Bibliography: Democracy (page 007 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 Sue Winton, Guoping Zhao, Robert K. Shaw, Abinwi C. Nchise, Andrew P. Kelly, Sondra Myers, Randall Everett Allsup, Patricia K. Kubow, Daniel Lautzenheiser, and Serkan Sendag.

Winton, Sue; Evans, Michael P. (2014). Challenging Political Spectacle through Grassroots Policy Dialogues, Canadian Journal of Educational Administration and Policy. Can simply talking about policy strengthen democracy? Drawing on data collected for case studies of one Canadian and two U.S. grassroots organizations, we demonstrate that taking part in policy dialogues hosted by grassroots organizations enables participants to gain greater clarity regarding policy issues, policy processes, and citizens' perspectives and enhances some participants' ability to take direct action in policy processes. These outcomes, and the opportunities for authentic engagement in policy processes offered by grassroots policy dialogues, can help challenge contemporary policy processes characterized as political spectacle, and, ultimately, enhance democracy in education. Implications of the findings for grassroots organizations and the field of community organizing are also discussed.   [More]  Descriptors: Educational Policy, Politics of Education, Democracy, Activism

Allsup, Randall Everett (2012). Music Education and Human Flourishing: A Meditation on Democratic Origins, British Journal of Music Education. This philosophical essay is a meditation on the multiple and contested meanings of the concept of democracy with the aim of redirecting dominant discourses in music education practices and building new capacities for democracy's practical use in music classrooms. Inspired by philosopher John Dewey's travels to China, and his influence on major Chinese thinkers like Hu Shih and Tao Xingzhi, the author plays with the etymological origins of the term "democracy", finding limited value in its Greek origins, but inspiration in the many ways of referring to democracy in Chinese [Minzhu: [Chinese character omitted]/Pingmin: [Chinese character omitted]/Shumin: [Chinese character omitted]/Minben: [Chinese character omitted] each of which has the potential to direct and enlarge contemporary instructional practices in formal music education settings.   [More]  Descriptors: Music Education, Educational Philosophy, Democracy, Foreign Countries

Sendag, Serkan; Toker, Sacip (2016). Factors Affecting Participation of Preservice Teachers in E-Democracy, Journal of Educational Technology. This study aimed to reveal the factors associated with the participation of preservice teachers in e-democracy. It was designed as a correlational study and 1,519 preservice teachers from a teacher preparation program in Turkey participated in it by completing a 54-item questionnaire. As a result, three major factors for involvement in e-democracy emerged: knowledge and environment, ethics, and anxiety. In addition, two types of participation were revealed: anonymous and onymous. The results of the study showed that anonymous participation correlates positively with Political Knowledge, and negatively with Current State of Politics and Digital Integrity. Those who have mobile technologies with internet connection are more likely to participate anonymously in e-democracy. On the other hand, Onymous participation, correlates positively with Fear of Self-expression, and negatively with Political Knowledge and Digital Citizenship. Males were shown to be more prone to both types of participation than females. Internet usage frequency was a common variable triggering both types of participation. The paper ends with recommendations for further research.   [More]  Descriptors: Preservice Teachers, Student Participation, Demography, Performance Factors

Weinstein, Matthew (2012). Schools/Citizen Science: A Response to "The Future of Citizen Science", Democracy & Education. This paper builds on Mueller, Tippins, and Bryan's paper to ask how neoliberal restructuring impacts the form of appropriate and possible democratic science/education. It examines the compatibilities between antidemocratic tendencies of current schooling and common forms citizen science. It also clarifies several details regarding the street-medic movement. The paper suggests that distinguishing between democracy as participation and democracy as opposition would help clarify the appropriate forms, limits, and possibilities of democratic forms of science in schooling.   [More]  Descriptors: Democracy, Politics of Education, Neoliberalism, Science Education

Myers, Sondra (2014). The University's Sacred Mission, Journal of General Education. William Rainey Harper, president of the University of Chicago from 1891 to 1906, declared that "the university is the Messiah of the democracy, its to-be-expected deliverer." The university has not always adopted that sacred charge willingly or effectively. We need to cut to the quick and demonstrate that democracy cannot survive without informed and engaged citizens. The university should and can deliver those citizens to our society while, at the same time, preparing them for careers and professions–or risk the erosion of our precious legacy.   [More]  Descriptors: Institutional Mission, College Role, Citizenship Responsibility, Citizen Participation

