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Articles 1 - 6 of 6
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.
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 …
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.
“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 …
Public Acts Of Self-Deliberation: Preparation For Discursive Democracy In Education, Vonzell Agosto
Public Acts Of Self-Deliberation: Preparation For Discursive Democracy In Education, Vonzell Agosto
Educational and Psychological Studies Faculty Publications
This conceptual essay forwards self-deliberation as an act to be included in the preparation of educators and administrators. Self-deliberation is defined as a public act of deliberation that can be instigated pedagogically to prepare students for difficult dialogues on enduring issues in education. Self-deliberation provides another pedagogical method for preparing aspiring educators to participate in deliberative or discursive democracy. Narrative vignettes are used to illustrate the acts of self-deliberation performed by aspiring teachers of color as they consider controversial issues such as affirmative action, racial segregation, and culturally relevant education.