Bibliography: Democracy (page 012 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 Jane McDonnell, Tezcan Kartal, Molly Melching, Emily Dawson, Terry Wrigley, Turhan Cetin, Hanno Su, Behcet Oral, Victoria Faust, and Alisa Pykett.

Ranson, Stewart (2014). Educating Democracy: Conjunctures in the Long Revolution, FORUM: for promoting 3-19 comprehensive education. Democratic comprehensive education has been the target of neo-liberal governments–Conservative and New Labour–for thirty years. The project of the present right wing regime Coalition is to complete the demolition. The question before the social democratic tradition is thus to ask whether Raymond Williams' historic "long revolution" unfolding over a century and more, to create an educated democracy, is now halted or even lies in ruins. Only an analysis of this "longue durée" can enable understanding of how we are to remake the future. Drawing upon Brian Simon's extraordinary history I construct different formations of education governance since the mid nineteenth century. An emergent theory of transformation is then proposed such that reforms to education and democracy need to be understood together as responses to periods of structural change, conjunctures, that generate crises and lead to political settlements: these expand but regulate participation and opportunity in order to preserve as far as possible prevailing traditions of power. The reform of education lies at the centre of the regulation of democracy.   [More]  Descriptors: Democracy, Democratic Values, Governance, Educational History

Kus, Zafer; Cetin, Turhan (2014). Perceptions of Democracy of Primary School Students, Educational Sciences: Theory and Practice. The aim of this study is to identify the perceptions of democracy of primary school students, identify the factors that affect these, and compare the results with those obtained from other countries. The research was carried out during the 2011-2012 school year with 1,667 students from the 6th, 7th, and 8th grades who were chosen from 26 cities in Turkey using the stratified sampling model. The Democracy Perception Scale was used as a data collection tool. According to the findings of the study, the democratic perceptions of primary school students differ according to their sex, what grade they are in, the education and income status of their parents, and where they live. The differences were found to be within the average of the scores of Turkey and the other 28 countries' scores where the study was conducted. It was concluded that the average score for the positive items of students who lived in Turkey was low whereas the perception of democracy scores for students in Turkey was high compared to the scores of students from the 28 other countries.   [More]  Descriptors: Democracy, Student Attitudes, Political Attitudes, Grade 6

Enu, Donald Bette; Eba, Maxwell Borjor (2014). Teaching for Democracy in Nigeria: A Paradigm Shift, Higher Education Studies. In this qualitative study, the authors addresses the complexities of the Nigerian Social Studies teaching context taking into cognizance the pervasive and lecture-based pedagogical process centered on rote learning and memorization. Democracy being a globally enthroned system of government can only endure when the citizens are actively involved by making input into the system of governance. Nigerian educators, particularly Social Studies educators, must rethink their teaching practices that will produce responsible democratic citizens. To achieve this, there is need to guide a transition in the teaching approach from rote learning to critical thinking. This paper therefore advocates for a restructuring of both the curriculum and instructional approach that will give Nigerian students the desired disposition to think for themselves so as to become good citizens in a sustainable democracy.   [More]  Descriptors: Foreign Countries, Qualitative Research, Social Studies, Teaching Methods

Kilinc, Ahmet; Kelly, Thomas; Eroglu, Baris; Demiral, Umit; Kartal, Tezcan; Sonmez, Arzu; Demirbag, Mehmet (2017). Stickers to Facts, Imposers, Democracy Advocators, and Committed Impartialists: Preservice Science Teachers' Beliefs about Teacher's Roles in Socioscientific Discourses, International Journal of Science and Mathematics Education. For science teachers using the discourse of socioscientific issues (SSI), it is important to make a decision as to whether when and how to disclose their own positions. The existing limited literature shows that science teachers prefer one of four roles during SSI discourse: sticker to facts, imposer, democracy advocator, and committed impartialist. The purpose of the present research is to understand the nature of preservice science teachers' (PST) beliefs underlying such selection. Based on existing literature, we developed a teacher's belief questionnaire including vignettes representing four teacher's roles in discussion of genetically modified (GM) foods. Three hundred twenty-four (324) PSTs from a Turkish context experiencing SSI-based reforms completed these questionnaires, selected one of the teacher's roles, and justified their selection by writing reasons. Content analysis procedures were used in data analysis of this qualitative study. The results show that most PSTs selected dialogical roles (democracy advocators and committed impartialists). Looking at their beliefs, epistemologies and teaching goals work together in PSTs' selection of their preferred role. In addition, we argue that there is no desired alignment between teachers' existing beliefs and expectations of SSI reforms. We conclude by indicating certain implications that may enhance such alignment.   [More]  Descriptors: Preservice Teachers, Student Teacher Attitudes, Beliefs, Teacher Role

