Bibliography: Democracy (page 498 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Mark A. Pike, Kristan A. Morrison, Allan Ornstein, Tom Deans, Thomas Alexander, David Mathews, Rani Rubdy, Elizabeth Meadows, William Gaudelli, and Katherine Blatchford.

Marri, Anand R. (2009). Creating Citizens: Lessons in Relationships, Personal Growth, and Community in One Secondary Social Studies Classroom, Multicultural Perspectives. This article presents findings from a study examining how a secondary social studies teacher used curriculum and pedagogy to help racially/ethnically diverse students from low socioeconomic backgrounds build community to become active citizens with the capacity for democratic living. In particular, the article discusses his emphasis on critical thinking, building of community, and thorough disciplinary content. The resulting pedagogy, Classroom-based Multicultural Democratic Education (CMDE), is a re-conceptualization of democratic education that has the potential to help teachers transform a racially/ethnically diverse politically disengaged student population into an active democratic citizenry.   [More]  Descriptors: Democracy, Social Studies, Citizenship Education, Multicultural Education

Deans, Tom (2009). Richard Rorty's Social Hope and Community Literacy, Community Literacy Journal. This essay explores how the philosophical tradition of American pragmatism, especially Richard Rorty's work on social hope late in his career, could be relevant to community literacy. Pragmatism does not prescribe a particular approach to community literacy but, unlike many kinds of critical pedagogy, affirms a role for patriotism and liberalism in social change movements. Pragmatists such as Rorty prefer cooperative participation and incremental reform to either idealism or ideological critique.   [More]  Descriptors: Critical Theory, Educational Philosophy, Social Justice, Patriotism

Goldberg, Merryl (2009). Solitary Confinement in Education, Arts Education Policy Review. Arts Education is, technically, core to the school curriculum according to federal mandates and certain state mandates. However, it is rarely made accessible to all students despite earnest advocating on the part of dedicated organizations and individuals. In order for a democratic society to function successfully, its members must be invested and participate. The arts and physical education are two curricula areas that have close ties to democratic practices and principles. The arts and physical education teach students much more than disciplinary content. They teach lessons that enable students to look at their world with a more complex lens by building critical thinking skills, and they engage students in learning how to play well together, to be team players, to be responsible, and to take risks. Unfortunately, they are also the two key curricular areas that are often cut back or eliminated from schools. Test taking and worksheet assignments are solitary activity, and teachers are devoting more and more of class time to this individual practice. In this article, the author contends that in order to revive the essence of education as preparation for an engaged citizenry, school leaders must begin to review how current practices such as attention to scoring well on tests have undermined rather than supported learning in the context of citizenry.   [More]  Descriptors: Art Education, Access to Education, Democratic Values, Citizenship Education

Scarlett, Michael H. (2009). Imagining a World beyond Genocide: Teaching about Transitional Justice, Social Studies. The study of the ways in which societies emerging from violent conflict and repressive regimes achieve peace and reconciliation through forms of transitional justice, such as truth commissions, tribunals, systems of reparations, and memorialization of the past, offers an opportunity for secondary social studies teachers to address issues of human rights in a positive and humanizing way. In this article, the author provides a rationale for including the study of transitional justice in the secondary social studies curriculum along with suggestions for teaching it. He argues that the study of transitional justice presents opportunities for students to become morally inclusive in their thinking, engage in global democratic citizenship, and study critically important current events unfolding in their world.   [More]  Descriptors: Current Events, Democracy, Death, Educational Opportunities

Pike, Mark A. (2009). Religious Freedom and Rendering to Caesar: Reading Democratic and Faith-Based Values in Curriculum, Pedagogy and Policy, Oxford Review of Education. In this article I synthesise and apply elements of political and reading theory to demonstrate how central themes in learners' lives (such as freedom, faith, autonomy, equality, rationality and rights) can be read and interpreted differently. I suggest that policy and pedagogy for citizenship and democratic education informed by research into reader response can shift the locus of control not simply from state to citizen but towards an understanding of the transaction between the two. To promote ethical participation I propose changes to the "text" of the curriculum and the "reading" stance of learners so that learners are liberated to bring legitimate moral and religious conviction to their readings of state-sponsored values. I conclude that young citizens are respected and freedom is protected when educational readings become more nuanced and move beyond the polarities of freedom and restraint, autonomy and heteronomy, public and private, aesthetic and efferent, faith and reason, secular and religious or even democratic and faith-based.   [More]  Descriptors: Role of Education, Citizenship Education, Reader Response, Educational Theories

