Bibliography: Democracy (page 554 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 Scott R. Stripling, C. David Lisman, June Parrott, Blanche H. Brick, Loren McGrail, Anthony L. Truog, Strasbourg (France). Council of Europe, Irene E. Harvey, Cynthia L. Uline, and Lyndon G. Furst.

McGrail, Loren (2000). Representation & Redistricting. This guide is targeted to teachers of intermediate or advanced English as a Second Language (ESL). It provides three 1-hour lesson plans on the topic of the importance of participation in the 2000 U.S. census. The paper asserts that it is critical for minorities who have historically been undercounted and under-represented in the U.S. Congress to participate and be counted, that this is especially important in light of court challenges to the 'majority-minority' congressional district in North Carolina. Furthermore, it is especially important to count the 300,000 residents of Latino origin who have settled in North Carolina since the last census. The goal is to help ESL teachers provide their students with information and the chance to reflect critically so that they can understand if their interests are represented by their elected congressional representative, to understand how this controversial issue of redistricting affects them directly. The first lesson explains the census and asks who should be counted and why it is important. The second lesson provides concrete examples of what happens when people are counted and undercounted. Finally, the third lesson asks students to formulate their positions on the issues discussed in the previous two lessons and to act accordingly. (Adjunct ERIC Clearinghouse for ESL Literacy Education)   [More]  Descriptors: Adult Education, Census Figures, Community Size, Democracy

Council of Europe, Strasbourg (France). (1977). Freedom of Expression and the Role of the Writer in Europe (Liberte D'Expression et Role de L'Ecrivain en Europe); Report, Recommendations, and Amendments of the Parliamentary Assembly of the Council of Europe, Twenty-ninth Ordinary Session, September-October, 1977, Strasbourg, France. This report of the Council of Europe's Parliamentary Assembly begins with a recommendation adopted in 1977 regarding freedom of expression and the role of writers in Europe. An explanatory memorandum is then given that covers the following topics: the overall cultural situation, the specific situation of European writers, freedom and social security for writers, and the need for a political statement on the role of writers. The report concludes with four proposed amendments to the original recommendation. Descriptors: Authors, Civil Liberties, Cultural Context, Democracy

Stripling, Scott R. (1993). Equality and Excellence: Civic Education and America's Founding Documents, Journal of Education. To encourage civic virtue through civic education, the best means is through firsthand study of the nation's founding documents, which incorporate a philosophical teaching concerning human nature and civil society that is the antithesis of Marxist teaching. Suggestions are made for a curriculum that explains equality of opportunity. Descriptors: Citizenship Education, Civics, Curriculum Development, Democracy

Wetherill, Karen; Calhoun, Diane; Thomas, Carol Chase (2000). Considering the Moral Dimensions of Schooling: Implications for Teacher Educators. This paper advocates an examination of practices for inservice teacher preparation and career-long professional development, proposing the consideration of Goodlad's moral dimensions as a framework and suggesting an alternative approach to professional development that holds important implications for teacher education and teacher educators. Goodlad's moral dimensions include stewardship, equal access to knowledge for all students, pedagogy to ensure student academic and emotional growth, and enculturation into a democratic society. There are different levels of emphasis on the dimensions depending on the educator's stage of career development. This discussion highlights five ways that staff and career development can be delivered: individually guided projects; observation and assessment; committee work; attendance at workshops and conferences; and action research. It discusses application of the framework to prospective teachers as well as inservice teachers and teacher educators. It concludes that to meet the challenge of improving the quality of teaching and student performance, it is necessary to reconsider the ways teachers and teacher educators are trained and given professional development throughout their careers. It is important to reexamine current practices, formulate new insights related to professional development, and redesign roles and responsibilities of educators related to their professional growth. (Contains 26 references.)   [More]  Descriptors: Access to Education, Democracy, Democratic Values, Elementary Secondary Education

Uline, Cynthia L. (1998). Town Meeting and Community Engagement, Journal of School Leadership. Draws upon the history of the American town meeting as a vehicle for understanding this institution. Considers how a New England public school district has used town meetings effectively as a reform vehicle. Town meetings should be considered an honorable, truly democratic forum, not a symbolic gesture to improve public relations. (24 references) Descriptors: Apathy, Citizenship Responsibility, Community Involvement, Democracy

