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Articles 1 - 29 of 29
Full-Text Articles in Education
Reconceptualizing Democratic Citizenship: Meeting Our Civic Obligations. A Book Review Of The Bill Of Obligations: The Ten Habits Of Good Citizenship, James J. Carpenter
Reconceptualizing Democratic Citizenship: Meeting Our Civic Obligations. A Book Review Of The Bill Of Obligations: The Ten Habits Of Good Citizenship, James J. Carpenter
Democracy and Education
The greatest threat to American democracy is the failure of Americans to fulfill 10 critical obligations of citizenship. This book is a call to action that also stresses the importance of a democratic civic education.
Public Schooling For Democracy. A Book Review Of Public Education: Defending A Cornerstone Of American Democracy, Ellis E. Reid V
Public Schooling For Democracy. A Book Review Of Public Education: Defending A Cornerstone Of American Democracy, Ellis E. Reid V
Democracy and Education
This essay is a book review of Public Education: Defending a Cornerstone of American Democracy.
Social Movements, Deliberation, And Educational Governance. A Response To “Pragmatist Thinking For A Populist Moment”, Ellis Reid
Democracy and Education
In this response essay, the author provides an account of the role of social movements in a democracy as part of a larger argument about democratic school governance. Focusing on Black Lives Matter (BLM), the author contends that social movements like BLM support a vibrant and legitimate democracy because they constitute vital nodes in the ongoing, norm-governed conversation that constitutes democratic politics. To make this argument, the author defends an account of democratic deliberation that recognizes (1) the contribution of emotion to our capacity for reason and (2) the fact that deliberation extends beyond the confines of official democratic fora. …
Liberating Children, Or Breaking The Backbone Of Our Democracy? A Book Review Of Hostages No More: The Fight For Education Freedom And The Future Of The American Child, Jeffrey Frenkiewich
Liberating Children, Or Breaking The Backbone Of Our Democracy? A Book Review Of Hostages No More: The Fight For Education Freedom And The Future Of The American Child, Jeffrey Frenkiewich
Democracy and Education
In Hostages No More, former Secretary of Education Betsy DeVos provides a 10-chapter memoir in which she argues for school privatization, including the expansion of government funding of charter schools. DeVos argues that the modern public education system, supported by an “establishment” of government bureaucracies, the education industrial complex, and teacher unions, holds American children, especially poor Black and Hispanic children, “hostage” (DeVos, 2022, p. 261) and that her life’s work has been a civil rights struggle to help parents and their children obtain their “education freedom” (p. 216). However, many of her claims are supported with misleading information, and …
Democracy In Action: A Book Review Of John Dewey’S Imaginative Vision Of Teaching: Combining Theory And Practice, B. Jacob Del Dotto
Democracy In Action: A Book Review Of John Dewey’S Imaginative Vision Of Teaching: Combining Theory And Practice, B. Jacob Del Dotto
Democracy and Education
With his new book, John Dewey’s Imaginative Vision of Teaching: Combining Theory and Practice, Deron Boyles set out to explore the confluence of Deweyan practice in real-world educational settings. Arguing there is a dearth of books analyzing Dewey’s pedagogical philosophy in these settings, Boyles detailed and clarified Dewey’s imaginative vision of teaching via the blending of theory and case studies. This approach honors the merger of theory and action that characterizes Dewey’s unique brand of pragmatism. Here, Boyles gave credence to Dewey’s claim that philosophy can be recovered by applying it to our own, real-world problems. This easily accessible …
Practices To Live With, Invitations For Change. A Book Review Of Descriptive Inquiry In Teacher Practice: Cultivating Practical Wisdom In Create Democratic Schools, Dana Frantz Bentley
Practices To Live With, Invitations For Change. A Book Review Of Descriptive Inquiry In Teacher Practice: Cultivating Practical Wisdom In Create Democratic Schools, Dana Frantz Bentley
Democracy and Education
This review explores the discourse between theory and practice put forth in Cara E. Furman and Cecelia E. Traugh's Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. Through the practice of descriptive inquiry, these two authors engage in a lively examination of schools and educators developing individualized democratic practices. This review explores the engaging conversations between schools, educators, and school communities as they learn to center their democratic teaching on human dignity, and a focus on practical wisdom.
