Bibliography: Democracy (page 006 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 Liesel Ebersohn, Jeremy Cole, Shane J. Ralston, Carl A. Grant, Benjamin Bindewald, Sarah M. Stitzlein, Francis W. Parker, Suzanne Rosenblith, Jeff Frank, and Melissa Leigh Gibson.

Sternberg, Robert J. (2014). Three Traditions of Democracy in Relation to American Higher Education, Liberal Education. The type of college or university one values most depends, at least in part, upon which of three distinct traditions of democracy in relation to American higher education one espouses. In this article, the author identifies three distinct traditions of democracy in relation to American higher education and suggests that the type of college or university one values most depends, at least in part, upon which of these traditions one espouses. The following are the three traditions: (1) The Jacksonian tradition: Education–who cares?; (2) The Hamiltonian tradition: Educating the elite for leadership; and (3) The Jeffersonian tradition: Higher education for the masses.   [More]  Descriptors: Higher Education, Democracy, Democratic Values, Foundations of Education

Stitzlein, Sarah M. (2014). Habits of Democracy: A Deweyan Approach to Citizenship Education in America Today, Education and Culture. Today's social and political context is filled with environmental elements that both support and work against deep, participatory democracy. I argue that certain democratic habits should be nurtured through a supportive formative culture, especially in schools, in order to best achieve good democratic life in the present context. My aim here is to fill some of the gaps within the picture of democracy that Dewey paints, to employ Dewey's unique understanding of habit formation and change as key elements of political agency, and to suggest some fruitful avenues for citizenship education in today's social and political context.   [More]  Descriptors: Citizenship Education, Educational Theories, Democratic Values, Habit Formation

Parker, Francis W. (2013). Democracy and Education (1894), Schools: Studies in Education. True education is the presentation of the conditions necessary for the evolution of personality into freedom. Democracy is the only form of government under which the methods of freedom can be fostered. The great central principle of democracy is mutual responsibility. Democracy in its essence gives to each individual the liberty of becoming free; raises no artificial barriers, political or social, between him and his goal. This is the ideal of democracy. Pure democracy does not exist today since more than one-half of the people of the United States are excluded from franchise. The highest outcome, and, the author says with the greatest reverence, the divinest outcome, of all the ages of human progress is the common school. Like democracy, it is still an ideal; it has not come into its own. The common school is the antipodes of isolation, the antipodes of that method so efficiently used by monarchy and hierarchy to keep the people from loving each other and helping each other. The rapid growth and development of the common-school system of the United States has no equal in all history: born of the people, supported and nourished by the people, it has steadily made its way into the hearts of the people, and has become an absolute necessity in the growth and perpetuity of its political institutions. The high accomplishment of the common-school has not been through methods of teaching or subjects taught; it has consisted principally in the great social factor–the mingling, blending, and fusing of all classes of society. The common-school can be made the best school in the world. Everything is ready except scientific teaching and the method of democracy–that education which shall set the souls of children free. The author believes four things, as he believes in God–that democracy is the one hope of the world; that democracy without efficient common-schools is impossible; that every school in the land should be made a home and a heaven for children; fourth, that when the ideal of the public school is realized, "the blood shed by the blessed martyrs for freedom will not have been shed in vain."   [More]  Descriptors: Freedom, Teaching Methods, Democracy, Social Influences

Monzó, Lilia D. (2014). A Critical Pedagogy for Democracy: Confronting Higher Education's Neoliberal Agenda with a Critical Latina Feminist Episteme, Journal for Critical Education Policy Studies. A fundamental goal of the university must be to advance a democracy based on the socialist principles of freedom and critique. A Marxist revolutionary critical pedagogy for democracy is advanced that includes a call for the inclusion of faculty of color who may bring diverse epistemes toward doing research that promotes dissent. The author provides examples of how a Latina episteme, rooted in her experiences as a member of the oppressed, demands community engagement and democratic goals necessary to providing the clarity and rehearsal needed to break free from the shackles of capitalism.   [More]  Descriptors: Neoliberalism, Hispanic Americans, Feminism, Epistemology

Joubert, Ina; Ebersohn, Liesel; Eloff, Irma (2010). How Post-Apartheid Children Express Their Identity as Citizens, Childhood: A Global Journal of Child Research. Children in South Africa are educated to identify with democratic values and democracy in post-apartheid society. As yet, we have no empirical evidence on their views on and identification with the new South African democracy. When given an opportunity to express their life experiences, the 9-year-old child citizens of this case study revealed their democratic identity on various levels. These children expressed a weak identification with democracy on the local level but a strong identification with democracy on the national level. The authors argue that the weak identification on the local level may influence the children's identification with democracy negatively. It is the key finding of this study that a lack of democratic identification may endanger the sustainability of the South African democracy into the future.   [More]  Descriptors: Foreign Countries, Children, Identification, Democracy

