Bibliography: Democracy (page 001 of 596)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the I'm with Tulsi website.  Some of the authors featured on this page include Brian K. Lanahan, Dayna S. Weintraub, Caryn McTighe Musil, Martin Samuelsson, David Zyngier, Michele S. Phillips, John J. Theis, Carrie B. Kisker, David L. Hildebrand, and Ebru Kaya.

Theis, John J. (2016). Political Science, Civic Engagement, and the Wicked Problems of Democracy, New Directions for Community Colleges. This chapter describes the uncomfortable marriage between political science and civic education and calls for a reformulation of how we engage students in the wicked problems of democracy.   [More]  Descriptors: Political Science, Citizen Participation, Democracy, Citizenship Education

Samuelsson, Martin (2016). Education for Deliberative Democracy: A Typology of Classroom Discussions, Democracy & Education. The theory of deliberative democracy places public deliberations at the heart of democracy. In order to participate in democratic deliberations, citizens need certain skills, attitudes, and values. Within the field of education for deliberative democracy, it is assumed that these are learned through participation in democratic deliberation. Thus, one way to educate future citizens for deliberative democracy is by constructing democratic deliberations in the classroom. In this article, four strategically chosen examples of discussions taking place inside classrooms are analyzed, in order to flesh out the abstract criteria of democratic deliberations and to create an empirically based typology of classroom discussions. In this article I also aspire to contribute to classroom practices by pointing out how teachers can steer classroom discussions toward democratic deliberation: They can use questions that open up space for disagreement, while at the same time present opportunities to reach collective conclusions.   [More]  Descriptors: Democracy, Group Discussion, Classification, Educational Philosophy

Erduran, Sibel; Kaya, Ebru (2016). Scientific Argumentation and Deliberative Democracy: An Incompatible Mix in School Science?, Theory Into Practice. The article investigates how deliberative democracy is related to argumentation in school science. We use examples of political models of deliberative democracy to synthesize implications for argumentation in science teaching and learning. Some key questions guided our approach: How does democratic deliberation work and how does it relate to scientific argumentation? How might the principles and practices of deliberative democracy be used to facilitate scientific argumentation in science lessons? Are democratic values consistent or in conflict with scientific practices that demand an emphasis on particular evidence and justifications? To address these questions, we present practical pedagogical examples that illustrate the overlap and the tensions in argumentation in relation to deliberative democracy in the scientific context.   [More]  Descriptors: Persuasive Discourse, Science Education, Science Instruction, Scientific Principles

Bain-Selbo, Eric; Markham, Paul (2012). To Practice What One Preaches: Deepening Civic Education, Journal of College and Character. American democracy is in disarray. While many colleges and universities have responded to the democracy crisis, their efforts are falling short. This article reviews the current situation of civic education in higher education, explores its promise and current shortcomings, and provides a radical proposal for deepening civic education and reinvigorating our democracy.   [More]  Descriptors: Citizenship Education, Higher Education, Democracy

Campo, Stacey (2016). Nurturing Democratic Education in Community Schools: The Role of Leadership, Kappa Delta Pi Record. Building on multiple voices, experiences, and expertise, community school leaders can actively support the school's climate and ensure students are educated for democracy.   [More]  Descriptors: Leadership Role, Community Schools, Expertise, Educational Environment

ViÅ°novský, Emil; Zolcer, Å tefan (2016). Dewey's Participatory Educational Democracy, Educational Theory. In this essay, Emil ViÅ°novský and Å tefan Zolcer outline John Dewey's contribution to democratic theory as presented in his 1916 classic "Democracy and Education." The authors begin with a review of the general context of Dewey's conception of democracy, and then focus on particular democratic ideas and concepts as presented in "Democracy and Education." This analysis emphasizes not so much the technical elaboration of these ideas and concepts as their philosophical framework and the meanings of democracy for education and education for democracy elaborated by Dewey. Apart from other aspects of Deweyan educational democracy, ViÅ°novský and Zolcer focus on participation as one of its key characteristics, ultimately claiming that the notion of educational democracy Dewey developed in this work is participatory.   [More]  Descriptors: Educational Philosophy, Democracy, Democratic Values, Social Theories

Zyngier, David (2016). What Future Teachers Believe about Democracy and Why It Is Important, Teachers and Teaching: Theory and Practice. This paper analyses pre-service education student perceptions and perspectives related to education for democracy in Australia. Using a critical pedagogical framework datum from an online survey, it presents both quantitative and qualitative responses of contrasting understandings of democracy. It begins by outlining the concepts of thick and thin democracy and why this is important in relation to contemporary debates about the state of civics and citizenship education, and then explains the conceptual framework of critical pedagogy and methodology. The datum analysed is discussed in relation to neoliberalism and indicates that the pre-service teachers in this study view democracy in a narrow or thin way that may impact on their classroom practice where they would be teaching about but not for democracy. A more critical and thicker understanding of democracy is suggested as essential if we desire our students to become active and transformative citizens.   [More]  Descriptors: Preservice Teachers, Student Teacher Attitudes, Beliefs, Democracy