Scientifically Based Research And Teacher Agency: Combating “Conspiracies Of Certainty”, Kurt Stemhagen, Brionna C. Nomi
Scientifically Based Research And Teacher Agency: Combating “Conspiracies Of Certainty”, Kurt Stemhagen, Brionna C. Nomi
Democracy and Education
This project considers how certain types of educational research position teachers as problems to be managed or worked around. We start with a discussion of scientifically based research (SBR), particularly how the quest for generalization/objectivity are often pursued at the expense of relevance. We use the way teachers are positioned in the growing field of Implementation Science as an example of what’s wrong with SBR. A fundamental tension emerges—researchers’ need for scientific control is inescapably at odds with the idea of teacher as professional. Finally, we provide an example of an approach that has potential to counter the SBR-influenced idea …
Discussing Controversial Issues: Exploring The Role Of Agonistic Emotions, Emil Sætra
Discussing Controversial Issues: Exploring The Role Of Agonistic Emotions, Emil Sætra
Democracy and Education
Drawing on recent work on affective citizenship and agonistic emotions, this article explores the role of emotions in discussions of controversial issues in Norwegian high schools. Empirical material was collected through individual interviews with 11 teachers (two of whom were interviewed together) and group interviews with 28 students (five or six students per group). This study contributes to the literature on the teaching of controversial issues by shedding light on the affective dynamics and emotional complexities involved. This task was carried out along two interrelated lines of inquiry. First, it explored the role of emotions in starting and sustaining discussions …
Toward A Pedagogy Of Cooperative Learning. A Review Of Education And Democratic Participation: The Making Of Learning Communities, Xiuying Cai
Democracy and Education
No abstract provided.
Negating Amy Gutmann: Deliberative Democracy, Business Influence, And Segmentation Strategies In Education, Brian Ford
Negating Amy Gutmann: Deliberative Democracy, Business Influence, And Segmentation Strategies In Education, Brian Ford
Democracy and Education
The task of creating a public will is daunting in any political system, but a democracy dedicated to the principles of participation and public deliberation faces specific challenges, including overcoming organized opposition that may not accept democratic tenets. In the sphere of education (and social reproduction more generally), business-influenced movements to reform public education question many of the established goals and norms of democratic education and thus may be the vanguard of such opposition. In order to interpret and explore these movements, this article enlists Amy Gutmann's work as a heuristic device. In so doing, it looks at the task …
Controversy And The Common Core. A Book Review Of Common Core: National Education Standards And The Threat To Democracy, Courtney L. Gilday
Controversy And The Common Core. A Book Review Of Common Core: National Education Standards And The Threat To Democracy, Courtney L. Gilday
Democracy and Education
For a decade, the Common Core State Standards (CCSS) have been no stranger to controversy. Tangled in the discourse have been numerous scholars, practitioners, policymakers, and community members. Many of those in favor of the Common Core argue that national standards provide a foundation on which to build equitable opportunities for student success, while those opposed say that they disempower autonomy of local schools, community members, parents, and students themselves. In Common Core: National Education Standards and the Threat to Democracy, Tampio (2018) highlights how national standards create barriers for students to operate as citizens in a democratic society. He …
Envisioning Democratic Education In Neoliberal Times: A Book Review Of Radical Schooling For Democracy: Engaging Philosophy Of Education For The Public Good, Jessica Lussier, Samuel D. Rocha
Envisioning Democratic Education In Neoliberal Times: A Book Review Of Radical Schooling For Democracy: Engaging Philosophy Of Education For The Public Good, Jessica Lussier, Samuel D. Rocha
Democracy and Education
In Radical Schooling for Democracy: Engaging Philosophy of Education for the Public Good, Neil Hooley (2017) sets out to reexamine formal education by highlighting six competing ideologies that contemporary schooling must contend with and respond to (religious, conservative, neoliberal, social-democratic, scientific, and Marxist). Under the political and economic dictates of neoliberalism, Hooley argues, the scope of learning has become narrow and constrained to the frustration and alienation of many students and teachers. Reflecting on these concerns within the many issues of education today, Hooley’s project positions philosophy of education as a meaningful tool in our globalized context. …
Restoring The Political: Exploring The Complexities Of Agonistic Deliberation In Classrooms, John Ambrosio
Restoring The Political: Exploring The Complexities Of Agonistic Deliberation In Classrooms, John Ambrosio
Democracy and Education
This article is a response to a theoretical and philosophical examination of agonistic deliberation in classrooms, which requires accepting the legitimacy of perspectives that are outside of prevailing societal norms and the expression of political emotion. The author argues that students must develop certain dispositions to achieve productive ends in negotiations and that the role of teachers in the deliberative process must be clarified. He concludes that modifying instructional practices to include agonistic deliberation can potentially open up public spaces in classrooms for more inclusive and equitable deliberative practices.
