Bibliography: Democracy (page 009 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 John Yandell, Andrea Szukala, Jarrod S. Hanson, Carrie Lobman, James G. LaPrad, Floyd E. Massey, Scott Bailey, Clifford P. Harbour, David W. Brown, and Douglas A. Smith.

Massey, Floyd E., III (2014). Citizen Empowerment through e-Democracy: Patterns of E-Government Adoption for Small-Sized Cities in Missouri, ProQuest LLC. E-government is one of the buzzwords in discussing modernizing public administration. Numerous researchers have conducted studies related to the implementation of e-government and e-government 2.0 programs. The main goal of e-government programs is to increase government efficiency and offer benefits to citizens. As the requirements of government transparency changes, e-government tools should be utilized to increase the accessibility of government services and information to citizens. The purpose of this qualitative study was to examine how municipalities can use present e-democracy adoption patterns in small-sized cities to raise user adoption and citizen empowerment. This research found that local government agencies utilizing companies that specialize in the development of government to citizen applications for the development of their e-democracy services were easier to navigate and offered the most services and were accessible and optimized for use on portable devices. Additionally, less than half of the explored cities had a social media presence, a valuable communication tool that could be used for creating open lines of communication. Recommendations from this study have been made to improve all three benchmark areas of e-democracy services; availability, communication, and transparency. The conclusions drawn from this study extends the body of knowledge on citizen participation through e-democracy services and could provide supporting data for leaders in local small-sized government agencies to advocate for and implement government transparency and citizen empowering e-democracy services as part of an e-government 2.0 program. [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: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Citizen Participation, Democracy, Information Technology, Adoption (Ideas)

Gordon, Mordechai (2016). Why Should Scholars Keep Coming Back to John Dewey?, Educational Philosophy and Theory. This essay attempts to explain why philosophers, philosophers of education, and scholars of democracy should keep coming back to John Dewey for insights and inspiration on issues related to democracy and education. Mordechai Gordon argues that there are four major reasons that contribute to scholars' need to keep returning to Dewey for inspiration and guidance. First, is Dewey's pragmatic educational approach that seeks to maintain quality and stability in schools while rejecting the tendency to implement extreme changes in education based on the shifting winds of time. Second, Dewey's works contain both modern and postmodern elements and as such, it is difficult to label him as a member of one particular school of thought. Third, is the fact that Dewey's body of research represents a wide range of topics and interests from art to politics and from philosophy to the nature and purpose of education. Indeed, many of Dewey's essays and books can be viewed as a dialog between modern and postmodern ideas. Finally, and perhaps most important, Dewey's vision of democracy challenges us to recreate our global communities and our systems of education to meet the changing circumstances of history in such a way that all citizens (not just the wealthy or the powerful) can benefit.   [More]  Descriptors: Educational Philosophy, Progressive Education, Democracy, Relevance (Education)

Mintrom, Michael (2009). Promoting Local Democracy in Education: Challenges and Prospects, Educational Policy. Scholars have recently explored the relationship between local democracy and education from two distinct perspectives. The first views local democracy as inherently good and offers suggestions for deepening the practice of democracy. The second perspective questions the merits of local democratic control of schools. Contributors to this perspective have focused on tensions between democratic governance and the pursuit of improved student outcomes. This essay assesses recent reform strategies and their implications for democratic practice. Emphasis is placed on how policy design might simultaneously support both the deepening of democracy and improved student outcomes.   [More]  Descriptors: Educational Policy, Educational Change, Governance, School District Autonomy

Ku, Hsiao-Yuh (2013). Fred Clarke's Ideals of Liberal Democracy: State and Community in Education, British Journal of Educational Studies. This paper examines the continuity and changes in Clarke's ideas about the State and community in education, especially in relation to a rapidly changing political situation in England in the 1930s and 1940s. His ideas evolved in the intellectual context of British idealism. Moreover, in response to the threat to democracy arising from Fascism or Totalitarianism, the distinction between the State and community was a key theme in Clarke's ideals of liberal democracy. Additionally, this paper also proposes the implications of Clarke's ideas for future educational development.   [More]  Descriptors: Foreign Countries, Democracy, Political Attitudes, Politics of Education

