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Curriculum and Social Inquiry Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- Social and Philosophical Foundations of Education (23)
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- Education (42)
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Articles 31 - 60 of 62
Full-Text Articles in Curriculum and Social Inquiry
Media Literacy As Mindful Practice For Democratic Education. A Response To “Transaction Circles With Digital Texts As A Foundation For Democratic Practices”, Theresa Redmond
Democracy & Education
This essay is a response to Brown’s (2015) article describing her strategy of transaction circles as a student-centered, culturally responsive, and democratic literacy practice. In my response, I provide further evidence from the field of media literacy education (MLE) that serves to enhance Brown’s argument for using transaction circles in order to promote democratic discourse, specifically augmenting her ideas by connecting the purposes and processes of transaction circles with key implications of media literacy pedagogy. I invite Brown to consider how her concept of transaction circles may be extended in three ways: (a) through acknowledging the indispensable role of the …
The Social And Emotional Components Of Gaming. A Response To “The Challenge Of Gaming For Democratic Education”, Ellen Middaugh
The Social And Emotional Components Of Gaming. A Response To “The Challenge Of Gaming For Democratic Education”, Ellen Middaugh
Democracy & Education
This response considers the role of video games in promoting the social and emotional aspects of civic education and engagement. Specifically, it discusses how design choices in iCivics and video games generally may impact students’ emotional responses to issues and other people, sense of internal efficacy, and social connectedness.
Democratic Foundations For Spiritually Responsive Pedagogy, Audrey Lingley
Democratic Foundations For Spiritually Responsive Pedagogy, Audrey Lingley
Democracy & Education
Spirituality has been identified as an important component of democratic education by influential scholars such as Dewey, Freire, hooks, and Noddings. However, many teachers in the United States do not engage openly with a framework for understanding, organizing, and integrating pedagogical knowledge of spirituality within the context of culturally conscious social justice education. Drawing from an analysis of the works of Dewey, Noddings, Freire, and hooks and using a critical construct of spirituality that emphasizes inquiry, practical experience, meaning making, and awareness of interconnectedness, I argue that spiritually responsive pedagogy is a vital element of emancipatory, culturally responsive education in …
The Challenges Of Gaming For Democratic Education: The Case Of Icivics, Jeremy Stoddard, Angela M. Banks, Christine Nemacheck, Elizabeth Wenska
The Challenges Of Gaming For Democratic Education: The Case Of Icivics, Jeremy Stoddard, Angela M. Banks, Christine Nemacheck, Elizabeth Wenska
Democracy & Education
Video games are the most recent technological advancement to be viewed as an educational panacea and a force for democracy. However, this medium has particular affordances and constraints as a tool for democratic education in educational environments. This paper presents results from a study of the design and content of four iCivics games and their potential to meet the goals of democratic education. Specifically, we focus on the games as designed experiences, the nature and accuracy of the content, and the nature of intellectual engagement in the games. We find that the games, while easily accessible and aligned with standardized …
Toward A Transformative Criticality For Democratic Citizenship Education, Lisa A. Sibbett
Toward A Transformative Criticality For Democratic Citizenship Education, Lisa A. Sibbett
Democracy & Education
This article uses a well-received recent text—Hess and McAvoy’s The Political Classroom—to suggest that democratic citizenship education today has a social accountability problem. I locate this discussion in the context of a longstanding conflict between the critical thinking approach to democratic citizenship education, the approach typified by The Political Classroom, and the critical pedagogical approach, which has an equal but opposite problem, that of indoctrination. If democratic citizenship educators are truly interested in transforming the social order, I suggest, then we need to listen appreciatively, and respond thoughtfully, to critiques of the approach we favor. The article ends …
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 & 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 …
Neoliberal Ideology And Democratic Learning. A Response To "Challenging Freedom: Neoliberalism And The Erosion Of Democratic Education", Emery James Hyslop-Margison, Andrés Ramírez
Neoliberal Ideology And Democratic Learning. A Response To "Challenging Freedom: Neoliberalism And The Erosion Of Democratic Education", Emery James Hyslop-Margison, Andrés Ramírez
Democracy & Education
In "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education," the author suggests that the presumed decline of democratic learning in public schooling follows from two primary forces: (a) the metaphysical implications of Cartesian psychophysical dualism that support an ontological understanding of the self as distinct from social influence and (b) a corresponding concept of freedom emerging from this ontology that exonerates individuals from any meaningful level of social moral responsibility. Although we agree in large part with the general argument advanced in the essay, there are some theoretical and historical gaps that we attempt to bridge in this response. …
Necessary But Not Sufficient: Deweyan Dialogue And The Demands Of Critical Citizenship. A Book Review Of The Political Classroom: Evidence And Ethics In Democratic Education, Joseph C. Wegwert
Democracy & Education
This is a book review of The Political Classroom: Evidence and Ethics in Democratic Education, by Hess and McAvoy.
