Bibliography: Democracy (page 008 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 M. Najeeb Shafiq, Magnus O. Bassey, Juliana Smith, Lisbeth Lundahl, Cevat Eker, Agnetha Arendse, John Shook, Ghazal Bayanpourtehrani, Abrehet Gebremedhin, and Shiuli Mukhopadhyay.

Bayanpourtehrani, Ghazal; Sylwester, Kevin (2013). Democracy and Female Labor Force Participation: An Empirical Examination, Social Indicators Research. This paper empirically examines associations between female labor force participation (FLFP) and democracy. Using a cross-country, time series (1980-2005) data set, we find evidence that FLFP is lower in democracies. One possible explanation is that dictators promote FLFP above what traditional norms would dictate and so a greater freedom to follow custom lowers FLFP. However, we also find that the ratio of FLFP to male labor force participation (MLFP) is similar under both types of regimes and that MLFP is also lower in democracies. This outcome casts doubt on the aforementioned explanation. Instead, one possibility is that both men and women voluntarily withdraw from the labor force with greater freedoms.   [More]  Descriptors: Democracy, Labor Force Nonparticipants, Females, Males

Eker, Cevat; Incirci, Ayhan (2016). Democracy Related Units in Social Studies Curriculums Based on Self-Regulation Strategies: A Comparison of Turkey and Germany, Journal of Education and Training Studies. This study aimed to compare the units related to democracy concept of Social Studies Curriculums applied in Federal Republic of Germany and Republic of Turkey. The goals of the study indicated in Democracy related unit in Social Studies Curriculum in Turkey is examined comparatively with North Rhine-Westphalia State of Germany based on the learning strategies depending on Zimmerman (1998) and Pintrich (2000)'s learning model built on self-regulation. Firstly, literature review of the descriptive research method was used and then, documents were categorized, classified and sorted out using document analysis technique. The derived data of the both countries were compared by the appropriateness to self-regulation strategies. As a result of the study, the democracy related units applied by the curriculums of both countries are found appropriate to students' gaining self-regulation strategies and also at the end of the study; some suggestions are stated to be able to use the educational environment more effectively in terms of self-regulation strategies.   [More]  Descriptors: Social Studies, Comparative Education, Metacognition, Foreign Countries

Goodman, Jesse H. (2009). Democracy and Teacher Education: Setting Priorities, Teacher Education and Practice. As John Dewey noted in his last book, each generation, in its turn, must assume responsibility as caretaker of democracy. He noted that one should never take democracy for granted. Everyone lives in an imperfect democracy, and teacher educators should play their part in protecting, nurturing, and advancing democratic ideals, rituals, values, and structures. This article addresses several interconnected priorities for teacher educators to consider: (1) intellectual engagement; (2) antifoundationalism; (3) community; and (4) curriculum and its development.   [More]  Descriptors: Preservice Teacher Education, Democracy, Teacher Educators, Teacher Responsibility

Thomas, Nancy L.; Hartley, Matthew (2010). Higher Education's Democratic Imperative, New Directions for Higher Education. Last summer, the Democracy Imperative and the Deliberative Democracy Consortium, two national networks linking academics and deliberative democracy practitioners, hosted a national conference, No Better Time: Promising Opportunities in Deliberative Democracy for Educators and Practitioners ("No Better Time," 2010). Over 250 civic leaders, community organizers, faculty, academic leaders, foundation representatives, and students met at the University of New Hampshire (Durham, New Hampshire) to discuss higher education's role in strengthening democracy in the twenty-first century. After the conference, session leaders reflected on their experiences by completing worksheets and answering a survey. Drawing from these sources, the conference organizers identified priorities for the field and for higher education. Simply stated, higher education has a unique opportunity to establish and assert itself in the movement to strengthen twenty-first century democracy. In this article, the authors discuss five ways higher education can strengthen democracy. These include: (1) teach civics; (2) teach current political controversies; (3) teach democratic skills; (4) establish deliberative spaces for public problem solving; and (5) model democracy.   [More]  Descriptors: Higher Education, Democracy, Democratic Values, Social Values

Gebremedhin, Abrehet; Joshi, Devin (2016). Social Justice and Human Rights in Education Policy Discourse: Assessing Nelson Mandela's Legacy, Education as Change. Twenty years after South Africa's democratisation, Nelson Mandela's passing has prompted scholars to examine his legacy in various domains. Here we take a look at his legacy in education discourse. Tracing Mandela's thoughts and pronouncements on education we find two major emphases: a view of education as a practical means to economic development, and education as a means to social justice, human rights, and democracy. Assessing the legacy of these twin emphases, we conducted qualitative and quantitative content analysis of turning point documents in education policy and annual reports from the respective South African ministries of education over the last two decades. Our analysis reveals that although a focus on education policy for economic development has consistently remained strong, Mandela's view of education serving to foster social justice, inter-racial equality, human rights, and a deepening of democracy has faded from official educational policy discourse.   [More]  Descriptors: Foreign Countries, Social Justice, Civil Rights, Educational Policy

