12 results
Search Results
2. Empowering Young People through Conflict and Conciliation: Attending to the Political and Agonism in Democratic Education.
- Author
-
Lo, Jane C.
- Subjects
CITIZENSHIP education ,AGONISM (Political science) ,CURRICULUM planning ,CIVICS education ,YOUTH in politics - Abstract
Deliberative models of democratic education encourage the discussion of controversial issues in the classroom (e.g., Hess, 2009); however, they tend to curtail conflicts for the sake of consensus. Agonism, on the other hand, can help support the deliberative model by attending to antagonism in productive ways (Ruitenberg, 2009). In this paper, I present how agonistic deliberation (the infusion of agonism into deliberation) can work as an account of the political that may help empower young people. The paper presents two classic democratic classroom practices--structured academic controversy (SAC) and debate--together as examples of how agonistic deliberation can help students engage politically. This paper suggests that while deliberation can help students learn about political participation, agonistic deliberation (with its focus on conflict) has the potential to help students harness social frustrations into political action. [ABSTRACT FROM AUTHOR]
- Published
- 2017
3. The Missing Elements of Change.
- Author
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Goldwasser, Matthew L.
- Subjects
CITIZENSHIP education ,IDEOLOGY ,POLITICAL participation ,SOCIAL advocacy ,ACTIVISTS - Abstract
By establishing a set of theoretical frameworks to view and compare the work of youth organizers and youth commissioners, and through personal interviews, the authors of the paper "Youth Change Agents: Comparing the Sociopolitical Identities of Youth Organizers and Youth Commissioners" presented their explanation of the development of the sociopolitical identities and civic commitments of each group. This response paper asks questions about the authors' limited use of context and complexity to explain how their youth arrived at their opinions, perspectives, and ultimately their sociopolitical identities. Their work also raises questions of how and why civic engagement and social activism took place based upon the provided evidence of actual changes that occurred. Finally, it poses methodological concerns associated specifically with relying on youth memories, years after the fact, of their tenure in these two groups and uncoupled from any interactive variables, as well as the absence of triangulated data that would further substantiate their findings. [ABSTRACT FROM AUTHOR]
- Published
- 2016
4. The Value of Conflict and Disagreement in Democratic Teacher Education.
- Author
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Harell, Kiel F.
- Subjects
CITIZENSHIP education ,TEACHER development ,POLITICAL participation ,EXPERIENTIAL learning ,CAREER development ,DELIBERATIVE democracy - Abstract
Deliberative democracy surfaces disagreements so that people holding conflicting stances understand each other's reasons for the purpose of decision-making. Democratic education approaches should provide students with the opportunity to learn and practice how to address conflict in the collective decision-making process. In this paper, I examine the Foxfire Course for Teachers, a professional development retreat in which teachers learn to practice democratic teaching by themselves experiencing democratic decision-making. In particular, a series of disagreements among course participants is analyzed in detail to understand the learning that resulted and the conditions that supported that learning. As a result of this experiential learning opportunity, teachers came to realize the importance of allowing students to experience and reason through disagreement although it may cause discomfort. Teachers also came to view democratic participation as a developmental process that requires practice. [ABSTRACT FROM AUTHOR]
- Published
- 2020
5. Justice Citizens, Active Citizenship, and Critical Pedagogy: Reinvigorating Citizenship Education.
- Author
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Heggart, Keith R. and Flowers, Rick
- Subjects
CITIZENSHIP ,CRITICAL pedagogy ,CITIZENSHIP education ,DEMOCRACY ,CIVICS ,CIVICS education - Abstract
Recent surveys have indicated a worryingly low level of support for democracy among Australian youth and around the world. For example, in the 2017 Lowy Institute Poll, 36% of Australians indicated that, in some circumstances, a nondemocratic government is preferable. Such concerns, while hardly new, have triggered calls for more civic education and civic involvement. Linked to these concerns are discussions about the way new media (including mobile accessibility, the internet, and social media) is reshaping our understandings of public participation in democracy, especially the way that we conceive of the public sphere. Schools are often seen as important sites for the development of civic values in democratic countries. Having the skills and knowledge to navigate the public sphere in a critical way as well as contribute to it meaningfully is an important part of any activist approach to citizenship education. This paper presents one such example of radical citizenship education, Justice Citizens, and presents a framework that fellow critical educators might use to encourage young people to contribute to the public sphere not as citizens-in-waiting but as justice-oriented citizens. [ABSTRACT FROM AUTHOR]
- Published
- 2019
6. Schooling for Democracy: A Common School and a Common University?: A Response to "Schooling for Democracy".
- Author
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Reay, Diane
- Subjects
DEMOCRACY ,CITIZENSHIP education ,SOCIAL skills education ,SOCIAL work with youth ,PHILOSOPHY of education ,EDUCATIONAL evaluation - Abstract
This short paper is a response to Nel Noddings's article on schooling for democracy. Whilst agreeing with the basic premises of Noddings's argument, it questions the possibility of parity between academic and vocational tracks given the inequitable social and educational contexts the two types of learning would have to coexist within. Drawing on the educational philosophies of John Dewey and R. H. Tawney, I argue that both the United States and the United Kingdom need to create educational systems that reduce the social distance between people rather than, as the current systems do, exacerbate them. This is an issue of hearts and minds as well as policies and practices. As Dewey pointed out a hundred years ago, what is required is education that results in "mutual regard of all citizens for all other citizens," and the paper concludes that both countries are still far away from achieving this. [ABSTRACT FROM AUTHOR]
