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Levine, Peter – Democracy & Education, 2018
The work of Crocco and her colleagues, "Deliberating Public Policy Issues with Adolescents," combines two important fields--deliberative democracy and discussion as a pedagogy--with a study of policy deliberations in three classrooms. Their article yields valuable insights. As the authors note, the results are disappointing. This may be…
Descriptors: Democracy, Simulation, Discussion (Teaching Technique), Citizenship
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Crocco, Margaret; Segall, Avner; Halvorsen, Anne-Lise; Jacobsen, Rebecca – Democracy & Education, 2018
Classroom discussion and deliberation have been widely touted in the research literature as a centerpiece of high quality civic education. Empirical studies, however, of such processes are relatively few. In a public policy deliberation on immigration conducted in three Midwestern high schools during the academic year 2015-16, the authors found…
Descriptors: Public Policy, Adolescents, Discussion (Teaching Technique), Civics
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Letseka, Moeketsi – Democracy & Education, 2017
This review provides a critical appraisal of Kubow and Min's paper. It teases out their conception of "liberalism" and argues that the classical notion of liberalism as a political theory that advocates individual liberty based on assumptions of the unencumbered autonomous individual has lost currency. This is because over the years…
Descriptors: Epistemology, Political Attitudes, Focus Groups, Interviews
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Atkinson, Jamie C. – Democracy & Education, 2017
Neoliberalism and neoconservatism are two ideologies that currently plague education. The individualistic free-market ideology of neoliberalism and the unbridled nationalistic exceptionalism associated with neoconservatism often breed a narrowed, overstandardized curriculum and a hyper-testing environment that discourage critical intellectual…
Descriptors: Neoliberalism, Democracy, Teacher Education, Ideology
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Sarofian-Butin, Dan – Democracy & Education, 2017
This essay reviews Atkinson's article "Dewey and Democracy" and argues that while Dewey and the social foundations classroom may indeed be important for teacher preparation, it is not in the way Atkinson suggests. Namely, I argue that Atkinson's essay has three distinct (yet interrelated) issues: his problematic oversimplifications, what…
Descriptors: Educational Philosophy, Democracy, Educational Principles, Misconceptions
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Kubow, Patricia K.; Min, Mina – Democracy & Education, 2016
Drawing upon the African concept of "ubuntu," this article examines the epistemic orientations toward individual-society relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside…
Descriptors: Foreign Countries, Democracy, Indigenous Knowledge, Epistemology
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Holowchak, M. Andrew – Democracy & Education, 2014
This essay is a reply to James Carpenter's "Thomas Jefferson and the Ideology of Democratic Schooling." In it, I argue that there is an apophatic strain in the essay that calls into question the motivation for the undertaking.
Descriptors: Reader Response, Democracy, Democratic Values, Citizenship Education
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Swalwell, Katy – Democracy & Education, 2013
How do students from privileged communities respond to educational efforts encouraging them to become justice-oriented citizens? Observational and interview data collected during a semester-long case study of eleven high school students in a social studies class at an elite private school reveal four markedly different interpretations of their…
Descriptors: Private Schools, Advantaged, High School Students, Social Studies
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Boatright, Michael D.; Faust, Mark A. – Democracy & Education, 2013
"What is the right use of books?" Responding to the question he famously raised, Ralph Waldo Emerson wrote that "books are for nothing but to inspire," which we take as endorsing a pragmatic and pluralistic view of reading literature and other kinds of texts in a manner that keeps books open to a flow of continual questioning and renewal. The…
Descriptors: Books, Reading, Role, Citizenship
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Cooper, Caren B. – Democracy & Education, 2012
Mueller, Tippins, and Bryan (2012) presented a new conceptualization of citizen science that is meant to facilitate emerging trends in the democratization of science and science education to produce civically engaged students. I review some relevant trends in the field of citizen science, for clarity here referred to as public participation in…
Descriptors: Citizen Participation, Scientific Research, Citizenship, Science Education
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Cooper, Caren B. – Democracy & Education, 2012
Mueller, Tippins, and Bryan (2012) presented a new conceptualization of citizen science that is meant to facilitate emerging trends in the democratization of science and science education to produce civically engaged students. I review some relevant trends in the field of citizen science, for clarity here referred to as public participation in…
Descriptors: Citizen Participation, Scientific Research, Internet, Citizenship
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Gray, Steven A.; Nicosia, Kristina; Jordan, Rebecca C. – Democracy & Education, 2012
Mueller, Tippins, and Bryan's contrast of the current limitations of science education with the potential virtues of citizen science provides an important theoretical perspective about the future of democratized science and K-12 education. However, the authors fail to adequately address the existing barriers and constraints to moving…
Descriptors: Evidence, Science Education, Expertise, Scientific Literacy
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Otto, Stacy – Democracy & Education, 2012
In her 1938 epistolary novel and educational treatise, "Three Guineas," Virginia Woolf discusses "freedom from unreal loyalties" as key to educating for peace rather than for war, as was the concern in Woolf's time and remarkably remains of serious concern seventy-odd years later. This essay analyzes how modern-day, post-9/11…
Descriptors: Social Class, Public Education, Curriculum, Patriotism
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Parker, Walter – Democracy & Education, 2011
Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a…
Descriptors: Democracy, Citizenship, Political Issues, Citizen Participation
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Lobman, Carrie – Democracy & Education, 2011
Public schools historically have been the primary institution responsible for preparing young people for participation in a democratic society. However, the almost exclusive focus by today's schools on knowledge and skills hinders their ability to be environments that support overall development and to produce the kinds of flexible, creative, and…
Descriptors: Creative Activities, Democracy, Young Adults, Youth Programs
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