Bibliography: Democracy (page 491 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Kathy Fredrick, Jean Webb, Clyde Chitty, Janice M. Walker, Susan V. Iverson, Stephen Bigger, Maria Westvall, Konai Helu Thaman, Carol Anne Spreen, and Deirdre M. Kelly.

Walker, Janice M. (2010). "It Takes at Least Two to Tangle", Journal of Cases in Educational Leadership. Despite past lessons, book-banning continues to exist at all levels within our democratic society. This case presents a realistic scenario when the school district, facing a book challenge by a concerned parent, responds by removing the book from the library. On the basis of a true story, the study features a parent of an elementary child challenging a school library book for inappropriate content. The case undergirds issues surrounding First Amendment rights and may also be used to discuss same-sex relationships and topics dealing with social justice such as homosexuality. The case study may be used with courses within Educational Leadership curriculum specifically educational leadership, curriculum design and development, educational law, community relationship, and supervision.   [More]  Descriptors: School Libraries, Books, Censorship, Parent School Relationship

Kelly, Deirdre M. (2010). A Critical Inquiry and Antioppressive Approach to Teacher Education, Teacher Education and Practice. A concern for social justice in teacher education raises questions about the ways that schooling has failed to serve many students from diverse backgrounds. Who gets how much schooling is still an important issue. Equally vital is the kind of education that children and youth receive–and who decides. A focus on social and historical context reveals multiple inequalities that influence access to, treatment in, and outcomes of schooling. Teachers alone cannot solve these injustices and inequities. But teaching is an inherently moral enterprise, and teachers' daily actions do matter in the effort to build a more just, caring, and democratic society. Preparing teachers to engage in this intellectually and politically demanding work is therefore of utmost importance. Taking diversity seriously–diversity of teacher, student, and community populations, including global immigration flows–is essential to preparing teachers for the 21st century. In this article, the author discusses a critical inquiry and antioppressive approach to teacher education. A critical inquiry and antioppressive approach to teacher education demands that educators think beyond and attempt to counter still-prevalent deficit notions of school-age children as well as classroom teachers.   [More]  Descriptors: Social Justice, Democracy, Educational Change, Student Diversity

Burruss, Jennifer R. (2010). Democratic versus Capitalistic: A Case Study Analysis of One Community College Mission, ProQuest LLC. The purpose of this study was to analyze the mission of a community college regarding a change from democratic to capitalistic. A case study methodology was employed by converging on one North Carolina community college. Data were gathered by conducting 4 individual interviews, 3 focus groups, and document analyses. Documents examined included mission statements, both current and past; long range goals; service reviews from the Continuing Education office; past statements of purpose and objectives; and college catalogs. Data were coded into 30 categories that generated 3 major themes and 3 minor themes. Each theme was related to each original research question through mission alignment, business and industry collaboration, and curriculum. All data sources yielded a great deal of information that supported both the democratic and capitalistic approach. The results showed evidence of both the capitalistic and democratic missions coexisting on this campus.   [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, Focus Groups, Interviews, Institutional Mission

Spreen, Carol Anne; Vally, Salim (2010). Prospects and Pitfalls: A Review of Post-Apartheid Education Policy Research and Analysis in South Africa, Comparative Education. The 10-year anniversary of the first democratic elections in South Africa in 2004 provoked much reflection and fuelled new policy debates on both the progress and failures of educational reform. While a myriad of achievements have been touted and are well-known to international audiences, a swelling critique from inside South Africa shows that much work remains to be done. By glancing backward as a way to understand how to move forward, we review several important recently published books on post-apartheid education policy to learn how policies were conceived, what went well and what went seriously wrong. In engaging this extended analysis we provide a glimpse into the unique set of circumstances and challenges faced by the South African government over the last 15 years (namely the tensions between equity and redress and global competitiveness), while offering a sustained critique of the resulting policy outcomes through a social justice lens.   [More]  Descriptors: Social Justice, Racial Segregation, Elections, Audiences

