing to work, as a wide range of providers and a hostile government have systematically disarticulated the idea of a system.   [More]  Descriptors: Foreign Countries, Public Education, Systems Approach, Educational History

Gereluk, Dianne (2013). The Democratic Imperative to Address Sexual Equality Rights in Schools, Educational Theory. Issues of sexual orientation elicit ethical debates in schools and society. In jurisdictions where a legal right has not yet been established, one argument commonly rests on whether schools ought to address issues of same-sex relationships and marriage on the basis of civil equality, or whether such controversial issues ought to remain in the private sphere. Drawing upon an antiperfectionist liberal framework, Dianne Gereluk argues that schools have an obligation to educate students in two important ways. First, students must develop an awareness and understanding of the range of acceptable and permissible ways of life that may lead to human flourishing. Second, students must understand the requisite protections and recognition afforded to individuals in a pluralist society.   [More]  Descriptors: Democracy, Sexual Orientation, Sexual Identity, Civil Rights

Gude, Olivia (2009). Art Education for Democratic Life, Art Education. Much arts education research is devoted to articulating the development of students' modes of thinking and acting, describing the development of various aptitudes in terms of the individual's experiences and accomplishments. This article presents a lecture by Olivia Gude, the recipient of the 2009 Lowenfeld Award. In this lecture, Gude focuses on how the unique abilities that are developed through experiences in the arts are the qualities and habits of mind of art-educated, artistically-self-actualized individuals who are situated within and constituent of a democratic society.   [More]  Descriptors: Democracy, Art Education, Lecture Method, Democratic Values

Delbanco, Andrew (2012). What Is College for?, Continuing Higher Education Review. What is college for? There are basically three prevailing answers to this question. The most common answer is an economic one, though it is really two linked answers: first, that providing more people with a college education is good for the economic health of the nation; and second, that going to college is good for the economic competitiveness of the individuals who constitute the nation. Politicians tend to emphasize the first point. For such economic reasons alone, it is alarming that the United States has been slipping relative to other developed nations as measured by the percentage of its younger population with at least some postsecondary education. Within this gloomy general picture are some especially disturbing particulars. For one thing, flat or declining college attainment rates (relative to other nations) apply disproportionately to minorities, who are a growing portion of the American population. Moreover, among those who do get to college, high-achieving students from affluent families are four times more likely to attend a selective college than students from poor families with comparable grades and test scores. The second argument for the importance of college is a political one, though one rarely hears it from politicians. "The basis of our government," as Thomas Jefferson put the matter near the end of the eighteenth century, is "the opinion of the people." And so if the new republic was to flourish and endure, it required above all, an educated citizenry–a conviction in which Jefferson was joined by John Adams.   [More]  Descriptors: Developed Nations, Higher Education, General Education, Citizenship

Murray, Michael J. (2013). What Happens in the Classroom Stays in the Classroom–The Limits to the Transformative Approach to Education for Political Citizenship, Adult Learner: The Irish Journal of Adult and Community Education. This article offers a critical examination of the transformative approach to education for political citizenship. The argument offered here is that the transformative approaches lacks the capacity to fully acknowledge the asymmetries of political power and as a consequence, it promotes an idealised construct of political citizenship which does not transfer readily to spheres of political activity outside of the learning space. Learning about the "ubiquity of power" should not be construed as indoctrination. Rather, it offers learners the possibility to challenge all aspects of political activity and to explore alternatives to established discourses.   [More]   [More]  Descriptors: Adult Education, Transformative Learning, Citizenship Education, Politics

Camarero, Pilar Pérez; Cruzado, Raúl Díaz-Obregón (2013). We Are Spanish, Born under Franco's Dictatorship, and We Are Developing the Posbolonian Uniform Performance as a Form of Global Activism, International Journal of Art & Design Education. The Posbolonian Uniform is a creative, artistic and performative response, undertaken as a criticism and opposition to the losses of democratic freedoms that have occurred in Spain recently. It is a bid by two university instructors for the use of artistic tools, specifically performance art, as a means of social transformation in their academic environments. It is a creative rebellion and academic disobedience seeking a depoliticization of education–a change in social reconstruction through the consolidation of critical thinking tools, as art ideally should be.   [More]  Descriptors: Foreign Countries, Creative Activities, Art Activities, Theater Arts

