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ERIC Number: EJ838704
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: ERIC
Reference Count: 42
ISSN: ISSN-0737-5328
Educating for Democracy: With or without Social Justice
Carr, Paul
Teacher Education Quarterly, v35 n4 p117-136 Fall 2008
This article builds on research related to the perceptions, perspectives, and experiences of educators in relation to democracy in education (Carr, 2006a), which, it is argued, can be viewed as having a significant impact on what students in elementary and secondary schools learn about democracy (McLaren, 2007; Regenspan, 2002), and, importantly, how they are engaged in democracy (Westheimer & Kahne, 2004). Is there a connection between the formal curriculum and civic engagement? (Apple, 1996). How does democratic education for students manifest itself in relation to the interest-level, background, and engagement of educators? Lastly, and of particular interest to this research, the author is concerned with the connection that educators make between democracy and social justice in education (Guttman, 1999; Regenspan, 2002). There are four sections to this article. First, there is a brief overview of some of the salient issues and concerns framing the context and debate on democracy and social justice in education. Second, the approach and methodology for this research is presented. Although reference to the research related to the sample of College of Education students (Carr, 2006a) is made, the primary focus of this paper is on a sample of faculty-members in the same College of Education. Being able to compare and validate diverse findings and perspectives between the two samples provides for a more in-depth and triangulated research. Third, the findings and analysis are presented. Lastly, the final section serves as a discussion of the research, including suggesting policy and curriculum implications, and highlighting the role of teacher education in the debate. (Contains 1 figure and 5 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio