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- Social and Philosophical Foundations of Education (12)
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- Education (16)
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- Critical Pedagogy (11)
- Foundations of Education (10)
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- Philosophy of Education (8)
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- Abstraction (1)
- Agonism (1)
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- Anthropology of Education (1)
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- Audrey Lingley (1)
- Civic education (1)
- Civics education (1)
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- Critical Whiteness Studies (1)
- Culturally Responsive Pedagogy; Culturally Relevant Pedagogy; Culturally Relevant Curriculum; Spirituality (1)
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Articles 1 - 25 of 25
Full-Text Articles in Education
Improving Equality Through Study In The Humanities. A Book Review Of Education And Equality, Jane Blanken-Webb
Improving Equality Through Study In The Humanities. A Book Review Of Education And Equality, Jane Blanken-Webb
Democracy and Education
Danielle Allen’s recent book, Education and Equality, forwards a much-needed perspective for considering the relationship between education and equality in an era in which the value of education seems to be almost unquestionably commensurate with the economic payback it produces in terms of future job earnings. Rather than thinking of education only as a proxy for the transmission of technical know-how and skill that can lead to higher-paying jobs and ultimately improve conditions of economic inequality in our society, Allen took up the intrinsic relationship between education and equality in which the practice of human development, in itself, contributes …
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 …
Response To “Seeking Democracy Inside And Outside Of Education”, Catherine Broom
Response To “Seeking Democracy Inside And Outside Of Education”, Catherine Broom
Democracy and Education
This response considers the strengths of Carr and Thesee's paper and explores further areas of research related to education for democracy or citizenship education.
The Slow Work Of Democracy: Resisting Reductionist Views Of Women And Children, Stephanie C. Serriere
The Slow Work Of Democracy: Resisting Reductionist Views Of Women And Children, Stephanie C. Serriere
Democracy and Education
In her research article “State your defense!": Children negotiate analytic frames in the context of deliberative dialogue," Hauver offers important contributions to the field of elementary civic education that illuminate how young people apply various analytical frames to make collective decisions. First, I highlight significant contributions of her work, namely children’s capabilities to build perspective-taking through dialogue, which I suggest can be more solidly grounded in a sociocultural framework, not a developmental one. Second, I offer suggestions toward such a theoretical framework that loosens determinism for children’s development and offers a less deterministic framework for women. My review seeks …
Listening To Children In Dialogue. A Response To “‘State Your Defense!’ Children Negotiate Analytic Frames In The Context Of Deliberative Dialogue”, Kathy Bickmore
Democracy and Education
In this appreciative response to Jennifer Hauver’s article about elementary children’s negotiation of analytic frames in deliberative dialogue during input into a school governance decision, Bickmore argues for the value of such agentic, citizenship-relevant learning opportunities in public schools. She points to their unfortunate infrequency (to the detriment of socially just democracy) in economically and racially marginalized communities. The concept of analytic frames is compared with the notion of interests—desires, needs, concerns, and ethical principles—underlying each party’s proposals in integrative negotiated conflict resolution theory. Questions are raised about the roles played by cultural context and status inequalities within dialogue groups. …
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 …
The Rights Of The Learner: A Framework For Promoting Equity Through Formative Assessment In Mathematics Education, Crystal A. Kalinec-Craig
The Rights Of The Learner: A Framework For Promoting Equity Through Formative Assessment In Mathematics Education, Crystal A. Kalinec-Craig
Democracy and Education
An elementary mathematics teacher once argued that she and her students held four Rights of the Learner in the classroom: (1) the right to be confused; (2) the right to claim a mistake; (3) the right to speak, listen and be heard; and (4) the right to write, do, and represent only what makes sense. Written as an emerging framework to promote equity in the mathematics classroom through divergent formative assessment, the RotL assumes that students can take more explicit ownership of their learning, both in writing and in oral communication. Foregrounded in the literature, this paper discusses how the …
Seeking Democracy Inside, And Outside, Of Education: Re-Conceptualizing Perceptions And Experiences Related To Democracy And Education, Paul R. Carr, Gina Thésée
Seeking Democracy Inside, And Outside, Of Education: Re-Conceptualizing Perceptions And Experiences Related To Democracy And Education, Paul R. Carr, Gina Thésée
Democracy and Education
This conceptual article underscores the importance of critical engagement in and through education with a view to enhancing education for democracy (EfD). As a centerpiece to illustrating this connection, we refer to our research project, which engages international actors through an analysis of the perceptions, experiences and perspectives of education students, educators and others in relation to EfD. The article presents the Thick-Thin Spectrum of EfD and a Spectrum for Critical Engagement for EfD to re(present) the problematic of political engagement and literacy on the part of teacher-education students. The findings of our study highlight a necessity for education to …
"State Your Defense!": Children Negotiate Analytic Frames In The Context Of Deliberative Dialogue, Jennifer Hauver
