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Social and Philosophical Foundations of Education Commons™
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Articles 61 - 90 of 109
Full-Text Articles in Social and Philosophical Foundations of Education
Cultural Mapping As A Social Practice: A Response To "Mapping The Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing", Jennifer A. Vadeboncoeur, Shenaz A. Hanif-Shahban
Cultural Mapping As A Social Practice: A Response To "Mapping The Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing", Jennifer A. Vadeboncoeur, Shenaz A. Hanif-Shahban
Democracy & Education
Inspired by Gerald Wood and Elizabeth Lemley’s (2015) article entitled Mapping the Cultural Boundaries in Schools and Communities: Redefining Spaces Through Organizing, this response inquires further into cultural mapping as a social practice. From our perspective, cultural mapping has potential to contribute to place making, as well as the values to sustain more equitable social futures. Thus, alongside the maps created, we longed to learn more about how the participants were engaged in mapping, how perceptions of mapping changed over time and context, how participation was mediated by relationships, and how transformation in the participants, child, youth, and adults …
The Ethics Of Teaching For Social Justice: A Framework For Exploring The Intellectual And Moral Virtues Of Social Justice Educators. A Response To "Ethics In Teaching For Democracy And Social Justice", Rebecca M. Taylor
Democracy & Education
Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics.
In this paper, I provide additional support to this effort by arguing that a virtue approach to ethics of teaching is in fact compatible with responsiveness to social context in teaching. I then propose a refined framework for considering the virtues of teachers, one which asks us to identify virtues relevant to teaching within the broad categories of intellectual …
Enacting Social Justice Ethically: Individual And Communal Habits. A Response To "Ethics In Teaching For Democracy And Social Justice", Michael G. Gunzenhauser
Enacting Social Justice Ethically: Individual And Communal Habits. A Response To "Ethics In Teaching For Democracy And Social Justice", Michael G. Gunzenhauser
Democracy & Education
In response to Hytten’s provocative opening of a conversation about an ethics for activist teaching, in this essay I address three interesting contributions that Hytten made. First, I explore the significance of the imagined ethical subject in Hytten’s example and in many prior authors’ work on ethics in social justice teaching. Expanding the imagined ethical subject (beyond the resistant student with limited experience of difference), which Hytten began to do, is fruitful for additional contexts. Second, I attend to the philosophical basis upon which Hytten rested her ethical theory and suggest some ways that philosophers might follow her critical and …
"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.
Mindfulness, Democracy, And Education, Andrea Marie Hyde, James G. Laprad
Mindfulness, Democracy, And Education, Andrea Marie Hyde, James G. Laprad
Democracy & Education
In this article, we explain how mindfulness can enhance a democratic way of being, connecting practices of awareness, reflection, dialog, and action to democratic citizenship and social arrangements. We begin by sharing our understanding of democracy as a philosophy and a political system. We then provide a background for the concept of mindfulness as it is used by those in the field of education and health care and as we connect it to democracy and democratic education. We introduce a mindfulness pedagogy and use this pedagogy to develop our concept of mindfully democratic schools. We use the work of John …
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 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.
Giving Power Its Due: The Powerful Possibilities And The Problems Of Power With Deliberative Democracy And English Language Learners. A Response To "Deliberative Democracy In English-Language Education: Cultural And Linguistic Inclusion In The School Community", Jarrod S. Hanson
Democracy & Education
The use of deliberation with English Language Learners presents possibilities to both improve language learning, but also expand the potential for civics education for all students. In particular, this response examines the issue of power to extend Liggett's (2014) arguments for using deliberative democracy with English Language Learners and provides practical suggestions on how to address issues of power and improve civic education.
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.
Educating Each According To His Needs: A Response To “Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics”, Andrew Holowchak
Educating Each According To His Needs: A Response To “Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics”, Andrew Holowchak
Democracy & Education
This essay is a reply to Brian Dotts’s “Beyond the Schoolhouse Door,” which focuses on the need of a system of general education in Jefferson’s writings on educative reform.