Hyde, Andrea Marie; LaPrad, James G. (2015). Mindfulness, Democracy, and Education, Democracy & Education. In this article, we explain how mindfulness can enhance a democratic way of being, connecting practices of awareness, reflection, dialog, and action to democratic citizenship and social arrangements. We begin by sharing our understanding of democracy as a philosophy and a political system. We then provide a background for the concept of mindfulness as it is used by those in the field of education and health care and as we connect it to democracy and democratic education. We introduce a mindfulness pedagogy and use this pedagogy to develop our concept of mindfully democratic schools. We use the work of John Dewey and Paulo Freire, along with other philosophers of education, to address concerns that mindfulness is fundamentally an apolitical and individual practice rather than a social practice. We end by sharing how mindful practices are imagined and supported within democratic public schools with three vignettes from the Coalition of Essential Schools, whose vision and principles promote teachers' and students' mindfully democratic action. In doing this, we describe the types of schools that we see as necessary for our vision of democracy. We invite readers to offer their own stories of mindfully democratic schools.   [More]  Descriptors: Democracy, Democratic Values, Perception, Metacognition

Blandy, Doug (2011). Sustainability, Participatory Culture, and the Performance of Democracy: Ascendant Sites of Theory and Practice in Art Education, Studies in Art Education: A Journal of Issues and Research in Art Education. Art education is a systemic and extensive network within which children, youth, and adults make and learn about material culture. This lecture considers three sites of theory and practice that I see as ascendant in circulating through this network. These sites are sustainability, participatory culture, and performing democracy. I argue that sustainability, participatory culture, performing democracy, and the socio-political discourse associated with them, will inform our research, shape K-12 curriculum, influence professional standards, encourage debate, stimulate advocacy, and provoke innovation.   [More]  Descriptors: Art Education, Democracy, Sustainability, Culture

Hanson, Jarrod S.; Howe, Ken (2011). The Potential for Deliberative Democratic Civic Education, Democracy & Education. The values of aggregative democracy have dominated much of civic education as its values reflect the realities of the American political system. We argue that deliberative democratic theory better addresses the moral and epistemological demands of democracy when compared to aggregative democracy. It better attends to protecting citizens' autonomy to participate in civic life and is able to accommodate the diverse experiences and viewpoints of the American public. We conclude by examining how deliberative democracy provides a new lens on civic education practices. It calls for attention to be given to the process of the exchange of reasons among students and also allows students to critically examine the current democratic process to determine in what ways it is or is not living up to deliberative democratic ideals.   [More]  Descriptors: Democracy, Citizenship Education, Values, Epistemology

Schiller, Dan (2014). Our GSLIS Colleague, Chip Bruce: An Appreciation. A Deweyan Pragmatist in the Internet Age, E-Learning and Digital Media. The reconstructive project needed to enable information for democracy, to which Chip Bruce has contributed much, is of long standing. Using a few wide brush strokes, in this article some of the most vital historical contexts for situating this project are supplied.   [More]  Descriptors: Profiles, Democracy, History, Information Science

Bailey, Scott (2014). Scholar-Practitioner Leadership: A Conceptual Foundation, International Journal of Progressive Education. The scholar-practitioner leader operates reflexively in the boundaries between theory and practice, striving to create exemplars of democracy and social justice within schools while simultaneously meeting modern accountability demands. This article outlines a theoretical underpinning for scholar practitioner leadership and provides means of operationalizing it in context.   [More]  Descriptors: Leadership, Teacher Leadership, Theory Practice Relationship, Moral Values

Yandell, John (2014). Changing the Subject: English in London, 1945-1967, Changing English: Studies in Culture and Education. Two recent books, "English Teachers in a Postwar Democracy: Emerging Choice in London Schools, 1945-1965" and "The London Association for the Teaching of English, 1947-67: A History," explore an important period in the development of English as a school subject and in the remaking of the professional identity of English teachers in London.   [More]  Descriptors: English Teachers, Educational History, Democracy, English Instruction

Szukala, Andrea (2016). The Educational Governance of German School Social Science: The Example of Globalization, Journal of Social Science Education. Purpose: This article challenges the outsiders' views on European school social science adopting genuine cosmopolitan views, when globalisation is treated in social science classrooms. Method: The article is based on the theoretical framework of educational governance analysis and on qualitative corpus analysis of representative German Laenders' social science curricula from 1994-2014 (n = 13). Findings: The article highlights tendencies of renationalisation of the global learning agenda and the problematisation of democracy in contexts of globalisation studies at German schools.   [More]  Descriptors: Foreign Countries, Governance, Social Sciences, Global Approach

