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Full-Text Articles in Education
Educating For Equitable Voting, Leah M. Bueso, Erica R. Hodgin, Joseph Kahne, Abby Kiesa
Educating For Equitable Voting, Leah M. Bueso, Erica R. Hodgin, Joseph Kahne, Abby Kiesa
Democracy and Education
Voting instruction typically provided to students is focused on educating for informed voting, but we believe it is essential that schools educate for informed and equitable voting. Indeed, in a well-functioning democratic society, participants need to be prepared to engage in critical, but civil, discourse with and about people who look and think differently from themselves, which necessitates learning about issues of equity. Drawing on the efforts of 20 in-service educators to promote equitable voting ahead of the 2020 election, this study examines the ways in which participants incorporated issues of equity into their instruction and the conditions that supported …
Seeking Democracy Inside, And Outside, Of Education: Re-Conceptualizing Perceptions And Experiences Related To Democracy And Education, Paul R. Carr, Gina Thésée
Seeking Democracy Inside, And Outside, Of Education: Re-Conceptualizing Perceptions And Experiences Related To Democracy And Education, Paul R. Carr, Gina Thésée
Democracy and Education
This conceptual article underscores the importance of critical engagement in and through education with a view to enhancing education for democracy (EfD). As a centerpiece to illustrating this connection, we refer to our research project, which engages international actors through an analysis of the perceptions, experiences and perspectives of education students, educators and others in relation to EfD. The article presents the Thick-Thin Spectrum of EfD and a Spectrum for Critical Engagement for EfD to re(present) the problematic of political engagement and literacy on the part of teacher-education students. The findings of our study highlight a necessity for education to …
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response To "The Political Nuances Of Narratives And An Urban Educator's Response", Lilia D. Monzó, P. Zitlali Morales
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response To "The Political Nuances Of Narratives And An Urban Educator's Response", Lilia D. Monzó, P. Zitlali Morales
Democracy and Education
In this response to “The Political Nuances of Narratives and an Urban Educator’s Response,” the authors applaud Pearman’s critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served …
“If You Cannot Live By Our Rules, If You Cannot Adapt To This Place, I Can Show You The Back Door.” A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Barrett A. Smith
Democracy and Education
Stitzlein and West (2014) are primarily concerned with how Relay and Match risk failing to prepare their residents to practice democratic education. My aim is to provide a more thorough account of specific practices employed by Match and their no-excuses approach in order to illustrate and support points made by Stitzlein and West. It is my hope that this deeper examination will substantiate the concerns of Stitzlein and West while further problematizing the practices employed by and advocated for throughout Match.