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POLITICAL SCIENCE (874 journals)                  1 2 3 4 5 | Last

Showing 1 - 200 of 281 Journals sorted alphabetically
A Contracorriente     Open Access   (Followers: 3)
Ab Imperio     Full-text available via subscription   (Followers: 5)
Acciones e Investigaciones Sociales     Open Access   (Followers: 1)
ACME : An International Journal for Critical Geographies     Open Access  
Acta Borealia: A Nordic Journal of Circumpolar Societies     Hybrid Journal   (Followers: 1)
Acta Politica Estica     Open Access   (Followers: 1)
Acta Universitatis Sapientiae, European and Regional Studies     Open Access   (Followers: 1)
Administory. Zeitschrift für Verwaltungsgeschichte     Open Access  
Administrative Science Quarterly     Full-text available via subscription   (Followers: 195)
Affirmations : of the modern     Open Access   (Followers: 4)
AFFRIKA Journal of Politics, Economics and Society     Full-text available via subscription   (Followers: 5)
Africa Conflict Monitor     Full-text available via subscription   (Followers: 5)
Africa Insight     Full-text available via subscription   (Followers: 16)
Africa Institute Occasional Paper     Full-text available via subscription   (Followers: 3)
Africa Intelligence     Full-text available via subscription   (Followers: 2)
Africa Renewal     Free   (Followers: 6)
Africa Review : Journal of the African Studies Association of India     Hybrid Journal   (Followers: 2)
Africa Today     Full-text available via subscription   (Followers: 18)
African Affairs     Hybrid Journal   (Followers: 66)
African Conflict and Peacebuilding Review     Full-text available via subscription   (Followers: 18)
African Diaspora     Open Access   (Followers: 9)
African East-Asian Affairs     Open Access   (Followers: 8)
African Identities     Hybrid Journal   (Followers: 13)
African Journal of Democracy and Governance     Full-text available via subscription   (Followers: 5)
African Journal of Rhetoric     Full-text available via subscription   (Followers: 5)
African Renaissance     Full-text available via subscription   (Followers: 3)
African Yearbook of Rhetoric     Full-text available via subscription   (Followers: 4)
Africanus     Full-text available via subscription   (Followers: 3)
Africa’s Public Service Delivery and Performance Review     Open Access   (Followers: 2)
Afrika Focus     Open Access   (Followers: 1)
Afrique contemporaine : La revue de l'Afrique et du développement     Full-text available via subscription   (Followers: 3)
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: 2)
Akademik Hassasiyetler     Open Access  
Akademik İncelemeler Dergisi     Open Access   (Followers: 1)
Akademik Yaklaşımlar Dergisi     Open Access  
Alternatives : Global, Local, Political     Hybrid Journal   (Followers: 12)
Altre Modernità     Open Access   (Followers: 3)
América Latina Hoy     Open Access   (Followers: 2)
American Communist History     Hybrid Journal   (Followers: 19)
American Enterprise Institute     Free   (Followers: 2)
American Foreign Policy Interests: The Journal of the National Committee on American Foreign Policy     Hybrid Journal   (Followers: 11)
American Journal of Political Science     Hybrid Journal   (Followers: 353)
American Political Science Review     Hybrid Journal   (Followers: 302)
American Political Thought     Full-text available via subscription   (Followers: 15)
American Politics Research     Hybrid Journal   (Followers: 33)
American Quarterly     Full-text available via subscription   (Followers: 21)
Anacronismo e Irrupción     Open Access  
Anais de Constitucionalismo, Transnacionalidade e Sustentabilidade     Open Access  
Analecta política     Open Access  
Análise Social     Open Access   (Followers: 3)
Ankara University SBF Journal     Open Access  
Annales Universitatis Mariae Curie-Sklodowska, sectio M – Balcaniensis et Carpathiensis     Open Access  
Annals of the American Academy of Political and Social Science     Hybrid Journal   (Followers: 46)
Annuaire suisse de politique de développement     Open Access  
Annual Review of Economics     Full-text available via subscription   (Followers: 42)
Annual Review of Political Science     Full-text available via subscription   (Followers: 193)
Anuario Latinoamericano : Ciencias Políticas y Relaciones Internacionales     Open Access  
AQ - Australian Quarterly     Full-text available via subscription  
Arabian Humanities     Open Access   (Followers: 4)
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   (Followers: 3)
Asia & the Pacific Policy Studies     Open Access   (Followers: 17)
Asia Minor Studies     Open Access   (Followers: 3)
Asia Policy     Full-text available via subscription   (Followers: 8)
Asia-Pacific Journal : Japan Focus     Open Access   (Followers: 10)
Asia-Pacific Review     Hybrid Journal   (Followers: 14)
Asian Affairs: An American Review     Hybrid Journal   (Followers: 2)
Asian Journal of Comparative Politics     Hybrid Journal   (Followers: 4)
Asian Journal of German and European Studies     Open Access  
