Bibliography: Democracy (page 002 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 Deniz Tonga, Ingerid S. Straume, Jim Garrison, Robert O. Slater, K. Abdul Gafoor, Richard Hatcher, Khalil Mirzaei, Daniele Archibugi, Sayyed Hossain Vaezi, and Richard Ledet.

Slater, Robert O. (2012). Developmental Democracy, Accountability and Educational Leadership, International Journal of Leadership in Education. The current de-democratization process in which the world now apparently finds itself ". . .represents the longest continuous period of deterioration in the nearly 40-year history of Freedom House's annual assessment of the state of political and civil liberties in every country of the world". As Gilley (2010: 161) observes, ". . .the hottest books on democratization these days concern not democratic advance but authoritarian resurgence". An increasing number of scholars are challenging the basic conception or understanding of democracy underlying the last two decades of democratization. They question the concept of democracy that has informed democratization to date, and argue that the decline in democracy in the world that we now see is due to the "type" of democracy that has been championed and promoted. Other scholars critical of the concept of democracy underlying democratization focus less on neo-liberalism and more on the need to find an alternative notion of democracy that can be used to inform democratization efforts in the future. Among the alternatives proposed is the notion of developmental democracy, a type of democracy that is contrasted with the political democracy approach that has characterized USA democratization efforts to date. In this article, the author briefly compares and contrasts the two types of democracy: political and developmental democracy.   [More]  Descriptors: Democracy, Instructional Leadership, Citizenship Education, Educational Administration

Archibugi, Daniele (2012). Cosmopolitan Democracy: A Restatement, Cambridge Journal of Education. Can democracy be expanded beyond borders? For many years, it was taken for granted that the norms and values of democracy could be applied within the boundaries of a state only. But over the last 20 years, it has been increasingly argued that democracy can also inform international organizations and global politics. This article recapitulates the foundations of cosmopolitan democracy, a project of normative political theory developed since the early 1990s. The article also explores the possibility of moving towards cosmopolitan democracy in specific domains such as: (1) the development of a global rule of law; (2) the direct participation of stake-holders in trans-border political decisions; and (3) the possibility of giving voice to citizens through a World Parliamentary Assembly. The paper finally explores how citizenship education can use cosmopolitan democracy and, at the same time, provides a model of it.   [More]  Descriptors: Citizenship, Democracy, Citizenship Education, International Organizations

Ledet, Richard (2016). Studying the Quality of Democracy: Two Cross-National Measures of Democratic Citizenship, Education, Citizenship and Social Justice. This article provides new cross-national measures of two dimensions of democratic citizenship with great import for the study of democratic quality, expressive participation, and intolerance of diversity. Using data from the 2000-2001 wave of the World Values Survey, the paper present new ways to measure participation and intolerance, as well as a ranking of countries from every geographical region of the world. As discussed, democratic theory provides a firm basis for including these measures when comparing the quality of democracy between nations. No causal claims regarding these concepts are made, but the case is made that political democracies in which citizens expressively participate and exhibit tolerance are of a higher quality than political democracies where citizens do not expressively participate and are intolerant.   [More]  Descriptors: Democracy, Democratic Values, Citizenship, Surveys

Briscoe, Felecia M. (2012). Anarchist, Neoliberal, & Democratic Decision-Making: Deepening the Joy in Learning and Teaching, Educational Studies: Journal of the American Educational Studies Association. Using a critical postmodern framework, this article analyzes the relationship of the decision-making processes of anarchism and neoliberalism to that of deep democracy. Anarchist processes are found to share common core principals with deep democracy; but neoliberal processes are found to be antithetical to deep democracy. To increase the joy in learning and teaching, based upon this analysis, practical anarchist guidelines for school decision-making are suggested.   [More]  Descriptors: Democracy, Decision Making, Neoliberalism, Political Attitudes

Tonga, Deniz (2014). How Can We Get the Information about Democracy? The Example of Social Studies Prospective Teachers, Online Submission. In this research, the information about democracy, which social studies prospective teachers have, and interpretation of the information sources are aimed. The research was planned as a survey research methodology and the participants were determined with criterion sampling method. The data were collected through developed open-ended questions from 192 social studies prospective teachers who continued 1st and 4th grades. According to obtained findings, the 1st and 4th grade participants' answers and their examples about democracy resemble each other. It was concluded that, participants defined "democracy" with the concepts of "respect for human rights and freedoms", "self government of the public", and "equality". It was determined that; portion of approximately 90% of the participants did not read any scientific publication or book about democracy. The most obvious difference between two groups has emerged through almost half of the 4th grade prospective teachers who indicated there was no democracy in the school. 4th grade students could not explain enough about democracy, although they had taken lesson about democracy directly or indirectly, and this is evaluated as the courses which are taken in college is not able to serve to the purpose.   [More]  Descriptors: Social Studies, Democracy, Preservice Teachers, Information Sources

