for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> POLITICAL SCIENCE (Total: 899 journals)
    - CIVIL RIGHTS (10 journals)
    - INTERNATIONAL RELATIONS (108 journals)
    - POLITICAL SCIENCE (756 journals)
    - POLITICAL SCIENCES: GENERAL (25 journals)

POLITICAL SCIENCE (756 journals)                  1 2 3 4 | Last

Showing 1 - 200 of 281 Journals sorted alphabetically
A Contracorriente     Open Access   (Followers: 1)
Ab Imperio     Full-text available via subscription   (Followers: 1)
Acta Borealia: A Nordic Journal of Circumpolar Societies     Hybrid Journal   (Followers: 1)
Acta Politica Estica     Open Access  
Acta Universitatis Sapientiae, European and Regional Studies     Open Access   (Followers: 1)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 158)
Affirmations : of the modern     Open Access   (Followers: 1)
AFFRIKA Journal of Politics, Economics and Society     Full-text available via subscription   (Followers: 1)
Africa Conflict Monitor     Full-text available via subscription   (Followers: 3)
Africa Insight     Full-text available via subscription   (Followers: 14)
Africa Institute Occasional Paper     Full-text available via subscription   (Followers: 2)
Africa Renewal     Free   (Followers: 5)
Africa Report     Full-text available via subscription  
Africa Review : Journal of the African Studies Association of India     Hybrid Journal   (Followers: 1)
Africa Today     Full-text available via subscription   (Followers: 16)
African Affairs     Hybrid Journal   (Followers: 59)
African Conflict and Peacebuilding Review     Full-text available via subscription   (Followers: 12)
African Diaspora     Open Access   (Followers: 8)
African East-Asian Affairs     Open Access   (Followers: 6)
African Identities     Hybrid Journal   (Followers: 11)
African Journal of Democracy and Governance     Full-text available via subscription   (Followers: 4)
African Journal of Rhetoric     Full-text available via subscription   (Followers: 2)
African Renaissance     Full-text available via subscription   (Followers: 2)
African Yearbook of Rhetoric     Full-text available via subscription   (Followers: 1)
Africanus     Full-text available via subscription   (Followers: 2)
Africa’s Public Service Delivery and Performance Review     Open Access  
Afrique contemporaine : La revue de l'Afrique et du développement     Full-text available via subscription   (Followers: 2)
Agenda Política     Open Access  
Agenda: A Journal of Policy Analysis and Reform     Full-text available via subscription   (Followers: 1)
Agrarian South : Journal of Political Economy     Hybrid Journal   (Followers: 1)
Akademik İncelemeler Dergisi     Open Access   (Followers: 1)
Alternatives : Global, Local, Political     Hybrid Journal   (Followers: 16)
Altre Modernità     Open Access   (Followers: 3)
América Latina Hoy     Open Access   (Followers: 2)
American Communist History     Hybrid Journal   (Followers: 19)
American Foreign Policy Interests: The Journal of the National Committee on American Foreign Policy     Hybrid Journal   (Followers: 9)
American Journal of Political Science     Hybrid Journal   (Followers: 277)
American Political Science Review     Hybrid Journal   (Followers: 228)
American Political Thought     Full-text available via subscription   (Followers: 11)
American Politics Research     Hybrid Journal   (Followers: 26)
American Quarterly     Full-text available via subscription   (Followers: 17)
Anacronismo e Irrupción     Open Access  
Analecta política     Open Access  
Análise Social     Open Access   (Followers: 1)
Annales UMCS, Politologia     Open Access  
Annals of the American Academy of Political and Social Science     Hybrid Journal   (Followers: 42)
Annual Review of Economics     Full-text available via subscription   (Followers: 31)
Annual Review of Political Science     Full-text available via subscription   (Followers: 157)
AQ - Australian Quarterly     Full-text available via subscription   (Followers: 1)
Arabian Humanities     Open Access   (Followers: 2)
Arctic Review on Law and Politics     Open Access   (Followers: 1)
Arena Journal     Full-text available via subscription   (Followers: 1)
Armed Conflict Survey     Full-text available via subscription  
Asia & the Pacific Policy Studies     Open Access   (Followers: 16)
Asia Minor Studies     Open Access   (Followers: 3)
Asia Policy     Full-text available via subscription   (Followers: 7)
Asia-Pacific Journal : Japan Focus     Open Access   (Followers: 7)
Asia-Pacific Review     Hybrid Journal   (Followers: 13)
Asian Affairs: An American Review     Hybrid Journal   (Followers: 2)
