Bibliography: Democracy (page 493 of 605)

This bibliography is independently curated for the I'm with Jill website.  Some of the authors featured on this page include Philip A. Woods, Ross VeLure Roholt, Elizabeth A. Anderson, Crain Soudien, James L. Gibson, Michelle Reidel, William Gaudelli, Michael Singh, Carol P. Richardson, and Michael Fielding.

Miller-Lane, Jonathan; Howard, Tyrone C.; Halagao, Patricia Espiritu (2007). Civic Multicultural Competence: Searching for Common Ground in Democratic Education, Theory and Research in Social Education. During the past several decades, multicultural education has become an integral part of the social studies as a means to authentically prepare students for living in an inclusive and democratic society. Topics traditionally omitted, such as race, ethnicity, culture, social class, and gender, are now included. Yet, while multicultural education has helped to bring such topics into the social studies discourse, social studies has generally fallen short of taking a more critical approach to the preparation of citizens. In this work we review the professional literature in multicultural education and social studies education to clarify the distinctions between the fields. Then, we investigate the nexus between the two where we find reason for hope in a time when national political discussion is often polarized. We propose the notion of civic multicultural competence as a concept that challenges scholars and educators to move forward towards better preparing students for life in a multicultural, global society.   [More]  Descriptors: Social Class, Multicultural Education, Democracy, Social Studies

Waghid, Yusef (2007). Against "Smart" Thinking: A Response to Venitha Pillay, Perspectives in Education. In this response I argue that smart thinking would not necessarily engender democratic justice in our South African society. I contend that we need to cultivate responsible thinkers and that universities are favourably positioned to do so.   [More]  Descriptors: Democratic Values, Foreign Countries, Higher Education, Role of Education

Sawyer, Wayne; Singh, Michael; Woodrow, Christine; Downes, Toni; Johnston, Christine; Whitton, Diana (2007). Robust Hope and Teacher Education Policy, Asia-Pacific Journal of Teacher Education. The research question for this paper is: How can we mobilise robust hope in the analysis of teacher education policy? Specifically, this paper asks how a robust hope framework might speak to the "Top of the Class," a report into teacher education by the Australian House of Representatives Standing Committee on Education and Vocational Training.   [More]  Descriptors: Educational Policy, Foreign Countries, Teacher Education, Guidelines

Roholt, Ross VeLure; Hildreth, R. W.; Baizerman, Michael (2007). Chapter 11: Civic Youth Work, Child & Youth Services. We propose civic youth work as a new craft orientation in the family of child and youth care, education, social work, recreation and other relevant semi-to-full professions. We envision this practice as based in the philosophies and practical sciences of pedagogy, politics, and human development. The ideal-type civic youth worker will have a skilled praxis in understanding young people and working with them in democratic, inclusive, just and nonviolent ways in small groups on issues meaningful to them. The goals of such work are individual human development, strengthening of democratic institutions and practices, mastery of relevant knowledge and skills by young people, and positive, public change in this meaningful issue. The philosophical and praxis basis of this practitioner role are enumerated and examples given.   [More]  Descriptors: Youth Programs, Young Adults, Citizen Participation, Youth

Fielding, Michael (2007). The Human Cost and Intellectual Poverty of High Performance Schooling: Radical Philosophy, John Macmurray and the Remaking of Person-Centred Education, Journal of Education Policy. In order to address some of the key underlying issues currently distorting dominant approaches to schooling it is necessary to acknowledge and engage with our broad intellectual and cultural responsibilities currently shunned by contemporary policy. Philosophy has a key role to play here, in terms of both deconstruction and recommendation. Drawing on the Scottish philosopher John Macmurray, this article argues for the need to situate our work within an historical context that requires judgement about matters of significance and purpose, not mere efficiency and effectiveness. It further argues for the provision of a convincing account of the relational nature of the self that will, in turn, provide the basis of a framework for organisational and communal analysis. The particular framework offered names the dangers of a new totalitarianism exemplified by high performance models of schooling currently preoccupying contemporary practice, advocacy and aspiration. In seeking to reclaim the centrality of human being and becoming in any future education policy it also proposes a person-centred alternative that transforms and transcends the hegemony of insistent instrumentalism in favour of an inclusive, creative community as a more fitting aspiration for education in a democratic society.   [More]  Descriptors: History, Democracy, Educational Objectives, Educational Policy

