Bibliography: Democracy (page 504 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Emery J. Hyslop-Margison, Dana Vedder-Weiss, Gary Wilkinson, Trudy Kuehner, Maurice Isserman, Ronald Swartz, Megan Boler, Jan Germen Janmaat, Joseph Agassi, and Johannes L. van der Walt.

Wilkinson, Gary (2007). Civic Professionalism: Teacher Education and Professional Ideals and Values in a Commercialised Education World, Journal of Education for Teaching: International Research and Pedagogy. The last three decades have seen an intensification of commercialization throughout the public sector in general and state schools in particular. Policies designed to introduce business ideologies, structures and practices have operated in tandem with a push to include the corporate world in the running, governance and provision of educational services. Together these policy instruments are eroding the influence and power of education professionals and precipitating a transformative shift in the nature of public education. A specific threat which these policies may encourage is the use of corporate propaganda techniques targeted at schools which may harm children, undermine the proper purposes of education, subvert the moral and social fabric of school life and damage the foundations of civil society. This paper argues that educators must recognize the dangers of commercialized schools and organize to protect civic education, speak up for its values and preserve the distinctiveness of educational practice operating within non-commercialized public spaces. Such a strategy also offers the opportunity to redefine the central role of educators as servants of the twin professional ideals of children's civic welfare and democratic citizenship.   [More]  Descriptors: Teacher Role, Propaganda, Ideology, Educational Practices

Davis, Jonathan Ryan (2007). Making a Difference: How Teachers Can Positively Affect Racial Identity and Acceptance in America, Social Studies. The author examines the important role schools, teachers, and the high school social studies classroom can play in helping students develop positive racial identities. Using the Classroom-based Multicultural Democratic Education framework, the author argues that high school social studies teachers need to adapt pedagogical strategies and curricula to foster racial tolerance, understanding, and respect within the classroom and for individual students. This is necessary training to prepare students for life in a racially strained American society. Teachers can help students achieve a positive racial identity by (1) understanding students' racial and cultural backgrounds, (2) providing students with a more diverse, multicultural curriculum, and (3) generating cooperative learning between students. The author offers suggestions for achieving this goal and urges teachers and scholars to conduct further research in this area.   [More]  Descriptors: Teacher Role, Teaching Methods, Racial Identification, Multicultural Education

Pinto, Laura; Boler, Megan; Norris, Trevor (2007). Literacy is Just Reading and Writing, Isn't It? The Ontario Secondary School Literacy Test and Its Press Coverage, Policy Futures in Education. This article examines how the public discourse of print news media defines and shapes the representation of the Ontario Secondary School Literacy Test (OSSLT) based on coverage in three primary newspapers between 1998 and 2004. The data were analysed using qualitative and quantitative measures to identify types of coverage, themes, and inclusion/exclusion of voices. The analysis, which is framed by discourse about conceptions of literacy relating to Dewey's democratic vision for the press, suggests some disappointments on the measure of democratic representation and participation. The article concludes that, if the media is to represent the diversity of voices and provide a wide range of views so as to fulfil its democratic responsibility as envisioned by Dewey, a wider debate over representations of literacy must occur and more perspectives and voices must be included in newspaper coverage.   [More]  Descriptors: Foreign Countries, Newspapers, Tests, Literacy

Isserman, Maurice (2007). How Old Is the New SDS?, Chronicle of Higher Education. Students for a Democratic Society (SDS) was the principal campus radical organization of the 1960s. When SDS first took form in 1960-62 under the leadership of Al Haber and Tom Hayden, it was a small organization of a few hundred members. By the time the author joined the Reed College chapter as a freshman in 1968, SDS had grown into a very large organization–at least by the standards of the American left–with perhaps as many as 100,000 members. But by that time, leaders of SDS, if not all of its rank and file, had largely forgotten the organization's original goals and values. Leaders of a faction known as Weatherman shut down the organization. So when the author heard that a new SDS was in the offing, he felt that even if the organizers were determined to avoid a repetition of past disasters, it would still prove a mistake to revive an organization whose very name imposed on its members the necessity of constantly explaining to skeptical outsiders that, no, it wasn't the SDS of 1969 they sought to emulate, but that of earlier, saner years. This article explains the distinctions between SDS in 1960s and SDS in 2006.   [More]  Descriptors: Democracy, Politics of Education, Student Organizations, United States History

Schertges, Claudia (2007). Political News and Political Consciousness, Policy Futures in Education. This article deals with mass media in modern democratic societies, using the example of Israeli news reports in German television (TV) news. Central to this interest are processes of mediating politics: political socialisation and education; that is to say, empowering citizens via TV news to participate in democratic processes. The article outlines the current state of TV news making in Germany. Against this background, whilst focusing on TV news production, processes of alienation within the making of news as well as a process of alienation making by the news are discussed.   [More]  Descriptors: Foreign Countries, Television, Mass Media, Political Socialization

