Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Philosophical Foundations of Education (7)
- Teacher Education and Professional Development (7)
- Curriculum and Instruction (5)
- Arts and Humanities (2)
- Bilingual, Multilingual, and Multicultural Education (2)
-
- Elementary Education and Teaching (2)
- Junior High, Intermediate, Middle School Education and Teaching (2)
- Other Education (2)
- Other Teacher Education and Professional Development (2)
- Science and Mathematics Education (2)
- Secondary Education and Teaching (2)
- Social and Behavioral Sciences (2)
- Biodiversity (1)
- Civic and Community Engagement (1)
- Community-Based Learning (1)
- Educational Administration and Supervision (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Methods (1)
- Educational Sociology (1)
- Elementary and Middle and Secondary Education Administration (1)
- Higher Education and Teaching (1)
- History (1)
- International and Comparative Education (1)
- Life Sciences (1)
- Philosophy (1)
- Politics and Social Change (1)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (1)
- Race and Ethnicity (1)
- Sociology (1)
- Keyword
-
- Education (12)
- Social Justice (9)
- Critical Pedagogy (8)
- Philosophy of Education (8)
- Teaching and Learning (7)
-
- Foundations of Education (6)
- Teacher Education (6)
- Democratic education (5)
- Democratic Theory (4)
- History of Education (3)
- Democracy (2)
- Education Policy (2)
- Experience (2)
- Jefferson (2)
- Literacy (2)
- Other (2)
- School Culture (2)
- Sociology of Education (2)
- Urban education (2)
- Action Research (1)
- Action research (1)
- Agency (1)
- And Multicultural Education (1)
- Assessment (1)
- Book review (1)
- Boundary object (1)
- Capabilities (1)
- Citizenship education (1)
- Civic Engagement (1)
- Civic engagement (1)
Articles 1 - 20 of 20
Full-Text Articles in Education
Thomas Jefferson And The Ideology Of Democratic Schooling, James Carpenter
Thomas Jefferson And The Ideology Of Democratic Schooling, James Carpenter
Democracy and Education
I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on modern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions.
Is Jefferson A Founding Father Of Democratic Education? A Response To "Jefferson And The Ideology Of Democratic Schooling", Johann Neem
Democracy and Education
This response argues that it is reasonable to consider Thomas Jefferson a proponent of democratic education. It suggests that Jefferson's education proposals sought to ensure the wide distribution of knowledge and that Jefferson's legacy remains important to us today.
Toward Resonant, Imaginative Experiences In Ecological And Democratic Education. A Response To "Imagination And Experience: An Integrative Framework", Michael Derby, Sean Blenkinsop, John Telford, Laura Piersol, Michael Caulkins
Toward Resonant, Imaginative Experiences In Ecological And Democratic Education. A Response To "Imagination And Experience: An Integrative Framework", Michael Derby, Sean Blenkinsop, John Telford, Laura Piersol, Michael Caulkins
Democracy and Education
In this response to Fettes's "Imagination and Experience," the authors further consider the varieties of educational experience that inspire ecological flourishing and a living democracy. The essential interconnectedness of encounter-driven and language-driven ways of knowing are explored with particular reference to the authors' involvement in a research project at an innovative elementary school in British Columbia, Canada.
Unalienated Recognition At The Core Of Meaningful Exchange Between School And Community. A Response To "Unalienated Recognition As A Feature Of Democratic Schooling", Robin R. Sears
Democracy and Education
I apply the concept of unalienated recognition as a form of democratic exchange, introduced by Rheingold (2012), to a different educational setting. Through a case study of the School for Field Studies international environmental programs, that are, like Rheingold’s study school, field based and community centered, I explore the hypothesis that today’s undergraduate students’ desire to serve and to solve can be usefully harnessed in formal coursework and research to address real problems at their foundation. I link the cases by building on Rheingold’s use of the concept of boundary objects as an organizing principle behind the success in motivating …
A Call To Action: Why We Need More Practitioner Research. A Response To "A Teacher Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners", Kimberly H. Campbell
A Call To Action: Why We Need More Practitioner Research. A Response To "A Teacher Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners", Kimberly H. Campbell
Democracy and Education
As teacher-educators we need to embrace practitioner (action) research of our own classroom practice. Such research serves to improve our practice, inform the teaching profession, and serve as modeling for future teachers to become practitioner researchers in support of their efforts to meet the learning needs of the students with whom they work as well as have a voice in policy decisions that impact their professional lives.
