Bibliography: Democracy (page 467 of 605)

This bibliography is independently curated for the I'm with Jill website.  Some of the authors featured on this page include Mohamed Seedat, Danielle Zay, Nektaria Palaiologou, Peter Moss, Kristin Phillips, Katherine Ryan, Lisa Catherine Ehrich, Charles Mather, Steven P. Camicia, and Moacir Gadotti.

Hammett, Daniel; Mather, Charles (2011). Beyond Decoding: Political Cartoons in the Classroom, Journal of Geography in Higher Education. Geographers and other social scientists have argued that cartoons can play an effective role in enhancing the classroom experience and foster the development of critical thinking skills. We confirm the case for the use of cartoons in the classroom while arguing that recent writing underestimates the potential of this medium as a teaching resource. Our argument is that this medium can and should be used in teaching theoretical and conceptual debates in geography. We use recent cartoons by the South African cartoonist Zapiro to provide a framework for how this can be achieved in the classroom.   [More]  Descriptors: Cartoons, Critical Thinking, Thinking Skills, Geography

Gadotti, Moacir (2011). Adult Education as a Human Right: The Latin American Context and the Ecopedagogic Perspective, International Review of Education. This article presents the concept and practice of adult education as a key issue for Brazil and other Latin American countries, both for formal and non-formal education in the public and private sectors. It includes citizen education focused on democratisation of society and sustainable development. The concept is pluralist and ideological as well as technical. All along the history of contemporary education it is essential to highlight the importance of the CONFINTEA conferences for the construction of an expanded vision of this concept. Adult education is understood as a human right. The right to education does not end when a person has reached the so-called "proper" age; it continues to be a right for the duration of everyone's entire life. This article explores Paulo Freire's contribution, particularly the methodology of MOVA (Youth and Adult Literacy Movement). It also presents the ecopedagogic perspective, which was inspired by Paulo Freire's legacy. Finally, this article stresses the need to support a long-term policy for adult education, following the recommendations of the Civil Society International Forum (FISC) and CONFINTEA VI, both held in Belem, Brazil, in 2009.   [More]  Descriptors: Adult Education, Civil Rights, Citizenship Education, Democracy

Malin, Heather (2011). America as a Philosophy: Implications for the Development of American Identity among Today's Youth, Applied Developmental Science. American identity is a little understood aspect of youth development, and one that is important to youth civic development and engagement. This article introduces the problem of American identity as a multidisciplinary issue, provides a historical analysis of the philosophical foundation of the nation, and integrates the different disciplinary perspectives to gain insight into the conflicts that challenge the perpetuation and growth of American identity. The analysis in this article contextualizes American identity such that the complexity of the problems can be more fully understood by those who seek to conduct research on civic and national identity among American youth.   [More]  Descriptors: Nationalism, Youth, Adolescents, Democratic Values

Schul, James E. (2011). Revisiting an Old Friend: The Practice and Promise of Cooperative Learning for the Twenty-First Century, Social Studies. Cooperative learning has long been at the disposal of school teachers. However, it is often misunderstood by some teachers as just another form of collaborative group work. This article revisits cooperative learning, including a sampling of its popular variations, with practical approaches toward effectively integrating it into classroom instruction. Moreover, this article highlights the promise that cooperative learning holds for democratic education in the twenty-first century with special attention paid to its social implications.   [More]  Descriptors: Democracy, Cooperative Learning, Teachers, Teaching Methods

Palaiologou, Nektaria (2011). The Modern Intercultural Persona and "Civitas": Tracing the Path Back to the Ancient Greek Demoi, Intercultural Education. This conceptual paper represents an attempt to reflect on the notion of the "ancient Greek polis"–a subject of study and sometimes heated debate for many philosophers and historians worldwide–as a paradigm of a city that can offer some insight into modern states, in an era of globalisation and tense multiculturalism. By providing a synthesis of information, based on a selection of well-known philosophers' and historians' writings, who have studied extensively the structure and development of ancient Greece and its impact on modern times, this paper aims to draw some conclusions, as useful lessons for modern societies, learned from the ancient Greek "polis."   [More]  Descriptors: Greek Civilization, Cultural Pluralism, Foreign Countries, Municipalities

Smith, Martha Nell (2011). The Humanities Are Not a Luxury: A Manifesto for the Twenty-First Century, Liberal Education. The humanities are at the heart of knowing about the human condition; they are not a luxury. The erosion of support for the humanities and the perennial anxiety about the state of the humanities are systemic. The author contends that until people acknowledge this fact, they will keep lurching from one point to another, unable to recognize the repetition, and continually slouching toward but then away from the problem. In this article, she offers five recommendations for how those in the humanities can best use their most powerful tool: the technology of self-consciousness, of mindfulness.   [More]  Descriptors: Humanities, Poetry, Figurative Language, Citizenship