Oral, Behcet (2008). The Evaluation of the Student Teachers' Attitudes toward Internet and Democracy, Computers & Education. The aims of this study are to find out (1) how student teachers' attitudes toward Internet affect their attitudes toward democracy, (2) how student teachers' attitudes toward democracy are in terms of their purpose of using Internet and (3) benefits provided by the Internet. The research is carried out in Ziya Gokalp Education Faculty at Dicle University during 2005-2006 academic year by the participation of 440 student teachers in total. "Likert Type Attitude Scale Toward the Use of Internet," was used to determine the student teachers' attitudes toward the Internet and "The Attitude Scale Toward Democracy" was used to find out the attitudes of the student teachers toward democracy. The data are analyzed by using variance analysis and correlation (Pearson) techniques. Scheffe test is used for significance test. A positive significant correlation was determined between subscales ("using Internet in teaching," "using Internet in research," "liking to use Internet in teaching," "using Internet in communication" and "using Internet in sharing information") of attitude scale towards using Internet and subscales ("inclination to democracy," "devotion to democracy"and "qualities of democracy") of attitude scale towards democracy. However, a negative significant correlation is found between the attitudes of student teachers toward "using Internet in teaching," "using Internet in research," "liking to use Internet in teaching" and "negative view to democracy." According to student teachers' purpose of using Internet, the difference between their attitudes towards "devotion to democracy" and "qualities of democracy" is significant. In addition, the difference between their attitudes toward "devotion to democracy" is significant in terms of the benefits provided by Internet.   [More]  Descriptors: Foreign Countries, Student Teacher Attitudes, Computer Attitudes, Internet

Wrigley, Terry (2013). Beyond "Ability": Some European Alternatives, FORUM: for promoting 3-19 comprehensive education. This article draws on European approaches to differentiation that do not entail fatalistic determinism. It describes two challenging initiatives in Denmark, where democratic learning and learning for democracy are enshrined in law. Other examples come from Germany, from the Bielefeld laboratory school and a sixth form college, where planning for diversity is the starting point for curriculum development.   [More]  Descriptors: Foreign Countries, Ability Grouping, Individualized Instruction, Student Projects

Simons, Maarten; Masschelein, Jan (2010). Governmental, Political and Pedagogic Subjectivation: Foucault "with" Ranciere, Educational Philosophy and Theory. Starting from a Foucaultian perspective, the article draws attention to current developments that neutralise democracy through the "governmentalisation of democracy" and processes of "governmental subjectivation". Here, ideas of Ranciere are introduced in order to clarify how democracy takes place through the paradoxical process of "political subjectivation", that is, a disengagement with governmental subjectivation through the verification of one's equality in demonstrating a wrong. We will argue that democracy takes place through the paradoxical process of political subjectivation, and that today's consensus society tends to depoliticize all processes of subjectivation. A final step in the argumentation is to introduce the concept of "pedagogic subjectivation"–to be understood as the experience of potentiality–that is to be distinguished from governmental subjectivation and also from political subjectivation. The concept "pedagogic subjectivation" is proposed as a way of thinking of the school as a public place.   [More]  Descriptors: Democracy, Educational Philosophy, Politics, Government (Administrative Body)

