Bibliography: Democracy (page 005 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 Deborah Meier, Muhammad Imran Yousuf, Bryce Smedley, Lisa H. Weasel, Jarrod S. Hanson, Richard Pring, Muhammad Sarwar, Martin Carcasson, Kathleen F. Malu, and Badma.V. Sangadzhiev.

Meier, Deborah (2011). What's Democracy Got to Do with Teaching?, Kappa Delta Pi Record. What's democracy got to do with teaching? To answer this question, the author recollects the personal experiences through which she came to understand the connections between democracy and teaching. Sustaining democracy requires its citizens–teachers, parents, and students, in the case of schooling–to fight for it intelligently. The way teachers are educated, like the way K-12 students are educated, will have a great impact on whether efforts for greater voice and influence in government are productive. Unionization was a critical, if petty, first step in that direction–one that took courage and risk, and remains vulnerable. But there's the next step, and it can't be accomplished unless students and novice teachers at some time "see what democracy looks and sounds like." Schools of education, as well as schools themselves, must become communities that introduce the next generation to the democracy project.   [More]  Descriptors: Teachers, Democracy, Schools of Education, Elementary Secondary Education

Hanson, Jarrod S. (2015). 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", 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. [For Tonda Liggett's "Deliberative Democracy in English-Language Education: Cultural and Linguistic Inclusion in the School Community," see EJ1042318.]   [More]  Descriptors: English Language Learners, Democracy, Political Power, Participative Decision Making

Kucherenko, Petr A.; Sangadzhiev, Badma.V.; Velibekov, Murad C. (2016). Legal Nature and Functions of Referendum in Constitutional Law Theory, International Journal of Environmental and Science Education. The relevance of the study of the legal nature and functions of the referendum is conditioned by the increasing dynamics of development of direct democracy in the developed countries and the needs to legalize it in constitutional and legal norms to ensure stability in society. The purpose of this paper is to define the legal nature of the referendum in the context of the theory of constitutional law. The research methodology is built on the comparison of institutional and instrumental features of the referendum. The materials of the legal practice of the Federal countries of Western Europe are investigated, having a tradition of direct democracy and the practice of its legislative regulation. The basis of the study is constitutional norms about the referendum of the Constitution of Germany, Switzerland, Austria and Belgium, as well as quantitative data on referenda in those countries. In the result of the study of the legal nature of the referendum the evident instrumental purposes of direct democracy are justified: legitimation, restraint, institution, self-government and political arbitration. Also a conclusion is made about the instrumental function of the referendum in modern Federal countries of Western Europe. The obtained results of the study are important in theoretical terms–for the development of the definition of a referendum, understanding of its legal nature and functions, and in practical terms – for legislative activities and public discussions about ways of development of democracy in certain public conditions.   [More]  Descriptors: Constitutional Law, Theories, Foreign Countries, Developed Nations

Gilmore, Melinda, Ed.; Holwerk, David, Ed. (2014). Connections 2014: Taking Stock of the Civic Arena. Annual Newsletter, Kettering Foundation. Each issue of this annual newsletter focuses on a particular area of the Kettering Foundation's research. The 2014 issue focuses on taking stock of the civic arena, which includes organized projects in civic renewal, civic engagement, civic education, and civic capacity building in communities. This issue contains the following articles that address whether any of this civic stocktaking is looking at what is happening in democracy and assesses the implications: (1) What's Going On Here? Taking Stock of Citizen-Centered Democracy (David Mathews); (2) Yes, Our Democracy Is a Mess, and Yes, Our Opportunities Are Real (Richard C. Harwood); (3) Philanthropy at a Crossroads (Brad Rourke); (4) Lost–and Seeking Directions (Steve Farkas); (5) When Communities Work…and Why Citizens Have Work to Do (Keith Melville); (6) From Both Sides Now: A Field Report from New Orleans (Lucas Díaz); (7) Democracy in the Balance: The Complex Dynamics of the Arab World Make Outcomes Far from Certain (Ziad Majed); and (8) Twenty Years Later, Democracy Still Struggles to Take Root in South Africa (Ivor Jenkins). [For the previous newsletter, "Connections 2013: Citizens in Democratic Politics. Annual Newsletter," see ED560896.]   [More]  Descriptors: Citizen Participation, Citizenship Education, Capacity Building, Democracy

