Open Access. Powered by Scholars. Published by Universities.®
Secondary Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Education (2)
- School Culture (2)
- Social Justice (2)
- Teaching and Learning (2)
- Anthropology of Education (1)
-
- Critical Pedagogy (1)
- Deliberation (1)
- Deliberative democracy (1)
- Democratic Theory (1)
- Democratic education (1)
- Ecology (1)
- Encounter (1)
- Epistemology (1)
- Experience (1)
- Imaginative development (1)
- Intersectionality (1)
- Minority groups (1)
- More-than-human world (1)
- Pedagogy (1)
- Philosophy of Education (1)
- Positionality (1)
- Professional learning (1)
- Race (1)
- Resonance (1)
- Silencing students (1)
- Social justice (1)
- Student dialogue (1)
- Teacher development (1)
- Teacher education (1)
Articles 1 - 3 of 3
Full-Text Articles in Secondary Education and Teaching
The Value Of Conflict And Disagreement In Democratic Teacher Education, Kiel F. Harell
The Value Of Conflict And Disagreement In Democratic Teacher Education, Kiel F. Harell
Democracy and Education
Deliberative democracy surfaces disagreements so that people holding conflicting stances understand each other’s reasons for the purpose of decision-making. Democratic education approaches should provide students with the opportunity to learn and practice how to address conflict in the collective decision-making process. In this paper, I examine the Foxfire Course for Teachers, a professional development retreat in which teachers learn to practice democratic teaching by themselves experiencing democratic decision-making. In particular, a series of disagreements among course participants is analyzed in detail to understand the learning that resulted and the conditions that supported that learning. As a result of this experiential …
Limiting Student Speech: A Narrow Path Toward Success. A Response To "Challenging The Common Guidelines In Social Justice Education", Marissa C A Minnick
Limiting Student Speech: A Narrow Path Toward Success. A Response To "Challenging The Common Guidelines In Social Justice Education", Marissa C A Minnick
Democracy and Education
In this response, Minnick asserts that unequal representation of students' voices, an idea presented in Sensoy and DiAngelo’s “Challenging the Common Guidelines in Social Justice Education,” presents multiple negative classroom implications. Foremost, Minnick argues that Sensoy and DiAngelo’s lack of clarity regarding when a teacher should limit student speech (either before the student begins to talk or midcomment) has a large effect on the success of their strategy. Second, Sensoy and DiAngelo’s discussion strategy may result in the targeting of minority students and the judging of students. These concerns are driven by considerations of how teachers’ relationships with students influence …
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.