Liggett, Tonda (2014). Deliberative Democracy in English-Language Education: Cultural and Linguistic Inclusion in the School Community, Democracy & Education. One of the most notable aspects of democracy in schooling lies in the challenge of schools to prepare individuals with the skills to participate and deliberate with others who have varying beliefs and worldviews. Deliberation and dialogue are seen as core components for academic achievement and cross-cultural connections between English language learners (ELLs) and native English speakers. I analyze the notion of deliberative democracy in English language education as a way to promote a certain type of education that would foster ELL inclusion as well as expand the perspectives of native English speakers. I argue that this type of education would not only foster inclusion in the classroom but also prepare ELLs for meaningful democratic participation. By examining the role of deliberation in creating democratic classrooms, alternative ways of knowing become more evident as teachers raise their awareness about the ways that culture and language play out in everyday life and academic work.   [More]  Descriptors: Democracy, Democratic Values, English Instruction, English Language Learners

Gillespie, Diane; Melching, Molly (2010). The Transformative Power of Democracy and Human Rights in Nonformal Education: The Case of Tostan, Adult Education Quarterly: A Journal of Research and Theory. This case study analyzes the introduction of democracy and human rights into the educational program of Tostan, a nongovernmental organization working in Africa. The authors show how Tostan's original educational approach created a meaningful context for integrating democracy and human rights into its curriculum, a process that took place from 1995 to 2003. The integration produced unexpected results: a participant-led social movement to end harmful practices such as female genital cutting and child and/or forced marriage. After describing the phases of curricular revision in the case, the authors draw out themes to show how the phases interacted to produce social transformation. A visioning exercise at the beginning of the program created a discursive context for the introduction of democracy and human rights, the democracy and human rights sessions created critical reflection about past practices, and awareness of an international human rights framework emboldened participants to undertake actions that created new social norms.   [More]  Descriptors: Nonformal Education, Civil Rights, Democracy, Social Change

Bellmann, Johannes; Su, Hanno (2017). Democracy and Bildung/Erziehung–Towards a Universal Theory of Education, Education Sciences. Dewey's "Democracy and Education" is re-read as an attempt to develop a universal theory of education that, on the one hand, gives the broadest, most general view on education and, on the other hand, contextualizes every observation by binding it to the assumed perspective. Dewey's broad concept of education encompasses two dimensions that in the German discourse are usually connected to the distinction of "Erziehung" and "Bildung." In its first dimension, it avoids a widespread "scholastic" view of education by focusing not only on formal but also on informal education. In its second dimension, it also avoids a widespread individualistic view on education by referring not only to growth of the individual, but also to growth of the social setting (democracy) on the whole. This outlook allows for investigating and reflecting any subject matter with respect to its educational aspects–including the process of theorizing itself. This reflective turn of theorizing education has consequences for the understanding of education as an academic field. A universal theory of education is at odds both with a disciplinary approach and the idea of education as an applied field for foundational disciplines. At the same time, it has the potential to reconnect to both configurations of the academic field if these configurations are understood slightly different than today.   [More]  Descriptors: Democracy, Educational Philosophy, Educational Theories, Foreign Countries

Van Gyampo, Ransford Edward (2013). Student Activism and Democratic Quality in Ghana's Fourth Republic, Journal of Student Affairs in Africa. Student activism has been pivotal in Ghana's political and democratic history. Prior to Ghana's Fourth Republic, student activism was highly confrontational and entailed student support or opposition to the various regimes depending on the extent to which the regimes were accepted by all as being rightful or legitimate. After 23 years of uninterrupted constitutional democracy, Ghana has earned the accolade of being a successful electoral democracy. However, in terms of democratic progression, the mere conduct of periodic elections that sometimes lead to alternation of power is described as elementary and a low quality democracy. Given that Ghana's democratisation process since 1992 has not been static, some remarkable strides have been made in improving the nation's democratic quality. Using a purely qualitative research design and interviews with some former student activists, this study argues that the modest strides made in the quest for high quality liberal democracy in Ghana cannot be meaningfully discussed without acknowledging the invaluable contributions of student activism. The study further suggests a relationship between democratic quality and student activism. It postulates that the shift from the usually oppositional and sometimes violent student activism in Ghana's Fourth Republic could partially be attributed to the country's strides made in the drive towards democratic maturity. For students to continue their role as vanguards of democracy in Ghana, the study recommends an amalgamation of all tertiary networks and other student splinter groups under the National Union of Ghana Students; and a shift in the "modus operandi" of the Union from confrontation to the use of dialogue and other peaceful democratic means to achieve its objectives. This could contribute to the restoration of the Union's former glory as a united, national and independent mouth-piece of students in all national issues.   [More]  Descriptors: Foreign Countries, Activism, Student Role, History

