Bibliography: Democracy (page 470 of 605)

This annotated bibliography is compiled and customized for the I'm with Jill website.  Some of the authors featured on this page include Anna Floch Arcello, Steven Schroeder-Davis, Priti Chopra, Janne Varjo, Damon Thomas, Eric Shieh, Annika M. Konrad, Liliana M. Garces, Marilyn R. Tayler, and Jagdish S. Gundara.

Chopra, Priti (2014). Seeking Conditions of Possibility: (Re)conceptualising Democratic Discursive Practices in a Rights-Based Approach to Adult Education, Compare: A Journal of Comparative and International Education. This paper draws on ethnographic vignettes in an Indian rights-based approach to adult education programmes in order to examine the contestations and negotiations of facilitators in interface situations involving programme capacity building, monitoring and evaluation practice. The paper proposes that making visible the hegemonic nature of relationships between different adult education actors is critical to engendering democratic participation in adult education. It explores conditions of possibility for democratic participation in adult education in terms of (1) conceptualising empowerment as self-representation and autonomy; and (2) interrogating one's identity through self-deconstruction as an ethical responsibility and commitment to equity and social justice. This analysis has implications for informing and enhancing democratic participation in adult education capacity building, monitoring and evaluation processes.   [More]  Descriptors: Ethnography, Ethics, Civil Rights, Adult Education

AlMusaileem, Muhammad Y. (2012). Towards a New Theory in School Management: The Theory of Positive Containment, Education. This study argues for a new theory in school management based on the notion of positive containment which benefited from the integration of the main two patterns of leadership, i.e., the democratic and the authoritarian. In this theory, the school principal has to deal with one external and five internal circles of positive containments. The principal has to deal with his school staff in an open friendly democratic spirit. However, he has to practice the role of the good tyrant who depends on implicit bargaining with his school staff. In other words, When they perform his orders as stated, they will be rewarded. However, when they do not follow the orders, they will be held accountable. The study concludes with several expected outcomes as a result of theory implementation, including: the theory supports the principle of human relations in school work and works on involving everyone in school tasks no matter how small their job titles are.   [More]  Descriptors: Principals, Education Work Relationship, Human Relations, School Based Management

Varjo, Janne; Kalalahti, Mira; Silvennoinen, Heikki (2014). Families, School Choice, and Democratic Iterations on the Right to Education and Freedom of Education in Finnish Municipalities, Journal of School Choice. This article analyzes the ways in which the right to education and freedom of education are expressed in local school choice policies in Finland. We aim to discover the elements that form democratic iterations on the right to education and freedom of education by contrasting their manifestations in three local institutional spaces for parental school choice. We focus on different levels of structures and agents including national legislation, local spaces for school choice, municipal demographics, and the impact of socioeconomic status and institutional space for school choice on parental attitudes.   [More]  Descriptors: Foreign Countries, School Choice, Educational Policy, Civil Rights

Fedorova, Yevhenia (2014). Cultivation of Special Needs Students' Citizenship as the Basis in the Aspiration of Ukraine to European Integration, Comparative Professional Pedagogy. The prospects for the cultivation of special needs students' citizenship as a prerequisite for the entry of Ukraine into the European Community have been described. The priority of compliance of European democratic sociocultural standards and humanistic values, among which the most important are the changes of attitude towards the disabled people, providing the establishment of equal rights for all Ukrainian citizens, has been specified. It has been confirmed that equal rights for all citizens are a guarantee of the disabled person's civil self-affirmation and preservation of his honor and dignity. An analysis of domestic and foreign scholars' works on the issue of citizenship education of young people with special needs has been represented. The pecularities of the special needs students' citizenship education in the integrated environment of higher educational institutions have been characterised. On the basis of the analyzed literature it has been determined that a special needs' student has got an opportunity to gain greater understanding of himself and his role in the society, improve his adaptive skills, expand the range of interests and social circle, ensure his own potentialities as a social unit and assert himself in his own value to the society under the conditions of higher educational institution of integrated type. The factors underlying the formation of special needs students' citizenship in the integrated environment of higher educational institution and characterizing the individual's citizenship in the democratic society have been thoroughly described.   [More]  Descriptors: Humanism, Citizenship, Disabilities, Foreign Countries

Grant, Carl A.; Floch Arcello, Anna; Konrad, Annika M.; Swenson, Mary C. (2014). Fighting for the "Right to the City": Examining Spatial Injustice in Chicago Public School Closings, British Journal of Sociology of Education. This article uses Chicago public school closings as a case study for the rise of mayoral control and the decline of democratic participation — two common responses to stiff competition from global markets — in urban public schools in the United States. In response to the 2013 Chicago decision to close 50 schools and move 30,000 students, this article presents an in-depth look into the history and theory behind the situation. By drawing upon the history of restrictive education and housing policies for African Americans in Chicago and using a "critical spatial perspective," the authors argue that school closings are highly counterproductive to the fight for the "right to the city." The authors argue for increased democratic participation for students, parents, and community leaders in urban school systems across the globe.   [More]  Descriptors: Public Schools, Urban Schools, School Closing, Social Justice