Ashaalan, Latifah; Al-zeiby, Ibtisam (2015). Methods of Care for Children Living in Orphanages in Saudi Arabia (An Exploratory Field Study), Journal of International Education Research. This study aimed to identify the extent to which caregivers, social workers and psychologists working in orphanages in Saudi Arabia adopt one or more of the following five methods of care when treating children: attention vs. non-attention, equality vs. discrimination, kindness vs. cruelty, acceptance vs. rejection and democracy vs. authoritarianism.   [More]  Descriptors: Foreign Countries, Residential Institutions, Caregiver Child Relationship, Psychologists

Eastman, Nicholas J.; Anderson, Morgan; Boyles, Deron (2017). Choices or Rights? Charter Schools and the Politics of Choice-Based Education Policy Reform, Studies in Philosophy and Education. Simply put, charter schools have not lived up to their advocates' promise of equity. Using examples of tangible civil rights gains of the twentieth century (e.g. "Brown v. Board," "Lau v. Nichols") and extending feminist theories of invisible labor to include the labor of democracy, the authors argue that the charter movement renders invisible the labor that secured civil protections for historically marginalized groups. The charter movement hangs a quality public education–previously recognized as a universal guarantee–on the education consumer's ability to navigate a marketplace. The authors conclude that the neoliberal agenda of positioning "choice" as the best mechanism for securing an education rolls back the "rights" that were already secured through the labor of democracy.   [More]  Descriptors: School Choice, Charter Schools, Politics of Education, Educational Change

Gibson, Melissa Leigh; Grant, Carl A. (2012). Toward a ""Paideia" of the Soul": Education to Enrich America's Multicultural Democracy, Intercultural Education. What role might education play in the reinvigoration of a robust American democracy? We argue that common understandings of democracy, citizenship, and democratic education are too anemic to right the political inequalities and stagnancies that have deadened American democracy. Instead, we look to notions of "paideia" and an educated, enlightened citizenry to shape a multicultural democratic education. Multicultural democratic education cultivates the full and flourishing lives and minds of "all" citizens in American democracy rather than focusing on narrow preparation for voting. It does this through the practice of critical and authentic caring, the cultivation of community across difference, the connection to a global context, and the opportunity for social action. Most importantly, multicultural democratic education takes as its starting point equity and justice in a pluralistic society by committing to the cultivation of the minds and intellects of all students–in stark contrast to the unequal and mind-numbing education that most marginalized and minority students receive.   [More]  Descriptors: Social Action, Caring, Minority Groups, Minority Group Students

Grant, Carl A. (2015). Growing Great Minds: Seizing the Opportunity, Kappa Delta Pi Record. Teachers must seize the opportunity to grow great minds. Contextualizing the argument in the writing of renowned poets, noted educators, and distinguished moral heroes whose life's work was dedicated to the principles of democracy, this article reminds practicing teachers in this challenging moment that "You are braver than you believe, stronger than you seem, and smarter than you think."   [More]  Descriptors: Teacher Role, Child Development, Cognitive Development, Democratic Values

Cole, Jeremy (2014). Democracy Exported, History Expunged: John Dewey's Trip to Turkey and the Challenge of Building "Civilised" Nations for Democratic Life, History of Education. In 1924, John Dewey travelled to Turkey to make recommendations on the Turkish educational system. According to many existing accounts, Dewey brought a sorely needed progressive educational perspective to a nation emerging from centuries of despair. On the whole, these accounts dismiss the Ottoman legacy and overlook how Dewey's historical thinking coloured his view of Turkish democracy. This article draws on these considerations to offer a critical re-reading of Dewey's trip, arguing that the visit, rather than supporting the expansion of a bottom-up democratic perspective in the Turkish educational system, actually helped advance top-down Turkish nation-building. In so doing, it explores the connections between history and democracy in Dewey's thinking, reclaims the significance of the Ottoman legacy, examines the role of education in radically remaking the Turkish public, and points to the need for studying places and times where schooling is used to expunge history in the name of exporting democracy.   [More]  Descriptors: Foreign Countries, Educational History, Progressive Education, Democracy

Carr, Paul R. (2010). Re-Thinking Normative Democracy and the Political Economy of Education, Journal for Critical Education Policy Studies. Normative thinking around democracy often emphasizes the supremacy of electoral politics, underplaying the salience of education as a defining feature to produce a more meaningful, engaged, inclusive form of democracy. Critical pedagogy can be an extremely useful, illuminating and transformative means and process of deconstructing how democracy is conceptualized, understood and developed. Critiquing the epistemological, experiential and hegemonic predispositions, manifestations, and intricate thinking that underpin inequitable power relations is fundamental to achieving a more politically literate and liberated populace. Being humble enough to acknowledge that one's epistemological framework may limit his/her understanding of democracy–along with a diagnosis of mainstream and normative assessments that are constrained by a tepid educational experienced dominated by a neo-liberal political economy–is fundamental to re-formulating how democracy is understood, and, more important, how it may become more empowering for marginalized groups and all peoples. This paper explores a re-conceptualization of democracy, premised on a more critical and engaged education, questioning and problematizing how power works. In outlining "econ-ocracy" and various conditions, issues and determinants related to democracy, the author provides some examples (American Idol, Haiti, categorization of democracies, development assistance to the South, and support for unsavory regimes) of how facile interpretations of democracy have had a nefarious effect on more structurally relevant concerns related to power.   [More]  Descriptors: Democracy, Education, Critical Theory, Power Structure

