Search results for: Democracy
Page 2/2 17 items
The author argues that the practice of speaking and listening to strangers is crucial to democratic citizen formation. The author outlines a discursive approach to the cultivation of enlightened political engagement in schools. The author argues that schools are the best available sites for this project because they have the key assets: diverse schoolmates, problems, strangers, and curriculum and instruction. The author concludes that schools in societies with democratic ideals are obligated to cultivate enlightened and engaged citizens. Helping young people form the habits of listening to strangers, at that very public place called school, should advance this work.
Updated: Nov. 23, 2010
Learning How to Respond to Current Events: Partner Journals between U. S. Preservice Teachers and Children
This qualitative study examined an activity involving deliberation among children and preservice teachers in the United States. In the activity which the authors call partner journals, children were partnered with preservice teachers as pen pals to deliberate shared current events texts. All students gained perspective consciousness of someone with a different social positioning, a higher-order thinking skill vital to social justice and democratic education.
Updated: Aug. 03, 2010
This article challenges the idea that the guarantee for democracy lies in the existence of a properly educated citizenry and argues that we should shift our attention from questions about the conditions of democracy to questions about the nature of political existence. The argument is developed through a critical discussion with the work of Hannah Arendt. The main conclusion of the article is that democratic education should not be seen as the preparation of citizens for their future participation in political life. Rather, it should focus on creating opportunities for political existence inside and outside schools.
Updated: May. 25, 2010
In this article, the author calls for a more vital and effective public education system, one guided by the basic democratic principle that all human beings are equal. He argues that to achieve such a system we must reclaim schools from the industrial model of the twentieth century and build classrooms that respond to the broad and complex needs of the students who arrive to the school. The author calls on each of us to promote an alternative discourse as we simultaneously challenge and assist the Obama administration in envisioning and creating schools that more authentically reflect the ideals of a democracy.
Updated: Sep. 14, 2009
The paper discusses practitioner inquiry in a South African context. It begins by outlining the changing policy context in the country, particularly since the advent of democracy in 1994. The paper investigates some issues and dilemmas arising from this context, including considerations of why teachers do research, and what promotes and hinders research in schools. The implications of these changes for practitioner inquiry are then discussed.
Updated: May. 18, 2009
The article is driven by a simple question: what type of collective space is a classroom and how can it be imagined differently? Drawing on the social topography provided by Hardt and Negri, the author suggests that schools have traditionally worked to produce either (a) a people; (b) a crowd; or (c) the masses. The problem with these forms of social collectivity is that they each tend to limit radical movements for democracy.
Updated: Mar. 02, 2009
'Yes, but if we have Students Think All Day When Will We Get Anything Done?': Two Conceptual Resources to Engage Students in Democratically Dangerous Teaching
The article reviews the politics of curriculum reform, and scholars who address the 'social efficiency' agenda in education. The author examines two strong examples of literature in 'authentic' practices as a curriculum conversation contesting this agenda.
Updated: Nov. 23, 2008