Bibliography: Democracy (page 555 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 Clinton D. W. Robinson, Maritza B. Macdonald, John Pettegrew, John White, Stephen Nathanson, E. Wayne Ross, John R. Rachal, John I. Goodland, Theresa Gelardi, and Mark J. Crockett.

Sylwester, Robert (1998). The Brain Revolution, School Administrator. A cognitive-science revolution, reminiscent of Dewey's Progressive Education Movement, will profoundly affect future educational policy and practice. A comprehensive brain theory will emerge out of Darwin's discoveries about natural selection as a scientific explanation for biodiversity, Einstein's theoretical reconceptualization of time/space/matter, and James Watson and Frank Crick's discoveries about DNA as the cellular mechanism for Darwin's developmental principles. Descriptors: Biological Sciences, Brain, Cognitive Processes, Democracy

Update on Law-Related Education (1998). First Amendment Reflections. Offers seven reflections on the First Amendment and related issues by attorneys, a professor, project directors, and a university president. Highlights an activity where pairs of students prepare either a pro or con argument for each of the seven excerpts and then participate in a debate. Descriptors: Censorship, Childhood Needs, Debate, Democracy

Pettegrew, John (1998). The Present-Minded Professor: Merle Curti's Work as an Intellectual Historian, History Teacher. Provides an overview of Merle Curti's work in intellectual history, focusing on such issues as the synthesis of social and intellectual history into the historical analysis of social thought, Curti's "presentism," the influence of John Dewey on his scholarship, and his civic-minded scholarship during World War II. Descriptors: Books, College Faculty, Democracy, Fascism

Crockett, Mark J. (1994). The Social Sciences and the Social Studies: An Essay on the Development of and Need for Citizenship Education. This paper discusses the nature and role of social studies in the public school curriculum. As presently used, the term "social studies" encompasses history, geography, economics, sociology, psychology, and government. In the United States, democratic citizenship is typically taught through social science subjects that are themselves a part of the social studies curriculum. The 1916 report of the National Education Association's (NEA) Committee on Social Studies of the Commission on the Reorganization of Secondary Education is discussed. Although the 1916 report gave no specific outline or curricular framework for social studies content, the purpose of social studies was established. This purpose was to provide for good citizenship. A good citizen was one who followed social customs, was loyal to national ideals, and had a sense of social responsibility. Later reports and studies also are described in this paper. This document cautions that when coverage of content becomes the primary focus of teaching and learning, then students generally do not understand what it is they have learned, and if content was learned through rote memorization, nearly all of it is forgotten within two years. Social studies advocates think that knowledge-based problem solving, decision making, and participatory activities, yield a more competent and committed democratic citizen. If the social sciences are taught as fragmented bodies of disconnected facts, then the curriculum will not achieve its goal of preparing an enlightened, active citizenry. Contains 12 references.    [More]  Descriptors: Citizenship Education, Curriculum Development, Democracy, Educational Objectives

Rachal, John R. (1998). We'll Never Turn Back: Adult Education and the Struggle for Citizenship in Mississippi's Freedom Summer, American Educational Research Journal. Discusses Freedom Summer, the voter registration and educational program conducted in Mississippi in the summer of 1964. The importance of adult education in this civil rights effort is analyzed in parallel with the work of Paulo Freire in Brazil. Descriptors: Adult Education, Citizenship Education, Civil Rights, Democracy

Gelardi, Theresa; Wolfson, Scott (1995). Creating a Democratic Society through the Classroom. This paper advocates the development of democratic practices and opportunities for decision-making at an early age. The paper cites numerous examples of how developmentally appropriate opportunities can be presented in the classroom. The paper outlines ideas for students to be more actively involved in making rules, leadership, classroom management, and decision making about what should be studied and how it can be assessed.   [More]  Descriptors: Active Learning, Decision Making, Democracy, Freedom

White, John (1991). Education and the Good Life: Autonomy, Altruism, and the National Curriculum. Advances in Contemporary Educational Thought, Volume 7. This book examines the question of ideal educational aims in a democratic society. Using the 1988 National Curriculum mandated for English and Welsh schools as a concrete point of departure, the book calls attention to: the high degree of specificity of the large list of objectives and attainment targets; the massive structure built for the assessment of their achievement; and the lack of discussion and elaboration regarding the aims of the whole enterprise. The book argues that students should have a richer sense of what education in a democratic society is all about and offers three aims of education–personal autonomy, morality, and personal well-being. To teach morality in the schools, stakeholders must put aside the question of whose morality is being taught and substitute the teaching of altruism, or dispositions attentive to the well-being of others. The book also offers a critique of the knowledge-centered tradition of curriculum thinking and goal setting. It ends with a discussion of the arts as "an indispensable element in the good life." An index is included. (Contains 112 references.) Descriptors: Altruism, British National Curriculum, Democracy, Educational Objectives

Robinson, Clinton D. W.; Varley, Fiona (1998). Language Diversity and Accountability in the South: Perspectives and Dilemmas, Journal of Sociolinguistics. Examines the need for accountability in language planning in multilingual contexts in the Southern Countries. Provides a brief overview of language diversity in the South, considers how world trends of increasing democratization and strengthening of minority rights are generating calls for greater accountability and language rights, and looks at two African contexts–Cameroon and Zaire. Descriptors: Accountability, Adult Literacy, Civil Liberties, Democracy

