Suggests that citizenship education has been defined too literally and narrowly, resulting in loss of meaning for social studies. Argues that schools in the United States rest on solid civic motivations and were never intended to legitimate any particular school subject. Insists that every school subject must be understood to be based on civic…

Argues that social studies teacher educators verbally promote the concept of social studies as education for democratic citizenship but do not practice democracy in their classrooms. Contends that social studies teacher education programs should be considered as an apprenticeship in democracy. Acknowledges that this approach is not easy to…

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. (CFR)

Discusses the contentious relationship between educators within the former East Germany and their West German cohorts following reunification. The problems have stemmed from conflicting ideologies and traditions (Marxist versus Christian Democrat and Social Democrat) as well as differences concerning school organization and educational objectives.…

Argues that, through education, we can create a democratic culture and that, within a democratic culture, education may flourish. Locates the roots of this belief in the rebelliousness and critical mind set of the Enlightenment. Considers how to honor and extend this thinking in current educational practices. (MJP)

Presents an annotated bibliography of educational resources from the ERIC database related to democratic education. The materials include digests, monographs, journal articles, and academic papers. The citations include all relevant bibliographic information and a short abstract, as well as, information on ordering and locating the materials. (MJP)

Maintains that the debate over the social studies curriculum has been heavily influenced by a small group of conservative foundations, academics, and the federal government. These groups work toward creating an ideological consensus that promotes a national identity and strives to preserve European American dominant culture. (MJP)

Asserts that the representative form of government and the public schools in the United States are not supportive of democracy. Argues that the democratic features of representative government envisioned by the writers of the Constitution were undermined by the growth of the nation's population. Recommends some political and educational…

Illustrates the ways that a cultural studies approach to teacher education can expand the vision of democracy and citizenship. Analyzes the development and subsequent breakdown of the economic foundations of 20th-century life and offers new understandings that can be used to inform a democratically aware teacher education program. (MJP)

Posits three interdependent languages that we use to make democracy work: (1) language of possibility; (2) language of critique; and (3) language of action. Argues for the creation and incorporation of a fourth, the language of transition. This allows for the exploration of spaces between the other three. (MJP)

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. (MJP)