Asian Journal of Comparative Politics     Hybrid Journal   (Followers: 4)
Asian Journal of Political Science     Hybrid Journal   (Followers: 16)
Asian Politics and Policy     Hybrid Journal   (Followers: 12)
Astropolitics: The International Journal of Space Politics & Policy     Hybrid Journal   (Followers: 9)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 10)
Aurora. Revista de Arte, Mídia e Política     Open Access  
Australasian Review of African Studies, The     Full-text available via subscription   (Followers: 2)
Australian Journal of International Affairs     Hybrid Journal   (Followers: 24)
Australian Journal of Political Science     Hybrid Journal   (Followers: 15)
Austrian Journal of Political Science     Open Access   (Followers: 2)
Balcanica Posnaniensia Acta et studia     Open Access  
Baltic Journal of European Studies     Open Access  
Bandung : Journal of the Global South     Open Access   (Followers: 1)
Basic Income Studies     Hybrid Journal   (Followers: 9)
Behavioral Sciences of Terrorism and Political Aggression     Hybrid Journal   (Followers: 16)
Beleid en Maatschappij     Full-text available via subscription   (Followers: 2)
BMC International Health and Human Rights     Open Access   (Followers: 6)
Brazilian Political Science Review     Open Access  
Brésil(s)     Open Access   (Followers: 1)
British Journal of Canadian Studies     Hybrid Journal   (Followers: 11)
British Journal of Political Science     Hybrid Journal   (Followers: 219)
British Journal of Politics and International Relations     Hybrid Journal   (Followers: 28)
British Politics     Hybrid Journal   (Followers: 12)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 3)
Brookings Papers on Economic Activity     Open Access   (Followers: 49)
Bulletin d'histoire politique     Full-text available via subscription   (Followers: 3)
Bustan     Hybrid Journal   (Followers: 1)
Cadernos de Estudos Sociais e Políticos     Open Access   (Followers: 1)
CADUS - Revista de Estudos de Política, História e Cultura     Open Access  
Cahiers de l'Urmis     Open Access   (Followers: 1)
Cahiers de Sciences politiques de l'ULg     Open Access  
Cambio 16     Full-text available via subscription   (Followers: 5)
Cambridge Review of International Affairs     Hybrid Journal   (Followers: 19)
Canadian Foreign Policy Journal     Hybrid Journal   (Followers: 6)
Caucasus Survey     Hybrid Journal  
Central and Eastern European Review     Open Access   (Followers: 2)
Central Asian Affairs     Hybrid Journal  
Central Banking     Full-text available via subscription   (Followers: 8)
Central European Journal of Public Policy     Open Access   (Followers: 2)
China : An International Journal     Full-text available via subscription   (Followers: 17)
China perspectives     Open Access   (Followers: 11)
China Quarterly     Hybrid Journal   (Followers: 49)
China Report     Hybrid Journal   (Followers: 10)
China Review International     Full-text available via subscription   (Followers: 8)
China-EU Law Journal     Hybrid Journal   (Followers: 4)
Chinese Journal of Global Governance     Open Access   (Followers: 3)
Chinese Journal of International Politics     Hybrid Journal   (Followers: 9)
Chinese Studies     Open Access   (Followers: 6)
Cittadinanza Europea (LA)     Full-text available via subscription  
Civil Wars     Hybrid Journal   (Followers: 12)
Claremont-UC Undergraduate Research Conference on the European Union     Open Access  
Class, Race and Corporate Power     Open Access   (Followers: 1)
Cold War History     Hybrid Journal   (Followers: 15)
Commonwealth & Comparative Politics     Hybrid Journal   (Followers: 11)
Communication, Politics & Culture     Open Access   (Followers: 13)
Communist and Post-Communist Studies     Hybrid Journal   (Followers: 14)
Comparative Political Studies     Hybrid Journal   (Followers: 157)
Comparative Politics (Russia)     Open Access   (Followers: 5)
Comparative Strategy     Hybrid Journal   (Followers: 8)
Competition & Change     Hybrid Journal   (Followers: 10)
Conferences on New Political Economy     Full-text available via subscription   (Followers: 3)
Confines     Open Access  
Conflict and Society     Full-text available via subscription   (Followers: 2)
Conflict Management and Peace Science     Hybrid Journal   (Followers: 31)
Conflict Trends     Full-text available via subscription   (Followers: 11)
Conflict, Security & Development     Hybrid Journal   (Followers: 368)
Congress & the Presidency: A Journal of Capital Studies     Hybrid Journal   (Followers: 3)
Conjunctions. Transdisciplinary Journal of Cultural Participation     Open Access   (Followers: 3)