Ross, E. Wayne (1998). Educating and Organizing for a Democratic Society, Theory and Research in Social Education. Argues that contemporary educational reform rhetoric hides policies that reinforce socioeconomic differences among students. Asks what it means to teach for a democratic society. Reviews the answers debated by participants in a conference on this issue, especially those centered on the Whole Schooling Consortium. Descriptors: Citizenship Education, Civics, Democracy, Democratic Values

Dobson, Stephan, Ed. (2001). Creativity and Democratic Governance. Adult Learning: A Strategic Choice. Proceedings of the ICAE World Assembly (6th, Ocho Rios, Jamaica, August 9-12, 2001) = Creativite et Gouvernance Democratique. L'apprentissage des Adultes: Un Choix Strategique. Actes de la Assemblee Mondiale du CIEA (6th, Ocho Rios, Jamaique, 9 au 12 aout 2001) = Creatividad y Gobernabilidad Democratica. Educacion de Adultos: Una Eleccion Estrategica. Actas de la Asamblea Mundial del ICAE (6th, Ocho Rios, Jamaica, Agosto 9-12, 2001). This document contains information from and about a world assembly on creativity and democratic governance in adult learning that was held by the International Council for Adult Education (ICAE) and its partner organizations in the Caribbean. The proceedings begin with English, French, and Spanish translations of the address "Welcome-Bienvenue-Bienvenidas" (Paul Belanger) and the paper "Diversity in Action: Adult Education in the Caribbean" (Eva Kupidura). Presented next are English, French, and Spanish translations of the conference schedule, which included workshop and sessions on topics such as the following: policy advocacy in adult literacy; adult learning documentation and information; lifelong learning; adult learning in prisons; Adult Learners' Week; adult learning as a tool for empowerment; global citizenship and learning gender justice; peace education; globalization and social movement learning; and training in the adult sector. An announcement describing a book on women's education published by the ICAE is presented along with the following papers: "Address by the Rt. Hon. P.J. Patterson, Prime Minister of Jamaica"; "Speech by Hans Persson"; and "Remarks at the Opening of the Sixth World Assembly International Council for Adult Educators" (Burchell Whiteman). The following items are also included: English, French, and Spanish versions of the Ocho Rios Declaration "Adult Learning: A Key to Democratic Citizenship and Global Action"; a concordance to the workshop reports and plenary papers; the closing address "Remarks at the Closing Ceremony" (Burchell Whiteman); a summary of the proceedings of the general assembly of members; a list of organizing committee members; profiles of the ICAE Executive Committee members; and a list of participants.   [More]  Descriptors: Access to Education, Adult Education, Adult Learning, Advocacy

Update on Law-Related Education (1998). Developing Standards for Constitutional Change. Maintains that the principle of self-restraint that has marked the amending practices since the creation of the U.S. Constitution may be in danger of being forgone. Offers eight standards developed by the Citizens for the Constitution that are designed to weigh the desirability of proposed amendments. Descriptors: Civil Liberties, Constitutional Law, Democracy, Futures (of Society)

Goodland, John I. (1994). What Schools Are for. Second Edition. The book inquires into social purposes of schools and the translation of these purposes into educational goals, the functions of schools, and the aims of education. The author advances the thesis that schools are educational institutions. Chapter 2 discusses how social purposes have emerged in light of current realities, and distinguishes between social purposes that are easily translatable into educational goals and those purposes that are not educational in character. The third chapter examines the questions: What is education? and What should schools do if they are educational institutions? The fourth chapter addresses the corruption of education by society, schools, and school systems. Chapter 5 is a plea for those in administrative positions to put curricular and instructional matters at the center of their leadership role. Several alternative scenarios for the reconstruction of education and schooling are suggested in chapter 6. Chapters contain endnotes. Descriptors: Accountability, Democracy, Educational Assessment, Educational Improvement

Macdonald, Maritza B. (1997). Leveling the Field: Methodologies That Support Democratic Processes in Multicultural Supervisory Contexts. This research report identifies conditions and methods that focus on the daily classroom events of experienced teachers whose equity pedagogy results in effective teaching of students from diverse racial, ethnic, and social class groups. The research suggests that such methods elicit the kinds of dialogue that enrich the knowledge of all those who engage in these processes. The findings are based on four different studies of teacher/researcher collaborations which included a total of 25 experienced teachers. The studies outline a handful of research methodologies that foster constructivist conversations about the kinds of knowledge, attitudes, and dispositions required for effectively teaching all students. The conclusions suggest that these methods make teacher knowledge explicit and at the same time expand the supervisor/researcher's own knowledge based about equity pedagogy.   [More]  Descriptors: Constructivism (Learning), Democracy, Elementary Secondary Education, Higher Education

Pierce, Gloria (1998). Developing New University Faculty through Mentoring, Journal of Humanistic Education and Development. Describes the humanistically oriented faculty development program at a public teaching university that introduces new faculty to the principles of a democratic, nurturing pedagogy. The major components, a group experience and a mentor relationship with a senior professor, benefit faculty who participate directly and the university as a whole. Descriptors: Administrators, Beginning Teacher Induction, College Faculty, Democracy

Nathanson, Stephen (1998). Are Special Education Programs Unjust to Nondisabled Children?: Justice, Equality, and the Distribution of Education, Journal of Education. Explores issues connected with the funding and proper distribution of educational resources, including how allocations are decided and whether justice and equality can both be served when there is "extra" spending on children with special needs. Discusses what a "decent level" of education might be. Descriptors: Democracy, Disabilities, Educational Equity (Finance), Elementary Secondary Education

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