Ãáetin, Ãñmer Faruk (2015). Mathematics Education and Democracy Education, Educational Research and Reviews. Democracy is a most accepted form of government system and has a great importance for citizens by allowing them equal and active participation in common life. As its development and characteristics are important for all citizens of a country, each democratic country puts much emphasis on democracy education in its educational curricula. In recent years, some developments about democracy education in national state school in Turkey have been seen and educational goals about teaching democracy have been developed by Ministry of National Education of Turkey. This study aims to show that educational goals of mathematics education are helpful for accomplishment of learning outcomes of democracy education. In the study, it is hypothesised that a well-educated individual having the qualities of mathematics education behaves in accordance with democracy. Based on this hypothesis, goals of mathematics education were determined and researched that students having educational outcomes of these goals also achieve the outcomes of democracy education without taking any formal course in schools. Therefore, a scale about the outcomes of mathematics and democracy education was developed and applied to university students in the department of mathematics education. Findings verified the hypothesis and showed that students having educational outcomes of mathematics education have the qualities of democracy education and can play important roles in positive development process of democracy.   [More]  Descriptors: Mathematics Education, Democracy, Foreign Countries, Hypothesis Testing

Hytten, Kathy (2016). Globalization, Democracy, and Social Movements: The Educational Potential of Activism, Educational Philosophy and Theory. In this essay, I explore the contemporary value of John Dewey's conception of democracy to addressing the challenges of neoliberal globalization. I begin by describing his vision of democracy as a way of life that requires habits of experimentalism, pluralism, and hope. I then suggest that contemporary forms of mobilization, resistance, and insurgency–specifically, alter globalization activism, the Occupy Movement, and the Forward Together Moral Movement in North Carolina–model aspects of Deweyan democracy that are especially important for our times. These forms of civic activism can help reinvigorate Dewey's vision of democracy as rich, deep, participatory, and creative. I argue a significant value of these movements is the democratic habits and ways of life they encourage and support.   [More]  Descriptors: Activism, Global Approach, Democracy, Social Action

Hildebrand, David L. (2016). The Paramount Importance of Experience and Situations in Dewey's "Democracy and Education", Educational Theory. In this essay, David Hildebrand connects "Democracy and Education" to Dewey's wider corpus. Hildebrand argues that "Democracy and Education's" central objective is to offer a practical and philosophical answer to the question, What is needed to live a meaningful life, and how can education contribute? He argues, further, that this work is still plausible as "summing up" Dewey's overall philosophy due to its focus upon "experience" and "situation," crucial concepts connecting Dewey's philosophical ideas to one another, to education, and to democracy. He opens the essay with a brief synoptic analysis of "Democracy and Education's" major philosophical ideas, moves on to sections devoted to experience and situation, and then offers a brief conclusion. Some mention is made throughout about the surprisingly significant role art and aesthetics can play in education.   [More]  Descriptors: Democracy, Democratic Values, Educational Theories, Educational Philosophy

Kisker, Carrie B.; Newell, Mallory Angeli; Weintraub, Dayna S. (2016). The Civic Outcomes of Community College, New Directions for Community Colleges. This chapter describes the individual and institutional factors leading to greater civic outcomes among students at four The Democracy Commitment (TDC) colleges in California.   [More]  Descriptors: Community Colleges, Program Descriptions, Individual Characteristics, Institutional Characteristics

Lanahan, Brian K.; Phillips, Michele S. (2014). "It Is Like Putting Fire in the Children's Hands": A Comparative Case Study of Pre-Service Teachers' Knowledge of and Beliefs about Education for Democracy in an Established and Emerging Post-Conflict Democracy, Compare: A Journal of Comparative and International Education. This report documents and compares two cases of pre-service elementary teachers' beliefs about democracy and education for democracy in the USA and Bosnia and Herzegovina along with contextual factors influencing the similarities and differences among these beliefs. Findings suggest that US pre-service elementary teachers have a self-proclaimed lack of knowledge about democracy and primarily view citizenship education as a means to teach children how to get along. Conversely, Bosnian pre-service teachers hold more nuanced views of democracy and education for democracy, formed while their country transitioned from socialism towards democracy following a devastating civil war. Consequently, they focus on teaching children the skills and dispositions necessary for successful democratic citizenship to preserve their country. These divergent understandings of democracy within the two cases may hold potential benefits to teachers in both emergent and established democracies. Implications of these and other findings are discussed, as well as potential future research.   [More]  Descriptors: Comparative Analysis, Case Studies, Knowledge Level, Democracy

Musil, Caryn McTighe (2016). Bridging Cultures to Form a Nation: The Humanities and Democratic Learning, New Directions for Community Colleges. This chapter describes a diversity and democracy curriculum and faculty development collaboration among the Association of American Colleges and Universities, The Democracy Commitment, and 10 community colleges.   [More]  Descriptors: Humanities, Democratic Values, Community Colleges, Two Year Colleges

Zyngier, David; Traverso, María Delia; Murriello, Adriana (2015). "Democracy Will Not Fall from the Sky." A Comparative Study of Teacher Education Students' Perceptions of Democracy in Two Neo-Liberal Societies: Argentina and Australia, Research in Comparative and International Education. This paper compares and contrasts pre-service teachers' (PSTs) beliefs about democracy in Argentina and Australia. While there are many important studies of how school students understand democracy and democratic participation, few have studied what teachers, and especially pre-service teachers, think about democracy. This paper uses a mixed methods approach to present quantitative and qualitative responses to the contrasting understandings of democracy from an established and a newly emerging democracy. Determining the linkage between education and democracy is important as it has implications for how our children will relate to democracy both in the classroom and in society as future citizens.   [More]  Descriptors: Comparative Education, Teacher Education, Preservice Teachers, Student Attitudes

Hoffman, Kurt (2016). Civic Engagement at a Small Rural College: If We Can Do It…, New Directions for Community Colleges. This chapter describes the cocurricular activities offered through The Democracy Commitment at Allegany College of Maryland and the impact of these civic experiences on its students.   [More]  Descriptors: Citizen Participation, Higher Education, Small Colleges, Rural Schools

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