Language Policy (2014). Democratic Theory and the Challenge of Linguistic Diversity. This essay explores the relationship between democratic political theory and the reality of linguistic diversity in contemporary political communities. After suggesting a distinction between "liberal" and "participatory" democratic theories, and asserting that there have been fruitful explorations of linguistic diversity in relation to the former, the essay claims that there has been a virtual absence of critical examination of the implications of linguistic diversity for participatory democracy. The essay explores the implications of "ontological multilingualism" for three purported advantages of participatory democracy: the legitimation advantage, the common good advantage, and the human flourishing advantage. After examining challenges to the accommodation of linguistic diversity by participatory democracies, the essay concludes with suggestive comments on how these challenges might best be approached.   [More]  Descriptors: Applied Linguistics, Sociolinguistics, Political Science, Theories

Ralston, Shane J. (2010). Dewey's Theory of Moral (and Political) Deliberation Unfiltered, Education and Culture. In this paper, I argue that many recent interpretations of John Dewey's vision of democracy distort that vision by filtering it through the prism of contemporary deliberative democratic theories. An earlier attempt to defend Dewey's theory of moral deliberation is instructive for understanding the nature and function of this filter. In James Gouinlock's essay "Dewey's Theory of Moral Deliberation," he argues that Morton White and Charles L. Stevenson's criticisms of John Dewey's ethical theory are based upon fundamental misinterpretations of Dewey's theory of moral deliberation. In the spirit of Gouinlock's 1978 essay, I show how this historical debate relates to a claim of political philosophers and political theorists that is currently in vogue, namely, that Dewey's writings contain a nascent theory of deliberative democracy. Deliberative democratic theorists contend that deliberation is the group activity that transforms individual preferences and behavior into mutual understanding, agreement and collective action. Once Dewey's vision of democracy is identified with this theory of deliberative democracy, the strategic question for Deweyans arises: If Deweyan democracy is identified too closely with deliberative democracy, will Dewey scholars risk making Dewey's democratic vision an outmoded approach to theorizing about democracy in the wake of an expired deliberative turn? One way to see our way clear of this strategic question is to remove the deliberative democracy filter and appreciate Dewey's vision of democracy as a unique and free-standing contribution to democratic theory.   [More]  Descriptors: Group Activities, Democracy, Moral Values, Misconceptions

Rosenblith, Suzanne; Bindewald, Benjamin (2014). Between Mere Tolerance and Robust Respect: Mutuality as a Basis for Civic Education in Pluralist Democracies, Educational Theory. This essay by Suzanne Rosenblith and Benjamin Bindewald is motivated by the question of how do those who value civic liberalism give the religiously orthodox a reason to engage in pluralist democratic deliberations in a manner that does not allow intolerance to undermine the foundations of liberal democracy. Introducing the idea of tolerance as mutuality–that is, a will to relationship–the authors argue, strikes a balance between those theories that are too demanding of the religiously orthodox and those that are not exacting enough. Applying the principle of tolerance as mutuality to the special space of public schools allows for a new way to conceptualize civic education in pluralist democracies.   [More]  Descriptors: Citizenship Education, Civics, Democracy, Cultural Pluralism

Frank, Jeff (2017). Realizing a Democratic Community of Teachers: John Dewey and the Idea of a Science of Education, Education Sciences. In this paper, I make the case that John Dewey's philosophy of education aims to bring about a democratic community of teachers capable of creating a science of teaching. To make this case, I will do a three things. First, I will discuss "Sources of a Science of Education" and argue that this work is deeply connected to a work written at about the same time, "Individualism Old and New." As I will show, the creation of a science of education is a complex endeavor that is premised on an ability to create a democratic community that reconstructs outmoded notions of individuality. Second, I will argue that the position put forward most directly in these later works is not a deviation from Dewey's overall educational philosophy by offering a reading "Democracy and Education." I will argue that Dewey's thinking on a science of education is held nascent within "Democracy and Education," especially in his discussion of individualism and democracy. Finally, I will assess whether and how current work in teacher education is consonant with Dewey's philosophical project, and draw out implications for philosophers of education.   [More]  Descriptors: Educational Philosophy, Democracy, Teaching Methods, Educational Theories

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