- Published
- 2011
7. Democratic Education and Agonism: Exploring the Critique from Deliberative Theory.
- Author
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Tryggvason, Ásgeir
- Subjects
CITIZENSHIP education ,AGONISM (Political science) ,DELIBERATIVE democracy ,EMOTIONS ,EDUCATION & politics - Abstract
Due to the current political challenges facing democratic societies, including an apparent presence of populist rhetoric, the question of how political discussions should take place in democratic education is as urgent as ever. In the last two decades, one of the most prominent approaches to this question has been the use of deliberative theory. However, the deliberative approach has been criticized from an agonistic perspective for neglecting the role of emotions in political discussions. Deliberative theorists have in turn responded to this critique and argued that the agonistic approach tends to put too much emphasis on students' emotions and identities in political discussions. Recently, as a contribution to this debate, the idea of assimilating agonism with deliberation has been suggested as a way of overcoming the differences between agonism and deliberative theory. The purpose of this paper is to contribute to the educational debate between agonism and deliberative theory by exploring the deliberative critique from the vantage point of agonism. I claim that the deliberative critique of agonism is unfounded and based on a misreading of Mouffe's agonistic theory. Furthermore, I argue that the attempt to assimilate agonism with deliberation is not compatible with Mouffe's agonistic theory. [ABSTRACT FROM AUTHOR]
- Published
- 2018
8. Extending Our Understanding of Lived Experiences.
- Author
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Broom, Catherine
- Subjects
EDUCATION research ,DEMOCRACY & education ,CITIZENSHIP education ,HIGHER education ,EDUCATION policy - Abstract
This response considers the strengths of Carr and Thesee's 2017 paper in Democracy & Education and explores further areas of research related to education for democracy or citizenship education. [ABSTRACT FROM AUTHOR]
- Published
- 2017
9. YPAR, Critical Whiteness, and Generative Possibilities.
- Author
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Corces-Zimmerman, Chris, Utt, Jamie, and Cabrera, Nolan L.
- Subjects
CITIZENSHIP education ,WHITE supremacy ,COMMODIFICATION ,DEMOCRACY & education ,UNITED States education system - Abstract
In this response to the article by Tanner and Corrie, the authors provide three critiques of the methodology and theoretical framing of the study with the hopes of informing future scholarship and practice. Specifically, the three critiques addressed in this paper include the integration of CWS frameworks and YPAR methodology, the application and description of CWS and YPAR frameworks, and the role of power in the relationship between educator and student that served as the central medium for the study. [ABSTRACT FROM AUTHOR]
- Published
- 2017
10. The Challenges of Gaming for Democratic Education: The Case of iCivics.
- Author
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Stoddard, Jeremy, Banks, Angela M., Nemacheck, Christine, and Wenska, Elizabeth
- Subjects
VIDEO games in education ,CITIZENSHIP education ,EDUCATIONAL objectives ,DECISION making ,SOCIAL participation - Abstract
Video games are the most recent technological advancement to be viewed as an educational panacea and a force for democracy. However, this medium has particular affordances and constraints as a tool for democratic education in educational environments. This paper presents results from a study of the design and content of four iCivics games and their potential to meet the goals of democratic education. Specifically, we focus on the games as designed experiences, the nature and accuracy of the content, and the nature of intellectual engagement in the games. We find that the games, while easily accessible and aligned with standardized curriculum, do not provide opportunities to engage players in deliberative decision making on contemporary issues or to apply concepts from the game world to their role as citizens in training. Further, the game content is more "textbook" than the potentially dynamic and authentic types of civic engagement the medium of games can provide. [ABSTRACT FROM AUTHOR]
- Published
- 2016
11. "I Didn't See It as a Cultural Thing" Supervisors of Student Teachers Define and Describe Culturally Responsive Supervision.
- Author
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Griffin, Linda B., Watson, Dyan, and Liggett, Tonda
- Subjects
STUDENT teaching ,STUDENT teachers ,CULTURALLY relevant education ,SCHOOL supervisors ,CITIZENSHIP education - Abstract
Student teaching supervisors can play an integral role in teacher candidates' ability to understand and enact culturally responsive pedagogy (CRP). However, supervisors may lack the awareness, knowledge, skill, or willingness to serve as culturally responsive supervisors. This paper reports the findings from a qualitative study to find out how supervisors described and supported CRP. We found that supervisors hold unsophisticated views of CRP and face the following challenges enacting culturally responsive supervision: feelings of inadequacy, difficulty talking about race, color-blind orientations, and a tendency to purposefully avoid race talk. We provide recommendations for professional development to address these challenges and narrow the theory-to-practice divide in order to promote the democratic education ideals of equality and justice in our schools. [ABSTRACT FROM AUTHOR]
- Published
- 2016
12. Challenging Freedom Neoliberalism and the Erosion of Democratic Education.
- Author
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Karaba, Robert
- Subjects
NEOLIBERALISM ,CITIZENSHIP education ,STUDY & teaching of political rights ,ORDOLIBERALISM ,CULTURAL studies - Abstract
Goodlad, et al. (2002) rightly point out that a culture can either resist or support change. Schein's (2010) model of culture indicates observable behaviors of a culture can be explained by exposing underlying shared values and basic assumptions that give meaning to the performance. Yet culture is many-faceted and complex. So Schein advised a clinical approach to cultural analysis that calls for identifying a problem in order to focus the analysis on relevant values and assumptions. This project starts with two assumptions: (1) The erosion of democratic education is a visible overt behavior of the current U.S. macro-culture, and (2) this is a problem. I intend to use this problem of the erosion of democratic education as a basis for a cultural analysis. My essential question is: What are the deeper, collective, competing value commitments and shared basic assumptions that hinder efforts for democratic education? The purpose of this paper is to start a conversation about particular cultural limitations and barriers we are working with as we move toward recapturing the civic mission of education. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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