Constellations     Hybrid Journal   (Followers: 16)
Contemporary Italian Politics     Hybrid Journal   (Followers: 2)
Contemporary Japan     Hybrid Journal   (Followers: 5)
Contemporary Journal of African Studies     Full-text available via subscription   (Followers: 3)
Contemporary Political Theory     Hybrid Journal   (Followers: 37)
Contemporary Review of the Middle East     Full-text available via subscription   (Followers: 4)
Contemporary Security Policy     Hybrid Journal   (Followers: 15)
Contemporary Southeast Asia: A Journal of International and Strategic Affairs     Full-text available via subscription   (Followers: 21)
Contemporary Wales     Full-text available via subscription   (Followers: 3)
Contenciosa     Open Access  
Contexto Internacional     Open Access  
Cooperation and Conflict     Hybrid Journal   (Followers: 14)
CQ Researcher     Full-text available via subscription   (Followers: 2)
CQ Weekly     Full-text available via subscription  
Criterio Jurídico     Open Access  
Critical Asian Studies     Hybrid Journal   (Followers: 12)
Critical Review : A Journal of Politics and Society     Hybrid Journal   (Followers: 21)
Critical Review of International Social and Political Philosophy     Hybrid Journal   (Followers: 17)
Critical Reviews on Latin American Research     Open Access   (Followers: 3)
Critical Social Policy     Hybrid Journal   (Followers: 34)
Critical Studies on Terrorism     Hybrid Journal   (Followers: 25)
Cuadernos de historia de España     Open Access   (Followers: 4)
Cultura de Paz     Open Access  
Cultural Critique     Full-text available via subscription   (Followers: 9)
Culture Mandala : The Bulletin of the Centre for East-West Cultural and Economic Studies     Open Access  
Décalages : An Althusser Studies Journal     Open Access  
Decolonization : Indigeneity, Education & Society     Open Access   (Followers: 8)
Defence Studies     Hybrid Journal   (Followers: 22)
Defense & Security Analysis     Hybrid Journal   (Followers: 19)
Democracy & Education     Open Access   (Followers: 15)
Democratic Communiqué     Open Access   (Followers: 1)
Democratic Theory     Full-text available via subscription   (Followers: 7)
Democratization     Hybrid Journal   (Followers: 33)
Democrazia e diritto     Full-text available via subscription   (Followers: 2)
Demokratie und Geschichte     Hybrid Journal  
Demokratizatsiya: The Journal of Post-Soviet Democratization     Full-text available via subscription   (Followers: 8)
Der Donauraum     Hybrid Journal  
Der Staat     Full-text available via subscription   (Followers: 14)
Desafíos     Open Access  
Development and Change     Hybrid Journal   (Followers: 49)
Digest of Middle East Studies     Hybrid Journal   (Followers: 11)
Diplomacy & Statecraft     Hybrid Journal   (Followers: 10)
Diplomatic History     Hybrid Journal   (Followers: 20)
Diritto, immigrazione e cittadinanza     Open Access   (Followers: 4)
Dissent     Full-text available via subscription   (Followers: 8)
Diversité urbaine     Full-text available via subscription   (Followers: 1)
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 15)
East European Jewish Affairs     Hybrid Journal   (Followers: 13)
East European Politics     Hybrid Journal   (Followers: 10)
Economia Politica     Hybrid Journal   (Followers: 36)
Ecopolítica     Open Access  
eJournal of eDemocracy and Open Government     Open Access   (Followers: 8)
El Cotidiano     Open Access   (Followers: 1)
Electoral Studies     Hybrid Journal   (Followers: 29)
Em Pauta : Teoria Social e Realidade Contemporânea     Open Access  
Encuentro     Open Access  
Environmental Politics     Hybrid Journal   (Followers: 15)
Equal Opportunities International     Hybrid Journal   (Followers: 3)
Espacios Públicos     Open Access  
Estudios Políticos     Open Access  
Estudios Políticos     Open Access  
Estudos Avançados     Open Access  
Ethical Theory and Moral Practice     Hybrid Journal   (Followers: 18)
Ethics & Global Politics     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 2)
Éthique publique     Open Access  
Études internationales     Full-text available via subscription   (Followers: 1)
Eureka Street     Full-text available via subscription   (Followers: 4)
Europe's World     Open Access   (Followers: 1)
European Integration Studies     Open Access   (Followers: 12)
European Journal of American Culture     Hybrid Journal   (Followers: 2)
European Journal of Government and Economics     Open Access   (Followers: 6)
European Journal of International Relations     Hybrid Journal   (Followers: 52)

