Bibliography: Democracy (page 594 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 Henry A. Giroux, Jane Junn, Thomas W. Vitullo-Martin, Anthony Cooke, Norman H. Nie, Kenneth Stehlik-Barry, Robert A. D. Grant, Department of the Interior United States Bureau of Education, David Beard, and Halene Hatcher.

Rassool, Naz (1999). Literacy for Sustainable Development in the Age of Information. Language and Education Library 14. This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a typology of literacy. Part 1 explores the theoretical frameworks of literacy and the disparate ways literacy has featured in academic discourse. Part 2, which focuses on older literacy discourses and practices within the framework of the nation-state, contains chapters devoted to the following issues: (1) literacy as a social practice in terms of its relationship with institutions, political systems, structures, and processes within the nation-state; (2) historical links between literacy and social development; and (3) lessons from the mass literacy campaigns that featured in the drive for modernization in the 1970s. Part 3, which considers the impact of globalization on literacy concepts and definitions, addresses the following topics: (1) technological and cultural transformations; (2) changing definitions of "text" within the information society; (3) conceptualizing literacy, knowledge, and power in the information society; and (4) moving toward "communicative competence" for democratic participation in the information society. (Ten tables/figures are included. The bibliography lists 317 references.) Descriptors: Adjustment (to Environment), Adult Basic Education, Adult Literacy, Citizenship Education

Nie, Norman H.; Junn, Jane; Stehlik-Barry, Kenneth (1996). Education and Democratic Citizenship in America. This book explores the causal relationships between education and democratic citizenship. This book is divided into 2 parts and features 11 chapters. Chapter 1, the introductory chapter, looks at "Education and Democratic Citizenship in America: Enlightened Political Engagement." Part 1, "Education and Citizenship in the United States, 1990," features (2) "Enlightened Political Engagement: Characteristics of Democratic Citizenship and Their Relationship to Education"; (3) "What Links Education to Enlightened Political Engagement? Cognitive and Positional Pathways"; (4) "Integrating and Testing the Model"; and (5) "Confirming the Enlightenment and Political Engagement Dimensions." Part 2, "Education and Citizenship in the United States, 1972-1994," examines (6) "Reconceptualizing Educational Effects"; (7) "Education and Democratic Citizenship from the 1970's to the 1990's: Defining and Operationalizing the Measures"; (8) "Testing Educational Effects Over Time"; (9) "Absolute and Relative Education in Synchronic Studies: Application to Cross-Sectional Surveys"; (10) "Education and Democratic Citizenship in Other Nations; An Exploratory Comparative Analysis"; and (11) "The Future of Education and Democratic Citizenship: Some Implications of Our Findings." (Contains over 200 references, 8 appendices, and an index.) Descriptors: Citizen Participation, Citizenship, Citizenship Education, Civics

Male, George M. (1963). Education in France. Bulletin, 1963, No. 33. OE-14091. [Chapter VII – Bibliography], Office of Education, US Department of Health, Education, and Welfare. The present bulletin on education in France is another in the Office of Education's long established series on education in other countries. France is of particular interest because of its strong educational traditions and its dedication to democratic principles. In the process of gathering information for this study, the author visited schools in France, interviewed teachers and other school officials, and analyzed materials published in France as well as those in the United States. The second part of the document, presented here, contains the following: (1) Vocational education–historical background, enrollments, "Cours Complementaire"–vocational sections, apprenticeship centers, trade schools ("Ecoles de Metiers"), national vocational schools, technical secondary school ("College Technique"), technical sections in academic secondary schools, new certificates, agriculture and home economics, vocational guidance, vocational teachers and their training, and changes since World War II; (2) Higher education in France–autonomy of the university, enrollments, democratization of higher education, methods and content, failure rate and examinations and certificates, widening scope of offerings, science, science research, engineering, specialized schools–"Grandes Ecoles," business administration and commerce, agriculture, law, medicine, and developments in higher education; and (3) Other forms of education–new media of instruction, correspondence courses, and adult education. It is hoped that the present study will be of particular value in providing a broader understanding of American education through knowledge of the educational traditions of another country. A bibliography is included. Individual chapters contain footnotes. (Contains 16 tables.) [Due to its size, this volume has been processed as two separate parts. The first part (ED544096) includes the Foreword through Chapter VI. This second part includes Chapter VII through the Bibliography. The cover page and table of contents are repeated in the second part. Best copy available has been provided.]   [More]  Descriptors: Vocational Education, Educational History, Secondary Schools, Guidance

