Bibliography: Democracy (page 494 of 605)

This annotated bibliography is reformatted and customized for the I'm with Jill website.  Some of the authors featured on this page include Claes Malmberg, Manuel Espinoza, Jeremy Stoddard, Heribert Hinzen, Thomas Misco, Anne Lewis, Orit Ichilov, Christopher L. Doyle, Dennis L. Carlson, and Andrew Delbanco.

Stoddard, Jeremy (2012). Want to Teach about SuperPACs? What We Can Learn from Stephen Colbert, AASA Journal of Scholarship & Practice. The emergence of the SuperPACs in American politics is a major issue in the current election. SuperPACs, and the media campaigns they fund, also present a major challenge for media and democratic education. This article explores the issues surrounding SuperPACs and the rise of media in elections and politics in general, and presents some starting points for addressing these challenges in K-12 school curriculum and policy. Key areas addressed include: the need for more issues–centered and deliberative curriculum that engage students in examining the complexities of contemporary issues; a focus on media literacy in the social studies curriculum; and the potential for using popular culture, such as Stephen Colbert's segments on SuperPACs, to engage students in current debates.   [More]  Descriptors: Media Literacy, Curriculum Development, Popular Culture, Democracy

Burkhalter, Nancy; Shegebayev, Maganat R. (2012). Critical Thinking as Culture: Teaching Post-Soviet Teachers in Kazakhstan, International Review of Education. This paper explores the question of whether critical thinking can eventually become part of the cultural fabric in Kazakhstan, a country whose Soviet educational system not only trained teachers to memorise, lecture and intimidate students but also created a culture in educational institutions fraught with many fear-based behaviours engendering competitiveness, intolerance and other hostile behaviours antithetical to critical thinking and an open, democratic society. While educational reform can have profound effects on a nation, education is but one system in a complex network of governmental and cultural systems, and change must be borne by many. This paper reviews literature and presents qualitative data gathered through interviews with Soviet-trained teachers. The authors recommend that teachers should embrace student-centred techniques and critical thinking methodologies, as well as shift from a fear-based, authoritarian, top-down system of relating to students and colleagues to one of cooperation, openness and fairness. Such a reform will take repetitive, intensive and experiential training as well as regular assessments of progress.   [More]  Descriptors: Democracy, Social Change, Social Systems, Educational Change

Carlson, Dennis L. (2012). The Education of Eros: A History of Education and the Problem of Adolescent Sexuality. Studies in Curriculum Theory Series, Routledge, Taylor & Francis Group. "The Education of Eros: is the first and only comprehensive history of sexuality education and the "problem" of adolescent sexuality from the mid-20th century to the beginning of the 21st. It explores how professional health educators, policy makers, and social and religious conservatives differed in their approaches, and battled over what gets taught about sexuality in schools, but all shared a common understanding of the adolescent body and adolescent desire as a problem that required a regulatory and disciplinary education. It also looks at the rise of new social movements in civil society and the academy in the last half of the 20th century that began to re-frame the "problem" of adolescent sexuality in a language of rights, equity, and social justice. Situated within critical social theories of sexuality, this book offers a tool for re-framing the conversation about adolescent sexuality and reconstructing the meaning of sexuality education in a democratic society.   [More]  Descriptors: Social Justice, Sex Education, Democracy, Sexuality

Delbanco, Andrew (2012). College: What It Was, Is, and Should Be, Princeton University Press. As the commercialization of American higher education accelerates, more and more students are coming to college with the narrow aim of obtaining a preprofessional credential. The traditional four-year college experience–an exploratory time for students to discover their passions and test ideas and values with the help of teachers and peers–is in danger of becoming a thing of the past. In "College", prominent cultural critic Andrew Delbanco offers a trenchant defense of such an education, and warns that it is becoming a privilege reserved for the relatively rich. In arguing for what a true college education should be, he demonstrates why making it available to as many young people as possible remains central to America's democratic promise. In a brisk and vivid historical narrative, Delbanco explains how the idea of college arose in the colonial period from the Puritan idea of the gathered church, how it struggled to survive in the nineteenth century in the shadow of the new research universities, and how, in the twentieth century, it slowly opened its doors to women, minorities, and students from low-income families. He describes the unique strengths of America's colleges in our era of globalization and, while recognizing the growing centrality of science, technology, and vocational subjects in the curriculum, he mounts a vigorous defense of a broadly humanistic education for all. Acknowledging the serious financial, intellectual, and ethical challenges that all colleges face today, Delbanco considers what is at stake in the urgent effort to protect these venerable institutions for future generations.   [More]  Descriptors: Commercialization, Humanistic Education, United States History, Global Approach