Stone, Lynda (2016). Re-Thinking Dewey's Democracy: Shifting from a Process of Participation to an Institution of Association, Journal of Curriculum Studies. Dewey's definition of democracy from "Democracy and Education" (1916) is analysed and rethought through a path exploring a shift from a conception of participation as a process to one of association as an institution. Contributions to this pathway among others come from political philosophy and educational philosophy. The rationale for such a shift is found in contemporary American politics and its dysfunction.   [More]  Descriptors: Educational Philosophy, Democracy, Participation, Politics

Dhawan, Amrita (2016). Spectators or Patriots? Citizens in the Information Age, International Journal of Progressive Education. In theory, a strong democracy rests on robust citizen participation. The practice in most democracies is quite different. This gap presents a challenge, which can be narrowed by augmenting civic education to bring it up to date with the current information environment and thus give citizens the opportunity to participate. Robert Dahl's work on democracy provides a model that looks at this problem structurally. He writes about the ideals and the actual institutions necessary for a democracy and if we situate his model in the modern information environment we get a better idea of how to improve civic education. Successful citizen participation in the U.S. relies on two key factors: the ability to winnow relevant information as well as an opportunity to get reliable information from alternative sources.   [More]  Descriptors: Democracy, Democratic Values, Citizenship, Civics

Rowe, Karen; Urban, Elizabeth; Middleton, Valerie (2016). A PDS Narrative: Fostering Renewal, Democracy, and Social Justice in Education, Kappa Delta Pi Record. This article chronicles the inception, growth, and continued impact of a Professional Development School partnership based on teaching practices that acculturate preservice and practicing teachers into teaching for participation in a democracy.   [More]  Descriptors: Social Justice, Democracy, Democratic Values, Partnerships in Education

Serin, Hüseyin (2017). Candidate Teachers? Views on Implementation and Adoption of Democracy: Istanbul University Sample, Journal of Education and Training Studies. The aim of this study is to determine the candidate teachers' views, who have pedagogical proficiency at Hasan Ali Yucel education faculty, on implementation of organizational democracy according to gender and education variable. 370 of the candidate teachers who have graduate degree and continue undergraduate study at Istanbul University voluntarily participated in the study. Seker's (2010) scale named as, "Adoption and Implementation of Organizational Democracy in Primary Schools according to Supervisors' and Teachers' Perceptions" was adapted and applied to candidate teachers. The five Likert scale includes three dimensions; Participation in the Decision, Subsidiarity and Decentralization. EFA, CFA and t tests were conducted on the data collected from the study. According to the findings of the study, it has been understood that there are no differences among candidate teachers' views on the implementation of organizational democracy scale, but there are meaningful differences among their views according to their educational level.   [More]  Descriptors: Foreign Countries, Democracy, Preservice Teachers, Student Attitudes

Reich, Kersten; Garrison, Jim; Neubert, Stefan (2016). Complexity and Reductionism in Educational Philosophy–John Dewey's Critical Approach in "Democracy and Education" Reconsidered, Educational Philosophy and Theory. Against the background of the Deweyan tradition of "Democracy and Education," we discuss problems of complexity and reductionism in education and educational philosophy. First, we investigate some of Dewey's own criticisms of reductionist tendencies in the educational traditions, theories, and practices of his time. Secondly, we explore some important cases of reductionism in the educational debates of our own day and argue that a similar criticism in behalf of democracy and education is appropriate and can easily be based on Deweyan terms. Thirdly, we draw some more general conclusions about complexity and reductionism as challenges for democracy and education. Among other things, we argue that powerful social tendencies of capitalist competition and social Darwinism support reductionisms in education and put the democratic project at risk. The tensional relation between democracy and capitalism constitutes a major challenge for educational philosophy in our own time as much as in Dewey's.   [More]  Descriptors: Educational Philosophy, Progressive Education, Democracy, Education

Gafoor, K. Abdul (2015). Validation of Scale of Commitment to Democratic Values among Secondary Students, Online Submission. This study reports development of a reliable and valid instrument for assessing the commitment to democratic values among secondary school students in Kerala from 57 likert type statements originally developed in 2007 by Gafoor and Thushara to assess commitment to nine values avowed in the Indian Constitution. Nine separate maximum likelihood Factor Analyses with Varimax (orthogonal) rotation of items from subscales on Nationalism, Liberty, Equality, Gender equality, Secularism, Faith in democracy, Fraternity, Social justice, and Tolerance were conducted on data gathered from 1419 participants. The first order factors, 19 in number, are indicative of the basic democratic values to be considered in assessing the democratic values among secondary students. Secondary factor analysis of these factors produced three factors namely Commitment to ideological democracy, Commitment to critical participation in democracy and Commitment to nationalist values in democracy, with fairly high factorial validity and consistency.   [More]  Descriptors: Foreign Countries, Secondary School Students, Student Attitudes, Democracy

