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Full-Text Articles in Education

Understanding Conflict In Education For Democracy. A Response To "The Value Of Conflict And Disagreement In Democratic Teacher Education", Steven P. Camicia Oct 2020

Understanding Conflict In Education For Democracy. A Response To "The Value Of Conflict And Disagreement In Democratic Teacher Education", Steven P. Camicia

Democracy and Education

Teachers are often apprehensive about facilitating deliberation in classrooms because conflicts can develop when deliberations surround issues of authentic concern to students. However, conflict is central to deliberation, and the identities and experiences of participants must be reflected in deliberation. These differences challenge the assumptions of neutrality and a common good that can restrain conflict. Harell’s article focuses upon many of these aspects of deliberation and the essential role of facilitators as conflicts emerge from deliberation. In my response to Harell, I extend his findings by developing the themes of conflict, identity, and inclusion. These themes are conceptually linked ...


The Morning Meeting: Fostering A Participatory Democracy Begins With Youth In Public Education, Rebecca C. Tilhou Oct 2020

The Morning Meeting: Fostering A Participatory Democracy Begins With Youth In Public Education, Rebecca C. Tilhou

Democracy and Education

There is a faltering sense of democracy in America’s current political climate due to polarized opinions about leadership’s decisions and antagonistic political parties. John Dewey (1916) proposed that education is the place to foster democracy, as schools can provide a platform to actively engage students in authentic democratic experiences that will empower them to act democratically beyond the walls of the school. The democratic schools that emerged during the Free School Movement of the 1960s and 1970s embody Dewey’s philosophy, specifically with the shared governance occurring in their School Meetings. Unfortunately, American public education’s present preoccupation ...


Supporting The Arts As Disciplines Of Learning. A Book Review Of The Role Of The Arts In Learning: Cultivating Landscapes Of Democracy, Karen Mcgarry May 2020

Supporting The Arts As Disciplines Of Learning. A Book Review Of The Role Of The Arts In Learning: Cultivating Landscapes Of Democracy, Karen Mcgarry

Democracy and Education

Learning through and in partnership with the arts has the potential to expand experiences beyond what can be measured on any standardized test assessment. The arts may offer sites of reflexive contemplation and engagement, extending learning outward, away from disciplinary silos and toward transdisciplinary action learning—a heuristic device enabling multiple modes or processes of multitextual knowing and becoming. In The Role of the Arts in Learning: Cultivating Landscapes of Democracy, the editors nurture a space of consideration toward democratic learning. By harnessing the historical and pragmatic theories and philosophies of John Dewey and Maxine Greene, in concert with additional ...


Controversy And The Common Core. A Book Review Of Common Core: National Education Standards And The Threat To Democracy, Courtney L. Gilday May 2020

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 ...


Critical Democratic Education And Lgbtq+-Inclusive Curriculum. A Book Review Of Critical Democratic Education And Lgbtq-Inclusive Curriculum: Opportunities And Constraints, Matthew A. Thomas-Reid May 2020

Critical Democratic Education And Lgbtq+-Inclusive Curriculum. A Book Review Of Critical Democratic Education And Lgbtq-Inclusive Curriculum: Opportunities And Constraints, Matthew A. Thomas-Reid

Democracy and Education

With the aim of promoting the democratic education values of inclusion equity and social justice using a queer theoretical framework to identify and deconstruct normalizing forces, author Camicia sets the reader up for a deep analysis of educational practice, policy, and curriculum using Utah and California as concrete illustrations of democratic inclusive curriculum. Camicia's book ends with an epilogue “discussing a rationale for using auto-ethnography within curriculum in order to increase inclusion," which opens up excellent possibilities for future research.


Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese May 2020

Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese

Democracy and Education

In Educating for Empathy: Literacy Learning and Civic Engagement, Mirra describes the value of teaching “critical civic empathy” in K–12 literacy classrooms. Distinguished from standard curricular uses of empathy that stress politeness at the level of the individual, critical civic empathy challenges students to take active steps toward questioning how imbalances of power and privilege arise and what assumptions should be questioned in order to address those imbalances. Mirra examines various teachers who center social issues in their literacy classrooms through the use of literature, the techniques of high school debate, research methodologies that see students as knowledge producers ...


Media Literacy As An Internal And External Process. A Response To “Red States, Blue States, And Media Literacy: Political Context And Media Literacy”, Jolie C. Matthews May 2020

Media Literacy As An Internal And External Process. A Response To “Red States, Blue States, And Media Literacy: Political Context And Media Literacy”, Jolie C. Matthews

Democracy and Education

Curry and Cherner’s article, “Red States, Blue States, and Media Literacy: Political Context and Media Literacy,” discusses preservice teachers’ perspectives of teaching media literacy skills in politically opposite “Red” and “Blue” States. In this response, I argue the inclusion of additional demographic information about participants might open up new avenues for which to analyze the data. I also address how the article theoretically takes up media literacy as well what other definitions exist, with suggestions for how the term might be expanded to include internal (self-reflective) and external (outside sources) processes for students and educators to consider.


