Education Commons^™

Toward A Pedagogy Of Cooperative Learning. A Review Of Education And Democratic Participation: The Making Of Learning Communities, Xiuying Cai

Democracy and Education

No abstract provided.

Contemporary Interpretations Of Christian Freedom And Christian Democracy In Hungary, Zsolt Szabo

Pro Rege

No abstract provided.

Rancière’S Equality And James’S Pragmatism: Renewing Our Democratic Republic Through A Revised View Of Intelligence, Matthew Schmitz

Educational Studies Summer Fellows

The prevailing theory of intelligence in American society encourages restrictive treatment of others and endorses a dull impression of human capabilities. In the process of poking at their domestic opponents, modern Democrats and Republicans combine to expose our collective shortcomings on this front. Our discourse too often focuses on jockeying for position and too rarely focuses on the rich intellectual community we inhabit. Through an analysis of William James’s Pragmatism and Jacques Rancière’s The Ignorant Schoolmaster, I look to recapture a liberating view of intelligence that enables us to revise our interpretation of citizenship in an American democratic republic. …

To Be Continued: Carl Glickman’S Work As The Beginning Of The Story, Sara Espinoza

Journal of Educational Supervision

Carl Glickman's life has been dedicated to researching and supporting school improvement initiatives that honor purposeful student learning. Currently, this kind of learning stands in contrast to mainstream educational practices. As a means of inviting school leaders to apply his work, this article highlights the commons threads in Glickman's writings, demonstrates their immediate relevance to all educators, and offers suggestions for taking action. With a framework of instructional supervision that emphasizes community, diversity, empowerment, democracy, and authenticity, there is a greater hope for bettering America's schools.

Tools For Living Democracy: Putting The Clde Theory Of Change Into Practice, Romy Hübler, David B. Hoffman, Craig Berger, Jennifer Domagal-Goldman, Stephanie King

eJournal of Public Affairs

The Civic Learning and Democratic Engagement Theory of Change (Hoffman, Domagal-Goldman, King, & Robinson, 2018) addresses four key questions relating to vision/purpose, learning outcomes, pedagogy, and strategy for higher education’s work in preparing students for participation in civic life. In this article, we elaborate on the pedagogy question, offering civic tools and practices faculty and student affairs educators can use to support student learning and foster socially just, civically engaged institutions and communities.

Negating Amy Gutmann: Deliberative Democracy, Business Influence, And Segmentation Strategies In Education, Brian Ford

Democracy and Education

The task of creating a public will is daunting in any political system, but a democracy dedicated to the principles of participation and public deliberation faces specific challenges, including overcoming organized opposition that may not accept democratic tenets. In the sphere of education (and social reproduction more generally), business-influenced movements to reform public education question many of the established goals and norms of democratic education and thus may be the vanguard of such opposition. In order to interpret and explore these movements, this article enlists Amy Gutmann's work as a heuristic device. In so doing, it looks at the task …

Controversy And The Common Core. A Book Review Of Common Core: National Education Standards And The Threat To Democracy, Courtney L. Gilday

Democracy and Education

For a decade, the Common Core State Standards (CCSS) have been no stranger to controversy. Tangled in the discourse have been numerous scholars, practitioners, policymakers, and community members. Many of those in favor of the Common Core argue that national standards provide a foundation on which to build equitable opportunities for student success, while those opposed say that they disempower autonomy of local schools, community members, parents, and students themselves. In Common Core: National Education Standards and the Threat to Democracy, Tampio (2018) highlights how national standards create barriers for students to operate as citizens in a democratic society. He …

Envisioning Democratic Education In Neoliberal Times: A Book Review Of Radical Schooling For Democracy: Engaging Philosophy Of Education For The Public Good, Jessica Lussier, Samuel D. Rocha

Democracy and Education

In Radical Schooling for Democracy: Engaging Philosophy of Education for the Public Good, Neil Hooley (2017) sets out to reexamine formal education by highlighting six competing ideologies that contemporary schooling must contend with and respond to (religious, conservative, neoliberal, social-democratic, scientific, and Marxist). Under the political and economic dictates of neoliberalism, Hooley argues, the scope of learning has become narrow and constrained to the frustration and alienation of many students and teachers. Reflecting on these concerns within the many issues of education today, Hooley’s project positions philosophy of education as a meaningful tool in our globalized context. …

Academic Esl World History Unit 2.4. Ancient Greece, Democracy Reading Assignment Reading, Karin Lundberg

Open Educational Resources

No abstract provided.