Oikonomidoy, Eleni M.; Brock, Cynthia H.; Obenchain, Kathryn M.; Pennington, Julie L. (2013). Demos as an Explanatory Lens in Teacher Educators' Elusive Search for Social Justice, Education, Citizenship and Social Justice. Borrowing insights from the Ancient Greek ideal conceptions of a democratic civic space (demos), this article examines the applicability of this framework to four teacher educators' journey to implement social justice in their programs. It is proposed that the three constitutive dimensions of demos (freedom of speech, equality to vote and hold office, and equality against the law) could provide explanatory lenses to bottom-up collaborative projects in teacher education and beyond, through the illumination of both successes and failures.   [More]  Descriptors: Teacher Educators, Social Justice, Democracy, Teacher Education Programs

Shriver, Thomas E.; Adams, Alison E.; Cable, Sherry (2013). Discursive Obstruction and Elite Opposition to Environmental Activism in the Czech Republic, Social Forces. Extant research on social movements has highlighted activists' discursive tactics to challenge the state, yet little analytical attention focuses on elite efforts to dominate the discourse arena through the deployment of oppositional frames. This paper analyzes elite oppositional framing surrounding the placement of a highway bypass in the Czech Republic. Our research examines how democratic states deploy oppositional frames and enlist elite countermovement support for their efforts to obstruct challenges. Using a range of data sources, we delineate the mechanisms used by these elite actors to vilify and stigmatize environmental activists, paving the way for more violent forms of public harassment. The concept we initiate, "discursive obstruction", adds the critical dimension of power relations to analyses of both framing processes and discursive opportunity structures. We conclude by discussing the implications of our results for social movement research.   [More]  Descriptors: Activism, Foreign Countries, Civil Engineering, Motor Vehicles

Rodríguez, Encarna (2013). Child-Centered Pedagogies, Curriculum Reforms and Neoliberalism. Many Causes for Concern, Some Reasons for Hope, Journal of Pedagogy. This article maps some of the ways in which neoliberalism, pedagogy, and curriculum are closely interconnected. Looking at the Spanish curriculum reform during the first Socialist administration in the late 1980s and early 1990s, it explicitly identifies child-centered pedagogies as an important tool in articulating the neoliberal agenda in curriculum reforms around the world. It explores the way Spain uncritically embraced these curriculum reforms with a notion of the individual not defined by the educational needs of the country but by the neoliberal rationality dominating Spain's political and economic transition at the time. Based on this analysis and on the way child-centered pedagogies have been implemented in education reforms around the world, this article considers the question of whether such pedagogies can really work toward the democratic ideals they claim to serve. The article concludes by offering some reflections on this question and by calling for a larger and interdisciplinary conversation on the ideological possibilities of these pedagogies.   [More]  Descriptors: Foreign Countries, Neoliberalism, Educational Change, Student Centered Curriculum

Lange, Lis (2012). Understanding and Action: Thinking with Arendt about Democratic Education, Perspectives in Education. Taking as its point of departure Ahier's location of the problem of citizenship in the context of the changes that globalisation and neo-liberalism have brought about in higher education, this article focuses on the conceptual preconditions that need to underpin the idea of "teaching" citizenship through the university curriculum. The article takes the republican notion of citizenship and Hannah Arendt's contribution to thinking politics, citizenship and education to propose a political pedagogy that can help foster a citizenship identity that counters the individualist identities provided by the insidious influence of the market in higher education.   [More]  Descriptors: Citizenship Education, Higher Education, College Curriculum, Citizenship