Disrupting Whiteness In Curriculum History. A Book Review Of Reclaiming The Multicultural Roots Of U.S. Curriculum: Communities Of Color And Official Knowledge In Education, Christopher L. Busey May 2019

Disrupting Whiteness In Curriculum History. A Book Review Of Reclaiming The Multicultural Roots Of U.S. Curriculum: Communities Of Color And Official Knowledge In Education, Christopher L. Busey

Democracy and Education

The canon and curriculum of curriculum history remain grounded in Whiteness. Little attention is given to multicultural narratives of curriculum history, especially those that emerge from marginalized communities of color in the U.S. This book review details how Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education (Au, Brown, & Calderón, 2016) aims to address a void in the canon of curriculum history. Through the lens of Indigenous peoples, Chinese Americans, Japanese Americans, Mexican Americans, and African Americans, the field of curriculum history is enriched with discourses as to how communities of color ...


Restoring The Political: Exploring The Complexities Of Agonistic Deliberation In Classrooms, John Ambrosio May 2019

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.


Supporting Students' Choice And Voice In Discovering Empathy, Imagination, And Why Literature Matters More Than Ever, Kimberly Hill Campbell May 2019

Supporting Students' Choice And Voice In Discovering Empathy, Imagination, And Why Literature Matters More Than Ever, Kimberly Hill Campbell

Democracy and Education

This article explores why we need to be intentional about the literature we explore in our English language arts classrooms. It explores the question of what literature should be considered and strategies for using democratic practices in support of literature circles. It also reinforces the importance of collaborative practitioner research to explore curriculum decisions and classroom practice to ensure we are meeting the needs of the diverse students with whom we work.


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 Apr 2018

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 ...


Contention And Conversation In The K–12 Classroom. A Review Essay Of Teaching Controversial Issues And The Case For Contention, Robert Kunzman Apr 2018

Contention And Conversation In The K–12 Classroom. A Review Essay Of Teaching Controversial Issues And The Case For Contention, Robert Kunzman

Democracy and Education

This review essay explores the complexities and challenges involved in addressing controversial issues in the K–12 public school classroom, drawing from two recent books: Noddings and Brooks’s Teaching Controversial Issues: The Case for Critical Thinking and Moral Commitment in the Classroom and Zimmerman and Robertson’s The Case for Contention: Teaching Controversial Issues in American Schools. This educational work requires thoughtful preparation by teachers, support from administrators and communities, and careful discernment about whether issues require pedagogical neutrality or directive instruction. Teaching young people how to understand unfamiliar perspectives and engage respectfully across ethical disagreement should be a ...


A Problem Of Play For Democratic Education? Abstraction, Realism, And Exploration In Learning Games. A Response To "The Challenges Of Gaming For Democratic Education: The Case Of Icivics", Benjamin Devane Dec 2017

A Problem Of Play For Democratic Education? Abstraction, Realism, And Exploration In Learning Games. A Response To "The Challenges Of Gaming For Democratic Education: The Case Of Icivics", Benjamin Devane

Democracy and Education

In this review article, I argue that games are complementary, not self-supporting, learning tools for democratic education because they can: (a) offer simplified, but often not simple, outlines (later called “models”) of complex social systems that generate further inquiry; (b) provide practice spaces for exploring systems that do not have the often serious consequences of taking direct and immediate social, civic, and legal action; and (c) use rules to allow players to explore this aforementioned outline or model by making decisions and seeing an outcome. To make these arguments, I perform a close reading of three examples of participatory and ...


In Defense Of Ambiguity In Education. A Book Review Of Rethinking Sexism, Gender, And Sexuality, Caitlin Howlett May 2017

In Defense Of Ambiguity In Education. A Book Review Of Rethinking Sexism, Gender, And Sexuality, Caitlin Howlett

Democracy and Education

This article offers a positive review of Rethinking Sexism, Gender, and Sexuality, a readable and refreshing account of the ambiguities and possibilities relating to gender and sexuality in education today. The review argues that, with a focus on public school experiences, this collection of vignettes, lessons, and critical essays, amounts to a resource that is of great value to teachers, preservice teachers, teacher educators, and citizens as they navigate the ever-changing winds of gender and sexuality, particularly as they diverge and multiply along categories of race, religion, ethnicity, and class. This book offers hope and excitement for those of us ...