Tayler, Marilyn R. (2014). The Transformation from Multidisciplinarity to Interdisciplinarity: A Case Study of a Course Involving the Status of Arab Citizens of Israel, Issues in Interdisciplinary Studies. The author demonstrates that entry-level students can achieve a more comprehensive understanding of complex problems through an explicitly interdisciplinary approach than through a merely multidisciplinary approach, using the process described in Repko's (2014) "Introduction to Interdisciplinary Studies." Repko takes the interdisciplinary process that is articulated in his earlier volume, "Interdisciplinary Research: Process and Theory" (2008, 2d ed. 2012), and adapts it for the introductory level. The author uses the example of an introductory Israel Studies course that focuses on the theme of Israel's conflicted identity as a Jewish and democratic state.At an appropriate point in the course, students analyze a case study by the author regarding Jewish marriage in Israel, found in "Case Studies in Interdisciplinary Research" (2012), as an illustration of the complete ten-step interdisciplinary research process described in Repko's earlier book, a process best suited for coursework beyond the introductory level. Students then apply Repko's more recent (2014) six-step entry¬­ level broad model of the interdisciplinary process to their own study regarding the status of Arab citizens of Israel.   [More]  Descriptors: Interdisciplinary Approach, Case Studies, Arabs, Foreign Countries

Gundara, Jagdish S. (2014). Global and Civilisational Knowledge: Eurocentrism, Intercultural Education and Civic Engagements, Intercultural Education. This article cites the problems of citizenship education in three different countries: Bosnia, England and Japan, partly because of the way in which these nations are defined, as well as the way in which knowledge within the official school curriculum is selectively developed. In most countries, the curriculum is derived from a narrowly based understanding of the nation. The article suggests that during the period of globalisation it might be possible to devise an intercultural understanding of knowledge from across cultures and civilisations to obviate a clash of civilisations. The first universalist phase that the paper considers is from fifth century BC to seventh century AD when the great religions of Zoroastrianism, Buddhism, Christianity and Islam existed in tributary regions. The second phase in Andalusia in the eleventh century was the interaction between Christian, Jewish and Muslim scholars, which was part of the development of the Renaissance. These developments contributed to scientific and secular knowledge during the Enlightenment and led to the affirmation of the universal. The French and the American revolutions were informed by these ideas. The fourth phase was the development of the ideas of socialism to establish societies based on the basis of equality, but the states which espoused these ideologies failed to deepen ideas of shared values and inclusive citizenship in democratic contexts. The fifth phase of universalist development was the end of the colonial regimes in the middle of the twentieth century. The development of the Non-Aligned Movement following the 1955 Bandung Conference was the highlight of this phase of human development, but like many other phases of human history also failed in many ways.   [More]  Descriptors: Intercultural Communication, Multicultural Education, Global Approach, Citizenship Education

Schroeder-Davis, Steven (2012). Science as a Candle in the Dark, Understanding Our Gifted. A major impediment to fostering critical thinking in STEM programs is, ironically, state science standards. In 2012, the Thomas Fordham Foundation completed a review of multiple aspects of US state science standards and determined states averaged a "C-" overall, with only six states earning an "A." This article is about how teachers (whether in a STEM program or not) can best practice scientific (i.e., critical) thinking and therefore promote it in their students, despite the fact that there are powerful mechanisms in place to make such promotion difficult.   [More]  Descriptors: State Standards, Best Practices, STEM Education, Critical Thinking

Brett, Peter; Thomas, Damon (2014). Discovering Argument: Linking Literacy, Citizenship Education, and Persuasive Advocacy, Journal of Social Science Education. This paper explores persuasive writing and what more might be done to help equip young people with the written literacy tools to be effective participants in civic activism. Firstly, we argue from an Australian (and Tasmanian) context that there may be merit in teachers and students re-visiting some of the advice from classical rhetoric around the discovery of arguments. Secondly, we analyse challenges that 14 year old students face in responding to Australia's national literacy tests which include a persuasive writing task–and exemplify this section with evidence drawn from a data source of outstanding student responses. We conclude by critically reviewing and augmenting the literacy strategies suggested in a representative citizenship education teaching text, and suggest a tentative stepped model for supporting high quality persuasive writing in the context of active citizenship and democratic engagement.   [More]  Descriptors: Persuasive Discourse, Writing (Composition), Advocacy, Literacy

Allsup, Randall Everett; Shieh, Eric (2012). Social Justice and Music Education: The Call for a Public Pedagogy, Music Educators Journal. At the heart of teaching others is the moral imperative to care. Social justice education begins with adopting a disposition to perceive and then act against indecencies and injustices. Teachers are public figures entrusted by a democratic society to act in the best interests of the children in their care. Music educators must embrace this social contract by "going public" or "coming out"–reaching beyond incomplete musical engagements and into larger and more intertwined social, artistic, and political domains. The authors refer to this stance as a public music pedagogy.   [More]  Descriptors: Social Justice, Music Education, Music, Democracy

