Bibliography: Democracy (page 003 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 Alexander J. Means, Jiacheng Li, James Campbell, Robert Shaw, Angelo J. Letizia, Leigh Patel, Timothy Jozef Huzar, Robert Boostrom, Nel Noddings, and Frank Coffield.

Karagiorgi, Yiasemina (2011). On Democracy and Leadership: From Rhetoric to Reality, International Journal of Leadership in Education. This paper resembles a personal narrative on leadership and democracy and outlines how an educational leader can conceptualize democratic leadership and take some steps towards transforming theory into practice. The concepts of democracy and democratic schools within the discourse of educational theory and research are briefly discussed. Based on reflections from leading a public primary school in Cyprus, the author approaches the meaning of democracy within the particular setting and discusses implications of the pursuit of democracy for a school leader. The author argues that although certain notions of the school as a dialogic institution can be applied, several challenges arise not only in establishing the structures necessary to promote an ethos for democracy, serving this as a principle, but also in shaping the school culture towards democracy as a virtue.   [More]  Descriptors: School Culture, Democracy, Foreign Countries, Personal Narratives

Higgins, Steve, Ed.; Coffield, Frank, Ed. (2016). John Dewey's Democracy and Education: A British Tribute, Trentham Books. In 1916 John Dewey published "Democracy and Education: An introduction to the philosophy of education". In this book some of today's foremost historians, philosophers, psychologists, and sociologists of education mark the anniversary of Dewey's work by reviewing and reflecting, from a British perspective, on Dewey's contribution to our understanding of the role of education in a democracy. Together the essays provide a critique of the current relationship between education and democracy, and also explore the contemporary relevance of Dewey's magnum opus for the role of education in societies which he characterized as "nominally democratic". The distinguished contributors show how Dewey's ideas and battles are still being drawn upon in the controversies that continue to animate education in England, Scotland, Wales and Northern Ireland, as a tribute to one of the foremost educational thinkers from the United States. Contents include: (1) Preface (Steve Higgins); (2) The reception and impact of Democracy and Education: The case of Britain (Gary McCulloch and Steven Cowan); (3) A thinker for the 21st century? John Dewey and English Education in neoliberal times (Diane Reay); (4) Dewey's understanding of and vision for vocational education (Lorna Unwin); (5) Dewey, Education and Schooling (Steve Higgins); (6) Teachers as powerful, democratic professionals (Frank Coffield); (7) Democratic Pedagogy: Thinking together (Vivienne Baumfield); (8) Why and how schools might live democracy as "an inclusive human order" (Michael Fielding); (9) Dewey's philosophy of education: Representing and intervening (Jan Derry); (10) Education and democracy revisited: Dewey's democratic deficit (Gert Biesta); and (11) Review and final comments (Frank Coffield).   [More]  Descriptors: Progressive Education, Educational Philosophy, Role of Education, Democracy

Letizia, Angelo J. (2016). Student Writing for Self-Authorship and Democracy: Engaging Students Critically, Journal of College Student Development. In order to sustain a thriving democracy, civic action must be infused into the day-to-day practice and methods of teachers and professors (Giroux, 2011). Unfortunately, many public education institutions are sorely lacking when it comes to fostering civic action in their curriculum and practice (Giroux, 2011; Reason, 2013). If higher education institutions in particular are to strengthen democracy they must promote civic awareness in their students (Giroux, 2011; Reason, 2013). One method to achieve democratic pedagogy may be through student scholarly writing.   [More]  Descriptors: Scholarship, Writing (Composition), Democracy, Learner Engagement

Dundar, Hakan (2012). Elementary Students' Metaphors for Democracy, Educational Research and Reviews. The purpose of the research was to reveal elementary 8th grade students' opinions concerning democracy with the aid of metaphors. The students were asked to produce metaphors about the concept of democracy. 140 students from 3 public schools in Ankara (Turkey) participated in the research. 55% of the students were females and 45% were males. The students who participated in the research were asked to produce a metaphor about the concept of democracy and to explain these metaphors. To realize the purpose of the study, forms were distributed to the students asking them to complete the sentence, "Democracy is like… because…" and 56 students out of 140 produced 32 valid metaphors. Phenomenology was used for the purposes of the present research. Data obtained from the participants were interpreted via content analysis. The produced metaphors were divided into 4 categories: "Democracy as the symbol of equality", "Democracy which exists with rules", "Democracy which teaches living together" and "Democracy as a dream". The findings were discussed in the light of the related literature.   [More]  Descriptors: Figurative Language, Foreign Countries, Content Analysis, Democracy