Iverson, Susan V.; James, Jennifer H. (2010). Becoming "Effective" Citizens? Change-Oriented Service in a Teacher Education Program, Innovative Higher Education. The authors investigated the impact of 22 pre-service teachers' participation in a change-oriented service-learning project on their conceptions of citizenship as civic actors and civic educators. The goal of this project was to push students toward adopting more critically conscious and activist conceptions of citizenship as aligned with the needs of a democratic society. Using Eyler and Giles' (1999) typology of effective citizenship as an analytic framework, we describe how students' participation in this project led to demonstrated growth along all five dimensions of effective citizenship. Yet, analysis revealed that, despite the project's change-orientation, students' conceptions of citizenship failed to move beyond personal responsibility to include enhanced social consciousness and the importance of collective action. Thus, we raise critical questions about what constitutes "effective citizenship" in a democratic society and the role of higher education in preparing teachers to embody and enact such a vision.   [More]  Descriptors: Preservice Teacher Education, Citizenship, Democracy, Service Learning

Alvarado, Felix (2010). AED and Education in Contexts of Fragility: Providing Support to Education over the Long Haul, Academy for Educational Development. The purpose of this document is to describe AED's extensive experience in six countries that have undergone periods of violent conflict or natural disaster followed by extended and complex periods of increasing resilience, and if possible extract lessons learned from it. The focus is on what we have learned about effectively and sustainably restoring education in a context of development. This paper is timely for two reasons. First, the number of low-income countries experiencing crises, especially war, continues to escalate (Collier 2009). Second, there is a growing consensus among countries and donors that restoring education systems should begin as soon as the security of teachers and students can be assured and not wait until the termination of relief efforts. Education should be part of the solution from the beginning of the rebuilding process. It is hoped that this paper will facilitate that work in the future. This paper begins by reviewing AED's work over the last two decades in six countries on two continents (El Salvador,Guatemala, Honduras, and Nicaragua in Latin America, and Ethiopia and Namibia in sub-Saharan Africa), considering their history and education sector as they move from fragility and attempt to consolidate education reform. This section seeks to extract lessons concerning the actual relationship between the education sector and fragility or resilience and what this has meant for AED's role promoting change in the education sector through its interactions with governments and donors. A second section takes the findings and underlines the interaction between donor, recipient, and implementer. A final section suggests paths for conceptual and operational development to better integrate assistance in crises with assistance for development in the education sector, and considers how this may be related to the degree of fragility or resilience, and how this may be further examined.   [More]  Descriptors: Educational Change, Foreign Countries, Donors, Low Income

Georgii-Hemming, Eva; Westvall, Maria (2010). Music Education–A Personal Matter? Examining the Current Discourses of Music Education in Sweden, British Journal of Music Education. The embedding of informal practices in music education in school relates to significant issues concerning students' engagement, participation, inclusion and the role of the teacher. This article addresses these issues by presenting and discussing current music education in compulsory comprehensive schooling in Sweden. It does so by drawing upon music pedagogical research, music education studies conducted during the last 10 years and national evaluations. Examples of practice from upper secondary schools are also used to clarify and illustrate the issues under consideration. It has been said that Swedish music education has gone from "School Music" to "Music in School". This development has been characterised by greater influence of students on curriculum content resulting in increased use of popular music, and, consequently, teaching strategies acquired from informal music playing contexts. The curriculum states that the core of the subject is practical music playing, through which personal development can occur–both musically and socially. Music education in several other countries is developing a more practical approach, and the role of popular music in schools, and what is sometimes called informal learning, is featured in international music pedagogy debates. This article considers the musical, pedagogical and democratic consequences of this pedagogy from a Swedish perspective. As a result of a sharp focus on personal social development and individual students' musical interests, music education in Sweden has become relatively limited in terms of repertoire, content and teaching methods. Recent evaluations and studies also demonstrate that music education lacks direction, and is short of creative engagement with music. The role of the teacher is unclear and sometimes lacks validity in a practical music education situation. Viewed from an international perspective, the kind of music education that has developed in Sweden is unique. Thus, when the possibilities and limitations of music education in Sweden are discussed, it has the potential to be of interest to international music education research.   [More]  Descriptors: Music Education, Informal Education, Music, Foreign Countries