Stengel, Barbara (2009). More than "Mere Ideas": Deweyan Tools for the Contemporary Philosopher, Education and Culture. John Dewey was born into a world ripe for philosophical reconstruction, as scientific advancement, technological innovation, and social reinterpretation reconfigured the intellectual landscape. Dewey rendered his world intelligible through three important "moral ideas": (1) The voice and the perspective of "the other" is an essential source for understanding; (2) The practice of intelligence requires a logic of continuity; and (3) What "is" matters in the construction of what can and ought to be. These moving ideas, these tools, are familiar to contemporary scholars–critical theorists, feminists, and scientists respectively–who claim them as their own while any link to Dewey is obscured or ignored. In this article, the author explores Dewey's early recognition of these tools. She suggests that Dewey speaks in a voice that can still be heard today precisely because these seemingly new ideas were embedded in his philosophical, pedagogical, and relational habits of mind. However, the author does so–and concludes–with the caution that "doing Dewey" requires a dynamic rather than static approach to philosophic ideas as heuristic habits are always subject to reconstruction. The author begins with some relevant observations about Dewey's biography.   [More]  Descriptors: Ethics, Values, Reflection, Immigrants

Coles, Jane (2013). "Every Child's Birthright"? Democratic Entitlement and the Role of Canonical Literature in the English National Curriculum, Curriculum Journal. In the current government's "Great Books" approach to the National Curriculum for English lies an apparent desire for all school students to benefit from access to a shared "cultural heritage", where compulsory knowledge of Shakespeare and other canonical writers is in itself assumed to be a transformative and democratising process. With reference to qualitative classroom-based research focusing on year 9 and 10 students' experience of Shakespeare at Key Stage 3 and Key Stage 4, this article questions that assumption. Drawing on classroom and interview data from two London comprehensive schools, it suggests that for many students it has been an experience that serves to exclude, a reproduction of existing socio-cultural differences. Ultimately, even in classrooms where teachers attempt to construct Shakespeare pedagogically as "active", the process of reading may remain a passive one, where textual meanings are ultimately almost entirely mediated by teachers, mindful of ensuring all students are afforded "access" to the text. This article argues that Shakespeare's iconic status and the authority of the text thus remain largely intact, a disabling process for some students.   [More]  Descriptors: Cultural Differences, Cultural Background, National Curriculum, Foreign Countries

Pasque, Penny A.; Neubauer, Hailey (2013). Beyond Discourse to Emancipatory Action: Lessons from an Undergraduate, About Campus. One undergraduate's transformational story of self-discovery and personal development frames this discussion of the importance of undergraduate involvement in social justice research. In this article, the authors first share a bit about the national landscape regarding community-university engagement initiatives. They also share research findings that are instructive to higher education and student affairs professionals engaged in regular dialogues and programs that work to make change on campus and in local communities. Finally, they offer a call to action to the White House to tangibly follow up on some verbal initiatives they have mentioned in a way that might help foster campus engagement initiatives in a sustainable manner. They hope this information is useful to administrators and undergraduates as they work to move beyond discourse to emancipatory social action as local community members and as a larger nation.   [More]  Descriptors: Undergraduate Students, Social Justice, Student Research, School Community Relationship

Blumenfeld-Jones, Donald (2009). Bodily-Kinesthetic Intelligence and Dance Education: Critique, Revision, and Potentials for the Democratic Ideal, Journal of Aesthetic Education. This paper offers a way of rethinking Howard Gardner's theory of Multiple Intelligences. The bodily-kinesthetic intelligence is used as the point of critique. The author provides a detailed discussion of the act of dancing as counterpoint to Gardner's understanding of the intelligence. The author critiques Gardner's exemplar and evolutionary criteria as inadequately conceptualized. Finally, the author argues for a more democratic approach to educating for the intelligence and a specific form of dance to best fulfill those educational prospects of dance.   [More]  Descriptors: Multiple Intelligences, Dance, Dance Education, Kinesthetic Perception

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