Nanda, Serena; Norgren, Jill (1990). American Cultural Pluralism and Law: An Innovative Interdisciplinary Course, Political Science Teacher. Describes a course on the problems of cultural pluralism in a democratic, constitutional society. Analyzes the rule of law in the United States. Examines the topic through an analysis of Supreme Court cases on questions pertaining to race, religion, gender, and community. Discusses course format and includes a class exercise of a mock trial. Descriptors: Class Activities, Constitutional History, Course Descriptions, Court Litigation

Hatcher, Halene (1950). Better Living through Wise Use of Resources. Bulletin, 1950, No. 15, Office of Education, Federal Security Agency. As never before, nations the world over are considering conservation a problem of vital concern to all peoples and an obligation which must be accepted by each person. It is becoming increasingly recognized that steps leading toward the establishment of harmonious relations between man and his environment will go a long way toward resolving the world's paramount problem–that of effecting continuing peace among peoples. The people of the United States have long expressed their concern for conservation through programs of education and action carried on by Federal and State governmental agencies and through programs outside the Government. This country also has actively cooperated in international programs to further conservation. The schools of America have contributed substantially to the achievement of conservation goals in this country. The ultimate success of any conservation program depends on public opinion, and public opinion can be created through education. In a democratic society, no approach to the problem of counteracting the destruction and impoverishment of natural resources can be effective that neglects education as a mean for developing an informed citizenry which understands conservation problems, policies, and practices. This bulletin seeks to provide school administrators, supervisors, and teachers with basic understandings related to the problems of resource use and the effects of resource impairment upon human welfare and national security. It suggests educational measures for vitalizing the teaching of conservation at all levels of learning. It also contains a major bibliography of materials for students and teachers. The bibliography includes annotations of books and articles, charts and maps, pamphlets, teaching units, and lists of references related to various aspects of conservation education. This bulletin is a resource upon which administrators and teachers may draw in developing conservation education programs which meet the needs of their schools and communities. (Contains 37 footnotes.) [Best copy available has been provided.] Descriptors: Educational History, Public Opinion, Role of Education, Educational Practices

Kidd, J. R. (1979). "A China Plant and an Indian Cane": Adult Learning Programmes in India and China, Indian Journal of Adult Education. Compares the educational systems, particularly nonformal education, of India and China, and the impact on education of sociopolitical factors, history, government, ideology, languages, and cultures. Includes differences and similarities in educational facilities, personnel, methods, some national statistics, and charts of the education systems in both countries.   [More]  Descriptors: Adult Education, Communism, Comparative Analysis, Comparative Education

Fieldgate, Karin, Ed. (1998). Helping To Establish a Culture of Learning and Teaching in South Africa. Education Africa Forum. Second Edition. This annual collection of papers examines changes in the South African educational system as the country has developed a democratic government. The papers are: "An Interview with the Deputy Minister of Education, Father Smangaliso Mkhatshwa" (Lizeka Mda); "An Interview with Adrienne Bird" (Justice Malala); "An Interview with Walter Sisulu" (Aggrey Klaaste); "What Makes Schools Effective?" (Mark Potterson); "Teacher Redeployment: What Went Wrong?" (Philippa Garson); "The Medium-Term Challenges of Financing Schools" (Andrew Donaldson); "An Outcomes-Based Approach to Education and Training: Challenges Facing the Government" (Khewtsi Lehoko); "An Introduction to the South African National Qualifications Framework" (Daryl McLean); "Assessment or Examinations: Which Practice Is Best?" (Peliwe Lolwana); "Library-Based Resource Provision for Obe" (Jenni Karlsson); "Resources for Transforming Science Teaching in Schools (Loyiso Jita); "Governing Bodies Decide on Language Policy" (David Brown); "The Challenge of Further Education and Training" (Jane Hofmeyr); "Transforming Higher Education" (Jairam Reddy); "Forging Partnerships To Meet Global Competitiveness and Reconstructive Development" (George Subotzky); "Public vs Private Education: Why South Africa Needs a Healthy Public Education System" (Luis Crouch); "Education as Big Business" (Mick Andrew); "What Lies Behind Private School Innovation?" (Mark Henning); "Issues in Entrepreneurship and Business Education in South Africa" (Andrew Hofmeyr); "Skills Development in South Africa: The Enterprise Is the Life Raft" (Janet Lopes); "Where Is Skills Development on the Business Training Agenda?" (Carmel Marock); "Challenges to Evaluation in South Africa" (Eric Schollar); "Will Public and Private Partnerships Give a New Lease of Life to NGOs?" (Kumi Naidoo); "Gender Equity: A Complex Matter Involving Far More Than Affirmative Action for Women" (AnnMarie Wolpe); "Private Higher Education Essential To Cope with Unprecedented Growth in Student Numbers" (Chris Garbers); "The Transformation of Higher Education" (Nick Segal); "A Statistical Overview of Education in South Africa" (Monica Bot); and "Public and Private Sector Contributions to Education in South Africa" (Charles Simkins). Descriptors: Academic Standards, Black Students, Business Education, Democracy