Pitts, Timothy Wade (2011). Common Schools: Classical Schools Citizenship Education in a Pluralistic State, ProQuest LLC. In the current political climate, where many politicians in both Europe and United States have proclaimed that multi-cultural education has failed as an educational paradigm, there is a growing fear that the very idea of a democratic, multicultural society is untenable over time. In this dissertation, I explore three responses to the question of how citizens ought to be educated in such a nation–i.e., what commitments and values are vital to the continued maintenance, and improvement, of a pluralistic nation that values individual freedom and how those commitments and values can be taught.   I have examined the common school proposals of Walter Feinberg and Eamonn Callan that draw heavily upon current liberal democratic theory and juxtaposed these expositions with the "classical" educational theory of David Hicks. I ask two questions of Feinberg and Callan: (I) would their proposals accomplish their stated aims of creating and unifying an autonomous citizenry?, and (2) would their proposals be likely to overcome the significant presuppositional gulf that often separates citizens on the question of what identity work is proper to the public school?   I suggest that both Feinberg's and Callan's proposals are unlikely to achieve their goals. I agree with Feinberg that a contextualized identity is a necessary and proper goal of education; however, his reliance upon contextualized identity as an educational aim is unlikely to achieve the national unity he desires. I agree with Callan that individual autonomy is a great good and an ideal worth pursuing; however, I argue that while Callan's depiction of the autonomous citizen is philosophically compelling, it is not likely to compel the student to seek personal autonomy as a virtue. Neither approach appears to offer significant promise for bridging the presuppositional gulf that separates citizens with profound religious commitments from their more liberally minded fellow citizens.   Hicks approach to normative inquiry, which accords imagination a greater role in the development of virtue, is presented as a possible ameliorating approach that might help to bridge that presuppositional gulf–providing a liberal education to the young citizens without necessarily requiring acceptance of the often divisive liberal commitments.   [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: Citizenship, Cultural Education, Democracy, Citizenship Education

Moss, Peter (2011). From Hollowed-Out Council to Educative Commune: Imagining Local Authorities in a Democratic Public Education, FORUM: for promoting 3-19 comprehensive education. This article argues the case for local authorities having an important role in a renewed democratic public education, adopting the term "educative commune" to express an image of the local authority as a protagonist working with others to build a local educational project. As well as considering the role of this educative commune in a democratic public education, the author also wants to consider what conditions may benefit its development. But first, the author offers an example of what an "educative commune" looks like in practice, taking the case of Reggio Emilia, a city of some 160,000 people in the Emilia-Romagna region of Northern Italy.   [More]  Descriptors: Public Education, Democracy, School Districts, Role

Hughes, Sherick (2011). Justice for All or Justice for Just Us? Toward a Critical Race Pedagogy of Hope through "Brown" in Urban Education, Urban Education. This article uses critical theoretical methods to reconsider the potential of "Brown v. Board of Education of Topeka" in urban education. It finds "Brown" as a potentially useful tool for coconstructing critical race pedagogy of hope that involves (a) Socratic questioning of the endemic nature of racism and power dynamics of public education and the political discursive innovations of "Brown"; (b) a commitment to justice in urban education for all stakeholders, including stakeholders representing injustices linking race to class and gender; and (c) tragicomic hope–locating, critiquing, and ultimately engaging the action of hope to sustain participation in the struggle for distributive justice in public education.   [More]  Descriptors: Urban Education, Public Education, Critical Theory, Race

Kimber, Megan; Ehrich, Lisa Catherine (2011). The Democratic Deficit and School-Based Management in Australia, Journal of Educational Administration. Purpose: The paper seeks to apply the theory of the democratic deficit to school-based management with an emphasis on Australia. This theory was developed to examine managerial restructuring of the Australian Public Service in the 1990s. Given similarities between the use of managerial practices in the public service and government schools, the authors draw on recent literature about school-based management in Australia and apply the democratic deficit theory to it. Design/methodology/approach: This paper is conceptual in focus. The authors analyse literature in terms of the three components of the democratic deficit–i.e. the weakening of accountability, the denial of the roles and values of public employees, and the emergence of a "hollow state"–and in relation to the application of this theory to the Australian Public Service. Findings: A trend towards the three components of the democratic deficit is evident in Australia although, to date, its emergence has not been as extensive as in the UK. The authors argue that the democratic principles on which public schooling in Australia was founded are being eroded by managerial and market practices. Practical implications: These findings provide policy makers and practitioners with another way of examining managerial and market understandings of school-based management and its impact on teachers and on students. It offers suggestions to reorient practices away from those that are exclusively managerial-based towards those that are public-sector based. Originality/value: The value of this paper is that it applies the theory of the democratic deficit to current understandings of school-based management.   [More]  Descriptors: School Based Management, Public Schools, Privatization, Democracy