"How To Be Nice And Get What You Want": Structural Referents Of "Self" And "Other" In Experiential Education As (Un)Democratic Practice, Franklin Vernon
"How To Be Nice And Get What You Want": Structural Referents Of "Self" And "Other" In Experiential Education As (Un)Democratic Practice, Franklin Vernon
Democracy & Education
This critical ethnography explores a social justice program utilizing nontraditional, democratic, "experiential" education practices. The author posits a historical legacy of pedagogy of self obscures its emancipatory, democratic potential while simultaneously expanding on contemporary discourses of self and other as aspects of the educational setting. Students' labors to reference and enact oppressive, capitalistic idealizations of either self or other problematizes pragmatic theories of self, and the author draws upon critical pragmatism to reposition self and other as aspects of pedagogy and curriculum in democratic education.
The Cake Is A Lie. A Book Review Of The Failure Of Corporate School Reform, Amy Rector Aranda
The Cake Is A Lie. A Book Review Of The Failure Of Corporate School Reform, Amy Rector Aranda
Democracy & Education
This is a book review of The Failure of Corporate School Reform by Kenneth J. Saltman.
Interrogating The Relationship Between Schools And Society. A Book Review Of Can Education Change Society?, Wayne Au
Democracy & Education
This reviewer found Can Education Change Society? a typical Apple text, far-ranging in terms of scope and example and theoretically and conceptually ambitious.
Media Literacy For The 21st Century. A Response To "The Need For Media Education In Democratic Education", Peter Levine
Media Literacy For The 21st Century. A Response To "The Need For Media Education In Democratic Education", Peter Levine
Democracy & Education
We cannot pretend to educate young people for citizenship and political participation without teaching them to understand and use the new media, which are essential means of expressing ideas, forming public opinions, and building institutions and movements. But the challenge of media literacy education is serious. Students need advanced and constantly changing skills to be effective online. They must understand the relationship between the new media and social and political institutions, a topic that is little understood by even the most advanced social theorists. And they must develop motivations to use digital media for civic purposes, when no major institutions …
Media And Democracy. A Response To "The Need For Media Education In Democratic Education", Lance E. Mason
Media And Democracy. A Response To "The Need For Media Education In Democratic Education", Lance E. Mason
Democracy & Education
This response supports Stoddard’s (2014) assertion that media education should be considered a crucial factor of democratic education and offers both extensions and cautions related to that end. Extensions include practical suggestions for studying the non-neutrality of technology. The author also cautions educators that if media education and democratic education are to be productively merged, a more substantive consideration of the relationship between digital technologies and dispositional factors is warranted.
Becoming A Social Justice Educator: Emerging From The Pits Of Whiteness Into The Light Of Love. A Response To "Respect The Differences? Challenging The Common Guidelines In Social Justice Education, Kay F. Fujiyoshi
Democracy & Education
This paper addresses the limitations of social justice in institutional spaces and in rhetoric. I write in the form of a quest narrative to describe the lessons I learned from a brief sojourn in a temporary position in an urban teacher education program with a social justice focus and at a nonprofit organization with other social justice workers. My quest entails a retelling of encounters with Whiteness, the challenges of engaging social justice as a process that pushes beyond conversation, and the lessons I took away from my own sense-making of the contradictions in social justice work.
Exploring The Implications Of Citizenship-As-Equality In Critical Citizenship Education. A Response To "The Practice Of Equality: A Critical Understanding Of Democratic Citizenship Education", Michalinos Zembylas
Democracy & Education
This is a response to Ruitenberg’s (2015) argument that citizenship-as-equality should be the focus of citizenship education. My aim in the response is to offer clarifying comments and questions and suggest further ideas for expanding her analysis, highlighting in particular two perspectives that deserve more attention: first, the role of emotions in the constitution of political subjectification and the practice of equality; second, the possible openings that might be created when the notion of citizenship-as-equality is utilized as a point of departure to instill more criticality in students’ understandings of and feelings about citizenship.