Brown, David W., Ed.; Witte, Deborah, Ed. (2014). Higher Education Exchange, 2014, Kettering Foundation. Research shows that not only does higher education not see the public; when the public, in turn, looks at higher education, it sees mostly malaise, inefficiencies, expense, and unfulfilled promises. Yet, the contributors to this issue of the "Higher Education Exchange" tell of bright spots in higher education where experiments in working with and for the public are taking place. In different ways, these experiments reveal the public that is visible when seen through the lens of a citizen-centered democracy. Following a foreword by Deborah Witte, contents of this issue include: (1) Faculty Happiness and Civic Agency (Claire Snyder-Hall); (2) Blind Spots in Academe (David W. Brown); (3) Faculty, Citizens, and Expertise in Democracy (Theodore R. Alter, Jeffrey C. Bridger, and Paloma Z. Frumento); (4) A Vision for the Liberal Arts: An Interview with Adam Weinberg (Adam Weinberg); (5) University Civic Engagement: A Global Perspective (Lorlene Hoyt); (6) Beyond Service and Service Learning: Educating for Democracy in College (Richard M. Battistoni); (7) Beyond Enclosure: Pedagogy for a Democratic Commonwealth (Romand Coles and Blase Scarnati); (8) "We Are the Ones We Have Been Waiting For: The Promise of Civic Renewal in America" by Peter Levine (Marietjie Oelofsen); and (9) Who Are the Citizens We Serve? A View from the Wetlands of Democracy (David Mathews). Individual articles contain references. [For "Higher Education Exchange, 2013," see ED560890.]   [More]  Descriptors: Higher Education, College Faculty, Teaching Conditions, Citizenship

Harbour, Clifford P.; Smith, Douglas A. (2016). The Completion Agenda, Community Colleges, and Civic Capacity, Community College Journal of Research and Practice. In this article, we present a new critique of the Completion Agenda as inscribed in "Reclaiming the American dream," a policy document published in April 2012 by the American Association of Community Colleges. Our critique is grounded on the premise that community colleges should improve completion rates, but this should be motivated by a desire to empower students and prepare them for a richer life in an evolving democracy and not simply satisfy the national economic objectives commonly offered to justify the Completion Agenda. Accordingly, following our critique, we outline an alternative vision based on a text in the literature of democracy as problem solving, a body of work that remains largely unacknowledged in higher education research and scholarship. We specifically focus on Briggs (2008) who found that six different global communities were successful in addressing serious social and economic problems through an organic process grounded in a nontraditional view of democracy. Using Briggs' work as a model, we propose that community colleges adopt a new vision that prioritizes the empowerment of students and their communities.   [More]  Descriptors: Community Colleges, Academic Achievement, Democratic Values, Graduation Rate

Lobman, Carrie (2011). Democracy and Development: The Role of Outside-of-School Experiences in Preparing Young People to Be Active Citizens, Democracy & Education. Public schools historically have been the primary institution responsible for preparing young people for participation in a democratic society. However, the almost exclusive focus by today's schools on knowledge and skills hinders their ability to be environments that support overall development and to produce the kinds of flexible, creative, and critical citizens that are needed to continuously create and recreate democracy. This review of the literature reframes the topic of "democracy and education" so as to address the relationship between "democracy" and "development" specific to youth development. In so doing, it adds practices by and findings from outside-of-school youth development programs to the dialogue on democracy. The review of outside-of-school programs is framed by a conceptualization of development as a dialectical, social, and creative activity, arguing that environments promoting this kind of development are necessary if we are to further democratize our culture.   [More]  Descriptors: Creative Activities, Democracy, Young Adults, Youth Programs

Kranich, Nancy (2010). Promoting Adult Learning through Civil Discourse in the Public Library, New Directions for Adult and Continuing Education. Founded in the 1850s to promote an informed citizenry, public libraries advanced both adult learning and citizenship education in the first half of the 20th century, thus becoming cornerstones of democracy. But with a more recent decline in public engagement in libraries and beyond, librarians question whether democracy requires more than an informed citizenry. This chapter investigates adult learning through civil discourse within public library settings. Crucial to the success of a working democracy, the author traces the history of libraries as locations for the development of an engaged and knowledgeable citizenry, and examines theoretical approaches to a more active, strong democracy–one that requires more than civic education in schools and universities. As venues of adult learning through civil discourse, libraries are well equipped to serve as active agents of democracy where citizens can come together to make tough choices about issues of common concern.   [More]  Descriptors: Citizenship, Democracy, Citizenship Education, Adult Learning

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