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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 …
The Common Core And Democratic Education: Examining Potential Costs And Benefits To Public And Private Autonomy, Benjamin J. Bindewald, Rory P. Tannebaum, Patrick Womac
The Common Core And Democratic Education: Examining Potential Costs And Benefits To Public And Private Autonomy, Benjamin J. Bindewald, Rory P. Tannebaum, Patrick Womac
Democracy and Education
This conceptual paper assesses prevalent critiques of the Common Core State Standards (CCSS) and analyzes content from the CCSS in language arts and literacy to determine whether the standards are likely to support or undermine key democratic aims of education. The authors conclude that critiques of the CCSS have some merit but are generally overstated and misdirected, and the standards give inadequate attention to the development of public autonomy but an ideal amount of attention to development of private autonomy.
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Democracy and Education
Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a participation structure, and an instructional procedure; and it centers on Hanson and Howe’s autonomy-building fulcrum—exchanging reasons. At a key moment in SAC, students are invited to step out of an assigned role and to form their “own” position on the issue. Parker argues that SAC is one way to mobilize …