Alexander, Thomas (2009). The Music in the Heart, the Way of Water, and the Light of a Thousand Suns: A Response to Richard Shusterman, Crispin Sartwell, and Scott Stroud, Journal of Aesthetic Education. This is a critical response to the papers by Shusterman, Sartwell, and Stroud. I claim that Shusterman has missed the inter-human moral aesthetics of Confucianism, that Sartwell has misunderstood Taoism's idea of "receptivity," confusing it with anarchist "passivity," and Stroud has not overcome the "Gita's" injunction to sacrifice the self, which vitiates the idea of using its worldview for personal aesthetic ends. In other words, all impose Western values and concepts on Asian philosophy. (Contains 47 notes.) [For referenced papers by Stroud, Shusterman, and Sartwell, see EJ825831, EJ825832 and EJ825833, respectively.]   [More]  Descriptors: Aesthetics, Moral Values, Social Values, Philosophy

Ornstein, Allan (2009). Class Counts: An Overview and Response to Mr. Cooper's Review, Education and Urban Society. This article presents Allan Ornstein's response to highly respected scholar, Bruce Cooper's review of Ornstein's 2007 book, "Class Counts: Education, Inequality and the Shrinking Middle Class." Here Ornstein attempts to elaborate on a few points that he felt Cooper missed in his review.   [More]  Descriptors: Middle Class, Social Class, Social Influences, Socioeconomic Status

Rubdy, Rani (2009). Reclaiming the Local in Teaching EIL, Language and Intercultural Communication. This article examines three critical issues relating to the role of culture in teaching English as an international language (EIL): Firstly, the way in which top-down processes of globalisation, accompanied by the widespread desire for English in many former colonial countries, have in general fostered the negative effects of dominance, divisiveness and difference in world social relations, resulting in the suppression and devaluation of local forms of knowledge and practice. Secondly, the way in which shifts of ownership and authority to non-native speakers and their varieties of English in combination more recently with global cultural flows, have created the need for reconceiving English as a pluralised global language, informed by local norms, functions and practices, reflecting a fluid and multiple cultural base. Lastly, it explores the way in which an ecological approach to English language teaching, which is oriented to "globalisation from below" (Appadurai, 2000; Canagarajah, 2005), and which opens up a dialogical relationship between the global and the local, might help speakers in ex-colonial settings to reclaim their local identity and voice and thus realise the potential of globalisation to construct more inclusive, democratic relationships.   [More]  Descriptors: Holistic Approach, Native Speakers, English (Second Language), Second Language Instruction

Morrison, Kristan A. (2009). Making Teacher Education More Democratic: Incorporating Student Voice and Choice, Part Two, Educational Horizons. This article describes an action-research project in which the author sought to enact her philosophy of democratic education. A brief discussion of this philosophy along with its pitfalls and promises is followed by details of the author's attempt to co-construct a graduate education course with her students. The article concludes with reflections on what the author would do differently in the future and why democratic and other models of education are so necessary in teacher education programs.   [More]  Descriptors: Graduate Study, Education Courses, Teacher Education Programs, Democracy

Gaudelli, William; Heilman, Elizabeth (2009). Reconceptualizing Geography as Democratic Global Citizenship Education, Teachers College Record. Background: Geography education typically appears in school curricula in a didactic or disciplinary manner. Yet, both the didactic and the disciplinary approach to geography education lack a serious engagement with society, politics, and power, or democratic theory. We suggest, from Dewey, that most students, the social studies, and indeed society are not well served by these approaches, particularly as we confront global challenges that demand geographic knowledge and insight. Purpose: We propose that geography can and should reflect the interests of students and society and thus be what Dewey calls psychologized through a democratic vision of global citizenship education (GCE). Toward that end, we develop a typology of global education to identify those types most congruent with democratic citizenship (cosmopolitan, environmental, and critical justice) and those less congruent (disciplinary, neoliberal, and human relations). Drawing on our typology, we show how GCE can be a point of synthesis in practice, bringing together global education and reconstituted geographic knowledge. Research Design: The method of this article is a secondary analysis of literature in democratic theory, global citizenship education, and geography education that synthesizes points of overlap. Conclusions: Based on this analysis, we recommend that geography curriculum should be remade within a vision similar to GCE so that space and place can be socially understood.   [More]  Descriptors: Geography Instruction, Global Education, Citizenship, Democracy