"State Your Defense!": Children Negotiate Analytic Frames In The Context Of Deliberative Dialogue, Jennifer Hauver
Democracy and Education
The purpose of this exploratory study was to identify the analytic frames children (ages 9 to 11) employed as they worked together to make sense of an ill-structured problem, what those same children did when their frames collided in the context of deliberative dialogue, and what they learned from the process of negotiation. Data included pre- and post-dialogue interviews with individual children as well as videotapes of the five dialogue sessions. Analysis suggests that children invoked six frames: fairness, common good, safety, kindness, tradition and self-interest. Of these, fairness and common good were super-ordinate frames, which resonated with peers …
Countering The Neos: Dewey And A Democratic Ethos In Teacher Education, Jamie C. Atkinson
Countering The Neos: Dewey And A Democratic Ethos In Teacher Education, Jamie C. Atkinson
Democracy and Education
Neoliberalism and neoconservatism are two ideologies that currently plague education. The individualistic free-market ideology of neoliberalism and the unbridled nationalistic exceptionalism associated with neoconservatism often breed a narrowed, overstandardized curriculum and a hyper-testing environment that discourage critical intellectual practice and democratic ideas. Dewey’s philosophy of education indicates that he understood that education is political and can be undemocratic. Dewey’s holistic pragmatism, combined with aspects of social reconstructionism, called for a philosophical movement that favors democratic schooling. This paper defines neoliberal and neoconservative ideologies and makes a case for including more critique within teacher preparation programs, what Dewey and other educationists …
Navigating Middle Of The Road Reforms Through Collaborative Community, Andrea J. Bingham, Patricia Burch
Navigating Middle Of The Road Reforms Through Collaborative Community, Andrea J. Bingham, Patricia Burch
Democracy and Education
The current wave of educational reform is complex and situated in market-based initiatives coupled with a renewed emphasis on local autonomy, deliberation, and community—middle-of-the-road reforms. In practice, schools are challenged to develop organizational forms that can support collaboration and community engagement, alongside the bureaucratic and accountability-driven reforms that demand more oversight, transparency, and demonstrable results. Our intent in this paper is to begin to map the emerging contradictions and opportunities that the complex reform climate presents for practitioners through a case study of a personalized learning charter school. In so doing, we illustrate how a community of teachers within a …
Challenging White Folks Pedagogy. A Book Review Of For White Folks Who Teach In The Hood...And The Rest Of Y’All Too—Reality Pedagogy And Urban Education, Awad Ibrahim, Tahmina Reza
Challenging White Folks Pedagogy. A Book Review Of For White Folks Who Teach In The Hood...And The Rest Of Y’All Too—Reality Pedagogy And Urban Education, Awad Ibrahim, Tahmina Reza
Democracy and Education
Once in a while, we argue, an author comes in with a clear conviction and a mastery of language that enable them to create “strong poetry,” a new vision. Using Rorty, we call this person a “strong poet.” This is the case with Christopher Emdin’s (2016) book. He not only reimagines the social category of “White folks,” but also works against the notion of schooling and education they advocate for, which Emdin calls “White folks pedagogy.” Emdin also reimagines “the hood,” not as a geographical, but as a sociocultural category. In sum, Emdin articulates a vision that qualifies him as …
In Defense Of Ambiguity In Education. A Book Review Of Rethinking Sexism, Gender, And Sexuality, Caitlin Howlett
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 …
The Complex Reasons For Missing Spirituality. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", Marian De Souza Dr
The Complex Reasons For Missing Spirituality. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", Marian De Souza Dr
Democracy and Education
This article is written in response to Lingley’s (2016) concept of spiritually responsive pedagogy. To begin with, the word spiritual, when applied to education, still attracts varied responses. Therefore, I have begun by examining contemporary understandings of spirituality as reflected in current research and literature, which provides an informed context for my response. I follow up by aligning some of the key features noted by Lingley in democratic education and spiritually responsive pedagogy to other perspectives that deal with the spiritual dimension in education; I do this in order to offer a supportive stance to Lingley’s assertion that, if …
Teaching Spirituality As Ontology In Public Schools. A Response To "Democratic Foundations Of Spiritual Responsive Pedagogy", Barbara J. Thayer-Bacon
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 to help …
Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-Evant Curriculum. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", James A. Gambrell
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 detrimental to learning outcomes and reinforces dominating …
A Call For More Literature And Deeper Data. A Response To "The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship", Moeketsi Letseka
A Call For More Literature And Deeper Data. A Response To "The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship", Moeketsi Letseka
Democracy and Education
This review provides a critical appraisal of Kubow and Min's paper. It teases out their conception of liberalism and argues that the classical notion of liberalism as a political theory that advocates individual liberty based on assumptions of the unencumbered autonomous individual has lost currency. This is because over the years liberalism has mutated into a multiplicity of new forms, and there is no single view that can be said to define what it means to be a liberal. The paper raises methodological questions with respect to the use of focus group interviews. It implores researchers to first ask themselves …
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
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.