Giroux, Henry A. (1996). Democratic Education and Popular Culture, International Journal of Social Education. Recounts the recent debate over family values, civic culture, and cinematic violence and considers the implications for educators. Uses this national debate as a case study to investigate efforts to exercise control over and limit the democratization of culture. Argues for an expanded notion of civic culture. Descriptors: American Dream, Citizenship Education, Civics, Cultural Images

Cooke, Anthony, Ed.; MacSween, Ann, Ed. (2000). The Rise and Fall of Adult Education Institutions and Social Movements: Proceedings of the International Conference on the History of Adult Education (7th, Dundee, Scotland, July 12-16, 1998). Studies in Pedagogy, Andragogy, and Gerontagogy. This book, which focuses on the relationship between adult education institutions and social movements, contains 31 papers originally presented at a 1998 conference on the history of adult education. Following an Introduction (Cooke), the papers are: Mobilisation, Popular Participation and Sustainable Development: Themes in the Recent History of Adult Education in Poor Countries" (Brown); "Social Movements and Adult Education in a Cross-Cultural Perspective" (Hake); "Historical Reasons for the Rise and Fall of European Adult Education Institutions and Social Movements" (Poggeler); "Adult Education Institutions Within the Context of Political Change" (Popovik); "The Challenge of Modernisation: Education and Adult Education Policy in Hungary, 1950 to the Present" (Petho); "People's Universities, University Extension and Folk High Schools in Slovenia" (Jug); "The Development of Adult Education in Croatia, 1820 to 1990" (Lavrnja, Klapan); "A Continuity of Purpose? Education and the South Wales Miners" (Francis, Trotman); "REVAG An Association for the Social and Cultural Education of Miners" (Paape, Putz); "Adult Education Movements in Finnish Universities from 1870 to the Present" (Sivonen); "Five Decades of Adult Education at University College Cork, 1948-1998: From Roman Catholic Social Reconstruction to Community Partnerships and Empowerment" (O'Fathaigh, O'Sullivan); "Alternative Living, Alternative Learning: The Grith Fyrd Movement in England in the 1930s" (Field); "Mediating an Institutional and Professional Identity between Reich and Region: The Thuringian Association of Folk High Schools in the Weimar Republic 1919-1933" (Haase); "The Legacy of Mansbridge Down Under: the WEA (Workers Educational Association) in New South Wales 1913-1953" (Dymock); "Education for Women in Late Victorian Dundee" (Spackman, Paul); "The Relationship Between Adult Education as a Social Movement and the Women's Movement with Particular Reference to South Wales" (Elliot); "Non Aligned Popular Education versus National Socialism: the Decline of The Thuringian Folk High School 1930-1933" (Meilhammer); "The Rise and Fall of the Community School Society in Poland 1891-1939" (Aleksander); "The Protestant Academy of Thuringia Idea and Reality in a Totalitarian Context" (Nagel); "The Relationship between Adult Education Movements and Existing Social, Political and Economic Systems: The University Workers' Movement in Sri Lanka" (Wijetunga); "The Rise and Fall of the Public Understanding of Science" (Counihan); "Scotland and the 1919 Report (Cooke); Technical and Vocational a Challenge to the Hegemony of Adult Liberal Education?" (Merricks); "Ivory Tower or Wasted Asset? Why did Residential Adult Education Fail to Take Root in Scotland?" (Ducklin, Wallace); "A Policy Initiative: the Advisory Council for Adult and Continuing Education, 1977-1983" (Small); "The Australian Association of Adult and Community Education: The Evolution of an Adult Education Movement" (Stehlik); "The Development of Distance Education in Iran" (Alimohammadi); "Training Interventions for the Unemployed in Bremen, Germany, and Dundee, Scotland" (Sporing); "The Adult Education Movement for Literacy in South Korea Since 1945" (Lee); "Adult Education Development in Hong Kong Since the War" (Mok); "The Development of Adult Education and Its Training Institutions in Hungary Since 1989" (Nemeth). All of the papers contain bibliographies, some of them substantial. Descriptors: Adult Education, Change Agents, Community Cooperation, Context Effect