Bauer, Norman J. (1996). Social Foundations of Education and the Debate about Flag Desecration. Debates about flag desecration present sensitive issues. This opinion paper examines the defeat of the flag burning amendment to the U.S. Constitution, which would have read "The Congress and the States shall have power to prohibit the physical desecration of the flag of the United States." The most talked about points in the congressional debates are identified, along with the issue that was not discussed nearly enough–that of the flag as a symbol. The flag represents the core values in society to worship freely, express one's views, vote, and participate in associations of one's choosing. Burning the flag "does not mitigate the significance of such cherished, core values." What is more important in the whole debate is that educators strive to teach students about the core values the flag represents.   [More]  Descriptors: Constitutional Law, Democracy, Higher Education, Preservice Teacher Education

Darder, Antonia (1998). Teaching as an Act of Love: In Memory of Paulo Freire. For Paulo Freire, a democratic education could not be conceived without a profound commitment to humanity and a recognition of the dialectical relationship between cultural existence as individuals and political and economic existence as social beings. Freire believed that to solve the educational difficulties of students from oppressed communities, educators have to look beyond the personal to the historic realm of economic, social, and political forms. To embrace a pedagogy of freedom, Freire further believed, educators need to see how the domesticating power of the dominant ideology causes teachers to become ambiguous and indecisive in the face of injustice. Critical educators need to struggle against punitive and threatening methods used within schools to instill a fear of freedom. In his writings, in his work with the illiterate in Brazil and elsewhere, and in his own life, Freire possessed an unwavering faith in the oppressed, and he identified this respect for and commitment to the oppressed as an essential ingredient for the cultivation of democratic schooling.   [More]  Descriptors: Adult Literacy, Cultural Awareness, Democracy, Educational Philosophy

Lindsay, Beverly; Parrott, June (1998). New Challenges for Educational and Social Policies in International Settings: A Review Essay, Comparative Education. Review of "Politics and Policy-Making in Israel's Education System" (Haim Gaziel); "Educational Advancement and Distributive Justice between Equality and Equity" (Reuven Kahane, editor); and "Exchanging Writing, Exchanging Cultures: Lessons in School Reform from the United States and Great Britain" (Sarah Warshauer Freeman). Examines international trends in educational policymaking and difficulties of policy implementation in democratic pluralistic societies. Descriptors: Cultural Pluralism, Democracy, Educational Policy, Educational Trends

Ackley, Blaine C.; Campbell, Travis C. (2000). Judicious Discipline: A Case Study of a Student Teacher. This study examined the effects of using the Judicious Discipline (JD) program in one student teacher's classroom. The student teacher administered anonymous student surveys on discipline to his high school social studies class. He then introduced and discussed freedom, justice, and equality with his students and examined the concepts of rights and responsibilities in relation to the U.S. Constitution and Bill of Rights. Students learned about the delicate balance between individual rights and the needs of the community. They were introduced to the concept of compelling state interests, which involves placing limits on students' individual rights. Students were presented with school discipline cases and asked to brainstorm consequences that would result from breaking certain rules. This culminated with the class creating its own discipline rules, integrating the previously learned Constitutional concepts and language. The student teacher then readministered the survey. Comparison of data from the two surveys indicated that for student teachers who are committed, comfortable, and confident with the concept, JD can enable students to become more comfortable in the classroom and accomplish greater academic gains than they might ordinarily make. Student perceptions moved from less to more autonomous. The survey instrument is appended. (Contains 26 references.)   [More]  Descriptors: Action Research, Classroom Techniques, Democracy, Democratic Values

Long, David (1998). A Radical Teacher's Dilemma. Response to "Practicing Radical Pedagogy: Balancing Ideals with Institutional Constraints.", Teaching Sociology. Responds to Sweet's (Steven) essay on radical pedagogy in the teaching of sociology. Discusses issues related to the degree to which sociology instructors are normative and radical; problems and potential of the radical ideal; and the radical dilemma of power in the classroom. Descriptors: Classroom Environment, Creative Teaching, Democracy, Higher Education

Furst, Lyndon G. (1996). Biblical Antecedents to Fiscal Equity: Policy Implications for Financing Public Education, Journal for a Just and Caring Education. Widens the conceptual framework for the equity issue in American education by relying on the King James version of the Bible. Biblical references (on gleaning, the year of jubilee, caring for the poor, sharing, and equality of persons before God) form the basis for the concepts of fiscal equity and equalization among school districts within a state. Descriptors: Christianity, Democracy, Elementary Secondary Education, Equalization Aid