Teaching Spirituality As Ontology In Public Schools. A Response To "Democratic Foundations Of Spiritual Responsive Pedagogy", Barbara J. Thayer-Bacon May 2017

Teaching Spirituality As Ontology In Public Schools. A Response To "Democratic Foundations Of Spiritual Responsive Pedagogy", Barbara J. Thayer-Bacon

Democracy and Education

In “Democratic Foundations of Spiritually Responsive Pedagogy,” Lingley worried that talk of spirituality is taboo in U.S. public school classrooms. Lingley pointed out that the dominant narrative demands silence on the topic. She wanted to make the case for spiritually responsive pedagogy as vital to an inclusive democracy. I begin this responsive essay by describing Lingley’s argument, and then I strengthen her argument through my work on relational ontologies. When we equate spirituality with ontology, we realize it is impossible to avoid teaching spirituality in our schools, for we begin passing on to our children our fishing nets ...


Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-Evant Curriculum. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", James A. Gambrell May 2017

Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-Evant Curriculum. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", James A. Gambrell

Democracy and Education

In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply embedded within the worldview of many students in K–12 classrooms, whether educators include this important aspect of their epistemology or not. Similar to the problems that come when we ignore identities of race, gender, (a)sexuality, (dis)ability, and social class, ignoring these important characteristics of students’ lived experiences is ...


Ypar, Critical Whiteness, And Generative Possibilities. A Response To “Sam And Cristina: A Dialogue Between A High School Teacher And Student About The Commoditization Of People Of Color”, Chris Corces-Zimmerman, Jamie Utt, Nolan L. Cabrera May 2017

Ypar, Critical Whiteness, And Generative Possibilities. A Response To “Sam And Cristina: A Dialogue Between A High School Teacher And Student About The Commoditization Of People Of Color”, Chris Corces-Zimmerman, Jamie Utt, Nolan L. Cabrera

Democracy and Education

In this response to the article by Tanner and Corrie, the authors provide three critiques of the methodology and theoretical framing of the study with the hopes of informing future scholarship and practice. Specifically, the three critiques addressed in this paper include the integration of CWS frameworks and YPAR methodology, the application and description of CWS and YPAR frameworks, and the role of power in the relationship between educator and student that served as the central medium for the study.


Examination Of The New Tech Model As A Holistic Democracy, Jill Bradley-Levine 4355986, Gina Mosier May 2017

Examination Of The New Tech Model As A Holistic Democracy, Jill Bradley-Levine 4355986, Gina Mosier

Democracy and Education

Using the Degrees of Democracy Framework (Woods & Woods, 2012), we examined eight New Tech (NT) high schools to determine the extent to which they demonstrated characteristics of holistic democracy. We collected qualitative data, including observations and interviews during the fourth year of implementation. Findings indicated that the eight NT schools demonstrated many features of holistic democracy with a few exceptions. This study has implications for researchers and school communities interested in measuring holistic democracy in other schools and within school models.


What Kind Of Teacher For Our Citizens? A Book Review Of What Kind Of Citizen? Educating Our Children For The Common Good, Tony Decesare Nov 2016

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 ...


When Theory Doesn't Necessarily Meet Practice. A Book Review Of Youth, Critical Literacies, And Civic Engagement: Arts, Media And Literacy In The Lives Of Adolescents, Matthew Goldwasser Nov 2016

When Theory Doesn't Necessarily Meet Practice. A Book Review Of Youth, Critical Literacies, And Civic Engagement: Arts, Media And Literacy In The Lives Of Adolescents, Matthew Goldwasser

Democracy and Education

A book review of Youth, Critical Literacies, and Civic Engagement by T. Rogers, K.-L. Winters, M. Perry, and A.M. LaMonde. In Youth, Critical Literacies, and Civic Engagement, the authors presented three analytic vignettes from field work at three sites where youth employed either writing and publishing, filmmaking, or theater performance to make critical claims about their everyday lives and social issues that directly affect them. The authors used critical theory to link their empirical data to larger enterprises of resistance and counter narratives about how society views youth. They further posited that these efforts are examples of civic ...


Media Literacy As Mindful Practice For Democratic Education. A Response To “Transaction Circles With Digital Texts As A Foundation For Democratic Practices”, Theresa Redmond Nov 2016

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 ...


The Social And Emotional Components Of Gaming. A Response To “The Challenge Of Gaming For Democratic Education”, Ellen Middaugh Nov 2016

The Social And Emotional Components Of Gaming. A Response To “The Challenge Of Gaming For Democratic Education”, Ellen Middaugh

Democracy and Education

This response considers the role of video games in promoting the social and emotional aspects of civic education and engagement. Specifically, it discusses how design choices in iCivics and video games generally may impact students’ emotional responses to issues and other people, sense of internal efficacy, and social connectedness.