        1 2 3 4 | Last

Journal Cover Democracy & Education
  [15 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1085-3545 - ISSN (Online) 2164-7992
   Published by Lewis and Clark Homepage  [2 journals]
  • Intellectual Maintenance and Misguided Educational Reform. A Book Review
           of What Philosophy Can Do

    • Authors: Nakia Pope
      Abstract: This is a book review of What Philosophy Can Do by Gary Gutting.
      PubDate: Mon, 01 May 2017 15:30:21 PDT
       
  • Challenging White Folks Pedagogy. A Book Review of For White Folks Who
           Teach in the Hood...and the Rest of Y’all Too—Reality Pedagogy and
           Urban Education

    • Authors: Awad Ibrahim et al.
      Abstract: Once in a while, we argue, an author comes in with a clear conviction and a mastery of language that enable them to create “strong poetry,” a new vision. Using Rorty, we call this person a “strong poet.” This is the case with Christopher Emdin’s (2016) book. He not only reimagines the social category of “White folks,” but also works against the notion of schooling and education they advocate for, which Emdin calls “White folks pedagogy.” Emdin also reimagines “the hood,” not as a geographical, but as a sociocultural category. In sum, Emdin articulates a vision that qualifies him as a strong poet, that is to say, as part of those who have a deep desire to tell us a new story.
      PubDate: Mon, 01 May 2017 15:30:17 PDT
       
  • In Defense of Ambiguity in Education. A Book Review of Rethinking Sexism,
           Gender, and Sexuality

    • Authors: Caitlin Howlett
      Abstract: This article offers a positive review of Rethinking Sexism, Gender, and Sexuality, a readable and refreshing account of the ambiguities and possibilities relating to gender and sexuality in education today. The review argues that, with a focus on public school experiences, this collection of vignettes, lessons, and critical essays, amounts to a resource that is of great value to teachers, preservice teachers, teacher educators, and citizens as they navigate the ever-changing winds of gender and sexuality, particularly as they diverge and multiply along categories of race, religion, ethnicity, and class. This book offers hope and excitement for those of us looking for resources and arguments in support of advancing the project of social justice, particularly as it relates to gender and sexual equality, and working to inaugurate a future wherein education is able to thrive as a space for activism.
      PubDate: Mon, 01 May 2017 15:30:13 PDT
       
  • The Complex Reasons for Missing Spirituality. A Response to "Democratic
           Foundations for Spiritually Responsive Pedagogy"

    • Authors: Marian de Souza Dr
      Abstract: This article is written in response to Lingley’s (2016) concept of spiritually responsive pedagogy. To begin with, the word spiritual, when applied to education, still attracts varied responses. Therefore, I have begun by examining contemporary understandings of spirituality as reflected in current research and literature, which provides an informed context for my response. I follow up by aligning some of the key features noted by Lingley in democratic education and spiritually responsive pedagogy to other perspectives that deal with the spiritual dimension in education; I do this in order to offer a supportive stance to Lingley’s assertion that, if we are to address the real needs of our students today and prepare them to meet the challenges of the world of tomorrow, we must incorporate spiritually responsive pedagogy into educational policy and practice.
      PubDate: Mon, 01 May 2017 15:30:09 PDT
       
