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Articles 1 - 17 of 17
Full-Text Articles in Education
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.
Exploring Prosocial Behavior Through Structured Philosophical Dialogue: A Quantitative Evaluation, Monica B. Glina
Exploring Prosocial Behavior Through Structured Philosophical Dialogue: A Quantitative Evaluation, Monica B. Glina
Democracy and Education
The problem of bullying in schools cannot be overstated. Researchers have examined the problem of bullying in schools from a variety of perspectives and have found that bullying has serious short- and long-term effects not just for the victim but for the bully as well. A variety of interventions have been implemented, and research shows that the majority, which are monological in nature, have demonstrated minimal, if any, impact on counteracting occurrences of bullying in schools. This study uses three quantitative measures to examine the impact that an instructional method steeped in the dynamics of dialogical inquiry has on students’ …
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.
"How To Be Nice And Get What You Want": Structural Referents Of "Self" And "Other" In Experiential Education As (Un)Democratic Practice, Franklin Vernon
"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.
Mindfulness, Democracy, And Education, Andrea Marie Hyde, James G. Laprad
Mindfulness, Democracy, And Education, Andrea Marie Hyde, James G. Laprad
Democracy and Education
In this article, we explain how mindfulness can enhance a democratic way of being, connecting practices of awareness, reflection, dialog, and action to democratic citizenship and social arrangements. We begin by sharing our understanding of democracy as a philosophy and a political system. We then provide a background for the concept of mindfulness as it is used by those in the field of education and health care and as we connect it to democracy and democratic education. We introduce a mindfulness pedagogy and use this pedagogy to develop our concept of mindfully democratic schools. We use the work of John …
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 …
The Cake Is A Lie. A Book Review Of The Failure Of Corporate School Reform, Amy Rector Aranda
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.
A Book Review Of Education And Democracy In The 21st Century, Xiuying Cai
A Book Review Of Education And Democracy In The 21st Century, Xiuying Cai
Democracy and Education
This book review recommends Nel Noddings's new exploration of Dewey's foundational work to secondary school teachers, preservice teachers, and teacher-educators as a starting point to think about the big pictures of educational aims and to explore ways of realizing them in curriculum and pedagogy.
Media Literacy For The 21st Century. A Response To "The Need For Media Education In Democratic Education", Peter Levine
Media Literacy For The 21st Century. A Response To "The Need For Media Education In Democratic Education", Peter Levine
Democracy and Education
We cannot pretend to educate young people for citizenship and political participation without teaching them to understand and use the new media, which are essential means of expressing ideas, forming public opinions, and building institutions and movements. But the challenge of media literacy education is serious. Students need advanced and constantly changing skills to be effective online. They must understand the relationship between the new media and social and political institutions, a topic that is little understood by even the most advanced social theorists. And they must develop motivations to use digital media for civic purposes, when no major institutions …
Media And Democracy. A Response To "The Need For Media Education In Democratic Education", Lance E. Mason
Media And Democracy. A Response To "The Need For Media Education In Democratic Education", Lance E. Mason
Democracy and Education
This response supports Stoddard’s (2014) assertion that media education should be considered a crucial factor of democratic education and offers both extensions and cautions related to that end. Extensions include practical suggestions for studying the non-neutrality of technology. The author also cautions educators that if media education and democratic education are to be productively merged, a more substantive consideration of the relationship between digital technologies and dispositional factors is warranted.
“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.
Giving Power Its Due: The Powerful Possibilities And The Problems Of Power With Deliberative Democracy And English Language Learners. A Response To "Deliberative Democracy In English-Language Education: Cultural And Linguistic Inclusion In The School Community", Jarrod S. Hanson
Democracy and Education
The use of deliberation with English Language Learners presents possibilities to both improve language learning, but also expand the potential for civics education for all students. In particular, this response examines the issue of power to extend Liggett's (2014) arguments for using deliberative democracy with English Language Learners and provides practical suggestions on how to address issues of power and improve civic education.
Educating Each According To His Needs: A Response To “Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics”, Andrew Holowchak
Educating Each According To His Needs: A Response To “Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics”, Andrew Holowchak
Democracy and Education
This essay is a reply to Brian Dotts’s “Beyond the Schoolhouse Door,” which focuses on the need of a system of general education in Jefferson’s writings on educative reform.
Exploring The Implications Of Citizenship-As-Equality In Critical Citizenship Education. A Response To "The Practice Of Equality: A Critical Understanding Of Democratic Citizenship Education", Michalinos Zembylas
Democracy and Education
This is a response to Ruitenberg’s (2015) argument that citizenship-as-equality should be the focus of citizenship education. My aim in the response is to offer clarifying comments and questions and suggest further ideas for expanding her analysis, highlighting in particular two perspectives that deserve more attention: first, the role of emotions in the constitution of political subjectification and the practice of equality; second, the possible openings that might be created when the notion of citizenship-as-equality is utilized as a point of departure to instill more criticality in students’ understandings of and feelings about citizenship.
Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics, Brian W. Dotts
Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics, Brian W. Dotts
Democracy and Education
Jefferson believed that citizenship must exhibit republican virtue. While education was necessary in a republican polity, it alone was insufficient in sustaining a revolutionary civic spirit. This paper examines Jefferson's expectations for citizen virtue, specifically related to militia and jury service in his 'little republics.' Citizens required not only knowledge of history and republican principles, but also public spaces where they could personify what they learned. Jefferson often analogized the nation as a ship at sea, and while navigational instruments are necessary in charting an accurate course, i.e., republican theories, they become inconsequential without the decisive action required for their …
The Practice Of Equality: A Critical Understanding Of Democratic Citizenship Education, Claudia W. Ruitenberg
The Practice Of Equality: A Critical Understanding Of Democratic Citizenship Education, Claudia W. Ruitenberg
Democracy and Education
This essay proposes a conception of citizenship that highlights its political aspects. Based on the work of Balibar, Rancière, and Biesta, it is argued that democratic citizenship education must include the education of equality. This means that students must have the opportunity to experience not only the membership aspect of citizenship that subjects them to the state but also the democratic aspect of citizenship that positions them as equals to each other and capable of political intervention. The increasing emphasis in state policies on the membership aspect of citizenship must be counterbalanced by an emphasis in education on the democratic …
Civic Meanings: Understanding The Constellations Of Democratic And Civic Beliefs Of Educators, Elizabeth A. Lowham, James R. Lowham
Civic Meanings: Understanding The Constellations Of Democratic And Civic Beliefs Of Educators, Elizabeth A. Lowham, James R. Lowham
Democracy and Education
There is little doubt of public school’s role in the enculturation of youth into American democracy. There are several aspects about which little is known that should be addressed prior to seeking options to understand and address civic education for the 21st century: first, the desired civic knowledge, skills, and predispositions are not clearly identified; and second, little is known about the knowledge, skills, and beliefs of the faculty, administration, staff and board of education members about democracy or the patterns of congruence among adults connected to K–12 education. In this pilot study, we investigate the patterns of beliefs through …