Bibliography: Democracy (page 584 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 Tony Knight, Mary Waskow, Geneva Gay, Rita G. Koman, Kolleen Ostgaard, Turin (Italy). European Training Foundation, Howard Woodhouse, Lynne Weintraub, Ken Futernick, and Barbara Arnstine.

Koman, Rita G. (1998). Putting a Lid on Campaign Spending: A Lesson Plan, Social Education. Presents a high school lesson plan to teach students that democratic citizenship is not passive and to prepare them to take part in grassroots education and action. Presents a historical overview of campaign-finance debates and a series of activities that use this material to engage students in their own debates. Descriptors: Citizenship Education, Civics, Controversial Issues (Course Content), Debate

Patrick, John J. (1998). "E Pluribus Unum": What Does it Mean? How Should We Respond?, Michigan Social Studies Journal. Charts the intellectual history of competing conceptions of national unity, diversity, and ethnic identity. Explicates three models: monolithic integration (monocultural assimilation of diversity), pluralistic preservation (diversity and unity as equal values), and pluralistic integration (stressing consensus about core civic values while acknowledging the compatibilities and tensions regarding unity and diversity). Descriptors: Acculturation, Citizenship Education, Civics, Cultural Interrelationships

Weintraub, Lynne (1998). Citizenship: Passing the Test. [Student's Workbook and Teacher's Guide]. This document combines a student's workbook and teacher's guide, which were separately published. The beginning-level workbook in United States citizenship instruction is intended for adult immigrants with limited reading skills and/or familiarity with civics concepts. It presents and reinforces the knowledge required to pass the standardized citizenship test. It features large-print text, concepts articulated simply, generous illustration, and a simple format. Reinforcement is provided in vocabulary, reading comprehension, and spelling, and in the multiple-choice test format and machine-scored answer sheets. The accompanying audiocassette tape (not included here) provides follow-along aural reinforcement and authentic dictation practice for the writing portion of the test. The workbook has three sections. The first includes five lessons–a welcome to the United States and four lessons providing significant facts in American history. The second section consists of four lessons on American government. The final section contains two full-length practice tests and a model Personal Information Form. It also gives sample test questions from commercial testing services, sentences for writing practice, and a vocabulary list. The teacher's guide offers suggestions for classroom presentation and discussion. (Adjunct ERIC Clearinghouse on Literacy Education) Descriptors: Adult Education, Citizenship Education, Constitutional Law, Democracy

Futernick, Ken; Arnstine, Barbara; Hodson, Timothy A.; Ostgaard, Kolleen (1998). Violent Images, Violent Acts: What Can Schools and Students Do?. This document is a publication for the tenth televised Town Hall Meeting of The LegiSchool Project, an educational collaboration between California State University, Sacramento and the California State Legislature. The purpose of the meeting was to consider what laws and public policies are needed to protect young people from violence–both real and imaginary. The first selection of readings in the document provides background for policy issues under consideration. Focus is placed on society's rights to freedom and how those may be compromised by restrictions aimed at preventing violence. The readings in part two encourage participants to consider the merits of legislation for school safety and student security, the influence of the media and questions of control or censorship, and how to protect young people on the Internet. The work contains numerous newspaper articles, critical thinking questions, and essay ideas for students. An appendix lists legislation recently passed in these areas. Descriptors: Censorship, Civil Liberties, Democracy, Educational Policy

European Training Foundation, Turin (Italy). (1999). Transition, Reconstruction and Stability in South-Eastern Europe. The Role of Vocational Education and Training. Working Document. [European Training Foundation and Kulturkontakt Austria Joint Workshop on "Civil Society and Vocational Education Training. The Role of Democratic Citizenship and Diversity Education" (Mavrovo, Former Yugoslav Republic of Macedonia, September 9-11, 1999)]. This document includes the following papers: "The European Training Foundation's Experience in Supporting Human Resource Development in South-Eastern Europe" (Peter de Rooij); "Transition, Reconstruction and Stability in South-Eastern Europe; The Role of Vocational Education and Training" (Cesar Birzea, Peter Grootings, Tzako Panteelev, Carsten Schmidt, Marija Taseva); "Local Curriculum and Cross-curricular Themes" (Madlen Serban); "Curriculum for Democratic Society" (Simka Delevska); "Vocational Education and Training against Social Exclusion: The General Picture and Some Experiences from Slovenia" (Martina Trbanc); "Creating Islands of Integrity…SMEs [Small and Medium Enterprises] as Agents of Community Building in Central Europe" (Allan D. Bussard); "'Corporate Responsibility' and 'Business Ethics': A Case Study of the Experience of the United Kingdom and Its Relevance to South-Eastern Europe (vocational education and training)" (Rosamund Thomas); "Transforming Vocational Education and Training Institutions into Community Resource Centres" (Edmond Hoxha); "The Reconstruction of Democratic Societies through Vocational Education and Training; Civic Education within the EU Phare Vocational Education and Training Programme in Bosnia and Herzegovina" (Hajrudin Cirkic, Ilija Rajlic, Mustafa Sahinovic); and "Development of Democratic Schools in Bulgaria" (Krasimira Kraus). Appended are the workshop agenda, workshop proposals for an action framework, and a list of workshop participants.   [More]  Descriptors: Business Responsibility, Case Studies, Citizenship Education, Civics