  • Teaching Spirituality as Ontology in Public Schools. A Response to
           "Democratic Foundations of Spiritual Responsive Pedagogy"

    • Authors: Barbara J. Thayer-Bacon
      Abstract: In “Democratic Foundations of Spiritually Responsive Pedagogy,” Lingley worried that talk of spirituality is taboo in U.S. public school classrooms. Lingley pointed out that the dominant narrative demands silence on the topic. She wanted to make the case for spiritually responsive pedagogy as vital to an inclusive democracy. I begin this responsive essay by describing Lingley’s argument, and then I strengthen her argument through my work on relational ontologies. When we equate spirituality with ontology, we realize it is impossible to avoid teaching spirituality in our schools, for we begin passing on to our children our fishing nets to help sustain them within our families and communities as soon as they are born (one could even argue prior to birth). That passing on of basic categories of Being, through our various ways of describing our/their world, begins in the home and continues in our schools. I am in agreement with Lingley’s aim, and I find her work an exciting contribution to discussions on democracy and spirituality.
      PubDate: Mon, 01 May 2017 15:30:05 PDT
       
  • Is Culturally Responsive Pedagogy Enough? Toward Culturally
           “Real”-evant Curriculum. A Response to "Democratic Foundations for
           Spiritually Responsive Pedagogy"

    • Authors: James A. Gambrell
      Abstract: In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply embedded within the worldview of many students in K–12 classrooms, whether educators include this important aspect of their epistemology or not. Similar to the problems that come when we ignore identities of race, gender, (a)sexuality, (dis)ability, and social class, ignoring these important characteristics of students’ lived experiences is detrimental to learning outcomes and reinforces dominating narratives. Synthesizing literature from the broader educational justice movement, the author engages Lingley's culturally responsive (a)spiritual pedagogy and invites her to more directly engage students in a culturally relevant curriculum, as well.
      PubDate: Mon, 01 May 2017 15:30:01 PDT
       
  • A Call for More Literature and Deeper Data. A Response to "The Cultural
           Contours of Democracy: Indigenous Epistemologies Informing South African
           Citizenship"

    • Authors: Moeketsi Letseka
      Abstract: 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 liberalism has mutated into a multiplicity of new forms, and there is no single view that can be said to define what it means to be a liberal. The paper raises methodological questions with respect to the use of focus group interviews. It implores researchers to first ask themselves whether they can tell what a person really believes on the basis of a few questions put to him in an interview.
      PubDate: Mon, 01 May 2017 15:29:57 PDT
       
  • YPAR, Critical Whiteness, and Generative Possibilities. A Response to
           “Sam and Cristina: A Dialogue Between a High School Teacher and Student
           about the Commoditization of People of Color”

    • Authors: Chris Corces-Zimmerman et al.
      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.
      PubDate: Mon, 01 May 2017 15:29:53 PDT
       
  • The Critique of Deliberative Discussion. A Response to “Education for
           Deliberative Democracy: A Typology of Classroom Discussions"

    • Authors: David I. Backer
      Abstract: My response to Samuelsson’s (2016) recent essay offers a different paradigm with which to think about education, deliberative discussion and democracy. I call this paradigm the critique of deliberative discussion. Following Ruitenberg’s application of Mouffe’s critiques of deliberative democracy to education, the critique of deliberative discussion focuses on what Jameson called the “political unconscious” of deliberative discussions like those presented by Samuelsson. There is literature that critique traditionally moderate-liberal notions of deliberative discussion, which Samuelsson defines his typology: reason, willingness to listen, and consensus. While others, like Ruitenberg, have developed this critique of deliberative-democratic citizenship education, the critique of deliberative discussion takes a left-of-liberal view of each of Samuelsson’s requirements for deliberative discussion listed above and describes practical-pedagogical techniques, which teachers and facilitators can use to practice critical discussions. This response’s contribution to the debate is therefore not only to critique deliberative discussion but also—following Samuelsson—to offer techniques that translate the critique into classroom practice.
      PubDate: Mon, 01 May 2017 15:29:49 PDT
       