Noddings, Nel (2011). Schooling for Democracy, Democracy & Education. There is a widespread movement today to prepare all students for college, and it is promoted in the name of democracy. I argue here that such a move actually puts our democracy at risk by forcing students into programs that do not interest them and depriving them of courses at which they might succeed. We risk losing the vision of democracy that respects every form of honest work and cultivates a deep appreciation of interdependence.   [More]  Descriptors: Democracy, Democratic Values, Role of Education, College Preparation

Means, Alexander J. (2014). Educational Commons and the New Radical Democratic Imaginary, Critical Studies in Education. This article reflects on emergent (radical-progressive) languages of democracy to consider what common educational institutions might mean today. It explores distinct philosophical and political tensions that cut across these languages in relation to educational organization and pedagogy including–antagonism versus exodus, transcendence versus immanence, pluralism versus multiplicity, democracy versus communism. In contrast to other theorists in education who have tended to privilege certain conceptual positions in these debates to address a wide range of educational issues, the author argues that these tensions should be read selectively and generatively for linking political questions concerning democracy to educational transformation. In conclusion, the article calls for a language of insurrectional democracy that integrates aspects of each approach and where strategic engagements with, and creative lines of flight out of, public institutions and the State play a role in reimagining a common education for a democratic society to come.   [More]  Descriptors: Democracy, Democratic Values, Educational Philosophy, Politics of Education

Nwogu, G. A. I. (2015). Democracy: Its Meaning and Dissenting Opinions of the Political Class in Nigeria: A Philosophical Approach, Journal of Education and Practice. The nascent democracy in Nigeria is plagued with myriad of intrigues, discordant opinions of the political class. The reason is not farfetched. Every political party sees its manifesto and plans of action as the best for the citizenry. They elbow each other in the process of garnering political recognition and vibrancy. Their unhealthy rivalry only heat up the polity. How be it some Nigerians see these political dissent as a necessary tool to a sound democratic process. They argue that dissenting voices amongst the political class are necessary since a democratic process would never be devoid of antagonism and democracy would never thrive on rational consensus. This paper seeks to define democracy, explore the dissenting opinions of the political class which many say attempt to make or mar the democratic process in Nigeria. The study would further examine the role of the media in fast tracking the entire democratization process with a view to ascertaining whether the practice of democracy in Nigeria is in tandem with acceptable practices in the well recognized democracies of the world. Finally, the paper would proffer possible solutions and make necessary recommendations that would help deepen true democratic culture in Nigeria.   [More]  Descriptors: Foreign Countries, Democracy, Educational Philosophy, Political Attitudes

Tanner, Daniel (2017). Margaret Thatcher: Iron Lady of Charter Schools, Kappa Delta Pi Record. Documentary history reveals that charter schools are a vestige of the socially divided school system of 19th-century England. The current charter school movement in the United States raises the danger to American democracy of splitting up the U.S. school structure and creating a separate system of schools for other people's children.   [More]  Descriptors: Charter Schools, School Segregation, Educational History, Secondary Schools

Li, Jiacheng; Chen, Jing (2013). Banzhuren and Classrooming: Democracy in the Chinese Classroom, International Journal of Progressive Education. The issue of education and democracy has become more and more important in China. This paper firstly explains the theory of democracy in Chinese classrooms, and then focuses on the Chinese banzhuren who is responsible for classrooming, an important educational area equal to instruction. We illustrate how Chinese students achieve development through classrooming, and show the activities, relationships and self-awareness from the perspective of developing the individual and community democratically. Finally, this paper discusses a new direction of democracy in Chinese classrooms in the global context, with the view of making education and society better.   [More]  Descriptors: Democracy, Foreign Countries, Metacognition, Individual Development

Ralls, Deborah (2016). Developing Democratic Engagement in School: Can Becoming Cooperative Help?, FORUM: for promoting 3-19 comprehensive education. One hundred years have passed since John Dewey's seminal Democracy and Education (1916), yet academics and practitioners continue to search for ways in which democratic relationships in education can be enacted. This article uses a case study of an English Co-operative school to explore how far becoming co-operative can support a shift in the type of engaged relationships that schools have with stakeholders (students, parents, community) towards Dewey's participatory democracy in education. Can Co-operative schools offer the potential to envision an alternative to current English education policy discourse by engaging students and families as members of a collective democracy rather than as individual consumers? The author shows where forms and understandings of engagement offer potential for democratic relationships through processes of democratic governance and collective responsibility. The article also explores the tensions that emerge between Co-operative school practices and external policy constraints, and the challenges of becoming co-operative.   [More]  Descriptors: Democracy, Educational Cooperation, Case Studies, Foreign Countries