Salinas, Cinthia S.; Reidel, Michelle (2007). The Cultural Politics of the Texas Educational Reform Agenda: Examining Who Gets What, When, and How, Anthropology & Education Quarterly. This critical policy examination of the economistic discourses that control Texas's accountability reforms explores how over the last three decades Texas business elite utilized the policy process, power relationships, and educational value conflicts that promote accountability as the paradigm for education reform. Attention on "who gets what, when, and how" finds the balance of educational values is distorted on behalf of the business-power elites and undermines the democratic authority of accountability reforms.   [More]  Descriptors: Politics of Education, Accountability, Educational Change, Educational Policy

Woods, Philip A. (2007). Authenticity in the Bureau-Enterprise Culture: The Struggle for Authentic Meaning, Educational Management Administration & Leadership. This article emphasizes the extent to which conceptions of authenticity are forged through social interaction and socially mediated identities and how, in turn, authentic leadership involves the transformation of the organizational, social or cultural order in which leadership is situated. The overarching context for this exploration of authentic leadership is the loss of authentic meaning inherent in modern times and the importance of developing a fulfilled identity as a way of developing the possibility of meaning. An analytical distinction is made between three dimensions of authenticity (personal, ideal, social) before turning to the specific social context constituted by the contemporary modern era. This context–the enhancement of entrepreneurialism in public sector organisations which gives rise to bureau-enterprise culture–is outlined and, building on sociological work by the author, the nature of social authenticity and identities, and how they interlink with the other dimensions in this culture, are explored. The task for educational leadership concerned with authenticity is, it is proposed, to take a strategic approach to searching out and maximising the democratic potential within contemporary trends towards the bureau-enterprise culture.   [More]  Descriptors: Democracy, Instructional Leadership, Entrepreneurship, Context Effect

Gaudelli, William (2007). Global Courts, Global Judges, and a Multicitizen Curriculum, Theory and Research in Social Education. Transjudicialism is a phenomenon where precedents derived beyond a particular venue, such as global, regional, and national courts, serve as legal rationale within sovereign jurisdictions. Transjudicialism is part of a broader trend towards judicial globalization where legal discourses transcend national jurisdictions and supra-national bodies render binding and non-binding decisions. This article sketches the broad contours of a nascent global legal system to demonstrate how judicial discourse has increasingly become globally oriented. I focus on transjudicialism as an example of that phenomenon, specifically, how it has occurred among appellate courts in the U.S. and in other nations. I suggest that the circumstances of judicial globalization illustrate at least one way that people are multicitizens, or those who have rights and responsibilities with regard to various publics from local to global. I argue that teaching about and for multicitizenship in social studies should draw on well-developed practices of democratic citizenship education, including inquiry and deliberation, along with an under-attended area in the field, that of forecasting, or future study.   [More]  Descriptors: Courts, Judges, Global Approach, Crime

Wingo, Ajume (2007). To Love Your Country as Your Mother: Patriotism after 9/11, Theory and Research in Education. The practical power of appeals to patriotism implies that patriotism in one form or another is here to stay. As such, arguments for the repudiation of patriotism cannot avoid seeming a bit utopian or ethereal. Practically speaking, we cannot repudiate patriotism and still have effective functioning states. To that end, political philosophers should concern themselves with finding legitimate uses of the potent tool that is patriotism. This article is one part of this project, and in it I consider one small but critical aspect of patriotism: specifically, the legitimate uses of patriotic capital–who should use it and when? Can one be a patriot–a state requiring at least some degree of chauvinism or parochialism–and a good liberal democrat at the same time? My answer is a categorical yes.   [More]  Descriptors: Patriotism, Democratic Values, Terrorism, Social Capital

Gibson, James L. (2007). "Truth" and "Reconciliation" as Social Indicators, Social Indicators Research. Countries throughout the world are trying to move toward a more democratic future through truth and reconciliation processes, under the assumption that truth causes reconciliation and that reconciliation contributes to democratization. But are "truth" and "reconciliation" concepts that can be measured rigorously and reliably? I present evidence in this article that each can be measured as an attribute of individuals, based on a large survey conducted in South Africa. My findings indicate that truth does indeed contribute to reconciliation. But because reconciliation is quite capable of changing (and likely to change) over time, efforts must be made to track levels of reconciliation as an important social indicator. Many countries in transition would profit greatly from implementing a Reconciliation Barometer to measure movement toward or away from the consolidation of democratic reform.   [More]  Descriptors: Democracy, Social Indicators, Foreign Countries, Social Change