Review Of Jefferson’S Revolutionary Theory And The Reconstruction Of Educational Purpose By Kerry T. Burch, Tony Decesare

Journal of Educational Controversy

This is a review of Kerry T. Burch's book Jefferson’s Revolutionary Theory and the Reconstruction of Educational Purpose.

Selling Students Short: How Market Driven School Reforms Undermine Student Learning And Our Shared Democratic Ideals., Andrew Malkasian

West Chester University Master’s Theses

Outside influence in education is nothing new, but over the last half-century, these influences have coalesced around a single point of interest: infusing American education with principles of free-market economics. As a result, teachers are now instructing students in a fast-paced, hyper-competitive, data-driven environment where performance and quantitative outcomes are paramount. Consequently, students are no longer taught, nor encouraged, to be active participants in a democratic society but rather workers in an ever- expanding capitalist market that mandates winners and losers - a notion wholly contradictory to the spirit of education.

The purpose of this research is to indicate how …

Conceptualizing Democracy As Preparation For Teaching For Democracy, Karynne L. M. Kleine, Christina J. Lunsmann

Middle Grades Review

In this essay, a broad spectrum of the work of influential educational scholars was examined in order to identify crucial components of teaching for democracy. Synthesizing the literature with their experiences as middle level teachers and teacher educators, the authors determined those conceptions that would be most fruitful for moving in-service teachers to enact the more “muscular” concepts that foster civic participation and social justice. This collaboration resulted in the identification of four democratic practices as a foundation for designing a course on teaching for democracy. These included amplification of the voices of historically marginalized people, recognition that those in …

This Is What Democracy Looks Like: Some Thoughts On Democratic Schools, James A. Beane

Middle Grades Review

No abstract provided.

Democracy In Middle Grades Education: Editorial Remarks, Penny A. Bishop, James F. Nagle

Middle Grades Review

No abstract provided.

The Skills Gap Agenda In Canadian Higher Education Research Summary, Melody Viczko Dr, Jenna Lorusso, Shannon Mckechnie

Education Publications

Solving the skills gap is a difficult task due to the differing opinions on the subject. Even though these opinions may be different, they are all driven by the same assumptions that students are primarily motivated by economic reasoning in what they choose to study. We think that’s a problem, because there are many reasons that motive students and not all students have equal access to economic resources.

Research Summary: The Skills Gap Agenda In Canadian Higher Education, Melody Viczko Dr, Jenna Lorusso, Shannon Mckechnie

Education Publications

The issue of the ‘skills gap’ is an important discussion in higher education policy both in Canada and internationally. The idea of the skills gap is that there is an inconsistency between the skills of graduates and the needs of the labour market. The problem here is that there is no agreement about the nature of the skills gap, or that a skills gap even exists. Given that there is no agreement surrounding the issue of skills, we ask: What should we make of the different representations of the skills gap, and how are post-secondary students positioned in this issue?

Volume I | Issue Ii | 2019.Pdf, Dujpew Editorial Board

Dartmouth Undergraduate Journal of Politics, Economics and World Affairs

No abstract provided.

Interrogating Fake News In The Composition Classroom: Pedagogical Plans, Shelly A. Galliah

The Liminal: Interdisciplinary Journal of Technology in Education

This brief article argues that the skills developed in the first-year Composition classroom, such as analyzing texts, interrogating arguments, investigating media bias, conducting research, and thinking critically are crucial for helping students recognize the various forms of disinformation and post-truth as well as how to avoid circulating these and further polluting the media and information ecospheres. It also argues that Composition instructors must remain centrist to avoid exacerbating political polarization and alienating students who might be resistant to investigating fake news. This article summarizes some key readings and practical activities that Composition instructors may incorporate into their classrooms.