Sanelli, Maria, Ed.; Rodriquez, Louis, Ed. (2012). Teaching about Frederick Douglass: A Resource Guide for Teachers of Cultural Diversity. Counterpoints: Studies in the Postmodern Theory of Education. Volume 406, Peter Lang New York. "Teaching about Frederick Douglass" will stimulate conversation among liberal arts and education professionals as well as inform public school teachers about the life and times of Frederick Douglass. Tension exists at many institutions of higher education between liberal arts faculties who do not completely understand the function of education professors and school of education faculties who feel that there is a misunderstanding about what a teacher candidate needs to learn before entering the teaching profession. This book facilitates conversation, addressing the liberal arts professor's concern with content and the education professor's concern with pedagogy. By providing both current scholarship and lesson plans for elementary, middle school, and secondary school classes, this book serves as a vital resource for scholars on multicultural issues and provides classroom ideas for public school teachers. Contents include: (1) Black Ink: Writing Black Power with the Words of David Walker, Ida B. Wells, and Malcolm X (Ellesia Blaque); (2) Frederick Douglass, Digital Initiatives, and the Democratization of Research (Marietta Dooley and Louis Rodriquez); (3) Literacy and Social Equity (Linda McMillan and MaryAnn O'Neil); (4) Of Swimming, Computers, and Race: Lessons Learned from the History of Swimming and the Relevance to Computing and Computer Science (Randy Kaplan); (5) Religion, Race, and American History (Meredith Holladay); (6) Frederick Douglass's Spirituality (C. James Trotman); (7) Frederick Douglass and Latino Immigration (Louis Rodriquez); (8) Aspects of Sisterhood and Slavery: Transatlantic Anti-slavery Activism and Women's Rights (S. Pascale Dewey); (9) Frederick Douglass, Supporter of Equal Rights for All People (Denise Darrah); (10) Linguistics and Social Justice in Public Schools (Carol Watson); and (11) Frederick Douglass: Words of Wisdom for All Centuries (Maria Sanelli and Nathaniel Williams).   [More]  Descriptors: Social Justice, United States History, Teaching (Occupation), Public Schools

Lewis, Anne (2012). The Evolution of the Center on Education Policy: From an Idea to a Major Influence, Center on Education Policy. During hearings in the late 1980s on education legislation, the frustrated chairman of the Education and Labor Committee of the U.S. House of Representatives, Rep. Gus Hawkins (D-CA), would sometimes lean over to his chief counsel and ask: "Why can't these people agree on the facts? If they did that, we could solve these problems quickly." That question planted an idea in the counsel, John (Jack) Jennings, which took him into a second long career as founder and CEO of a unique fact-gathering initiative, the Center on Education Policy (CEP). Launched in January 1995, CEP began with ambitious, if somewhat unformed, intentions and little money. Its first forays into educating the public about public education were modest and almost totally grassroots. Seventeen years later, a December 2011 report on Adequate Yearly Progress under the No Child Left Behind Act reached millions of listeners and readers through media channels that stretched from Maine to Alaska, from the "New York Times" to the local newspaper for San Francisco's Russian community. This paper describes the beginning and the development of the Center on Education Policy from 1995 to 2012. Appended are: (1) CEP Board Members; and (2) List of foundations providing support.   [More]  Descriptors: Educational Policy, Role of Education, Information Centers, Organizations (Groups)

Neumann, Richard (2012). Teaching the Great Recession, Social Studies. This article presents an overview of major factors contributing to the Great Recession of 2007-2009. Descriptions of teaching resources and ideas for lesson plans are provided.   [More]  Descriptors: Social Studies, Critical Theory, Economics Education, High School Students