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 …
“The Diffusion Of Light”: Jefferson’S Philosophy Of Education, M. Andrew Holowchak
“The Diffusion Of Light”: Jefferson’S Philosophy Of Education, M. Andrew Holowchak
Democracy and Education
Jefferson's republicanism—a people-first, mostly bottom-up political vision with a moral underpinning—was critically dependent on general education for the citizenry and higher education for those who would govern. This paper contains an analysis of Jefferson’s general philosophy of pedagogy by enumerating some of its most fundamental principles, applicable to both elementary and higher education.
A Teacher-Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners, Muriel Simms
A Teacher-Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners, Muriel Simms
Democracy and Education
Experienced teachers need to have opportunities to discuss and plan curriculum in ways that meet the academic needs of a demographically changing student population. According to the experienced teachers in this study, these opportunities did not occur in their teaching environments or in their teacher preparation courses. Moreover, the literature on multicultural education supported the experienced teachers’ claims. To address the problem of the lack of opportunities to discuss and plan a multicultural curriculum, this teacher-educator used a self-study approach to experiment with action research as a way to change her own curriculum to be multiculturally based.
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 …
Illuminating With Broad Appeal. A Book Review Of Giving Our Children A Fighting Chance: Poverty, Literacy, And The Development Of Information Capital, Cat Mcmanus
Democracy and Education
The authors of Giving Our Children a Fighting Chance: Poverty, Literacy, and the Development of Information Capital effectively explored the differential formation of information capital stemming from variations in use of technology in two Philadelphia public libraries. The authors argued that equalizing technological resources alone cannot close the digital literacy gap and, further, that this gap contributes to the hardening of class stratification.
Resisting The Neoliberal Ambush Of Public Education. A Book Review Of Educational Courage: Resisting The Ambush Of Public Education, Brandy S. Wilson
Resisting The Neoliberal Ambush Of Public Education. A Book Review Of Educational Courage: Resisting The Ambush Of Public Education, Brandy S. Wilson
Democracy and Education
This is a review of the book Educational Courage: Resisting the Ambush of Public Education.
What Larger Conditions And Logics Are In Play? Responding To "Education As A Human Right In The 21st Century", Paul Tarc
Democracy and Education
Accepting much of the internal logic of Lee's argument, I consider the wider conditions and logic in play such that education as a human right can be comprehended, debated, and ultimately defended and supported in the 21stcentury. I suggest that despite the idealist rhetoric of UN discourse that operated in Lee’s conception of education as a human right, providing (Western) schooling to improve the lives of marginalized individuals in developing-world contexts should be understood as the consolation prize rather than represent an idealized/naturalized education that can innocently transcend the logic of underdevelopment and performativity shaping education’s current manifestations in developing-world …
Social Justice, Deferred Complicity, And The Moral Plight Of The Wealthy, Rubén A. Gaztambide-Fernández, Adam Howard
Social Justice, Deferred Complicity, And The Moral Plight Of The Wealthy, Rubén A. Gaztambide-Fernández, Adam Howard
Democracy and Education
Faced with the facts of economic inequality, the wealthy are confronted with a particular set of moral, social, and political questions, not least of which is the question of how to preserve a sense of being a “good” human being. In the case of justifying privilege, the problem becomes how to position oneself as being uniquely able to enact a superior moral character. In this response to Swalwell’s article, we argue that her data show how being good and having moral standing is a social outcome that is premised on the unequally distributed ability to do certain things, to enact …
“With Great Power Comes Great Responsibility”: Privileged Students’ Conceptions Of Justice-Oriented Citizenship, Katy Swalwell
“With Great Power Comes Great Responsibility”: Privileged Students’ Conceptions Of Justice-Oriented Citizenship, Katy Swalwell
Democracy and Education
How do students from privileged communities respond to educational efforts encouraging them to become justice-oriented citizens? Observational and interview data collected during a semester-long case study of eleven high school students in a social studies class at an elite private school reveal four markedly different interpretations of their teacher's call to be justice-oriented citizens. Under Westheimer and Kahne’s (2004) conceptions of citizenship as an analytical frame, only one of these interpretations aligns with the tenets of justice-oriented citizenship and the desired outcomes of social justice pedagogy. Given that all eleven students considered themselves to be justice oriented, these findings reveal …