Democratic Foundations For Spiritually Responsive Pedagogy, Audrey Lingley Nov 2016

Democratic Foundations For Spiritually Responsive Pedagogy, Audrey Lingley

Democracy and Education

Spirituality has been identified as an important component of democratic education by influential scholars such as Dewey, Freire, hooks, and Noddings. However, many teachers in the United States do not engage openly with a framework for understanding, organizing, and integrating pedagogical knowledge of spirituality within the context of culturally conscious social justice education. Drawing from an analysis of the works of Dewey, Noddings, Freire, and hooks and using a critical construct of spirituality that emphasizes inquiry, practical experience, meaning making, and awareness of interconnectedness, I argue that spiritually responsive pedagogy is a vital element of emancipatory, culturally responsive education in ...


The Challenges Of Gaming For Democratic Education: The Case Of Icivics, Jeremy Stoddard, Angela M. Banks, Christine Nemacheck, Elizabeth Wenska Nov 2016

The Challenges Of Gaming For Democratic Education: The Case Of Icivics, Jeremy Stoddard, Angela M. Banks, Christine Nemacheck, Elizabeth Wenska

Democracy and Education

Video games are the most recent technological advancement to be viewed as an educational panacea and a force for democracy. However, this medium has particular affordances and constraints as a tool for democratic education in educational environments. This paper presents results from a study of the design and content of four iCivics games and their potential to meet the goals of democratic education. Specifically, we focus on the games as designed experiences, the nature and accuracy of the content, and the nature of intellectual engagement in the games. We find that the games, while easily accessible and aligned with standardized ...


Toward A Transformative Criticality For Democratic Citizenship Education, Lisa A. Sibbett Nov 2016

Toward A Transformative Criticality For Democratic Citizenship Education, Lisa A. Sibbett

Democracy and Education

This article uses a well-received recent text—Hess and McAvoy’s The Political Classroom—to suggest that democratic citizenship education today has a social accountability problem. I locate this discussion in the context of a longstanding conflict between the critical thinking approach to democratic citizenship education, the approach typified by The Political Classroom, and the critical pedagogical approach, which has an equal but opposite problem, that of indoctrination. If democratic citizenship educators are truly interested in transforming the social order, I suggest, then we need to listen appreciatively, and respond thoughtfully, to critiques of the approach we favor. The article ...


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 May 2016

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 ...


Neoliberal Ideology And Democratic Learning. A Response To "Challenging Freedom: Neoliberalism And The Erosion Of Democratic Education", Emery James Hyslop-Margison, Andrés Ramírez May 2016

Neoliberal Ideology And Democratic Learning. A Response To "Challenging Freedom: Neoliberalism And The Erosion Of Democratic Education", Emery James Hyslop-Margison, Andrés Ramírez

Democracy and Education

In "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education," the author suggests that the presumed decline of democratic learning in public schooling follows from two primary forces: (a) the metaphysical implications of Cartesian psychophysical dualism that support an ontological understanding of the self as distinct from social influence and (b) a corresponding concept of freedom emerging from this ontology that exonerates individuals from any meaningful level of social moral responsibility. Although we agree in large part with the general argument advanced in the essay, there are some theoretical and historical gaps that we attempt to bridge in this response ...


Necessary But Not Sufficient: Deweyan Dialogue And The Demands Of Critical Citizenship. A Book Review Of The Political Classroom: Evidence And Ethics In Democratic Education, Joseph C. Wegwert Nov 2015

Necessary But Not Sufficient: Deweyan Dialogue And The Demands Of Critical Citizenship. A Book Review Of The Political Classroom: Evidence And Ethics In Democratic Education, Joseph C. Wegwert

Democracy and Education

This is a book review of The Political Classroom: Evidence and Ethics in Democratic Education, by Hess and McAvoy.


"How To Be Nice And Get What You Want": Structural Referents Of "Self" And "Other" In Experiential Education As (Un)Democratic Practice, Franklin Vernon Nov 2015

"How To Be Nice And Get What You Want": Structural Referents Of "Self" And "Other" In Experiential Education As (Un)Democratic Practice, Franklin Vernon

Democracy and Education

This critical ethnography explores a social justice program utilizing nontraditional, democratic, "experiential" education practices. The author posits a historical legacy of pedagogy of self obscures its emancipatory, democratic potential while simultaneously expanding on contemporary discourses of self and other as aspects of the educational setting. Students' labors to reference and enact oppressive, capitalistic idealizations of either self or other problematizes pragmatic theories of self, and the author draws upon critical pragmatism to reposition self and other as aspects of pedagogy and curriculum in democratic education.


The Cake Is A Lie. A Book Review Of The Failure Of Corporate School Reform, Amy Rector Aranda Apr 2015

The Cake Is A Lie. A Book Review Of The Failure Of Corporate School Reform, Amy Rector Aranda

Democracy and Education

This is a book review of The Failure of Corporate School Reform by Kenneth J. Saltman.