Grant, Robert A. D. (1994). The Politics of Cultural Literacy, International Journal of Social Education. Contends that E. D. Hirsch's book, "Cultural Literacy," is not a work of scholarship but one of dogma and persuasion. Discusses Hirsch's views in relation to democratic values, the national culture, and both public and private education. Concludes that Hirsch wants to retain public education to impose a conservative ideology. Descriptors: Cultural Awareness, Cultural Influences, Cultural Traits, Democracy

Eberly, Don E., Ed. (1995). The Content of America's Character: Recovering Civic Virtue. Addressing the problems of increasing antisocial behavior, declining civility, and decaying morals, this book contains a collection of essays that consider the origins and the development of America's character, the factors that influence it, and the consequences for society of inadequate character development. Essays include the following: "The Quest for America's Character," (D. Eberly); "Building the Habitat of Character," (D. Eberly); "The Cultural Roots of Virtue and Character," (M. Novak); "Incivility and Crime: The Role of Moral Habitation," (J. Wilson); "Character and Family," (W. Horn); "Character, Citizenship, and Constitutional Origins," (C. Kesler); "The Roots of Character in Civil Society," (C. Glenn); "The Religious Roots of Character," (K. Pavlischek); "A Compehensive Approach to Character Education," (T. Lickona); "Ethical Relativism: Teaching the Virtues," (C. Hoff Sommers); "The Parent-School Connection," (E. Ebeling); "Character Education among the States," (C. Greenawalt); "Making It Happen: A Conversation about Character (W. Moloney); "Strengthening Character through Community-Based Organizations," (B.D. Brooks); "Character and Excellence: The Total Quality Life," (J. Murray); "Character and Public Policy: Reinventing the American People," (R. Royal); "Character in the Marketplace," (E. Hess); "Character and American Compassion, Past and Present," (M. Olasky); "Character and Public Discourse," (R. Harwood); "Sport, Character, and Virtue," (R. Feezell); and "Influencing the Character of Entertainment Television: Ethical Dilemmas of Prosocial Programming (W. Brown and A. Singhal). Descriptors: Activism, Adoption (Ideas), Attitude Change, Behavior Change

Vitullo-Martin, Thomas W. (1976). No Exit: The Closing of Choice in Education. Future consequences of current policies related to education are discussed. The paper considers the major political effects of cybernetic and associated communications technology. These include: (1) the centralization of power in public and private spheres, (2) the shift in governmental authority from the local and state level to the federal government, and (3) the gradual elimination of free choice of housing and education for lower income people. The introduction of data acquisition and management systems, which will give us a system-management capability of substantial complexity and power, will transform America in the two social policy areas of housing and education. Technology fosters a gradual centralization of power in both the private and public spheres, and it causes a substantial change in national policies and the national politics which support them. Ideological politics is now apparent in education in the three significant areas of racial integration, sex education curriculum, and the teaching of evolution in science courses. Parents have been unable to ignore the decisions of the schools in any of these areas. The author concludes that the major force which will shape the United States in the year 2000 is a revolution in ability to control physical and social organizations. References are included. Descriptors: Civil Liberties, Cybernetics, Democracy, Democratic Values