Garces, Liliana M. (2014). Aligning Diversity, Quality, and Equity: The Implications of Legal and Public Policy Developments for Promoting Racial Diversity in Graduate Studies, American Journal of Education. Diversity today is considered central to the capacity of postsecondary institutions to thrive in an increasingly multiracial and multiethnic society. However, as universities take steps to reap the educational benefits of racial and ethnic diversity, legal decisions and state laws increasingly restrict the tools these institutions have historically implemented to further this goal. This article provides an overview of these legal and public policy developments and considers their implications for future policies aimed at achieving racial and ethnic diversity in graduate studies. The author emphasizes the need for institutions to reframe the ways concepts of diversity, equity, and quality are perceived and enacted through admissions policies.   [More]  Descriptors: Student Diversity, Graduate Students, Equal Education, Educational Quality

Naylor, Charlie (2014). Why Do We Educate? Are the Proposed BC K-12 Education Directions Appropriate for Future Economies, and for the Needs of a Diverse and Democratic Society? BCTF Research Report. RR2014-07, British Columbia Teachers' Federation. In the opening of this paper, critical questions regarding the role of education are asked. Is it to make a living or to build a better world? To serve the needs of industry or to build a democratic society? Should the "educated citizen" be a critical thinker? A person who lives in a sustainable way and cares for the environment? An entrepreneur? Some of these? All of these? Something else altogether? This paper makes the case that there needs to be a wider public debate on the purposes of British Columbia's public education system. Such a debate might better inform how much of a system's focus should be preparation for employment, and what the nature of employment might be in the years to come. It also makes the case that education is about so much more than preparation for work. It's also about the nature of our connections and relationships with each other and with the planet on which we live. It's about how we create and sustain the capacity to recognize and build on our population's diversity as an asset to create a harmonious multi-cultural and democratic society. The purposes of education include grander and more important concepts than the narrow frame which is currently being developed. This paper makes the case that the question "Why do we educate?" should be discussed, and the ensuing discussions should inform policy.   [More]  Descriptors: Foreign Countries, Educational Change, Elementary Secondary Education, Role of Education

Saltman, Kenneth J. (2014). Neoliberalism and Corporate School Reform: "Failure" and "Creative Destruction", Review of Education, Pedagogy & Cultural Studies. In the United States, corporate school reform or neoliberal educational restructuring has overtaken educational policy, practice, curriculum, and nearly all aspects of educational reform. Although this movement began on the political right, the corporate school model has been heralded across the political spectrum and is aggressively embraced now by both major parties. Corporate school reformers champion private sector approaches to reform, including especially, privatization, deregulation, and the importation of terms and assumptions from business, while they imagine public schools as private businesses, districts as markets, students as consumers, and knowledge as product. The traditional public school system suffered from funding inequality, racial segregation, and anti-intellectual, anti-critical approaches to schooling–all problems that neoliberal school restructuring worsens. However, a successful struggle for integration, equality of resources, and critical intellectual approaches to schooling has been waged and continues to be pursued. Efforts to challenge the new two-tiered system cannot be restricted to schooling but must be linked to a broader social movement for democratic control and against corporate control over the economy, the political system, and the culture. The goal should not be to replicate a more lucrative system of dual education–the rich part still public and the poor part privatized. The goal must be ending the dual education system. The author presents his opinion on neoliberalism and corporate school reform, concluding with some necessary steps to accomplish this goal.   [More]  Descriptors: Neoliberalism, Commercialization, Educational Change, Educational Policy

Waly, Salma G. (2014). Citizenship Education in Post-Revolutionary Egypt: Examining the Curriculum of a Civic Organization, International Education Journal: Comparative Perspectives. The purpose of this paper is to explore how civic organizations in Egypt after the revolution prepare students to be active citizens with a solid understanding of what their roles and duties are in an emergent democratic system. Through examining the curriculum of the summer school of one of the civic organizations in Cairo, I first look at the kind of themes or issues that are presented to the students. I then align the activities used at the school with research-based practices in citizenship education. I also try to look at the kind of democratic values that students develop through participation in the summer school.   [More]  Descriptors: Foreign Countries, Citizenship Education, Social Change, Democracy

Kus, Zafer (2014). Democratic Environments Offered to Children at School, in the Family, and in Society: The Case of Turkey, Educational Research for Policy and Practice. This research aims to investigate democratic environments offered to children in Turkey at school, in the home, and in society. A mixed method is a general type of research where qualitative and quantitative methods are used together. The researcher first collects quantitative and then the qualitative data. The study group in the research consisted of children in Kirsehir, a small city near the capital Ankara, in central Turkey. Democratic Environments scale and interview forms were used in the research. To analyze the obtained data, arithmetic averages, standard deviations, and percentages were calculated and multivariate analyses of variance conducted. The data obtained during interviews were analyzed through content analysis. Results show that even though Turkey accepts the Convention on the Rights of the Child, some problems remain associated with the democratic environment offered to children at school, at home, and in society.   [More]  Descriptors: Foreign Countries, Democracy, Democratic Values, Family Environment

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