Kuehner, Trudy (2007). Understanding China. Footnotes. Volume 12, Number 1, Foreign Policy Research Institute. On October 21-22, 2006, FPRI's Marvin Wachman Fund for International Education hosted 46 teachers from 26 states across the country for a weekend of discussion on teaching about China. Sessions included: (1) Classical Chinese Thought and Culture and Early Chinese History (Victor Mair); (2) State and Society in Late Imperial China (Matthew Sommer); (3) "China's Democratic Prospects" (Edward Friedman); (4) China's Economy: Problems and Prospects (Nicholas Lardy); (5) China and the World (Panel discussion with June Teufel Dreyer and Jacques deLisle); (6) What Every American Needs To Know about Taiwan (Shelley Rigger); and (7) A Taste of China: The Language (Mimi Yang).   [More]  Descriptors: Foreign Countries, Asian Culture, Asian History, Democracy

Hyslop-Margison, Emery J.; Pinto, Laura (2007). Critical Literacy for Democratic Learning in Career Education, Canadian Journal of Education. In this article, we explore the models of literacy conveyed by contemporary secondary career education policies, programs, and imperatives in the province of Ontario. The Ontario career education policies we reviewed uniformly advance a functional and socially reproductive model of literacy that undermines the democratic agency of learners. In response to these concerns, we propose that critical literacy should be introduced into Ontario secondary career education initiatives to encourage the democratic participation of students in shaping their vocational experience.   [More]   [More]  Descriptors: Foreign Countries, Career Education, Educational Change, Critical Reading

Agassi, Joseph; Swartz, Ronald (2007). Educating Elites in Democratic Societies: A Dialogue, Policy Futures in Education. This dialogue centers on the following questions: (1) How can schools help a society select or identify new elites who are hopefully as good as and perhaps even better than those individuals who belong to the existing elite system?, and (2) How can we create learning situations that provide the most general learner with a broad basic education? The first question is rejected as highly inadequate and unsatisfactory partly because it makes a number of mistaken assumptions about how schools can best meet the educational needs in modern countries (such as the United States, the United Kingdom, and Canada). The second question is deemed extremely worthwhile; it should be at the heart of educational dialogues in liberal democratic societies. The discussion is mainly about the desirability of replacing the first problem (of selecting new elites) with the second problem (of a broad basic education) by the way of commentary on the development of Western educational thought from Plato to Popper and beyond. A major aim of this dialogue is to upgrade the way elites in liberal democratic societies attempt to reform and improve our educational institutions.   [More]  Descriptors: Educational Needs, Democracy, Schools, Educational Change

Picher, Marie-Claire (2007). Democratic Process and the Theater of the Oppressed, New Directions for Adult and Continuing Education. This chapter describes the methodology of the Theater of the Oppressed as developed by Augusto Boal along with examples of its application.   [More]  Descriptors: Drama, Theaters, Aesthetics, Teacher Role

Social Education (2013). Technology: A Position Statement of National Council for the Social Studies. Technological change has proven one of the few constants of the early 21st century, providing social studies educators with the challenge and opportunity of preparing digital citizens in a global setting. This requires rethinking the type of social studies learning necessary in the 21st century. As the National Academies concluded in the "Education for Life and Work" report, "the process of deeper learning is essential for the development of transferable 21st century competencies" and "the application of 21st century competencies in turn supports the process of deeper learning, in a recursive, mutually reinforcing cycle." Social studies educators already have identified what characterizes deeper or powerful social studies learning. What now is necessary is bringing this vision of powerful social studies education into the 21st century. In this position statement, the National Council for the Social Studies makes the following recommendations for social studies educators to achieve this goal: (1) Establish guidelines for the promotion of media literacy and related research skills in social studies; (2) Rethink the curricular role of society, technology, and science, and related themes, in the National Standards for Social Studies; (3) Adapt social studies' civic and socialization role to blended and online places; (4) Determine ways to best enable children and youth to translate their informal, socially oriented democratic experiences into a more academic, civically oriented setting; and (5) Promote the integration by pre-K-16 educators of technology into student learning.   [More]  Descriptors: Social Studies, Educational Change, Competence, Position Papers

Kraince, Richard G. (2007). Islamic Higher Education and Social Cohesion in Indonesia, Prospects: Quarterly Review of Comparative Education. This study explores the role of public Islamic higher education in promoting better relations between various religious communities in post-authoritarian Indonesia. Based on field research conducted between December 2005 and March 2006, it documents how progressive Islamic education leaders have advanced a tradition of critical intellectualism in efforts toward the "renewal" of Islamic thought. This report provides an analysis of how this tradition has served as a foundation for educators seeking to promote democratization and address issues of social cohesion. It examines some of the core values expressed by educational leaders as they have aspired to transform the most prominent State Institutes for Islamic Studies (IAIN) into genuine universities. The study also highlights the conservative backlash against public Islamic higher education and other purveyors of progressive ideas within Indonesian society.   [More]  Descriptors: Higher Education, Public Education, Role of Education, Islam