Bartch, Catherine E. M. (2016). Educating for What Kind of Democracy? Examining the Potential of Educating for Participatory Democracy with a Case Study of Drexel University's First-Year Civic Engagement Program, ProQuest LLC. Youth today are participating in political and civic life in new and emerging ways–some positive and some negative–but there is scant evidence that these new forms of engagement spawn enduring forms of participation to enhance democratization at all levels in society. How, then, do we educate for democracy and for what type of democracy, especially in a society that struggles with persistent inequality and injustice? Universities clearly have an important role–and, some insist, an obligation–in guiding the so-called millennial generation into civic pathways that can produce meaningful advancement of democracy. Adopting a participatory democratic theoretical framework, this work presents a case-history study of and survey data from a civic education program at Drexel University, in Philadelphia, PA, an institution that strives to be the "most civically engaged university" in the U.S, according to its President. In addition, and arguably equally important, this study examines the assumptions and conceptions students bring to the table when they are first exposed to civic education in college. How do students conceptualize democracy and civic and political engagement now and in the future? On what foundation are we building concepts of civic education for democracy when we design curricula? Do students view democracy in participatory democratic ways and does Drexel educate students for a participatory democracy, albeit implicitly? The study finds both the students and the program embrace participatory democratic norms, strengthening normative theoretical arguments that participatory democratic theory is increasingly relevant, useful and salient to understand and nourish democracy in the U.S. today. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Democracy, Democratic Values, Case Studies, Surveys

Mirzaei, Khalil; Golestani, Sayyed Hashem; Vaezi, Sayyed Hossain (2016). The Comparative Study of Morals and Democracy and Their Effect on the Behavioral Reflections of Khawaja Nasir Al-Din Tusi and John Dewey, International Education Studies. This study was aimed at comparatively analyzing morals and democracy from John Dewey and Khawaja Nasir al-Din Tusi's viewpoint. It also sought the effect of the two philosophers' viewpoint about morals and democracy and behavioral reflections. The purpose of this study was also to become familiar with the effect of morals and democracy on behavioral reflections of John Dewey (as the west representative of the behavioral reflection). It also tries to familiarize the readers with Khawaja Nasir al-Din Tusi's view point as the Iranian and Islamic representative of the behavioral reflections. The similarities and differences existed among the mentioned philosophers were identified. This was a descriptive and analytical research study. The study investigated the philosophers' opinions with regards to human beings, morals and democracy and their effect on the education and training. The results of the study showed that there are differences between John Dewey and Khawaja Nasir al-Din Tusi's view point about human beings, morals and democracy. The differences were effective on their behavioral reflections, too.   [More]  Descriptors: Moral Values, Democracy, Islam, Philosophy

Hatcher, Richard (2015). Labour's New Education Policy Document: Tensions, Ambivalences and Silences, FORUM: for promoting 3-19 comprehensive education. This article critically examines the Labour Party's policies for local school systems, focusing on its proposals for regional Directors of School Standards, for academies and free schools, and for local democracy, and offers an alternative approach.   [More]  Descriptors: Educational Policy, Educational Change, Position Papers, Conflict

Straume, Ingerid S. (2016). Democracy, Education and the Need for Politics, Studies in Philosophy and Education. Even though the interrelationship between education and democratic politics is as old as democracy itself, it is seldom explicitly formulated in the literature. Most of the time, the political system is taken as a given, and education conceptualized as an instrument for stability and social integration. Many contemporary discussions about citizenship education and democracy in the Western world mirror this tendency. In the paper, I argue that, in order to conceptualise the socio-political potential of education we need to understand democracy in more political terms. This means that democracy can neither be seen primarily as a mode of associated living (Dewey), nor a model for handling different life-views (political liberalism à la Rawls and Gutmann). A third alternative is Gert Biesta's notion of democratic subjectification. Even though Biesta identifies depoliticising trends in citizenship education policies, I argue that his alternative still fails to be a sufficiently "political" alternative. What is lacking in Biesta is the explicit attention to political causes and the kind of collective activities that define a democracy: the creation of one's own laws, norms and institutions. This capacity of the collective to question and govern itself is put in relief by Cornelius Castoriadis's notion of "the project of autonomy".   [More]  Descriptors: Democratic Values, Political Attitudes, Educational Trends, Trend Analysis

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