Reenvisioning Education For Civic Engagement In The Social Media Century, Ryan T. Knowles
Reenvisioning Education For Civic Engagement In The Social Media Century, Ryan T. Knowles
Democracy and Education
The reviewed article, “The Impact of Student Political Identity Over the Course of an Online Controversial Issue Discussion,” represents a timely response to the eye-opening influences of social media in modern political climates. Particularly, the project provides a useful model and relevant findings for future teachers and teacher educators to incorporate online political discussions. The study clearly demonstrates the value of online discussions, especially in mixed partisan groups. Based on the findings, three additional considerations were identified and elaborated on within this response. These include a renewed consideration of quantitative analysis, a focus of identity in civic education, and a …
Drawing On The Past To Open Up Possible Futures. A Response To "The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship", John Ambrosio
Democracy and Education
This article is a response to a qualitative study that examined how the indigenous African notion of ubuntu informs how some school teachers in a Black township in South Africa conceptualize Western-oriented narratives of democracy. While the study acknowledges important differences in how ubuntu is understood and defined, the author argues that it nonetheless tends to overlook them in order to harness ubuntu as a force for positive social change and national development. The author argues that ubuntu could potentially serve as a powerful cultural force for change, but this requires a context in which some of the moral qualities …
A Democratic Critique Of The Common Core English Language Arts (Ela) Standards, Nicholas Tampio
A Democratic Critique Of The Common Core English Language Arts (Ela) Standards, Nicholas Tampio
Democracy and Education
Parents, educators, and students have criticized the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects for expecting students to regurgitate evidence from assigned texts rather than think for themselves. This article argues that this popular critique is accurate and that the Common Core, regardless of its advocates’ intentions, has undemocratic consequences. Initially, the essay considers a democratic argument for the Common Core. Then, I show that the standards themselves, faithfully implemented, lead to assignments and assessments that give students few opportunities to articulate their own thoughts or responses. I argue that …
Democracy Dies In Dualisms. A Response To “Dewey And Democracy”, Dan Sarofian-Butin
Democracy Dies In Dualisms. A Response To “Dewey And Democracy”, Dan Sarofian-Butin
Democracy and Education
This essay reviews Atkinson’s article “Dewey and Democracy” and argues that while Dewey and the social foundations classroom may indeed be important for teacher preparation, it is not in the way Atkinson suggests. Namely, I argue that Atkinson’s essay has three distinct (yet interrelated) issues: his problematic oversimplifications, what I term as “Dewey doesn’t do dualisms”; his misreading of Dewey, where I point out that “Dewey doesn’t do debate”; and his unexamined positionality, where I make clear that “Dewey doesn’t do Descartes.” I conclude this essay with a different perspective of a way forward with Dewey: that Dewey’s antifoundationalism serves …
Race, Residential Segregation, And The Death Of Democracy: Education And Myth Of Postracialism, Lori Latrice Martin, Kenneth J. Varner
Race, Residential Segregation, And The Death Of Democracy: Education And Myth Of Postracialism, Lori Latrice Martin, Kenneth J. Varner
Democracy and Education
Since the 1930s, federal housing policies and individual practices increased the spatial separation of whites and blacks. Practices such as redlining, restrictive covenants, and discrimination in the rental and sale of housing not only led to residential segregation by race but also continue to shape Whiteness and frame narratives about what constitutes Blackness. Despite the judicial and legislative victories of the civil rights movement, including the Brown v. Board of Education of Topeka, Kansas decision, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968, residential segregation persists and in …
What Kind Of Teacher For Our Citizens? A Book Review Of What Kind Of Citizen? Educating Our Children For The Common Good, Tony Decesare
What Kind Of Teacher For Our Citizens? A Book Review Of What Kind Of Citizen? Educating Our Children For The Common Good, Tony Decesare
Democracy and Education
Westheimer’s central argument in What Kind of Citizen? Educating our Children for the Common Good is that the current climate around public education—marked, in general, by standardization in our schools—is not conducive to the development of thoughtful and critically engaged public citizens. Westheimer demonstrated convincingly that schools—in response to recent education reform and, in some cases, pressure from parents and other education stakeholders—have increasingly emphasized individual goals at the expense of educating children for the common good. Furthermore and related, in this age of standardized testing, school curricula have become more narrowly focused on achievement in math and literacy at …
Media Literacy As Mindful Practice For Democratic Education. A Response To “Transaction Circles With Digital Texts As A Foundation For Democratic Practices”, Theresa Redmond
Democracy and Education
This essay is a response to Brown’s (2015) article describing her strategy of transaction circles as a student-centered, culturally responsive, and democratic literacy practice. In my response, I provide further evidence from the field of media literacy education (MLE) that serves to enhance Brown’s argument for using transaction circles in order to promote democratic discourse, specifically augmenting her ideas by connecting the purposes and processes of transaction circles with key implications of media literacy pedagogy. I invite Brown to consider how her concept of transaction circles may be extended in three ways: (a) through acknowledging the indispensable role of the …