Robertson, Emily (2009). Teacher Education in a Democratic Society, Teacher Education and Practice. Members of a democratic polity should be prepared to participate in the practices of democratic governance if they are fully to enjoy their rights as citizens and discharge their civic responsibilities. This article highlights three fundamental practices of democratic life: (1) the capacity for deliberation with others about matters of public concern; (2) it must be granted that citizens do not always reach agreement, even given the best intentions; and (3) democratic citizens bear a special responsibility for promoting greater social justice. It also discusses the role of schooling in developing democratic practices and how teachers can be prepared to support the development of democratic practices in their classrooms. The author concludes that teachers must be prepared to establish a classroom culture in which students can acquire the knowledge, skills, and virtues required to participate in the practices of democratic life, which means that teachers themselves must acquire the capacities and commitments required for deliberation, negotiation, and social activism.   [More]  Descriptors: Citizen Participation, Citizenship Responsibility, Conflict Resolution, Democracy

Kim, Jiwon (2009). Dewey's Aesthetics and Today's Moral Education, Education and Culture. This article opens by raising a need to examine today's moral education for a new century. John Dewey insists that "arts are educative," so that "they open the door to an expansion of meaning and to an enlarged capacity to experience the world." This insight retains remarkable implications for today's moral education. Aesthetic experience is holistic, taking one to a deeper understanding and more enjoyable appreciation and investigation of everything that goes into human meaning making, regardless of whether it is artistic or not. For Dewey, education needs aesthetic elements such as responsiveness, an emotional reaction supplying a delicacy and quickness of recognition, sensitiveness, and susceptibility. Dewey also states that the individual has a natural tendency to react in such an emotional way, but this natural disposition requires cultivation, and aesthetic experience affords the training of an emotional reaction and responsiveness. First, the author explores Dewey's aesthetic theory in relation to moral education. Then, she addresses what difference the characteristics inherent to aesthetic experience–feelings and emotions, imagination, and embodiment–make in moral education for a new century.   [More]  Descriptors: Ethical Instruction, Aesthetics, Moral Values, Values Education

Meadows, Elizabeth; Blatchford, Katherine (2009). Achieving Widespread, Democratic Education in the United States Today: Dewey's Ideas Reconsidered, Education and Culture. Excellent, democratic education that furthers each person's potential, success and happiness for her own and others' well-being is not yet widespread in the U.S. today. Dewey's The Public and Its Problems has much to say about the possibilities and challenges of achieving this goal. This paper examines Dewey's ideas about how a public for widespread, excellent education can form through the development of sound public opinion based on widely disseminated, accurate and relevant information and through the restructuring of associations among people. The crucial role of the educator in the formation of a public emerges through this examination.   [More]  Descriptors: Democracy, Democratic Values, Social Change, Social Justice

Peng, Hongmei (2009). Toward Inclusion and Human Unity: Rethinking Dewey's Democratic Community, Education and Culture. In this article, the author digs into John Dewey's writings to explore his democratic community to better understand the meaning and the value of community. The author begins by considering the connotation of the concept "community," which is distinguished from the more popular term "society" used in ordinary language. Then the author transitions from the discussion of the term itself to the key principles that help sustain a democratic community followed by an examination of the issues of conflict, harmony, and power. The educational implications are explored at the end of the article. The author's discussion of community does not claim the sovereignty of community, which means communal goals take priority over individual goals. Rather, the author believes individuals and community are of equal importance and reflect two sides of the same reality. Dewey elaborates this inseparable and codependent human relationship in his "ethical postulate." In the pursuit of self-development, one needs to discard the split of private/public or individual/social. The author shares Dewey's position that self-development always involves a social medium, development of the social environment, and vice versa.   [More]  Descriptors: Democratic Values, Social Environment, Educational Philosophy, Democracy

Mathews, David (2009). Ships Passing in the Night?, Journal of Higher Education Outreach and Engagement. Marguerite Shaffer, director of American Studies at Miami University, is one of a surprisingly large number of faculty members who are at odds with an academic culture that isn't hospitable to their efforts to combine a public life with a scholarly career. She is concerned about what is happening in her field and about the world her two children will inherit. The Shaffers of academe are one of the forces driving a civic engagement movement on campuses across the country. Not so long ago, the civic education of college students was of little concern. Now, thanks to educators like Shaffer, that indifference is giving way. Leadership programs are common, and students are taught civic skills, including civil dialogue. Faculty, who were once "sages on the stage," have learned to be more effective in communities by being "guides on the side." All in all, there is much to admire in the civic engagement movement on campuses. Another civic engagement movement is occurring off campus. People at the Kettering Foundation have seen it clearly in communities on the Gulf Coast that are recovering from Hurricane Katrina. They have combined what they learned from several communities into a fictional composite in order to report from across the region. In this article, the author discusses this off-campus civic movement by illustrating the story of "Don" and his wife "Mary" and their neighbors in their goal of restoring their community and their way of life after the Hurricane Katrina disaster.   [More]  Descriptors: Natural Disasters, Citizenship Education, Faculty, Citizen Participation

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