Labi, Aisha (2007). Controversial Higher-Education Reforms Spark Riots in Athens, Chronicle of Higher Education. This article discusses the Greek Parliament's controversial education bill passed recently that sparked riots and unrest in Athens. The government's controversial education package includes measures that would limit the number of years students can take to complete a university degree and would curtail university asylum laws. A separate proposal to alter the Constitution and allow the operation of private universities in Greece has also mobilized opponents, who believe the changes foreshadow a privatization of higher education and higher costs for students. The higher-education legislation prompted protests and have hampered the operations of universities across Greece, and opposition demonstrations and marches have become a regular occurrence. The government nonetheless won the passage of the bill and resulted to uncontrolled violence. Despite the spasm of violence, some academics and students expect that the finality of the vote will mean that Greece's beleaguered higher-education sector can now focus on the future.   [More]  Descriptors: Foreign Countries, Universities, Private Colleges, Privatization

Vedder-Weiss, Dana; Fortus, David (2013). School, Teacher, Peers, and Parents' Goals Emphases and Adolescents' Motivation to Learn Science in and out of School, Journal of Research in Science Teaching. Achievement goal theory distinguishes between mastery goals (the goals of developing competence) and performance goals (the goals of demonstrating competence) [Ames [1992] "Journal of Educational Psychology" 84: 261-271]. In this study, we employed this theory aiming to better understand why adolescents' motivation to learn science declines with age in many schools yet not in others. We collected survey data from 5th to 8th grade Israeli students (N?=?1,614). Utilizing Structural Equation Modeling (SEM) methods, we investigated the relations between students' perceptions of goals emphases in their environment (by parents, peers, teachers, and schools), their own goals orientations and their engagement in science learning in and out of school (classroom and extra-curricular engagement). In addition, we compared between these relations in traditional and democratic schools and in elementary and middle school grade levels. Findings show that: (A) perceptions of the goals that significant adults (parents and teachers) emphasize were better predictors of students' motivation, in and out of school, than perceptions of the goals that peers and schools emphasize; (B) perceptions of teachers' performance goals emphases negatively predicted classroom engagement; (C) the relative effect of perceived parents' mastery emphasis on extra-curricular engagement was higher in elementary grades than in middle school grades; (D) the relative effect of perceived school's mastery emphasis was higher in middle school grades than in elementary grades; and (E) students' mastery goals orientation in science class was a strong predictor of their extra-curricular engagement. Implications for both research and practice are discussed.   [More]  Descriptors: Foreign Countries, Achievement, Goal Orientation, Theories

Janmaat, Jan Germen; Piattoeva, Nelli (2007). Citizenship Education in Ukraine and Russia: Reconciling Nation-Building and Active Citizenship, Comparative Education. This paper examines the discourses framing citizenship education in Ukraine and Russia from "perestroika" to the present and assesses the role of the Council of Europe in promoting democratic citizenship in both countries. We argue that there is a tension between the discourses of active citizenship, strongly disseminated by international agencies (the Council of Europe in our case), and national consolidation, pursued by Ukraine and Russia since the fall of the Soviet regime. While the beginning of the 1990s was marked by democratization and individualization, from the mid-1990s the emphasis on state cohesion became more prominent in both states. From the end of the 1990s, however, citizenship education aims started to diverge, despite a similar approach of the Council of Europe to the two countries. In Russia the government reinforced the state cohesion agenda, which led to the patriotic education discourse gaining strength. In Ukraine, nation-building was made secondary to bringing the education system in line with international standards in order to improve the country's competitiveness. The nature of citizenship education in the two countries therefore seems to be more a reflection of domestic political developments than the product of international policy agenda.   [More]  Descriptors: Patriotism, Citizenship, Democracy, Citizenship Education

Mentz, Kobus; van der Walt, Johannes L. (2007). Multicultural Concerns of Educators in the Western Cape Province of South Africa, Education and Urban Society. In the new democratic South Africa that emerged after 1994, educators are having to cope with the demands of multicultural situations that are developing in the former racially and ethnically segregated schools, and in the process striving for the equal treatment of the learners, the removal of discrimination and prejudice, the inculcation of respect, and an appreciation for diversity. In an empirical study to determine the extent to which educators harbor concerns about multiculturalism in their classrooms, a survey was done including 628 teachers in 13 multicultural, well-performing schools in the Western Cape Province of South Africa. It was found, inter alia, that educators have not been adequately prepared to meet the challenges confronting them in the increasingly multicultural schools in which they are teaching. They are, however, aware of the challenges posed by the new multicultural school environment and show real concern about dealing with them effectively.   [More]  Descriptors: Cultural Pluralism, Foreign Countries, Educational Environment, Teacher Surveys

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