Doyle, Christopher L. (2012). Invisible Wars: Iraq, Afghanistan, and Teaching Insurgencies in Public Schools, American Educator. This author contends that contemporary issues classes no longer have currency, as standardized test results are the litmus test for education. In many schools, students are isolated from firsthand accounts and formal study of events that textbooks will one day proclaim as defining experiences of their generation. According to Doyle, schools tend not to teach many, perhaps most, headline-making problems: climate change, debt crises, the national and international polarization of wealth, revolutions in the Middle East, and oil dependence. Students can graduate from many, perhaps most, high schools today and remain tragically naive about the public history of their own times. Convinced that it is important for schools to reflect the history-making events of modern times, Doyle, feeling a bit like an "insurgent," slips these lessons into his classes "covertly," so as not to raise accusations about deviating from the official curricular script. He states his belief that it would be a mistake to reduce education merely to test success, job training, or the pursuit of high-status college admission. Schools must connect with life beyond the classroom, and public education properly done has to prepare students for citizenship in a democratic society. But with the national fixation on standards and test scores, massive teacher layoffs, and a growing preference for merit pay based on test results, the author contends that teaching about current events, specifically today's wars, demands furtiveness.   [More]  Descriptors: Merit Pay, Test Results, Citizenship, Democracy

Ideland, Malin; Malmberg, Claes (2012). Body Talk: Students' Identity Construction while Discussing a Socioscientific Issue, Cultural Studies of Science Education. Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting? This article explores discourses that structure the Vision II science classroom, and how different students construct their identities inside these discourses. In the article we consider school science as an order of discourses which restricts and enables what is possible to think and say and what subject-positions those are available and non-available. The results show that students' talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different ways depending on how the students construct their identities in relation to available subject positions, which are dependent on how students at the same time are "doing" gender and social class. As an example, middle class girls show resistance against SSI-work since the practice is threatening their identity as "successful students". This article uses a sociopolitical perspective in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school science.   [More]  Descriptors: Middle Class, Science Education, Health, Human Body

Ichilov, Orit (2012). Privatization and Commercialization of Public Education: Consequences for Citizenship and Citizenship Education, Urban Review: Issues and Ideas in Public Education. My purpose is to examine and evaluate the implementation of market ideology and practices in education through the prism of both modern democratic theory and the discourse of rights. I examine the essence and defining characteristics of public schooling in modern democratic theory, explore the democratic purposes of education, and the unique mission of public schools. I also analyze the vision of public schooling that surfaces from the discourse of human rights and children's rights, examining relevant UN declarations and conventions. I then proceed to discuss some major manifestations of markets in education, question their congruence with the democratic vision of public schooling, and examine their consequences for both citizenship and citizenship education. My conclusion is that markets in education, and the formulation of education policies and practices through decision-making processes dominated by business and parents, are not necessarily fashioned in the best interest of a democratic society.   [More]  Descriptors: Public Education, Citizenship Education, Privatization, Commercialization

Misco, Thomas (2012). The Importance of Context for Teaching Controversial Issues in International Settings, International Education. This article explores the underlying and epiphenomenal manifestations of milieus and contexts that serve to control and undermine, or provide pathways to, the discussion of controversial issues in classrooms. Given the importance of teaching and discussing controversial issues, as an essential lever for democratic citizenship education, I draw on two empirical case studies in Korea and Latvia. These cases suggest a variety of implications for teacher education programs and education policy makers, both domestically and abroad, including the need for teachers to develop a clear rationale for teaching controversial issues; understand their role as mediator of the larger normative mandate of citizenship education in their school and the reality of their particular context; and reflect upon their pivotal role as curricularist, gatekeeper, and professional within context and, in some cases, change the epistemological cultures of their classrooms and schools to foster free expression of ideas within an open and inviting classroom climate.   [More]  Descriptors: Teacher Education Programs, Classroom Environment, Foreign Countries, Educational Change