Fredrick, Kathy (2010). In the Driver's Seat: Learning and Library 2.0 Tools, School Library Monthly. It is important for educators to find the appropriate tool to unlock learning possibilities for students. A first step toward using the appropriate tool is for school librarians to review the course of study. They need to look at the units and projects taught in the past. They then need to think about how to integrate Web 2.0 applications to extend student learning and create compelling interactive learning. The world of library 2.0 is rich–and bewildering–in all its choices. School librarians can use the organizing concepts of AASL's "Standards for the 21st-Century Learner" to get started and think about the possibilities. The author discusses four AASL's "Standards for the 21st-Century Learner": (1) Inquire, think critically, and gain knowledge; (2) Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge; (3) Share knowledge and participate ethically and productively as members of a democratic society; and (4) Pursue personal and aesthetic growth.   [More]  Descriptors: Democracy, Librarians, School Libraries, Computer Uses in Education

Thaman, Konai Helu (2010). Teacher Capacities for Working towards Peace and Sustainable Development, International Journal of Sustainability in Higher Education. Purpose: The purpose of this paper is to highlight the importance of values and beliefs rooted in "non-Western" cultures in implementing global education initiatives such as education for sustainable development (ESD) at the regional and local levels. This is because many of these initiatives are often derived from "Western" cultures and values. Also to reaffirm the importance for educators to respect and use local and indigenous ways of life and knowledge systems in order to make teaching and learning more relevant and meaningful for Pacific students; and to advocate for the development of teachers' capacities to better contextualize their teaching and create more culturally inclusive learning environments. Design/methodology/approach: Informed by the findings of her research on cultural values, educational ideas and teachers' role perception in Tonga, plus her work as the UNESCO Chair in Teacher Education and Culture at the University of South Pacific, the author presents her reflections on the need to further enhance teachers and teacher educators in the Pacific region. Findings: The findings suggests that teacher education programmes that are designed to cultivate teachers' cultural competence may better contribute to making Pacific education more relevant and effective. Originality/value: The ESD discourse often attaches importance to traditional and indigenous knowledge, but there is limited literature discussing how and for what purposes indigenous ways of knowing should be integrated into teacher education. This paper challenges the neglect of teachers in the international education reform discourses; points out the vital role of teachers in facilitating educational reforms, and contributes understanding of the types of teacher capacities higher education needs to foster for peace and sustainability through the case of the Pacific region.   [More]  Descriptors: Teacher Education, Indigenous Knowledge, International Education, Role Perception

Gainer, Jesse S. (2010). Critical Media Literacy in Middle School: Exploring the Politics of Representation, Journal of Adolescent & Adult Literacy. This article explores issues of critical media literacy with middle school students in an urban setting in the United States. The author focuses on data from a qualitative study engaging students in the reading and writing of video texts. The article examines intersections of issues relating to the "crisis of representation" in social science research and critical media literacy pedagogy. The middle school participants involved in this media literacy project proved to be quite articulate in regard to their critique of mainstream media. In addition, the students resisted teacher-centered approaches to critical media literacy that would have them creating counternarratives based on the "politics of the mundane." The author argues for the importance of a critical media literacy pedagogy that is careful to make curricular space for students' discussions and explorations of issues of representation in media texts.   [More]  Descriptors: Social Science Research, Social Sciences, Media Literacy, Middle School Students