Appropriate Urban Teaching Philosophies. A Book Review Of Sketches In Democracy: Notes From An Urban Classroom, Kirstin C. Busch
Appropriate Urban Teaching Philosophies. A Book Review Of Sketches In Democracy: Notes From An Urban Classroom, Kirstin C. Busch
Democracy and Education
This is a book review for Sketches in Democracy: Notes from an Urban Classroom written by Lisa DeLorenzo, a professor of music education at Montclair State University. DeLorenzo took an extraordinary leap of faith by using her sabbatical year to teach for the very first time within an urban school setting. Her recognition of her limitations in preparing preservice teachers for an urban school environment without herself having had that experience speaks volumes of her reflective capabilities, which she also employed in writing this thought-provoking analytical narrative of her experience teaching in a newly fledged charter conceived as a democratic …
Educating For A Critical Democracy: Civic Participation Reimagined In The Council Of Youth Research, Nicole Mirra, Ernest D. Morrell, Ebony Cain, D'Artagnan Scorza, Arlene Ford
Educating For A Critical Democracy: Civic Participation Reimagined In The Council Of Youth Research, Nicole Mirra, Ernest D. Morrell, Ebony Cain, D'Artagnan Scorza, Arlene Ford
Democracy and Education
This article explores civic learning, civic participation, and the development of civic agency within the Council of Youth Research (the Council), a program that engages high school students in youth participatory action research projects that challenge school inequalities and mobilize others in pursuit of educational justice. We critique the neoliberal view of democracy that dominates in the existing research, policy, and practice around urban school reform and civic education and instead turn to evidence from social movements and critical social theory as a foundation for a reimagined, more robust vision of critical democracy. Through our analysis of the activities that …
Pushing The Boundaries: What Youth Organizers At Boston's Hyde Square Task Force Have To Teach Us About Civic Engagement, Meredith L. Mira
Pushing The Boundaries: What Youth Organizers At Boston's Hyde Square Task Force Have To Teach Us About Civic Engagement, Meredith L. Mira
Democracy and Education
Across the United States, researchers and youth workers alike have identified an increasing number of civically engaged youth who are organizing to improve their communities and schools. By taking an action-oriented approach, these youth are speaking back to the notion that they are uninvolved in society. This interview-based study explores the meaning-making experiences of youth organizers at Boston’s Hyde Square Task Force (HSTF) to better understand how they engage. Findings suggest that HSTF is engaging two broad groups of youth by focusing on both their personal development and their sense of community awareness. The study introduces an organizing model of …
Education As A Human Right In The 21st Century, Sharon E. Lee Dr
Education As A Human Right In The 21st Century, Sharon E. Lee Dr
Democracy and Education
According to the United Nations, education is a right to which all human beings are entitled. Since 2000, the UN has been promoting the Millennium Development Goal to achieve free universal primary education for all, regardless of gender, by 2015. If the UN is correct to suggest that education is both a human right in itself and an indispensable means of realizing other human rights, then there is an important need to question the role that governments should play to support the institutional reforms necessary to achieve basic primary education for all. Moreover, there is an important need to question …
Educational Leadership Or Followership?, David Gabbard
Educational Leadership Or Followership?, David Gabbard
Democracy and Education
Opponents of the neoliberal privatization of schools must be cautious in formulating their opposition so as not to situate themselves as the defenders of an otherwise indefensible status quo. Though we might expect professors in traditional university-based educational-leadership programs to protect their institutional self-interests and their traditional monopoly on the preparation of school leaders against the challenge presented by Eli Broad’s Superintendents Academy, do we know for a fact that the curriculum of Broad’s Academy differs significantly from their own programs? It would be hard for us to name very many professors who have defended those programs as bastions of …
Imagination And Experience: An Integrative Framework, Mark Fettes
Imagination And Experience: An Integrative Framework, Mark Fettes
Democracy and Education
Three variations of experience identified in the educational literature entail different ways of thinking about and developing learners’ imaginations. The relationship between these different imaginative modes resembles shifts between different kinds of understanding in Kieran Egan’s theory of imaginative development. From this theoretical collision, a new framework emerges that gives greater weight to the connections between experience and imagination, and that may help to guide new forms of democratic educational practice.