Lisman, C. David, Ed.; Harvey, Irene E., Ed. (2000). Beyond the Tower: Concepts and Models for Service-Learning in Philosophy. AAHE's Series on Service-Learning in the Disciplines. This volume is part of a series of 18 monographs service learning and the academic disciplines. This collection focuses on the use of service learning as an approach to teaching and learning in philosophy. After a Foreword by David A. Hoekema and an Introduction by C. David Lisman, chapters in Part 1, "Service-Learning as a Mode of Philosophical Inquiry," focus on the epistemological and philosophical aspects of service-learning as a pedagogy; titles include: "Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning" (Goodwin Liu); "Feminism, Postmodernism, and Service-Learning" (Irene E. Harvey); "Listening to the Evidence: Service Activity and Understanding Social Phenomena" (Hugh Lacey); "The Use of a Philosopher: Socrates and Myles Horton" (John Wallace); "Praxis-Informed Philosophy" (C. David Lisman); "Fluid Boundaries: Service-Learning and the Experience of Community" (Cathy Ludlum Foos); "Service-Learning, Citizenship, and the Philosophy of Law" (Stephen L. Esquith); and "Deepening Democratic Participation through Deweyan Pragmatism" (Judith M. Green). Chapters in Part 2, "Course Narratives," include: "Service-Learning as a Vehicle for Teaching Philosophy" (Eugene J. Valentine); "Service-Learning in Perspectives on Poverty" (Carolyn H. Magid); "Service-Learning in Ethics: A New Pedagogical Approach to the Old Theory-vs.-Practice Challenge" (Sally J. Scholz); "The Power of Service-Learning in Developing Critical-Thinking Skills" (Mary Esther Schnaubelt); and "Sojourning in the Art World: Service-Learning in Philosophy of Art" (Dan Lloyd). An afterword, "Philosophical Inquiry as Responsible Engagement" (William M. Sullivan), is included. A 40-item annotated bibliography is appended. (All essays contain references.)   [More]  Descriptors: Art, College Students, Community Services, Critical Thinking

Truog, Anthony L. (2000). South Africa's Search for Educational Equity, International Journal of Educational Reform. Since 1994, South Africa's pivotal concern has been access to educational resources for its diverse population. Supply is not meeting demand for either schools or housing. Problems with integrating curricula with salable skill; improving school- university linkages, and improving teacher qualifications are discussed. Descriptors: Access to Education, College School Cooperation, Curriculum, Democracy

Brick, Blanche H. (1993). Changing Concepts of Equal Educational Opportunity: A Comparison of the Views of Thomas Jefferson, Horace Mann, and John Dewey, Thresholds in Education. Horace Mann enlarged on Thomas Jefferson's view of "innate ability" as a determinant of educational opportunity by stressing education's role in human character development. John Dewey's pragmatism rejected the "a priori" theory of mind as immaterial entity and argued that creating correct environment would create a better individual. Present efforts to achieve educational equity are based on Dewey's ideas. Descriptors: Definitions, Democracy, Educational Philosophy, Educational Policy

Suleiman, Mahmoud; Moore, Rock (1998). An Alternative Approach for Language Arts and Social Studies Assessment. This paper explores issues related to alternative assessment approaches in language arts and social studies classrooms. A rationale for a more comprehensive assessment approach within a democratic framework is developed, and ideas for constructing rubrics in language arts and social studies classrooms are presented. Pedagogical implications for the enhancement of professional teaching and creating a more democratic culture of learning are considered. As the example of a writing rubric demonstrates, standards or grading criteria for social studies and language arts activities must be clear, realistic, challenging, and consistently reinforced. Scoring criteria, or rubrics, can: (1) reduce biases by defining clearly excellent, good, or poor work; (2) have consistent guidelines understood by all parties; and (3) help students evaluate their own work and progress toward excellence. Democratic assessment procedures in tandem with tested and proven evaluation standards and tools can contribute to maximizing learning and improving teaching in schools. In addition, a democratic approach to assessment must be linked to the students' own expectations and background knowledge. (Contains nine references.)   [More]  Descriptors: Alternative Assessment, Democracy, Educational Assessment, Elementary Secondary Education

Leave a Reply

Your email address will not be published. Required fields are marked *