Torres, Myriam N. (2010). Challenges in Engaging Communities in Bottom-Up Literacies for Democratic Citizenship, Education, Citizenship and Social Justice. The purpose of this article is to examine the authors' experiences while trying to enter and engage local communities in bottom-up literacies through participatory action research (PAR) toward the community's own collective self-development. In trying to enter five different communities, I have found several challenges and roadblocks such as mistrust of "university people": legacy of the conventional outside-in and top-down research procedures for working in communities; power struggles with community "gatekeepers", including "building keepers"; and bureaucratized project-driven community work. I consider that under the current neoliberal educational policies that are plaguing the world, for example, No Child Left Behind in the USA, self-development projects promoted through PAR can be viable ways to defy these policies and their fatalist thinking. School children's parents and their communities are nowadays in a better position than teachers to fight for reclaiming local control of curriculum, pedagogy and assessment.   [More]  Descriptors: Action Research, Federal Legislation, Democracy, Citizenship

Chitty, Clyde (2010). Educating for Political Activity, Educational Review. The term "political activity" can be interpreted in a myriad of different ways, but in this paper, it is taken to mean involvement in a variety of campaigns around issues affecting the way we live and the sort of society we want to live in. At a time when support for the main political parties has never been weaker, it is essential that teachers aim to combat cynicism and apathy among their young students by encouraging them to take an interest in all manner of social and political causes. It is, of course, true that teachers who do this are open to the charge of indoctrination, but this should not deter them from bringing relevant political issues into the curriculum. It is argued that this can best be done through such subjects as English, history, geography and religious education, rather than through a distinct and separate articulation of citizenship.   [More]  Descriptors: Foreign Countries, Politics, Political Issues, Activism

Wildemeersch, Danny; Vandenabeele, Joke (2010). Issues of Citizenship: Coming-into-Presence and Preserving the Difference, International Journal of Lifelong Education. This paper explores how the report "Learning through Life" exemplifies the dominant policy discourse on lifelong learning emphasizing strongly individual social mobility. The paper explores further how this functionalist and reductionist turn in (adult) education has come about and how concepts of democratic citizenship and education may create new perspectives on how to deal with important challenges of society today.   [More]  Descriptors: Lifelong Learning, Role of Education, Futures (of Society), Citizenship

Noonan, James M. (2010). Re-Imagining Teacher Professional Development and Citizenship Education: Lessons for Import from Colombia, Online Submission. This paper examines the role of teachers in the implementation of citizenship education in Colombia. Consistent with its highly-decentralized school system, Colombia's National Program of Citizenship Competencies was developed with the participation of many local, national, and international partners. Among the most involved and most critical participants were the primary implementers of the reform: teachers. Teacher training is important to student achievement, but in a context that also seeks to teach democratic citizenship, training must be attentive to reciprocal learning and shared leadership. This paper highlights the impact of teacher training in one rural department and how a cross-cultural collaboration between Colombian and US-based educators benefited practitioners on both sides. Four key lessons on the design and delivery of professional development on citizenship education (and more broadly) are offered for educators and policymakers: the use of democratic pedagogy; the promotion and extension of teachers' self-awareness; the cross-pollination of perspectives across all levels; and a humble and inclusive expertise.   [More]  Descriptors: Citizenship, Democracy, Citizenship Education, Educational Change

Bigger, Stephen; Webb, Jean (2010). Developing Environmental Agency and Engagement through Young People's Fiction, Environmental Education Research. This article explores the extent to which stories for young people encourage environmental engagement and a sense of agency. Our discussion is informed by the work of Paul Ricoeur (on hermeneutics and narrative), John Dewey (on primacy of experience) and John Macmurray (on personal agency in society). We understand fiction reading about place as hermeneutical, that is, interpreting understanding by combining what is read with what is experienced. We investigate this view through examples of four children's writers: Ernest Thompson Seton, Kenneth Grahame, Michelle Paver and Philip Pullman. We draw attention to notions of critical dialogue and active democratic citizenship. With a focus on the educational potential of this material for environmental discussions that lead to deeper understandings of place and environment, we examine whether the examples consistently encourage the belief that young people can become agents for change. We also consider whether the concept of "heroic resister" might encourage young people to overcome peer pressure and peer cultures that marginalize environmental activism. We conclude by recommending the focused discussion of fiction to promote environmental learning; and for writers to engage more with themes of environmental responsibility and agency.   [More]  Descriptors: Environmental Education, Democracy, Young Adults, Peer Influence

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