Jones, Ken (2012). Power, Democracy–and Democracy in Education, FORUM: for promoting 3-19 comprehensive education. This article addresses questions of workplace democracy, particularly in relation to school education. Following Luciano Canfora in treating democracy as "the rule of the many", it traces the post-1945 rise of workplace democracy, and its post-1979 decline. Analysing the constitution of contemporary schooling in England, the article concludes that it has been de-democratised. It suggests, however, that in the increasingly difficult situation in which the neo-liberal project of education finds itself, the efficacy and legitimacy of this system of governance will be increasingly questioned.   [More]  Descriptors: Foreign Countries, Educational Change, Democracy, Power Structure

Carcasson, Martin; Sprain, Leah (2012). Deliberative Democracy and Adult Civic Education, New Directions for Adult and Continuing Education. Adult education programs should turn to the deliberative democracy movement in order to help their communities better address the "wicked problems" they face. The authors contend that due to the "wicked" nature of problems in the diverse democracies, communities must develop and sustain their capacity for deliberative democracy and collaborative problem solving through the high-quality interactive communication across perspectives fostered by deliberative democracy. As a result, civic education programs at all levels–K-12, higher education, and adult education–should be tapping into the resources and activities tied to the deliberative democracy movement in order to help build civic capacity. The authors begin this chapter by introducing the concept of wicked problems and outlining how the two currently dominant forms of politics–adversarial and expert–fall short in responding to such problems. They then introduce deliberative democracy as an alternative form of politics that holds particular promise. They connect these three forms of politics to current trends within civic education and make the case for civic education programs to significantly increase the extent to which they focus on developing deliberative capacity. They close by considering how adult education programs in particular can develop this capacity and take advantage of the available resources tied to deliberative democracy.   [More]  Descriptors: Adult Education, Citizenship Education, Democracy, Elementary Secondary Education

Weasel, Lisa H.; Finkel, Liza (2016). Deliberative Pedagogy in a Nonmajors Biology Course: Active Learning That Promotes Student Engagement with Science Policy and Research, Journal of College Science Teaching. Deliberative democracy, a consensus model of decision making, has been used in real-life policy making involving controversial, science-related issues to increase citizen participation and engagement. Here, we describe a pedagogical approach based on this model implemented in a large, lecture-based, nonmajors introductory biology course at an urban public university.   [More]  Descriptors: Biology, College Students, Nonmajors, Active Learning

de Groot, I.; Goodson, I. F.; Veugelers, W. (2014). Dutch Adolescents' Narratives about Democracy: "I Know What Democracy Means, but Not What It Means to Me", Cambridge Journal of Education. In the last decade, educational scholars have studied various aspects of adolescents' citizenship narratives. This paper reports on a qualitative study into the narratives about democracy of 27 adolescents from an urban area in the Netherlands. The aim of the study was to gain an insight into the type of democratic engagement that Dutch adolescents develop. Fourteen vocational and 13 pre-university students were selected. Each student was interviewed twice. Narrative thematic data analysis revealed that only five students had developed a strong conception of democracy. Our findings suggest that few students had spent time developing and challenging their narratives about democracy, and that few students have developed a greater sense of democratic engagement. Our paper concludes with several suggestions for furthering the study and practice of democratic citizenship education.   [More]  Descriptors: Foreign Countries, Adolescents, Democracy, Definitions

Malu, Kathleen F.; Smedley, Bryce (2016). Community-Based English Clubs: English Practice and Social Change outside the Classroom, English Teaching Forum. This article defines and provides a rationale for the creation of community-based English clubs. We offer strategies that individuals can use to create and sustain English clubs, and we suggest meeting activities that will engage members in conversations and potential community action on a range of topics such as democracy, gender equality, and environmental protection.   [More]  Descriptors: English (Second Language), Second Language Learning, Clubs, Social Change

Nygreen, Kysa (2017). Negotiating Tensions: Grassroots Organizing, School Reform, and the Paradox of Neoliberal Democracy, Anthropology & Education Quarterly. Drawing from ethnographic fieldwork at a community-based organization (CBO) engaged in parent organizing for urban school reform, this paper examines how organizers engaged with the imperatives of neoliberal reform and the broader neoliberal policy context. It highlights organizers' agency but also shows how hegemonic discourse constrained their agency. It argues CBO involvement can contribute to educational neoliberalization and to neoliberal notions of democracy that, paradoxically, employ processes of symbolic inclusion and material exclusion (Miraftab 2004).   [More]  Descriptors: Activism, Educational Change, Neoliberalism, Democracy