United States Bureau of Education, Department of the Interior (1913). Expressions on Education by American Statesmen and Publicists. Bulletin, 1913, No. 28. Whole Number 538. Many who are engaged in educational campaigns have felt the need for a collection of at least a few of the more important utterances of some of the most prominent statesmen and publicists in regard to education and its importance. To supply this need, this bulletin was created. This bulletin presents the utterances of the following individuals: (1) Benjamin Franklin; (2) George Washington; (3) John Adams; (4) James Wilson; (5) Thomas Jefferson; (6) John Jay; (7) James Madison; (8) James Monroe; (9) Albert Gallatin; (10) De Witt Clinton; (11) Archibald De Bow Murphey; (12) John Caldwell Calhoun; (13) Daniel Webster; (14) James Buchanan; (15) Thaddeus Stevens; (16) Edward Everett; (17) George Peabody; (18) Horace Mann; (19) Mirabeau B. Lamar; (20) William Henry Seward; (21) Robert Edward Lee; (22) Abraham Lincoln; (23) Charles Sumner; (24) Calvin Henderson Wiley; (25) Ulysses Simpson Grant; (26) Rutherford Birchard Hayes; (27) Benjamin Harvey Hill; (28) William Henry Ruffner; (29) Jabez Lamar Monroe Curry; (30) Zebulon Baird Vance; (31) James Abram Garfield; (32) Charles William Eliot; (33) (Stephen) Grover Cleveland; (34) Henry Woodfin Grady; (35) Walter Hines Page; (36) Charles W. Dabney; (37) Hoke Smith; (38) Woodrow Wilson; (39) James B. Frazier; (40) William Howard Taft; (41) Theodore Roosevelt; (42) Liberty Hyde Bailey; (43) Charles Brantley Aycock; (44) Charles Duncan McIver; and (45) Edwin Anderson Alderman. [Best copy available has been provided.]   [More]  Descriptors: Educational History, Role of Education, Educational Philosophy, Educational Principles

Kincheloe, Joe L. (1999). How Do We Tell the Workers? The Socioeconomic Foundations of Work and Vocational Education. This book examines the socioeconomic foundations of work and vocational education (VE), and is divided into the following 6 parts and 18 chapters: (1) nature of work (a sense of purpose; modernism and the evolution of the technocratic mind; power and the development of the modernist economy; good work, bad work, and the debate over ethical labor); (2) historical dimensions of VE (the origins of VE; the progressive debate, the victory of vocationalism, and the institutionalization of schooling for work; failures and reforms in the recent history of VE); (3) coping with and directing change (post-Fordism, technopower, and the changing economic and political arena; democratic post-Fordist workplaces and debating the changing purposes of VE; confronting and rethinking educational theory); (4) race, class, and gender (plausible deniability and the skeleton in VE's closet; class, gender, race, racism, and VE); (5) role of labor and unions in VE (democratic unionism in the global economy and corporate-directed VE; the new unionism and the struggle for a democratic social movement); and (6) vision of government, VE, and the future (worker civics and the decline of the nation-state and rise of corporate government; a reconceptualized government for the 21st century). The book contains 349 references. Descriptors: Access to Education, Adjustment (to Environment), Citizenship Education, Civics

Zinkievich, Noel; Beard, David (1970). Twentieth Century United States History. Grades 11 and 12. This course outline for grades 11 and 12 presents a topical approach to history instruction with emphasis on the post-World War II era. A statement of general objectives is given and these 22 relevant topics are suggested for study: 1) Radicalism in America, 2) Antiwar Movements, 3) Civil Liberties, 4) Politics of Religion, 5) Black Nationalism, 6) Race Relations, 7) Labor Movement, 8) Politics-Elections and Issues, 9) Changing Economic Patterns, 10) Viet Nam, 11) Minority Groups in America, 12) Cold War Politics, 13) Institutional Changes in American Society, 14) Foreign Policy, 15) United Nations, 16) Problems of Control an Institutionalized Society, 17) Consumer Protection, 18) Identity in America, 19) Manners and Morals, 20) Philosophical Trends, 21) Political Ideologies, 22) Urban Problems. A brief explanation of the concepts and understandings related to each topic is given and significant areas for emphasis are noted. Bibliographies are included by topic and some audiovisual aids listed. A HISTORY OF THE UNITED STATES SINCE 1945 by O. Barck, Jr. and OUR RECENT PAST by W. Bonner are two basic texts. Some further recommendations of the writing committee are that: 1) team-teaching techniques be utilized; 2) the course be evaluated after the first year of instruction; and, 3) TV tapes be edited and a brochure of tapes be made available as a resource for teachers.   [More]  Descriptors: Citizenship, Critical Thinking, Current Events, Curriculum Guides

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