Lift Every Voice And Sing. A Response To "Mathematics For What? High School Students Reflect On Mathematics As A Tool For Social Inquiry", Anita Bright
Democracy & Education
In this response, I applaud the work initiated in this research and underscore some of the key reasons I find it so valuable. Building from this, I also issue a call to the greater mathematics education community—particularly the large mathematics professional organizations—to consider the ways their organizations have conceptualized and framed equity work, and invite them to entertain the idea of remapping their visions in ways that are more forward thinking and less traditionally safe.
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.
Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics, Brian W. Dotts
Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics, Brian W. Dotts
Democracy & Education
Jefferson believed that citizenship must exhibit republican virtue. While education was necessary in a republican polity, it alone was insufficient in sustaining a revolutionary civic spirit. This paper examines Jefferson's expectations for citizen virtue, specifically related to militia and jury service in his 'little republics.' Citizens required not only knowledge of history and republican principles, but also public spaces where they could personify what they learned. Jefferson often analogized the nation as a ship at sea, and while navigational instruments are necessary in charting an accurate course, i.e., republican theories, they become inconsequential without the decisive action required for their …
Mapping Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing, Gerald K. Wood, Christine K. Lemley
Mapping Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing, Gerald K. Wood, Christine K. Lemley
Democracy & Education
For this study, the authors look specifically at cultural maps that the youth created in Student Involvement Day (SID), a program committed to youth empowerment. In these maps, youth identified spaces in their schools and communities that are open and inclusive of their cultures or spaces where their cultures are excluded. Drawing on critical geographies of/in education and Freirian notions of praxis, this paper considers the nature of school spaces through school curriculum and offers ways to render these contested spaces more democratic. Using these cultural maps, students work to individually identify spaces that allow them to engage meaningfully and …
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 …
Civic Meanings: Understanding The Constellations Of Democratic And Civic Beliefs Of Educators, Elizabeth A. Lowham, James R. Lowham
Civic Meanings: Understanding The Constellations Of Democratic And Civic Beliefs Of Educators, Elizabeth A. Lowham, James R. Lowham
Democracy & Education
There is little doubt of public school’s role in the enculturation of youth into American democracy. There are several aspects about which little is known that should be addressed prior to seeking options to understand and address civic education for the 21st century: first, the desired civic knowledge, skills, and predispositions are not clearly identified; and second, little is known about the knowledge, skills, and beliefs of the faculty, administration, staff and board of education members about democracy or the patterns of congruence among adults connected to K–12 education. In this pilot study, we investigate the patterns of beliefs through …
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 & 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.
Recognizing The Intellectual Complexity Of Teaching. A Response To “Democratic Teaching: An Incomplete Job Description”, Alisa J. Bates
Recognizing The Intellectual Complexity Of Teaching. A Response To “Democratic Teaching: An Incomplete Job Description”, Alisa J. Bates
Democracy & Education
This response to “Democratic Teaching: An Incomplete Job Description” explores the intellectual work that teachers must do to achieve the goal of preparing citizens for a flourishing democracy. This piece analyzes the rigor of such a teaching task and asks questions about what it means to engage in the intellectual work of teaching for democracy. Public perceptions of teaching as an intellectual practice and the impact this has on teaching as both a profession and element of fostering democracy are explored.
Flying Sandwiches And Broken Glasses. A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Sigal R. Ben-Porath
Flying Sandwiches And Broken Glasses. A Response To "New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches", Sigal R. Ben-Porath
Democracy & Education
The authors of the feature article provide a sound analysis of the shortcomings of the new teacher training model in preparing professional teachers rather than technicians, in getting them ready to teach in varied environments, and in helping teachers and students develop their skills of participation in a democratic society. In this response I outline an additional key issue related to apprenticeship-based teacher training models of the type that Match and Relay represent, namely, the matter of accountability.
Critical Discomfort And Deep Engagement Needed For Transformation. A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Rick Ayers
Democracy & Education
This essay seeks to engage the discussion about how to successfully conduct social justice and critical pedagogy classes for teacher candidates. Because the identity and consciousness of teachers is such a crucial factor in equity education, teacher-educators seek to challenge and transform hegemonic assumptions. The essay seeks to engage some of the main points of Sensoy and DiAngelo and to extend the conversation to other considerations and issues that arise in the work to develop educators committed to equity and justice.