Shaw, Robert K. (2011). The Nature of Democratic Decision Making and the Democratic Panacea, Policy Futures in Education. "Democracy thrives because it helps individuals identify with the society of which they are members and because it provides for legitimate decision-making and exercise of power." With this statement, the Council of Europe raises for us some fundamental questions: what is the practice of democracy, its merits and its limitations? A phenomenological insight into democracy as it displays itself indicates that its essence is decision making by vote. The strength of this mechanism is that it operates without a requirement for rationality on the part of the participants, and its imperative is always to achieve a decision–any decision. Thus, the mechanism enables decisions in situations of incommensurable choice. The history of the engagement of Maori with local government in Aotearoa New Zealand makes apparent the limitations of democracy and challenges democracy itself. Maori have no tradition of democracy and they aspire to the exercise of their traditional decision-making practices. As a minority in a democratic country, Maori find themselves always at the mercy of the vote. Democracy is a tool of colonisation. The situation of Maori provides lessons for those who would applaud the Council of Europe and their belief in coexistence by way of democratic decision making.   [More]  Descriptors: Democracy, Decision Making, Phenomenology, Participation

Kubow, Patricia K.; Min, Mina (2016). The Cultural Contours of Democracy: Indigenous Epistemologies Informing South African Citizenship, Democracy & Education. Drawing upon the African concept of "ubuntu," this article examines the epistemic orientations toward individual-society relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Western-oriented democratic narrative. Through "ubuntu," defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rights-and-responsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. Society and schools, in their view, fall short in educating young learners for democratic citizenship in South Africa; their insights offer ways for formal schooling to improve upon its democratic mission.   [More]  Descriptors: Foreign Countries, Democracy, Indigenous Knowledge, Epistemology

Lautzenheiser, Daniel; Kelly, Andrew P. (2013). Charter Schools as Nation Builders: Democracy Prep and Civic Education. Policy Brief 4, American Enterprise Institute for Public Policy Research. This policy brief is the first in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. This paper introduces Democracy Prep, a network of seven public charter schools with a civic mission at its core. Democracy Prep's founder and superintendent is Seth Andrew, an energetic former teacher born and raised in the Washington Heights neighborhood of New York City. Andrew's passion for civic activism and academic rigor are at the center of Democracy Prep's model. The network's motto–"Work hard. Go to college. Change the world!"–couples the "no-excuses" charter school movement's emphasis on student achievement with a decidedly civic focus. The fact that Democracy Prep is a charter school is crucial to its civic mission. Andrew views charter schooling as an ideal venue for experimenting with exactly "how" to teach citizenship. In this brief, the authors describe Democracy Prep's unique approach to teaching citizenship and discuss the lessons that other schools might learn from one charter school network's experience. With civic education increasingly marginalized because of testing and accountability demands that focus on reading and math, insights from schools built around citizenship are much needed.   [More]  Descriptors: Charter Schools, Teaching Methods, Citizenship, Democracy

Zhao, Guoping (2016). Singularity and Community: Levinas and Democracy, Educational Philosophy and Theory. This article explores and extends Levinas's ideas of singularity and community as multiplicity and argues that his identification of language and discourse as the means to create ethical communities provides tangible possibilities for rebuilding genuine democracy in a humane world. These ideas help us reimagine school and classroom as communities open to differences. They also give education the opportunity to support the emergence of the singular and the irreducible–infinite human beings.   [More]  Descriptors: Educational Philosophy, Democracy, Ethics, Language Role

He, Ming Fang (2016). Exploring an East~West Epistemological Convergence of Embodied Democracy in Education through Cultural Humanism in Confucius~Makiguchi~Dewey, Journal of Curriculum Studies. This article explores an East~West epistemological convergence of embodied democracy in education through cultural humanism illuminated in five main themes in the works of John Dewey (1859-1952), Confucius (551-479 B.C.), and Tsunesaburo Makiguchi (1871-1944): "human-nature interconnection," "self-cultivation," "value creation," "associated living," and "joy of learning/happiness of living." The cultural humanism, embedded in languages and cultures, flourishes with the ideal of embodied democracy that aims for educating for creative, harmonious, associative, joyful and worthwhile living for all in an increasingly diversified, complicated and contested world.   [More]  Descriptors: Epistemology, Democracy, Humanism, Education

Schostak, John (2016). Leaders, Leadership and Democracy–Are They Compatible?, Management in Education. This article is taken from a talk given by John Schostak at the Co-Operative Head Office, Manchester on 25 September 2015. Question addressed in this paper include: (1) To what extent is leadership needed for a democratic life?; (2) What form of democratic organisation, if any, is compatible with leadership?; and (3) Is democracy undermined by leadership, and, if so, what can be done about it?   [More]  Descriptors: Leadership, Democracy, Leaders, Conference Papers