Delgado, Manuel Lopez (2014). Democratic Leadership in Middle Schools of Chihuahua Mexico: Improving Middle Schools through Democracy, Journal of International Education and Leadership. The purpose of this study was to analyse the effects of the implementation of a democratic approach to lead and manage middle schools in Chihuahua, Mexico. This research was based on a Likert questionnaire and semistructured interviews to explore the level of involvement of students, teachers, and parents in schools participating in a programme based on democratic leadership. A typology emerged of the style of democratic culture that is prevalent in schools participating: democracy in simulation, democracy in construction, and democracy in consolidation. Schools participating in the programme conceive that school improvement must be based on a shared responsibility of all members of the learning community. However, the results suggest that this aspiration has not been totally consolidated since findings showed that in general these schools are modestly performing as democratic schools.   [More]  Descriptors: Democratic Values, Middle Schools, Instructional Leadership, Likert Scales

James, Adrienne Brant (2010). Reclaiming Deep Democracy, Reclaiming Children and Youth. The dawn of the 20th century sparked a world-wide movement to apply democracy in schools, courts, and families. Democracy is a cooperative culture which emerged from vast lands of North America at a time when the European continent was locked in hierarchical rule. Democracy was advocated by visionary youth work pioneers who discovered a better system than coercive discipline. Decades of research on group dynamics, resilience, and youth empowerment attest to the validity of these time-honored democratic traditions.   [More]  Descriptors: Empowerment, Democracy, Courts, Group Dynamics

Sarwar, Muhammad; Yousuf, Muhammad Imran; Hussain, Shafqat (2010). Attitude toward Democracy in Pakistan: Secondary School Teachers' Perceptions, Journal of College Teaching & Learning. The study aimed at exploring the public sector secondary school teachers' perceptions for development of democratic values and strategies to improve the democratic system and attitudes toward democracy. Sixty secondary school teachers were selected as a sample. The qualitative data in the form of interview responses were collected to explore teachers' perceptions about democracy, problems in the smooth running of democracy and remedies to these problems. Five-point Likert-type attitude toward democracy scale (ATDS) was developed to assess the attitude of secondary school teachers toward democracy. The data were analysed by applying one sample t-test. The study provide discussion at conclusions drawn about democratic values and attitude of teachers toward democracy.   [More]  Descriptors: Democracy, Foreign Countries, Democratic Values, Secondary School Teachers

Quay, John (2016). Not "Democratic Education" but "Democracy and Education": Reconsidering Dewey's Oft Misunderstood Introduction to the Philosophy of Education, Educational Philosophy and Theory. Of enduring interest to philosophers of education is the intimate connection Dewey draws between "Democracy and Education" in this now century-old seminal work. At first glance the connection may appear quite simple, with the two terms commonly combined today as "democratic education". But there is significantly more to Dewey's connection between democracy and education than "democratic education" suggests. Evidence for this greater depth can be seen in Dewey's choice of subtitle for his text: "an introduction to the philosophy of education". In this article I illuminate some of the further riches Dewey offered to understanding democracy and education, central to which is his theorization of "occupations" as this aligns with his attempts to articulate a "coherent theory of experience". As with democracy and education, the educational import of occupations cannot be captured with a mere combination of terms as in "vocational education". In both cases we are simply appending an adjective to education, which Dewey found problematic. What we need, he argued, is a sense of education "pure and simple" with "no qualifying adjectives prefixed". An existential consideration of occupations enables just that, wherein occupations define the functional unities of life, the character of social groupings, the ways in which growth is arranged. As such they provide us with new ways of conceptualizing the structure of schools and the nature of learning. Here, democracy and education come together in a much more fundamental sense as expressions of life.   [More]  Descriptors: Democracy, Educational Philosophy, Citizenship Education, Progressive Education

Pring, Richard (2016). Preparing for Citizenship: Bring Back John Dewey, Citizenship, Social and Economics Education. The paper traces the development of citizenship in the curriculum in England since the 1960s, emerging particularly from the Crick report. It argues for lessons to be learnt from John Dewey's "Democracy and education", the centenary of which is being celebrated this year.   [More]  Descriptors: Foreign Countries, Citizenship Education, Educational Development, Curriculum Development

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