The Practice Of Equality: A Critical Understanding Of Democratic Citizenship Education, Claudia W. Ruitenberg
The Practice Of Equality: A Critical Understanding Of Democratic Citizenship Education, Claudia W. Ruitenberg
Democracy & Education
This essay proposes a conception of citizenship that highlights its political aspects. Based on the work of Balibar, Rancière, and Biesta, it is argued that democratic citizenship education must include the education of equality. This means that students must have the opportunity to experience not only the membership aspect of citizenship that subjects them to the state but also the democratic aspect of citizenship that positions them as equals to each other and capable of political intervention. The increasing emphasis in state policies on the membership aspect of citizenship must be counterbalanced by an emphasis in education on the democratic …
A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley
A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley
Democracy & Education
The anthology Critical Consciousness in Curricular Research: Evidence from the Field (William-White, Muccular, D., Muccular, G., & Brown, 2013) contains a multilogical collection of strategies for establishing curriculum work as an integral part of what it means to be a teacher. Although the contributors represent a diverse range of backgrounds, perspectives, and years in education, a common manifesto emerges: Curriculum inquiry is a pathway for the enactment of democratic pedagogy and enfranchisement of marginalized students (and teachers). The editors provide a vibrant and engaging testimony of hope with which to revitalize the notion of curriculum work as part of what …
Scrutiny Instead Of Silence. A Response To "Respect Differences? Challenging Common Guidelines In Social Justice Education", Barbara A. Peterson Dr.
Scrutiny Instead Of Silence. A Response To "Respect Differences? Challenging Common Guidelines In Social Justice Education", Barbara A. Peterson Dr.
Democracy & Education
Sensoy and DiAngelo (2014) argue for alternative behavioral guidelines than those currently being used in many social justice courses. Their alternative is to silence or constrain privileged voices so that marginalized voices have ample space to be heard and taken seriously. This raises the concern that silencing any group of persons runs too great a risk of alienating them to the point where their mistrust of the “other” is exacerbated rather than assuaged. This response suggests that, instead of silencing or even constraining privileged voices in the classroom, we may want to move toward developing in students the attitude that …
Moving Toward Equitable, Accessible, And Relevant Mathematics For All. A Book Review Of Rethinking Mathematics: Teaching Social Justice By The Numbers, Lauren Provost
Democracy & Education
A book review of Rethinking Mathematics: Teaching Social Justice by the Numbers, edited by Eric Gutstein and Bob Peterson.
Nonviolent Action As A Necessary Component In Educating For Democracy, Barbara A. Peterson
Nonviolent Action As A Necessary Component In Educating For Democracy, Barbara A. Peterson
Democracy & Education
Educating for democracy, seen within a liberal democratic framework, requires that students develop the requisite knowledge and skills to recognize injustice and work effectively to oppose it. Stitzlein’s notion of dissent is examined in conjunction with Kahne and Westheimer’s argument for teaching democratic capacities by actively engaging students in addressing real world problem. This paper further suggests that for active dissent to lead to real change, we must extend our notion of dissent to include the knowledge and skills to influence the balance of power. Teaching students for democracy requires teaching them theory, history, and techniques of nonviolent action so …
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
Democracy & Education
A review of the book Teaching About Hegemony: Race, Class and Democracy in the 21st Century, by Paul Orlowski (Springer, 2011).
A Book Review Of Healing The Heart Of Democracy: The Courage To Create A Politics Worthy Of The Human Spirit, Bruce L. Mallory
A Book Review Of Healing The Heart Of Democracy: The Courage To Create A Politics Worthy Of The Human Spirit, Bruce L. Mallory
Democracy & Education
A review of the book Healing the Heart of Democracy: The Courage to Create a Politics Worthy of the Human Spirit, by Parker J. Palmer (Jossey-Bass, 2011).