Samuels, Maurice; Ryan, Katherine (2011). Grounding Evaluations in Culture, American Journal of Evaluation. The emergence of and the attention given to culture in the evaluation field over the last decade has created a heightened awareness of and need for evaluators to understand the complexity and multidimensionality of evaluations within multicultural, multiracial, and cross-cultural contexts. In this article, the authors discuss how cultural considerations can be incorporated within other evaluation approaches (e.g., school-based evaluation). The authors begin with a selective review on the rapidly growing literature on culture and evaluation, with particular attention to culturally responsive evaluation. After sketching the foundations and implementation of this approach, designated as culturally relevant democratic inquiry (CDI), the authors present an excerpt from a CDI pilot the authors have conducted. The article concludes with an analysis of the potential benefits and current challenges to implementing CDI and integrating culture into evaluations in general.   [More]  Descriptors: Evaluation Methods, Culture, Cultural Relevance, Inquiry

Zay, Danielle (2011). A Cooperative School Model to Promote Intercultural Dialogue between Citizens-to-Be, Policy Futures in Education. This article introduces the European comparative results of the national report written by the author for the international project supported by the European Commission, "Strategies for Supporting Schools and Teachers in Order to Foster Social Inclusion." It focuses on one of the main issues and the specific methodology of the French report. The development of international exchanges has led to both growing inequality between citizens from the same country and a growing number of new immigrant populations arriving for economic or political reasons. No European Union member state can be quite as irrational as to ignore them or to neglect the debate on how we can live together on the same soil. Although European countries have chosen the same type of market economy and democratic society, they do not have the same view about the kind of society and schools that will best serve their goals. In particular, their education and social policies are not inspired by the same paradigms and concepts with regard to social exclusion, education or citizenship within the state. Through research results and case studies, this research develops a cooperative school model based on teachers' initiatives and "community development" to prepare citizens-to-be to support citizens in a free and equal community. Intercultural dialogue is a key factor for achieving such a target.   [More]  Descriptors: Foreign Countries, Citizenship Education, Immigrants, Schools

Camicia, Steven P.; Zhu, Juanjuan (2011). Citizenship Education under Discourses of Nationalism, Globalization, and Cosmopolitanism: Illustrations from China and the United States, Frontiers of Education in China. The authors, one from China and one from the United States, present a theoretical framework for understanding the discursive fields of citizenship education as composed, in large part, of the discourses of nationalism, globalization, and cosmopolitanism. The framework is illustrated by examples from citizenship education in China and the United States. Citizenship education in these examples is largely influenced by the discourse of nationalism. The discursive fields are fractured, context-specific, and dynamic. In conclusion, the authors call for awareness of how these discourses operate, and propose that the discourses of globalization and cosmopolitanism merge and strengthen within citizenship education. The effect could be a new citizenship education that is responsive to the current needs of local and global democratic communities.   [More]  Descriptors: Nationalism, Citizenship, Citizenship Education, Global Approach

Phillips, Kristin (2011). Educational Policymaking in the Tanzanian Postcolony: Authenticity, Accountability, and the Politics of Culture, Critical Studies in Education. In this article I explore the political event of the Tanzanian government's interdiction of a prominent educational civil society organization in order to theorize the emerging policy heterarchy in Tanzania. In the context of the ensuing public debate about the interdiction, I ask two questions: (1) what tensions are emerging from the democratization reforms embedded in national iterations of international EFA policies and (2) to what end are such reforms taking place? I address these questions with ethnographic, documentary and interview data collected as part of a broader study of participation in development between 2004 and 2007 in Dar es Salaam and the Singida region of central Tanzania. My analysis draws on critical, anthropological and postcolonial theories to explore the tensions of policy making in the context of the Tanzanian postcolony and how such tensions carve out a political topography in Tanzania that delimits and demarcates how policy travels.   [More]  Descriptors: Anthropology, Educational Change, Foreign Countries, Educational Policy

Seedat, Mohamed; Lazarus, Sandy (2011). Community Psychology in South Africa: Origins, Developments, and Manifestations, Journal of Community Psychology. This article represents a South African contribution to the growing international body of knowledge on histories of community psychology. We trace the early antecedents of social-community psychology interventions and describe the social forces and academic influences that provided the impetus for the emergence and development of community psychology in South Africa. We then draw on various sources, including undocumented small histories of organized groups and individuals, to present on account of the emergence, development, and focus of community psychology in South Africa. We also very briefly describe community-focused work in other selected African countries. In the penultimate section, we take a critical look at the notions of "community" embedded in community psychology practice in South Africa, and then by way of conclusion we describe the trajectory of community psychology and speculate about its future in the country.   [More]  Descriptors: Foreign Countries, Psychology, Intervention, Community

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