Wheeler-Bell, Quentin (2014). Educating the Spirit of Activism: A "Critical" Civic Education, Educational Policy. Often when philosophers of education address the issue of civic education, they focus on the characteristics individuals should possess to participate in the preexisting democracy; these skills include the ability to listen carefully, reasonably reflect and weigh evidence, articulate one's demands and concerns in the public sphere, and so forth. However, little consideration is given to the type of collective sensibility necessary to move toward the more ideal society. This article aims to broaden our conception of civic education by detailing the type of citizen that is necessary to create and maintain an ideal society–a deep socialist democracy.   [More]  Descriptors: Citizenship Education, Activism, Democracy, Social Systems

Stengel, Barbara S. (2016). Educating "Homo Oeconomicus? The Disadvantages of a Commercial Spirit" for the Realization of "Democracy and Education", Educational Theory. At present, the structures, practice, and discourse of schooling are anchored to a "commercial spirit" that understands students, educators, and parents as economic operators trading competitively in human capital and to a discourse of failure that is disabling those who seek to understand and enact John Dewey's notion of education as democratic practice. Here Barbara Stengel illustrates both the commercial spirit in public schools and the discourse of school failure across two geopolitical settings: Shanghai, China, and urban U.S. schools. She argues that framing the educational enterprise in terms of economic success and failure makes it difficult for educators to address Dewey's vision of democracy and education substantively. Stengel concludes with an acknowledgment that, regardless of putative political commitments, these two public school systems are schooling–though not often educating–the same neoliberal subject, but that Dewey's vision of democracy and education nonetheless remains critical and compelling.   [More]  Descriptors: Educational Philosophy, Democracy, Commercialization, Neoliberalism

Thayer-Bacon, Barbara J. (2012). Learning to Trust Our Students, Ethics and Education. Thayer-Bacon uses this opportunity to further explore Ranciere's ideas concerning equality as described in "The Ignorant Schoolmaster" and their connection to democracy, as he explains in "Hatred of Democracy". For Ranciere, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Ranciere recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so she brings Montessori into conversation with Ranciere to further explore the idea of equality between teachers and students, as well as between citizens in a democracy. There are problems with both Ranciere's perspective and Montessori's that feminist theory, in the form of a relational ontology and epistemology, can help us solve by finding our way out of the paradoxes of democracy and on to trusting our students, our future democratic citizens.   [More]  Descriptors: Educational Theories, Social Theories, Political Attitudes, Epistemology

Nchise, Abinwi C. (2012). The Nexus of Information Technology and Democracy: Theorizing e-Democracy and Citizen Participation in Sub-Saharan Africa, ProQuest LLC. The exponential growth of the Internet and mobile phone usage in sub-Saharan Africa (SSA) within the last decade has created many different platforms for citizens' political participation. This appears to be changing the political landscape of most countries within the region as governments are increasingly held responsible for their actions. However, researchers endure an acute lack of knowledge in information technology (IT) research areas such as e-democracy and e-government that focus on the sub-Saharan African region. This study applies the Theory of Planned Behavior (TPB) to enhance the theoretical understanding of the determinants of e-democracy adoption across the culture of sub-Saharan African (SSA) countries. The researcher proposed a model that draws upon the TPB to relate individuals' inherent behavioral intentions and attitudes to environmental enabler/barriers to e-democracy adoption in SSA. The researcher conducted a systematic literature review of 158 peer-reviewed e-democracy articles, exploring the breadth of research on e-democracy, reviewing the current theoretical knowledge, and identifying critical research gaps. This review guided the researcher in developing a conceptual framework that identifies relevant constructs from the theories and hypothesizes their relationships in determining e-democracy adoption in SSA. In an effort to align the theory more closely with the empirical reality, the researcher used a quantitative broad-based survey that solicited information at the individual level of analysis from randomly selected SSA countries. Data was analyzed through a Structural Equation Modeling (SEM) technique using Partial Least Square (PLS) algorithms. Empirical results validate the long-standing notion that the adoption of e-democracy depends primarily on an individual's behavioral intentions to engage in e-democratic activities. The results render support for most of the proposed hypotheses emphasizing the role of information and communication technologies (ICTs) policies and infrastructure on e-democracy adoption. This study's major contribution is to incorporate Hofstede's (2001) cultural dimension–individualism/collectivism, power distance, and uncertainty avoidance–with the Theory of Planned Behavior (TPB) in studying e-democracy adoption. The researcher argued that the unique culture of SSA countries influenced the proposed e-democracy adoption model and moderates its key relationships. Finally, the researcher discussed the study's implications for theory and practice, concluding with several suggestions for future research and policy recommendations. [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:…   [More]  Descriptors: Foreign Countries, Information Technology, Democracy, Citizen Participation

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