The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship, Patricia K. Kubow, Mina Min
The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship, Patricia K. Kubow, Mina Min
Democracy and Education
Drawing upon the African concept of ubuntu, this article examines the epistemic orientations toward individual-society relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Western-oriented democratic narrative. Through ubuntu, defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rights-and-responsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. …
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response To "The Political Nuances Of Narratives And An Urban Educator's Response", Lilia D. Monzó, P. Zitlali Morales
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response To "The Political Nuances Of Narratives And An Urban Educator's Response", Lilia D. Monzó, P. Zitlali Morales
Democracy and Education
In this response to “The Political Nuances of Narratives and an Urban Educator’s Response,” the authors applaud Pearman’s critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served …
Transaction Circles With Digital Texts As A Foundation For Democratic Practices, Sally Brown
Transaction Circles With Digital Texts As A Foundation For Democratic Practices, Sally Brown
Democracy and Education
Transaction circles weave together elements of guided reading and literature circles in an open conversational structure that supports students as agentive learners. Discourse within these circles utilizing digital informational texts assist in the development of democratic practices even in a time when federal mandates limit curricula and prescribe programs. The findings of this study reveal the importance of aesthetic learning experiences in knowledge construction and the ways in which thinking through complex issues with others benefits social action.
Ethics In Teaching For Democracy And Social Justice, Kathy Hytten
Ethics In Teaching For Democracy And Social Justice, Kathy Hytten
Democracy and Education
In this essay, I offer provocations toward an ethics of teaching for democracy and social justice. I argue that while driven by compelling macro social and political visions, social justice teachers do not pay sufficient attention to the moral dimensions of micro, classroom-level interactions in their work. I begin by describing social justice education. I then discuss the ways in which social justice educators have talked about issues of ethics in their work in terms of broad political visions, and in response to resistant students and charges of liberal bias. I illustrate gaps in these efforts, particularly in relation to …
“If You Cannot Live By Our Rules, If You Cannot Adapt To This Place, I Can Show You The Back Door.” A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Barrett A. Smith
Democracy and Education
Stitzlein and West (2014) are primarily concerned with how Relay and Match risk failing to prepare their residents to practice democratic education. My aim is to provide a more thorough account of specific practices employed by Match and their no-excuses approach in order to illustrate and support points made by Stitzlein and West. It is my hope that this deeper examination will substantiate the concerns of Stitzlein and West while further problematizing the practices employed by and advocated for throughout Match.
Critical Democracy Audits. A Response To "Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools", Kathleen Greene
Democracy and Education
Educators frequently claim that the projects in which they are involved are democratic. However, considering the multiple and often conflicting notions of democracy and democratic education, are there any shared understandings of what either of those notions means? Does the claim that a project is democratic carry with it any shared assumptions, commitments, or obligations? In this response, I extend the conversation started by the authors of that article by proposing a critical democracy audit of their education project, and I offer a preliminary collection of questions, developed from recent literature on democratic education, that might be considered for use …
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Democracy and Education
This study explores the role of competing discourses that shape current practices in U.S. schools and how professional development efforts can support teachers and researchers in finding ways to reinsert more democratic processes into their collaborative work. We examine the case of one research and professional development project with the goal of supporting middle school science and ESOL teachers in fostering more meaningful science learning for all their students but especially their English language learners. Using Gee’s notion of big-D discourses and Fairclough’s notion of interdiscursivity, we trace how the Discourse of accountability, the Discourse of science teaching, and the …
The Oppression Of Experience. A Book Review Of Beyond Learning By Doing: Theoretical Currents In Experiential Education , Paul A. Michalec
The Oppression Of Experience. A Book Review Of Beyond Learning By Doing: Theoretical Currents In Experiential Education , Paul A. Michalec
Democracy and Education
A review of the book Beyond Learning by Doing: Theoretical Currents in Experiential Education, by Jay W. Roberts (Routledge, 2012).
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy and Education
This article describes an empirical project that studied fourth-through-eighth-grade math teachers’ beliefs about teaching and learning and about the role of teaching and learning in broader society. Specifically, it examined relationships between teachers’ reported beliefs and their use of transmittal, constructivist, and democratic classroom practices. The article concludes with consideration about the difficulties inherent in attempting to use empirical research to study our broad educational aims, particularly our democratic ones.