Mukhopadhyay, Shiuli (2009). Participatory and Dialogue Democracy in U.S. Mathematics Classrooms, Democracy & Education. Teaching math to reflect values of democracy has to begin with some consideration of how democracy is conceptualized. A review of various theories of democracy conducted by Hagen (1992) provides everyone with a good starting point as it identifies three primary forms of democracy: competitive, participatory, and dialogue. In this essay, the author begins with a premise that demonstrates values in most U.S. classrooms are consistent with characteristics of competitive democracy. Some excerpts from student interviews illustrate that point. The author will briefly discuss research in mathematics education, informed by interdisciplinary fields such as anthropology and sociology, to demonstrate the necessity of developing learning environments that embody values of participatory democracy. This is followed by an argument as to why the opportunity to "participate" is not enough by itself. It is important to build on values of participatory democracy and incorporate values of dialogue democracy in teaching mathematics. This emphasis on creating a space to dialogue about learning is critical if everyone wants to develop environments that engage a diverse range of students. Also provided is an excerpt of a conversation between two students working on a math project. It was an action research project designed specifically to examine the issues that can emerge in a learning environment aiming to incorporate discourse and values of dialogue democracy for teaching math. The author concludes by reflecting on the possibilities and constraints of developing such learning environments.   [More]  Descriptors: Mathematics Education, Action Research, Democracy, Educational Objectives

Smith, Juliana; Arendse, Agnetha (2016). South African Curriculum Reform: Education for Active Citizenship, Bulgarian Comparative Education Society. The changing societal context in South Africa (SA) has necessitated curriculum reform to deal with the challenges of education, from apartheid to democracy, with the aim of promoting active citizenship education. The aim of the paper is thus to illuminate to what extent the Grade 11 Life Orientation (LO) curriculum prepares learners for active citizenship in a democratic South Africa. The research on citizenship education adopted a qualitative interpretive approach and a case study as the research design. The findings suggest that there is a lack of knowledge and understanding of concepts relating to active citizenship which constrain effective preparation of learners for active citizenship in a new democracy. Recommendations refer to a focus on curriculum development and a framework to inform active citizenship policies and structures applicable to the education system. [For the complete Volume 14, Number 1 proceedings, see ED568088.]   [More]  Descriptors: Foreign Countries, Educational Change, Curriculum Development, Citizenship Education

Lundahl, Lisbeth; Olson, Maria (2013). Democracy Lessons in Market-Oriented Schools: The Case of Swedish Upper Secondary Education, Education, Citizenship and Social Justice. Based on recent ethnographic research, this article explores young people's opportunities of formal and informal democracy learning and expressions of such learning in the highly market-influenced Swedish upper secondary education. With its ambitious democracy-fostering goals and far-reaching marketisation, Swedish education constitutes an interesting case in this respect. The analysis indicates that "voting with the feet" emerges as an important way of exerting student influence. At the same time, young people's voice is surprisingly neglected in classroom practice. Increased focus on performance and goal attainment tends to overshadow less "rewarding" aspects of the curriculum, such as democracy teaching and learning, both from the side of teachers and students. Students are also increasingly expected to act as school representatives and to avoid giving negative impressions of their school.   [More]  Descriptors: Democracy, Foreign Countries, Ethnography, Marketing

Shafiq, M. Najeeb (2010). Do Education and Income Affect Support for Democracy in Muslim Countries? Evidence from the "Pew Global Attitudes Project", Economics of Education Review. Using micro-level public opinion data from the "Pew Global Attitudes Project 2005", this study investigates the effect of educational attainment and income on support for democracy in five predominantly Muslim countries: Indonesia, Jordan, Lebanon, Pakistan, and Turkey. Holding all else constant and compared to not finishing primary education, this study finds that secondary education and higher education encourage support for democracy in Jordan, Lebanon and Pakistan. The results therefore suggest that support for democracy is a social benefit of education in Jordan, Lebanon, and Pakistan. Regarding income, the results indicate that relative to the poor, those belonging to middle-income groups are more supportive of democracy in Lebanon and Turkey. Curiously, there is no statistical relationship between belonging to the richest groups and supporting democracy.   [More]  Descriptors: Muslims, Income, Elementary Education, Democracy

Shook, John (2013). Dewey's Ethical Justification for Public Deliberation Democracy, Education and Culture. Interpretations of John Dewey's political theory grasp his respect for public deliberation, but typically overlook his ethical justification for democracy. Dewey gave two primary reasons why democracy is superior to other forms of government. First, a public educated in the tools of social intelligence can be more effective at managing their social conflicts. Second, all people have an ethical right to become as valuable to their communities as they can become. Dewey judged that only democracy ensures each person's ethical right to participate in social deliberation for the entire community's benefit. Dewey's model of social deliberation, "public deliberation polyarchy," applies a kind of "logic" for collective action, a process effective because of its ethical foundations.   [More]  Descriptors: Ethics, Democracy, Citizen Participation, Philosophy

