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Full-Text Articles in Education
Litigation And Organization: Educational Rights In A Deliberative Democracy. A Book Review Of Realizing Educational Rights: Advancing School Reform Through Courts And Communities, Todd A. Demitchell, Winston C. Thompson
Litigation And Organization: Educational Rights In A Deliberative Democracy. A Book Review Of Realizing Educational Rights: Advancing School Reform Through Courts And Communities, Todd A. Demitchell, Winston C. Thompson
Democracy and Education
Realizing Educational Rights: Advancing School Reform through Courts and Communities by Anne Newman advances an important argument for the establishment of education as a right. Her argument asserts that a fair, deliberative democracy cannot be sustained without a right to education. She builds an argument for a right to an an education in response to the U.S. Supreme Court case San Antonio Independent School District v. Rodriguez denial of education as a fundamental federal right.
Maternalism As A Viable Alternative To The Risks Imposed By Paternalism. A Response To "Paternalism, Obesity, And Tolerable Levels Of Risk", Barbara A. Peterson Dr.
Maternalism As A Viable Alternative To The Risks Imposed By Paternalism. A Response To "Paternalism, Obesity, And Tolerable Levels Of Risk", Barbara A. Peterson Dr.
Democracy and Education
In his paper, Michael Merry poses an interesting and important question: How can we navigate between two often opposing interests—that of protecting the welfare of our society’s children and that of protecting their liberties by avoiding paternalism? While Merry lays out his argument with clarity and insight into the risks and harm that state paternalism incurs, his discussion of such risks and his suggestions for possible resolutions are all bound within a paternalistic framework. Taking on a maternalistic, or more specifically, a caring, perspective may allow us to understand the issue more fully—that is, as part of the larger problem …
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Democracy and Education
A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K–20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juárez's piece “There Is No Culturally Responsive Teaching Spoken Here” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature of overrepresentation of …
Paternalism, Obesity, And Tolerable Levels Of Risk, Michael S. Merry
Paternalism, Obesity, And Tolerable Levels Of Risk, Michael S. Merry
Democracy and Education
In this article the author examines the relationship between paternalism and childhood obesity. In particular he examines the risks of paternalistic intervention in order to prevent or curtail the occurrence of obesity among young children.
Imagining No Child Left Behind Freed From Neoliberal Hijackers, Eugene Matusov
Imagining No Child Left Behind Freed From Neoliberal Hijackers, Eugene Matusov
Democracy and Education
As a sociocultural educator and scholar, I have always been ambivalent about No Child Left Behind's slogan. I like its democratic ideal of “education without failure,” but I do not like the current educational policies guided by a neoliberal ideology. This article begins a discussion about what a No Student Left Behind educational practice might look like from a sociocultural democratic education perspective.
Class, Race, And The Discourse Of “College For All.” A Response To “Schooling For Democracy”, Ronald David Glass, Kysa Nygreen
Class, Race, And The Discourse Of “College For All.” A Response To “Schooling For Democracy”, Ronald David Glass, Kysa Nygreen
Democracy and Education
We critique the “college for all” discourse by unveiling its relationship to the politics of education, the broader economic and political contexts, and the class and race structures embedded in society and schooling, including higher education. We analyze the current and future labor markets to demonstrate the ways that the “college for all” discourse overstates the need for math and science knowledge and skills within the workforce, and we analyze the debt burdens associated with college attendance and completion to demonstrate that the promised benefits of “college for all” are often illusory for low-income, racially, culturally, and linguistically diverse students. …
Buscando La Libertad: Latino Youths In Search Of Freedom In School, Jason Irizarry
Buscando La Libertad: Latino Youths In Search Of Freedom In School, Jason Irizarry
Democracy and Education
Drawing from a two-year ethnographic study of Latino high school students engaged in youth participatory action research (YPAR), this article describes students’ quest for freedom in schools, locating their struggle within a larger effort to realize the democratic ideals of public schooling. Using Latino/a Critical Race Theory as a theoretical lens, the author demonstrates how popular discourse around the “achievement gap” often obscures the oppressive policies and practices implemented by educators that limit freedoms necessary for educational and personal development and profoundly influence the identities and life trajectories of Latino youth. The article concludes with an exploration of YPAR as …
Schooling For Democracy, Nel Noddings
Schooling For Democracy, Nel Noddings
Democracy and Education
There is a widespread movement today to prepare all students for college, and it is promoted in the name of democracy. I argue here that such a move actually puts our democracy at risk by forcing students into programs that do not interest them and depriving them of courses at which they might succeed. We risk losing the vision of democracy that respects every form of honest work and cultivates a deep appreciation of interdependence.