Patel, Leigh (2016). Reaching beyond Democracy in Educational Policy Analysis, Educational Policy. Educational policy analyses have tended toward either the impact of policies on student achievement or the furthering of progressive ideals, regularly theorized through concepts of democracy. In this theoretical essay, I suggest that democracy has become a vehicle for cauterized projects of individualized and contingent state status rather than decolonization and material transformation. This is due not to intentional disregard but to limited epistemic reach. Specifically, I address the ways that the tenets of democratic theory cannot address population-level stratification and racialization of space. I close with how a critique of the limits of democratic ideals can open up space for more robust epistemological groundings.   [More]  Descriptors: Democracy, Educational Policy, Policy Analysis, Epistemology

Boostrom, Robert (2016). The Peculiar Status of "Democracy and Education", Journal of Curriculum Studies. The centennial of "Democracy and Education" invites those who study education and curriculum to reconsider this major work and its place in today's world. One of the most cited works in educational scholarship (and the most cited of Dewey's many works), the perspective it provides is not evident in US policy-making or in school practice. The paper looks at this anomaly and at the role of "Democracy and Education" in educational thinking and practice in the USA.   [More]  Descriptors: Educational Philosophy, Democracy, Progressive Education, Educational Policy

Huzar, Timothy Jozef (2013). The Public Library, Democracy and Rancière's Poetics of Politics, Information Research: An International Electronic Journal. Introduction: This paper applies the thought of Jacques Rancière to the concept of democracy as it is traditionally understood in library studies literature. Methods: The paper reviews a cross-section of instances of the link between democracy and the public library in library studies literature. It offers a close textual analysis of Michael Gorman's "Our Enduring Values" as typifying the link between the public library and democracy. It critically applies the theoretical account of democracy developed by Jacques Rancière to Gorman's account in "Our Enduring Values." Analysis: Making use of the theory of Rancière, the paper argues that the link between the public library and democracy should instead be situated in the impropriety of the public library: the assumption of equality libraries make, and the consequent open possibility for the contestation of their function and values. Results: The paper finds that the link between democracy and the public library is situated in libraries' instrumental value to democracy; libraries are typically seen as holding an educative function for democracy. Conclusion: The paper concludes by arguing that focusing on the impropriety of public libraries is especially important in the context of their current neo-liberal restructuring. An instrumental link between democracy and the public library too easily falls prey to neo-liberal rationalisation. A link which focuses on the improper character of public libraries encourages a contestation over this restructuring. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]   [More]  Descriptors: Public Libraries, Democracy, Social Theories, Library Role

Campbell, James (2016). "Democracy and Education": Reconstruction of and through Education, Educational Theory. While focusing on "Democracy and Education," James Campbell attempts in this essay to offer a synthesis of the full range of John Dewey's educational thought. Campbell explores in particular Dewey's understanding of the relationship between democracy and education by considering both his ideas on the reconstruction of education and on the role of education in broader social reconstruction. Throughout his philosophical work, Campbell concludes, Dewey offers us a vision of a society self-consciously striving to enable its members to live fully educative lives.   [More]  Descriptors: Democracy, Democratic Values, Educational Change, Social Change

Shaw, Robert (2009). The Phenomenology of Democracy, Policy Futures in Education. Human beings originate votes, and democracy constitutes decisions. This is the essence of democracy. A phenomenological analysis of the vote and of the decision reveals for us the inherent strength of democracy and its deficiencies. Alexis de Tocqueville pioneered this form of enquiry into democracy and produced positive results from it. Unfortunately, his phenomenological method was inadequate and he missed the essential core of his "associative art". The frequent association of democracy with rationality misleads us about its nature and its requirements. The phenomenology of democracy aligns with the governance concept of democracy. Many attempts to reform democracy, or impose it on others, are misplaced because they do not attend to the essence of democracy.   [More]  Descriptors: Foreign Countries, Democracy, Phenomenology, Decision Making

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