Richardson, Carol P. (2007). Engaging the World: Music Education and the Big Ideas, Music Education Research. In this paper I address the distance between our practices as music educators and the democratic issues of equity, social justice and social consciousness. I first explore issues of elitism, identity politics, and our natural aversion to change. I then propose several approaches that we as university faculty may take through our curricula and classroom practices to bridge the gap between our democratic claims and our actual practices. These include macro-level, university-wide efforts, such as using the arts as a way to engage local communities in sustained reciprocal partnerships focused on societal issues, as well as micro-level approaches to democratizing classroom interactions by teaching students to examine their thinking using Paul and Elder's template for critical thinking.   [More]  Descriptors: Ideology, Music, Music Teachers, Justice

Anderson, Elizabeth A. (2007). "They Are the Priests": The Role of the Moldovan Historian and Its Implications for Civic Education, Compare: A Journal of Comparative Education. In present-day Moldova there is a perpetuation and continuity of Soviet academic culture, in which history is viewed as "a science" and not subject to a multiplicity of interpretations. A relatively small and interconnected group of historians dominate the academy and subsequently the textbook writing. They wield a great deal of power in socializing national subjects. The special place of historians in society creates an obstacle for effective civic education in the Moldovan classroom because it creates educational hierarchy, which is detrimental to the development of those skills and virtues that are considered essential for democratic society.   [More]  Descriptors: Foreign Countries, Textbook Preparation, Historians, Democracy

Soudien, Crain (2007). The Asymmetries of Contact: An Assessment of 30 Years of School Integration in South Africa, Race, Ethnicity and Education. The essential argument made in this paper is that contact in the South African school is structured around fundamentally asymmetric relations of "knowing" between groups. Three distinct periods are delineated, the first of which (1976-1990) contained the most substantial ideas and contributions to debates and actual steps taken with respect to social difference. The subsequent two periods (1990-1994 and 1994-present) failed to draw on the experience acquired during the first period. The impact of these developments has been to draw politically and culturally weaker groups into the world of the dominant, but in a consistently subordinate position. Significantly, however, distinct repertoires of "knowing," shaped by the political and social conjuncture, developed at different times. The discussion draws attention to problems with the appropriation of hegemonic forms of multiculturalism–assimilation–for explaining how contact and "knowing" are managed in the South African school.   [More]  Descriptors: School Desegregation, Social Differences, Cultural Pluralism, Foreign Countries

Jenkins, Elwyn R. (2007). Visual Design in Collections of Writing by South African Children, Children's Literature in Education. Visual aspects of 12 collections of children's writing that were published in South Africa between 1986 and 2003 are considered. The covers, illustrations, facsimiles of original writing and artwork, fonts, colours and author credits create images of childhood and youth and provide clues to the purposes for which the collections were made and published. Spanning the period from the last days of apartheid to today's modern, democratic country, they provide an unusual insight into the changing place of the young in South African society.   [More]  Descriptors: Foreign Countries, Color, Childrens Writing, Racial Segregation

Resnik, Julia (2007). Discourse Structuration in Israel, Democratization of Education and the Impact of the Global Education Network, Journal of Education Policy. The 1968 structural reform of the education system in Israel was part both of a global process of democratization of education launched after the Second World War and of a larger modernization project in which the social sciences played a crucial role. This dynamic was an expression of a conjunction of interests, in which political forces used research on educational matters in order to advance their socio-political agendas, while researchers used the state's interest in their work and in the "social problems" they elaborated in order to receive public funding and to obtain state recognition of their scientific contribution. This article traces the reformist discourse structuration–the process of institutionalization of the different social science discourses in state institutions, such as universities and national institutes–in order to disclose the social sciences/politics linkage in Israel. It also puts forward the argument that in order to understand discourse structuration at a national level, it is essential to consider an additional factor: global education networks. Global networks adopted a discourse inspired by the American school model that tended to be adopted by scholars in different countries. The article focuses on the processes in Israel whereby knowledge producers elaborated the "inequality of opportunity" and "ethnic gap" social problems, and proffered the 1968 structural reform as the solution.   [More]  Descriptors: Foreign Countries, Democracy, Social Problems, War

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