Clamp, Alice (1991). Inside the Black Triangle, Nuclear Industry. The energy policies of four emerging democratic governments in Eastern Europe are individually profiled with respect to the challenge of producing more electrical energy, while creating less pollution and cleaning up the existing environmental disorder. Highlighted is the possible change from the burning of lignite coal to use of nuclear reactors. Descriptors: Air Pollution, Coal, Communism, Decentralization

Waskow, Mary (1998). Encouraging Active Learning in the Classroom, Primary Voices K-6. Describes a fourth/fifth-grade classroom in which students make decisions and enjoy school because they are invested in their own learning. Describes how the ability to think autonomously and solve problems is fostered in students by developing a sense of community. Describes how the student-planned social studies curriculum was more extensive than the district curriculum. Descriptors: Active Learning, Classroom Communication, Classroom Environment, Classroom Techniques

Gay, Geneva (1994). At the Essence of Learning: Multicultural Education. This book is based on the simple premise that good teaching and multicultural teaching are indistinguishable. This premise is based on the belief that multicultural education is not a fringe or radical movement designed to threaten the basic mainstream of educational thought and practice. The child is the meaning-maker and that the teacher's task is to build structures and create strategies that help all children gather meaning from their surroundings. The key questions that guide discussion throughout the book are: (1) What is the relationship between principles of general and multicultural education? and (2) Why is it important for teachers to understand this relationship? The book is divided into five chapters: (1) "Principles of General Education"; (2) "Perspectives and Principles of Multicultural Education"; (3) "Principles of Human Growth and Development"; (4) "Principles for Democratic Citizenship"; and (5) "Pedagogical Principles." The book concludes with a short epilogue that summarizes and underscores two key ideas from the preceding chapters: (1) Multicultural education is an embodiment of the nation's commitment to the democratic values of freedom, equality, and justice for all citizens; and (2) Multicultural education is inextricably interrelated with the vision of educational excellence for all students.   [More]  Descriptors: Cross Cultural Studies, Cultural Context, Cultural Differences, Cultural Pluralism

Mayo, Peter (1999). Gramsci, Freire and Adult Education. Possibilities for Transformative Action. Global Perspectives on Adult Education and Training. This book examines the ideas of Antonio Gramsci and Paulo Freire regarding radical education and adult education's role in the struggle for liberation from oppression. Chapter 1 provides an overview of the following topics: Gramsci and Freire's theories; publications about both men in the adult education literature; and the principles of transformative adult education. Chapter 2 focuses on the following aspects of Gramsci's views on adult education: relationship between hegemony and education; agency; and sites of practice, social relations, and content. Five aspects of Freire's thinking regarding adult education are explored in chapter 3: political pedagogy; agency; liberation theology, and Marxism; democratic education; agents of change; and sites of practice and content.  Chapter 4 presents a biographical and contextual comparison of Gramsci and Freire and identifies parallels in and differences between their ideas. Chapters 5-7 discuss these topics: limitations in the thinking of Gramsci and Freire (class and other forms of social difference, contestation and cooptation, information technology); a Gramscian-Freirean synthesis and beyond (commitment, agency, social movements, adult educators, cultural production, history); and transformative adult education in context (limits and possibilities of social transformation; prerevolutionary context, cultural revolution). The book contains 368 references. Descriptors: Adult Education, Adult Educators, Adult Learning, Change Agents