Heeding Woolf’S Great Teacher: Uncovering And Defusing An Education In “Unreal Loyalties”, Stacy Otto
Heeding Woolf’S Great Teacher: Uncovering And Defusing An Education In “Unreal Loyalties”, Stacy Otto
Democracy & Education
In her 1938 epistolary novel and educational treatise, Three Guineas, Virginia Woolf discusses “freedom from unreal loyalties” as key to educating for peace rather than for war, as was the concern in Woolf’s time and remarkably remains of serious concern seventy-odd years later. This essay analyzes how modern-day, post-9/11 U.S. public education is influenced by a whole range of unreal loyalties and, in fact, how we as educators reify and reinscribe these. The argument uses Woolf’s text as a theoretical frame to analyze select aspects of U.S. public education, concluding with an exploration of the meaning and value of …
Case Study Of A Participatory Health-Promotion Intervention In School, Venka Simovska
Case Study Of A Participatory Health-Promotion Intervention In School, Venka Simovska
Democracy & Education
This article discusses the findings from a case study focusing on processes involving pupils to bring about health-promotion changes. The study is related to an EU intervention project aiming to promote health and well-being among children (4–16 years). Qualitative research was carried out in a school in the Netherlands. Data sources include project documents, interviews, and observations. Thematic analysis was carried out combining the different data sources. The case study shows that, if given sufficient guidance, children can act as agents of health-promoting changes. The main arena for youth influence was the pupil council. Pupils were meaningfully involved in two …
There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective, Cleveland Hayes, Brenda Juarez
There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective, Cleveland Hayes, Brenda Juarez
Democracy & Education
In this article, we are concerned with White racial domination as a process that occurs in teacher education and the ways it operates to hinder the preparation of teachers to effectively teach all students. Our purpose is to identify and highlight moments within processes of White racial domination when individuals and groups have and make choices to support rather than to challenge White supremacy. By highlighting and critically examining moments when White racial domination has been instantiated and recreated within our own experiences, we attempt to open up a venue for imagining and re-creating teacher education in ways that are …
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Democracy & Education
Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a participation structure, and an instructional procedure; and it centers on Hanson and Howe’s autonomy-building fulcrum—exchanging reasons. At a key moment in SAC, students are invited to step out of an assigned role and to form their “own” position on the issue. Parker argues that SAC is one way to mobilize …
The Courage To Critique Policies And Practices From Within: Youth Participatory Action Research As Critical Policy Analysis. A Response To “Buscando La Libertad: Latino Youths In Search Of Freedom In School”, Anjale Welton
Democracy & Education
This response to “Buscando la Libertad: Latino Youths in Search of Freedom in School” by Jason G. Irizarry demonstrates how youth participatory action research (YPAR) as an instrument of subverting oppressive school policies and structures is a form of critical policy analysis (CPA). As an evolving method, CPA acknowledges the absent voices in policy, questions policy inequities, fosters empowerment, and influences policy. Youths who engage in YPAR, as demonstrated by Project FUERTE, have the courage to critique school policies that have the power to alter their educational trajectories, which offers more hope for change than scholarly elites who critique policies …
Confronting Power: Success Isn’T Everything—But It’S Not Nothing Either. A Response To “Beyond The Catch-22 Of School-Based Social Action Programs: Toward A More Pragmatic Approach For Dealing With Power”, Joel Westheimer
Democracy & Education
Fehrman and Schutz contend that the fine balance between having students experience real-world obstacles to social change and having them learn how to navigate around those obstacles can be achieved by having adults both pre-select community action projects that are both possible and meaningful to ensure a modicum of success, and jump in and redirect wayward efforts when necessary to get them back on a trajectory aimed at a positive outcome. I agree. I also suggest that other factors are significant as well, namely the purposeful nurturing of a sense of community and hopefulness. Finally, I point out that adult …
Students Have Their Own Minds. A Response To “Beyond The Catch-22 Of School-Based Social Action Programs: Toward A More Pragmatic Approach For Dealing With Power”, Matthew Goldwasser
Students Have Their Own Minds. A Response To “Beyond The Catch-22 Of School-Based Social Action Programs: Toward A More Pragmatic Approach For Dealing With Power”, Matthew Goldwasser
Democracy & Education
In response to the authors’ work on finding a more pragmatic approach to dealing with power, this commentary calls into question the possibility of a preestablished agenda by the researchers, who struggled to engage high school students. There might have been a case of overly ambitious expectations at work; also, the authors confess to being in the school only once a week and that their students were themselves struggling to find their place in a new charter school with an emphasis on social action. This response challenges the authors to reexamine their wish to engage students with institutional power by …
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 & 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 …