Duke, Chris; Hinzen, Heribert (2012). Adult Education and Lifelong Learning within UNESCO: CONFINTEA, Education for All, and beyond, Adult Learning. There can no longer be any doubt that adult education within lifelong learning is a key factor for economic and social development, as well as being a human right. New policies for adult education must now result in coherent forms of laws and legislation clearly spelling out ways and means for financing adult education. These must involve the public, private, and non-governmental organization (NGO) sectors, social partners, and individuals. As studies for CONFINTEA VI demonstrate, change in most countries is slow and not far-reaching enough, especially because of too low a public sector investment in human resources. In the current global financial crisis things are getting worse, and the gaps between those with and those without are widening at all levels. The need to reverse this trend is urgent. In this article, the authors discuss what the key international body UNESCO (United Nations Educational, Scientific and Cultural Organization) does about it. They also discuss adult education and lifelong learning within UNESCO.   [More]  Descriptors: Adult Education, Lifelong Learning, Public Sector, Human Resources

Friedman, Ken (2012). Models of Design: Envisioning a Future Design Education, Visible Language. This article offers a large-scale view of how design fits in the world economy today, and the role of design education in preparing designers for their economic and professional role. The current context of design involves broad-based historical changes including a major redistribution of geopolitical and industrial power from the West to the East. A model of six global economies delineates the challenge and opportunity for design practice and education. While the six economies developed over time, all fit together now and design creates value in different ways across them. Understanding the economic context of design education gives clarity to the educational mission, differentiating it from other forms of education. The author argues that design professionals now require a broad range of analytical, conceptual and creative skills related to the social and economic context of design along with advanced skills in a design specialty. A taxonomic chart of design knowledge delineates the range of skills and knowledge domains involved.   [More]  Descriptors: Design, College Instruction, Futures (of Society), Economic Climate

Knoester, Matthew, Ed. (2012). International Struggles for Critical Democratic Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 427, Peter Lang New York. Drawing from rich data, "International Struggles for Critical Democratic Education" profiles teachers, students, and schools struggling to interrupt the reproduction of social inequalities from one generation to the next. International in its nature, the work collected here illustrates how forces of globalization create greater inequalities, and carefully describes and evaluates efforts to democratize educational opportunities. This text will be useful in undergraduate and graduate courses on diversity and multicultural education, international comparisons, educational studies, as well as graduate courses in sociology of education, critical educational studies, international comparisons, foundations of education, multicultural education, and qualitative research methods. [Foreword by Michael W. Apple.]   [More]  Descriptors: Qualitative Research, Multicultural Education, Educational Sociology, Democracy

Cabieses, Baltica; Espinoza, Manuel (2012). The Power of Chameleonic Ideas in the Policy Decision-Making Process: The Case of the "Students' Revolution" in Chile, Journal of Education for Teaching: International Research and Pedagogy. Chile is facing a major intellectual revolution: organised college students are arguing for the most significant educational reform since the period of dictatorship (1973-1990). Thousands of high-school and university students have refused to go to lessons since early June 2011, calling for better and more affordable education and an end to a two-tier system that offers a few wealthy, elite colleges amid many underfunded public ones. This phenomenon is, with the exception of a very few violent situations, a peaceful revolution based on the power of sound, evidence-based, clear and robust ideas. There is much that can be learned from this phenomenon. First, it represents the existence of a well-informed and empowered civil society in Chile, possibly a partial consequence of the country's socioeconomic instability and democratic development in the past three decades. Second, it illustrates how new generations are not prepared to live in the sort of "culture of fear" that has been well reported in other Latin American countries (for example Mexico, Colombia, Venezuela) in recent years. Third, and of particular interest, it provides evidence of the enormous power of robust and chameleonic ideas in the policy decision-making process. This discussion will briefly develop the idea that, along with civil empowerment and informed community participation through extensive communication and institutional channels, a crucial factor determining the success of the current students' educational revolution in Chile is the existence and use of chameleonic ideas that act as vehicles for successful infiltration of the political agenda. This reflection might shed some light on how to promote research activity into political action in an effective fashion.   [More]  Descriptors: Latin Americans, Conflict, Foreign Countries, Educational Change

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