Knight, Tony; Pearl, Arthur (1996). Developing and Testing a General Theory of Education: The Role of Schools. This paper argued that a general theory that can provide a precise definition of educational goals and the means to accomplish them is absolutely necessary to resuscitate schooling, and that the classroom is the place where theory can be developed and tested. The paper makes the following points: (1) a general theory is vitally needed to deal with educational issues; (2) a general theory based on clear and specific democratic principles is preferable to existing and proposed theories; (3) educational theory needs to be developed and tested from the ground up; (4) the classroom is where important educational change occurs; (5) the more ordinary the classroom and undistinguished by special features, the more useful it will be in testing theory and initiating widespread change; (6) teachers, parents, and students have vital roles to play in the development of educational theory; (7) privatization is not only a poor presentation of democratic education, it is grossly undemocratic and is inadequate as a general theory; (8) the more that university scholars work equally with teachers, parents, and students, the more useful they will be in helping to develop and test theory; and (9) the individual classroom is where theory is tested. (Contains 95 references.   [More]  Descriptors: Access to Education, Classroom Techniques, College School Cooperation, Democracy

Woodhouse, Howard (1992). Northrop Frye on Academic Freedom: A Critique, Interchange. Argues that Frye's concept of academic freedom is based on an espistemological dualism that separates knowledge from experience. This distinction severely limits his account of academic freedom by excluding fundamental aspects of knowledge (experience, value judgments, teacher-student dialogue, rational argument, interdisciplinary inquiry, critical questioning of his own scheme of understanding). Descriptors: Academic Freedom, College Faculty, College Role, College Students

Barr, Jean (1999). Liberating Knowledge: Research, Feminism, and Adult Education. This book, which is directed toward tutors and learners in women's studies and community-based adult education programs who wish to cross the boundaries between arts, social science, and natural science, explores the relationship between research, feminism, and adult education. The book begins with a preface that provides background information on the author's childhood in Glasgow, Scotland. Chapter 1 explains the author's approach of offering a reflexive account of three research projects on women's adult education that she conducted at three different periods in her life. Running throughout the remainder of the book is the theme that methodology underpins all theory making. The book's guiding metaphor is that of "healing the breach" between "words and things" and between forms of knowledge that are usually separated in our culture: cerebral and emotional understanding; literary and scientific knowledge; and knowledge developed "from above" and "from below." (Contains 319 references.) Descriptors: Adult Education, Adult Educators, Adult Learning, Adult Programs

Filho, Jose Camilo dos Santos (1993). The Recent Process of Decentralization and Democratic Management of Education in Brazil, International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie. Reviews the history of Brazilian decentralization policies, including those implemented by the military regime of 1964. Describes the experiences of democratic public school administration initiated in the 1970s-80s. Analyzes the move toward decentralization and democratization of public school administration in federal and state constitutions and the new Law of National Education. (Contains 23 references.) Descriptors: Change Agents, Change Strategies, Decentralization, Democracy

Anderson, Terry (1998). Democratic Classrooms: Addressing the Needs of Children at Risk, Primary Voices K-6. Describes how a democratic classroom and flexible grouping benefit students who arrive "at risk." Illustrates how acting on these ideas has put an end to labeling in the author's first-grade classroom. Describes how many current classroom practices are pervasively autocratic rather than democratic. Discusses district and community support, and management of a democratic classroom. Descriptors: Class Activities, Classroom Environment, Classroom Techniques, Cooperation

Cobb, Clifford W. (1992). Responsive Schools, Renewed Communities. This book contends that choice is critical to the process by which parents, students, and teachers can build consensus that allows a community of learning to emerge. It argues that the key to meaningful school choice is a system of tuition vouchers involving nongovernment schools, together with deregulation, which will foster an education that is nonelitist, pluralistic, and empowering. Part 1 deals with general issues in education and the need for choice, particularly through vouchers. Chapter 1 presents an overview of the conditions of education today and the reasons that government schools no longer meet the needs of a changing society. Chapter 2 describes some of the paradoxes and ideological factors that surround the voucher debate. The third chapter examines how the limited choice among schools functions and explains why the absence of incentives to expand the supply of alternative schools undermines the success of this approach. An opportunity for choice that involves both government and nongovernment schools is described in chapter 4. Part 2 (chapters 5-7) focuses on the failure of efforts by government schools to improve the education of minorities and the poor. The third part (chapters 8-10) examines empirical evidence about the effects of nongovernment schools on the poor and the effects of voucher-like policies in higher education and in systems of primary and secondary education around the world. The fourth part (chapters 11-15) responds to criticism of vouchers and examines the larger social issues involved in permitting choice, including the equitable provision of information, problems of attracting investment to schools in poverty areas, the presumed dangers of failing to socialize all children in a common culture, elitism, and accountability. The final chapter reviews issues and examines some of the political motivations that will sustain ongoing conflict over vouchers in the ensuing decade. (Contains 257 references.) Descriptors: Access to Education, Decentralization, Democracy, Educational Vouchers

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