Hold That Thought! A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Barbara Applebaum
Hold That Thought! A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Barbara Applebaum
Democracy & Education
This is a response to Sensoy and DiAngelo's (2014) critique of common guidelines used in social justice education and their justification for the use of silencing the voice of systemically privileged students. I expand their argument by posing some questions about the risks of silencing and also suggesting an alternative strategy to the one Sensoy and DiAngelo recommend.
Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw
Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw
Democracy & Education
The importance of public education in democratic states is almost beyond dispute. Too often, though, discussions of democratic education focus solely on policies and systems, forgetting the individual teachers who are ultimately responsible for educating future citizens. This paper attempts to illustrate just how complex and significant the role of teachers in a democratic republic can be.
Jefferson And Democratic Education. A Response To "Thomas Jefferson And The Ideology Of Democratic Schooling", M. Andrew Holowchak
Jefferson And Democratic Education. A Response To "Thomas Jefferson And The Ideology Of Democratic Schooling", M. Andrew Holowchak
Democracy & Education
This essay is a reply to James Carpenter's “Thomas Jefferson and the Ideology of Democratic Schooling.” In it, I argue that there is an apophatic strain in the essay that calls into question the motivation for the undertaking.
The Complexity Of Thomas Jefferson. A Response To "'The Diffusion Of Light': Jefferson's Philosophy Of Education", James Carpenter
The Complexity Of Thomas Jefferson. A Response To "'The Diffusion Of Light': Jefferson's Philosophy Of Education", James Carpenter
Democracy & Education
This response argues that Jefferson's educational philosophy must be considered in a proper historical context. Holowchak accurately demonstrates both Jefferson's obsession with education and the political philosophy on which his educational beliefs are built. However, the effort to apply modern democratic and meritocratic attributes to Jefferson is unwarranted.
We Were There Too: Learning From Black Male Teachers In Mississippi About Successful Teaching Of Black Students, Cleveland Hayes, Brenda Juarez, Veronica Escoffery-Runnels
We Were There Too: Learning From Black Male Teachers In Mississippi About Successful Teaching Of Black Students, Cleveland Hayes, Brenda Juarez, Veronica Escoffery-Runnels
Democracy & Education
Applying culturally relevant and social justice–oriented notions of teaching and learning and a critical race theory (CRT) analysis of teacher preparation in the United States, this study examines the oral life histories of two Black male teachers recognized for their successful teaching of Black students. These histories provide us with a venue for identifying thematic patterns across the two teachers' educational philosophies and pedagogical practices and for analyzing how these teachers' respective personal and professional experiences have influenced their individual and collective approaches to teaching and learning.
Thomas Jefferson And The Ideology Of Democratic Schooling, James Carpenter
Thomas Jefferson And The Ideology Of Democratic Schooling, James Carpenter
Democracy & Education
I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on modern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions.
Is Jefferson A Founding Father Of Democratic Education? A Response To "Jefferson And The Ideology Of Democratic Schooling", Johann Neem
Democracy & Education
This response argues that it is reasonable to consider Thomas Jefferson a proponent of democratic education. It suggests that Jefferson's education proposals sought to ensure the wide distribution of knowledge and that Jefferson's legacy remains important to us today.
“The Diffusion Of Light”: Jefferson’S Philosophy Of Education, M. Andrew Holowchak
“The Diffusion Of Light”: Jefferson’S Philosophy Of Education, M. Andrew Holowchak
Democracy & Education
Jefferson's republicanism—a people-first, mostly bottom-up political vision with a moral underpinning—was critically dependent on general education for the citizenry and higher education for those who would govern. This paper contains an analysis of Jefferson’s general philosophy of pedagogy by enumerating some of its most fundamental principles, applicable to both elementary and higher education.
Resisting The Neoliberal Ambush Of Public Education. A Book Review Of Educational Courage: Resisting The Ambush Of Public Education, Brandy S. Wilson
Resisting The Neoliberal Ambush Of Public Education. A Book Review Of Educational Courage: Resisting The Ambush Of Public Education, Brandy S. Wilson
Democracy & Education
This is a review of the book Educational Courage: Resisting the Ambush of Public Education.