This book's title, "I Used to Think... And Now I Think...", is borrowed from an exercise often used at the end of teacher professional development sessions, in which participants write down how what they've learned has changed their thinking. The resulting essays model the ongoing process of reflection and growth among those deeply committed to…

Underpinning many of the ongoing debates over the means and ends of teacher education are serious differences about the purposes of education in general and about the relationship between schooling and a democratic society in particular. At stake in these debates is the nature of what counts as "democracy," a word with multiple political meanings.…

Every generation has its moment, some turning point that will mark its place in the historical record. Such points provide the direction of our history and our future. Turning points are, characteristically, times of turmoil based on a fundamental change in models or events--what Thomas Kuhn called a "paradigm shift." In terms of a democratic…

Talking about important events, experiences, and ideas is a crucial societal concern for many reasons. In the field of teacher education, dialogue may be even more difficult because it is sometimes seen as being both essential and troubling. Dialogue is complicated because some people are fearful of open inquiry; others are inclined to rant; and…

In this article, the author discusses five major priorities that should guide teacher education in preparing teachers for their work in a democratic society. These priorities are of equal importance in preparing teachers to enter schools and do the work necessary to sustain a democratic society. They require purposeful planning and enactment of…

Drawing on Tyler and Schwab (both of whom were influenced by Dewey), Clandinin and Connelly (1992) built a case for the image of teacher as curriculum maker--the idea that teachers instantiate curriculum alongside their students--as opposed to the dominant image of teacher as curriculum implementer where the teacher works as an agent of the state…

Studying democracy, and doing so critically, while striving to live it presents a peculiar and special charge to public education. As John Goodlad suggested, for teacher educators and in-service educators, this charge brings with it a responsibility to stand as stewards of public education and, hence, the most noble traditions of democracy in…

In this article, the author engages in a lively interactive discussion with Paul Woodford's text, "Democracy and Music Education." He questions Woodford's criticism of Praxial Music Education (PME)--particularly his dismissal of PME as a "performance alone" notion. PME, this author asserts, is fundamentally multidimensional, contextually reflexive…

In his book "Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice," Paul Woodford issues an invitation for shared dialogue and debate regarding the state of music education in developed countries. Through an appropriation of John Dewey's thoughts regarding a democratic society, Woodford sees great hope for the position…

Theorizing about teacher education and democracy is a challenging task in the year 2009. According to this author, the antidemocratic forces of the social efficiency movement have intensified with the passage of the No Child Left Behind Act, and recent activities of the Obama Department of Education have ratcheted up social efficiency's premise…

If students from a totalitarian nation were secretly transported to a Canadian classroom to continue their lessons with new teachers and a new curriculum, would they be able to tell the difference? Both classes might engage students in volunteer activities in the community--picking up litter from a nearby park, or helping out at a busy…

Schools have always been subject to an overwhelming variety of socio-political demands, which shift in response to the political climate--impacting art education in different ways. The current debate on social and political issues in art education is not new. Beginning with McFee (1966), and particularly since the 1970s, there has been a growing…

As a teacher of fourth and fifth grade students, this author wanted to teach her students to assume the responsibility of civic activism for the public good, but found that students at this age do not always understand that they can make important civic contributions or that one child can make a difference. To illustrate these concepts and…

This paper summarizes and compares the perspectives of the prior essays in this issue. Goes on to argue that education for democracy requires dialogical, authentic learning rather than the commodification of uniform, standardized knowledge and its acquisition touted by those marketizing education primarily for economic purposes. The paper calls…

Argues that a social action model of citizenship education is mandated by two principles of democracy: consent of the governed and equal opportunity for participation in governance. Emphasizes the importance of a sense of political efficacy. Argues that wealthier children learn this at home, but children from poorer families need this experience…