  • From Deliberative Democracy to Communicative Democracy in the Classroom. A
           Response to “Education for Deliberative Democracy”

    • Authors: Lisa Weasel
      Abstract: This response to Samuelsson’s typology for assessing deliberative democracy in classroom discussions views his analysis through an equity lens. It offers Young’s model of communicative democracy as a resource and argues that incorporating that model's emphasis on greeting, rhetoric, and storytelling into the typology can help to promote more equitable deliberative communication in the classroom. It offers specific tools, based on the author’s development of deliberative pedagogy in a biology classroom, that teachers can use across disciplines and educational settings to help promote more equitable deliberative communication in classroom discussions.
      PubDate: Mon, 01 May 2017 15:29:44 PDT
       
  • Researching Holistic Democracy in Schools. A Reponse to "Examination of
           the New Tech Model as a holistic Democracy"

    • Authors: Philip A. Woods
      Abstract: Bradley-Levine reported in her article how she created an opportunity to explore research data with the aim of examining the degree to which New Tech schools were democratic in the sense conceptualized by the notion of holistic democracy. My response is in three parts. The first sets out my understanding of the significance of the model of holistic democracy and the purpose of the framework. The second is a review of Bradley-Levine’s findings, with reflections that occurred to me as I worked through these. The third comprises my conclusions. The framework has been applied, in my judgement, in a diligent and systematic way, enabling the creation of a profile of schools showing where indicators of holistic democracy are present and where critical inquiry and further research and reflective dialogue would be worthwhile. My review of Bradley-Levine’s account and analysis also suggests that further work on the conceptual clarity of the framework would be helpful in improving its usefulness.
      PubDate: Mon, 01 May 2017 15:29:41 PDT
       
  • The Possibility of Horizontal Tolerance. A Response to "Teaching for
           Toleration in Pluralist Liberal Democracies"

    • Authors: John B. Tillson
      Abstract: In response to van Waarden's paper, which denied the possibility of horizontal tolerance between citizens, I argue that tolerance is both possible and often desirable between citizens. I also argue that a more substantive set of constraints are required for justice to be served than mere deference to whatever existing constitutions and laws happen to demand. Furthermore, where van Waarden suggested that politics consists of “a process of negotiating, bargaining, and compromising among groups with conflicting interests,” it is hard to see how this vision could motivate any educational intervention to promote people’s abilities to speak up for themselves. Put starkly: it is not at all clear why anyone has reason to educate others to potentially outlaw their own way of life on their understanding. I urge instead that the attitude of tolerance be promoted on both Rawlsian and Millian grounds.
      PubDate: Mon, 01 May 2017 15:29:36 PDT
       
  • Reading Democracy and Education in the Context of World War I

    • Authors: Thomas Fallace
      Abstract: In this historical study, the author offers a reading of Dewey’s Democracy and Education in the context of the two other books Dewey published the year before, German Philosophy and Politics and his coauthored Schools of To-morrow. Having published three books in two years, Democracy and Education arrived at the end of one of Dewey’s most prolific periods. Through these three texts, Dewey offered a pointed critique of authoritarian German politics, philosophy, and schooling and crafted an innovative pedagogy grounded in progressive democratic ideals as contrast. Using Germany as a clear and present foil, Dewey clarified his ideas on American democratic and pedagogical ideals in the context of World War I.
      PubDate: Mon, 01 May 2017 15:29:33 PDT
       
  • Race, Residential Segregation, and the Death of Democracy: Education and
           Myth of Postracialism

    • Authors: Lori Latrice Martin et al.
      Abstract: Since the 1930s, federal housing policies and individual practices increased the spatial separation of whites and blacks. Practices such as redlining, restrictive covenants, and discrimination in the rental and sale of housing not only led to residential segregation by race but also continue to shape Whiteness and frame narratives about what constitutes Blackness. Despite the judicial and legislative victories of the civil rights movement, including the Brown v. Board of Education of Topeka, Kansas decision, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968, residential segregation persists and in many cases has grown. Claims of a postracial society notwithstanding, the continued segregation of Blacks and Whites exacerbates racial wealth inequality, racial achievement gaps, and racial profiling. Using White racial frame and critical race theory, we explain the persistence of residential segregation amid growing ethnic diversity in the United States. We also demonstrate why current efforts to narrow racial gaps in wealth, education, and the criminal justice system have failed. Finally, we discuss several important tenets that must guide efforts to curb the epidemic of death by residential segregation in America.
      PubDate: Mon, 01 May 2017 15:29:28 PDT
       