Fry, Gerald W. (2016). Cultural Democracy in an Era of Internationalism and Subnationalism: A New Model for Effective Cultural Integration in Korea, Multicultural Education Review. The context for this paper is the rapid globalization and international migration occurring across the globe. An insightful metaphor for this era is "the death of distance." The influx of new migrants into countries such as Korea, Japan, Thailand, and the United States presents many challenges for those societies. In Minnesota, people of Karen culture from Myanmar (Burma) are arriving daily and the state currently has over 100,000 individuals of Hmong ethnicity. With its incredibly low fertility rate (lowest among OECD countries), Korea is necessarily needing to import large numbers of workers from diverse countries of the Asia-Pacific region such as Vietnam and the Philippines which presents many challenges for Korean educators and policy-makers. In the first part of the paper as background, the different genres of people moving across national borders are carefully differentiated. Among the major groups are so-called "gastarbeiter" (guest workers) and those working in another country for a defined period, actual migrants (legal and illegal), and various kinds of refugees and/or those seeking political asylum. In this paper, the focus is on permanent migrants. In the early 1970s, Ramírez and Castañeda developed the important construct of "cultural democracy" which unfortunately was largely ignored. The US government's focus, for example, has been on fostering political, not cultural democracy with many adverse effects. The concept of "cultural democracy" is far more relevant today than when it was developed. Cultural democracy is a key theoretical construct used in this paper. Other key theoretical constructs used are social contact theory developed by Allport and subsequently researched extensively by Thomas Pettigrew; the Protean individual developed by the political scientist, psychologist Lifton; and the important construct of intercultural competency. Drawing upon these four important theoretical frameworks, a model for effectively integrating new migrants in Korea is proposed for consideration and review.   [More]  Descriptors: Foreign Countries, Democracy, Cultural Pluralism, Immigration

Bassey, Magnus O. (2016). Culturally Responsive Teaching: Implications for Educational Justice, Education Sciences. Educational justice is a major global challenge. In most underdeveloped countries, many students do not have access to education and in most advanced democracies, school attainment and success are still, to a large extent, dependent on a student's social background. However, it has often been argued that social justice is an essential part of teachers' work in a democracy. This article raises an important overriding question: how can we realize the goal of educational justice in the field of teaching? In this essay, I examine culturally responsive teaching as an educational practice and conclude that it is possible to realize educational justice in the field of teaching because in its true implementation, culturally responsive teaching conceptualizes the connection between education and social justice and creates the space needed for discussing social change in society.   [More]  Descriptors: Culturally Relevant Education, Social Justice, Democracy, Teaching Methods

da Cunha, Marcus Vinicius (2016). We, John Dewey's Audience of Today, Journal of Curriculum Studies. This article suggests that John Dewey's "Democracy and Education" does not describe education in an existing society, but it conveys a utopia, in the sense coined by Mannheim: utopian thought aims at instigating actions towards the transformation of reality, intending to attain a better world in the future. Today's readers of Dewey (his audience, according to Aristotle's Rhetoric) are responsible for choosing to act, or not to act, in order to realize his utopia.   [More]  Descriptors: Educational Philosophy, Democracy, Misconceptions, Change

Kiral, Erkan (2016). Challenges Faced by Prospective Teachers in Universities and Solution Proposals, International Journal of Environmental and Science Education. The number of universities in Turkey has reached to 193, among which 72 of them have their own faculties of education. The problem of quantity in teacher training seems to be eliminated; however, training qualified teachers has become a prioritized issue. Many responsibilities fall to universities in training qualified teachers including determining and solving the educational challenges of prospective teachers. Hence, this study elicits the challenges the prospective teachers face at the universities and their solution proposals. In this context, an open-ended question was raised to 140 prospective teachers that is selected with convenience sampling method. Sources of challenges and their respective solution proposals for prospective teachers are thematized under administration, instructor, physical, democracy and so on. The most common challenge they encounter is related with physical facilities and the least is related with democracy. Eliminating these challenges based on the solutions provided will contribute to training qualified teachers.   [More]  Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Student Teacher Attitudes

Greene, Kathleen (2013). Critical Democracy Audits–A Response to "Teacher, Researcher, and Accountability Discourses: Creating Space for Democratic Science Teaching Practices in Middle Schools", Democracy & Education. Educators frequently claim that the projects in which they are involved are democratic. However, considering the multiple and often conflicting notions of democracy and democratic education, are there any shared understandings of what either of those notions means? Does the claim that a project is democratic carry with it any shared assumptions, commitments, or obligations? In this response, I extend the conversation started by the authors of that article by proposing a critical democracy audit of their education project, and I offer a preliminary collection of questions, developed from recent literature on democratic education, that might be considered for use in such an audit.   [More]  Descriptors: Democracy, Democratic Values, Middle School Students, Middle School Teachers

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