The Critique Of Deliberative Discussion. A Response To “Education For Deliberative Democracy: A Typology Of Classroom Discussions", David I. Backer
The Critique Of Deliberative Discussion. A Response To “Education For Deliberative Democracy: A Typology Of Classroom Discussions", David I. Backer
Democracy and Education
My response to Samuelsson’s (2016) recent essay offers a different paradigm with which to think about education, deliberative discussion and democracy. I call this paradigm the critique of deliberative discussion. Following Ruitenberg’s application of Mouffe’s critiques of deliberative democracy to education, the critique of deliberative discussion focuses on what Jameson called the “political unconscious” of deliberative discussions like those presented by Samuelsson. There is literature that critique traditionally moderate-liberal notions of deliberative discussion, which Samuelsson defines his typology: reason, willingness to listen, and consensus. While others, like Ruitenberg, have developed this critique of deliberative-democratic citizenship education, the critique of deliberative …
From Deliberative Democracy To Communicative Democracy In The Classroom. A Response To “Education For Deliberative Democracy”, Lisa Weasel
Democracy and Education
This response to Samuelsson’s typology for assessing deliberative democracy in classroom discussions views his analysis through an equity lens. It offers Young’s model of communicative democracy as a resource and argues that incorporating that model's emphasis on greeting, rhetoric, and storytelling into the typology can help to promote more equitable deliberative communication in the classroom. It offers specific tools, based on the author’s development of deliberative pedagogy in a biology classroom, that teachers can use across disciplines and educational settings to help promote more equitable deliberative communication in classroom discussions.
Researching Holistic Democracy In Schools. A Reponse To "Examination Of The New Tech Model As A Holistic Democracy", Philip A. Woods
Researching Holistic Democracy In Schools. A Reponse To "Examination Of The New Tech Model As A Holistic Democracy", Philip A. Woods
Democracy and Education
Bradley-Levine reported in her article how she created an opportunity to explore research data with the aim of examining the degree to which New Tech schools were democratic in the sense conceptualized by the notion of holistic democracy. My response is in three parts. The first sets out my understanding of the significance of the model of holistic democracy and the purpose of the framework. The second is a review of Bradley-Levine’s findings, with reflections that occurred to me as I worked through these. The third comprises my conclusions. The framework has been applied, in my judgement, in a diligent …
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 …
Examination Of The New Tech Model As A Holistic Democracy, Jill Bradley-Levine 4355986, Gina Mosier
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.
Empowering Young People Through Conflict And Conciliation: Attending To The Political And Agonism In Democratic Education, Jane C. Lo
Democracy and Education
Deliberative models of democratic education encourage the discussion of controversial issues in the classroom (e.g., Hess, 2009); however, they tend to curtail conflicts for the sake of consensus. Agonism, on the other hand, can help support the deliberative model by attending to antagonism in productive ways (Ruitenberg, 2009). In this paper, I present how agonistic deliberation (the infusion of agonism into deliberation) can work as an account of the political that may help empower young people. The paper presents two classic democratic classroom practices—structured academic controversy (SAC) and debate—together as examples of how agonistic deliberation can help students engage politically. …
Teaching For Toleration In Pluralist Liberal Democracies, Betto A.F. Van Waarden
Teaching For Toleration In Pluralist Liberal Democracies, Betto A.F. Van Waarden
Democracy and Education
This article determines which education enables the perpetuation of diverse ways of life and the liberal democracy that accommodates this diversity. Liberals like John Rawls, Stephen Macedo, and William Galston have disagreed about the scope of civic education. Based on an analysis of toleration—the primary means for maintaining a pluralist liberal democracy—I argue that schools should teach democratic participatory skills and a minimal exposure to diversity to enable citizens to participate in the democratic process of defining which cultural and religious practices the state should tolerate or prohibit through its laws. To make this argument, I contend, in contrast to …