Flanagan, Connie; Faust, Victoria; Pykett, Alisa (2013). Educating the Public in the Spirit of the Land-Grant University, Journal of General Education. In this essay we argue for a model of undergraduate education consistent with the mission of the land-grant university in democracy. That model seeks the seamless integration of a liberal education with practice both within the university and beyond its physical borders.   [More]  Descriptors: Land Grant Universities, Institutional Mission, Educational Practices, College Role

McDonnell, Jane (2014). Reimagining the Role of Art in the Relationship between Democracy and Education, Educational Philosophy and Theory. Increased attention to the relationship between democracy and education in the UK has been accompanied over the past thirteen years by an interest in how art can be used to promote democratic citizenship. While this approach has led to increased funding for the arts, it is not without its problems, and has often entailed an apolitical and instrumentalist view of both art and education. This paper turns to the political philosophy of Mouffe and Rancière, the work of Rancière in aesthetics, and Biesta's educational philosophy to develop an alternative way of understanding the significance of art for democracy and education. Building on their work, I take a performative and collective view of democratic subjectivity as the basis on which to construct this alternative understanding. I further argue that this conceptualisation can aid our understanding of democratic learning and our ability to provide opportunities for it through art and educational practice.   [More]  Descriptors: Correlation, Foreign Countries, Democracy, Politics

Hatcher, Richard (2012). Gove's Offensive and the Failure of Labour's Response, FORUM: for promoting 3-19 comprehensive education. In this article the author examines the response of the Labour leadership to the Conservative-led Government's policies for restructuring and re-agenting the school system. His focus is on the role of local authorities and local democracy. He identifies two contradictory dynamics in Labour's current thinking. One promises to enhance local democracy and community empowerment. The other, dominant, accepts the new landscape of academies and free schools and advocates new powers for local school commissioners and elected mayors in the school system. Neither, however, offer a vision of enhanced local democratic accountability through the reinvigoration of local authorities.   [More]  Descriptors: Empowerment, Free Schools, Democracy, Educational Change

Tlili, Anwar; Dawson, Emily (2010). Mediating Science and Society in the EU and UK: From Information-Transmission to Deliberative Democracy?, Minerva: A Review of Science, Learning and Policy. In this paper we critically review recent developments in policies, practices and philosophies pertaining to the mediation between science and the public within the EU and the UK, focusing in particular on the current paradigm of Public Understanding of Science and Technology (PEST) which seeks to depart from the science information-transmission associated with previous paradigms, and enact a deliberative democracy model. We first outline the features of the current crisis in democracy and discuss deliberative democracy as a response to this crisis. We then map out and critically review the broad outlines of recent policy developments in public-science mediation in the EU and UK contexts, focusing on the shift towards the deliberative-democratic model. We conclude with some critical thoughts on the complex interrelationships between democracy, equality, science and informal pedagogies in public-science mediations. We argue that science and democracy operate within distinct value-spheres that are not necessarily consonant with each other. We also problematize the now common dismissal of information-transmission of science as inimical to democratic engagement, and argue for a reassessment of the role and importance of informal science learning for the "lay" public, provided within the framework of a deliberative democracy that is not reducible to consensus building or the mere expression of opinions rooted in social and cultural givens. This, we argue, can be delivered by a model of PEST that is creative and experimental, with both educational and democratic functions.   [More]  Descriptors: Science and Society, Democracy, Public Policy, Informal Education

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