  • Examination of the New Tech Model as a Holistic Democracy

    • Authors: Jill Bradley-Levine 4355986 et al.
      Abstract: Using the Degrees of Democracy Framework (Woods & Woods, 2012), we examined eight New Tech (NT) high schools to determine the extent to which they demonstrated characteristics of holistic democracy. We collected qualitative data, including observations and interviews during the fourth year of implementation. Findings indicated that the eight NT schools demonstrated many features of holistic democracy with a few exceptions. This study has implications for researchers and school communities interested in measuring holistic democracy in other schools and within school models.
      PubDate: Mon, 01 May 2017 15:29:24 PDT
       
  • Empowering Young People through Conflict and Conciliation: Attending to
           the Political and Agonism in Democratic Education

    • Authors: Jane C. Lo
      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.
      PubDate: Mon, 01 May 2017 15:29:20 PDT
       
  • Teaching for Toleration in Pluralist Liberal Democracies

    • Authors: Betto A.F. van Waarden
      Abstract: This article determines which education enables the perpetuation of diverse ways of life and the liberal democracy that accommodates this diversity. Liberals like John Rawls, Stephen Macedo, and William Galston have disagreed about the scope of civic education. Based on an analysis of toleration—the primary means for maintaining a pluralist liberal democracy—I argue that schools should teach democratic participatory skills and a minimal exposure to diversity to enable citizens to participate in the democratic process of defining which cultural and religious practices the state should tolerate or prohibit through its laws. To make this argument, I contend, in contrast to several scholars, that toleration is practiced primarily between the democratic state and citizens rather than among citizens. Although many theorists do not show the educational implications of their theories, I conclude that schools must teach: (a) mutual respect among citizens, (b) citizens’ constitutional rights, (c) democratic participatory skills, (d) a basic understanding of other worldviews, and (e) critical media skills. Students should master these components through instruction on government, cultures and religions, and the media, but more important through discussions and democratic simulations both inside and outside the classroom.
      PubDate: Mon, 01 May 2017 15:29:16 PDT
       
  • What Makes Hope Possible. A Book Review of Strike for America: Chicago
           Teachers Against Austerity

    • Authors: Amy B. Shuffelton
      Abstract: This is a positive review of Strike for America, by Micah Uetricht.
      PubDate: Fri, 11 Nov 2016 15:32:38 PST
       
  • What Kind of Teacher for Our Citizens' A Book Review of What Kind of
           Citizen' Educating Our Children for the Common Good

    • Authors: Tony DeCesare
      Abstract: Westheimer’s central argument in What Kind of Citizen' Educating our Children for the Common Good is that the current climate around public education—marked, in general, by standardization in our schools—is not conducive to the development of thoughtful and critically engaged public citizens. Westheimer demonstrated convincingly that schools—in response to recent education reform and, in some cases, pressure from parents and other education stakeholders—have increasingly emphasized individual goals at the expense of educating children for the common good. Furthermore and related, in this age of standardized testing, school curricula have become more narrowly focused on achievement in math and literacy at the expense of the broader (and less testable) aims of citizenship education. Westheimer’s goal in this book was to chart a corrective course for our schools by focusing our attention on important questions about the kind of society we imagine, the kind of citizens we want our children to be, and the kind of educational programs required to develop such citizens. This is a sympathetic review that seeks to extend Westheimer’s thinking more explicitly to teacher education by asking what kind of teacher education programs we need in order to develop thinking, engaged citizen teachers.
      PubDate: Fri, 11 Nov 2016 15:32:34 PST
       
  • Democratic Rehearsals. A Book Review of Educating for Insurgency: The
           Roles of Young People in Schools of Poverty

    • Authors: James Johnson
      Abstract: This is a review of the book Educating for Insurgency: The Roles of Young People in Schools of Poverty, by Jay Gillen.
      PubDate: Fri, 11 Nov 2016 15:28:26 PST
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.227.51.103
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016