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ERIC Number: ED552769
Record Type: Non-Journal
Publication Date: 2013
Pages: 269
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-9511-7
Democratic Inclusive Educators
Miner, Amy Baird
ProQuest LLC, Ph.D. Dissertation, Utah State University
Educating for democracy has long been established as a central purpose for schooling in America and continues to be included in the ongoing discourses on educational policy and programs. While educating for democracy has been defined in many ways, it is commonly agreed that it is the knowledge, skills, and experiences that members of a democracy should possess in order to be contributing citizens of a global society. Nested within the context of democratic education, inclusion as advocated by Iris Marion Young provided the framework for this study. Young suggested that inclusive democracy enables the participation and voice for all those affected by problems and their proposed solutions. Within the context of education, democratic inclusive education is established for the purpose of creating learning environments in which multiple perspectives are included in the community building and decision-making efforts of the classroom. This study explored the perceptions and experiences of three elementary teachers that incorporated aspects of democratic inclusion into their teaching practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A