Asian Journal of Political Science     Hybrid Journal   (Followers: 18)
Asian Politics and Policy     Hybrid Journal   (Followers: 11)
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: 13)
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: 17)
Austrian Journal of South-East Asian Studies     Open Access   (Followers: 1)
Balcanica Posnaniensia Acta et studia     Open Access  
Baltic Journal of European Studies     Open Access  
Baltic Journal of Political Science     Open Access  
Bandung : Journal of the Global South     Open Access   (Followers: 1)
Basic Income Studies     Hybrid Journal   (Followers: 8)
Behavioral Sciences of Terrorism and Political Aggression     Hybrid Journal   (Followers: 25)
Beleid en Maatschappij     Full-text available via subscription   (Followers: 1)
BMC International Health and Human Rights     Open Access   (Followers: 6)
Bohemistyka     Open Access  
Brazilian Political Science Review     Open Access   (Followers: 2)
Brésil(s)     Open Access   (Followers: 1)
British Journal of Canadian Studies     Hybrid Journal   (Followers: 12)
British Journal of Political Science     Hybrid Journal   (Followers: 204)
British Journal of Politics and International Relations     Hybrid Journal   (Followers: 30)
British Politics     Hybrid Journal   (Followers: 13)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 4)
Brookings Papers on Economic Activity     Open Access   (Followers: 61)
Bulletin d'histoire politique     Full-text available via subscription   (Followers: 3)
Bustan     Hybrid Journal  
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: 21)
Canadian Foreign Policy Journal     Hybrid Journal   (Followers: 7)
Canadian Journal of Political Science/Revue canadienne de science politique     Full-text available via subscription   (Followers: 24)
Çanakkale Araştırmaları Türk Yıllığı     Open Access  
Caucasus Survey     Hybrid Journal  
Central and Eastern European Review     Open Access   (Followers: 3)
Central Asian Affairs     Hybrid Journal   (Followers: 1)
Central Banking     Full-text available via subscription   (Followers: 10)
Central European Journal of Public Policy     Open Access   (Followers: 3)
China : An International Journal     Full-text available via subscription   (Followers: 20)
China perspectives     Open Access   (Followers: 12)
China Quarterly     Hybrid Journal   (Followers: 52)
China Report     Hybrid Journal   (Followers: 10)
China Review International     Full-text available via subscription   (Followers: 9)
China-EU Law Journal     Hybrid Journal   (Followers: 5)
Chinese Journal of Global Governance     Open Access   (Followers: 3)
Chinese Journal of International Politics     Hybrid Journal   (Followers: 10)
Chinese Studies     Open Access   (Followers: 8)
Cittadinanza Europea (LA)     Full-text available via subscription  
Civil Wars     Hybrid Journal   (Followers: 14)
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: 16)
Commonwealth & Comparative Politics     Hybrid Journal   (Followers: 12)
Communication, Politics & Culture     Open Access   (Followers: 13)
Communist and Post-Communist Studies     Hybrid Journal   (Followers: 15)
Comparative Political Studies     Hybrid Journal   (Followers: 206)
Comparative Politics (Russia)     Open Access   (Followers: 6)
Comparative Strategy     Hybrid Journal   (Followers: 9)
Competition & Change     Hybrid Journal   (Followers: 11)
Complexity, Governance & Networks     Open Access  
Conferences on New Political Economy     Full-text available via subscription   (Followers: 3)
Confines     Open Access  
Conflict and Society     Full-text available via subscription   (Followers: 4)
Conflict Management and Peace Science     Hybrid Journal   (Followers: 33)
Conflict Trends     Full-text available via subscription   (Followers: 13)
Conflict, Security & Development     Hybrid Journal   (Followers: 384)
Conflicto Social     Open Access  
Congress & the Presidency: A Journal of Capital Studies     Hybrid Journal   (Followers: 3)
Conhecer : Debate entre o Público e o Privado     Open Access  
Conjunctions. Transdisciplinary Journal of Cultural Participation     Open Access   (Followers: 4)
Constellations     Hybrid Journal   (Followers: 20)
Contemporary Italian Politics     Hybrid Journal   (Followers: 4)
Contemporary Japan     Hybrid Journal   (Followers: 6)
Contemporary Journal of African Studies     Full-text available via subscription   (Followers: 4)
Contemporary Political Theory     Hybrid Journal   (Followers: 43)
Contemporary Review of the Middle East     Full-text available via subscription   (Followers: 10)
Contemporary Security Policy     Hybrid Journal   (Followers: 18)
Contemporary Southeast Asia: A Journal of International and Strategic Affairs     Full-text available via subscription   (Followers: 23)
Contemporary Wales     Full-text available via subscription   (Followers: 1)
Contenciosa     Open Access  
Contexto Internacional     Open Access  
Cooperation and Conflict     Hybrid Journal   (Followers: 20)
CosmoGov : Jurnal Ilmu Pemerintahan     Open Access  
CQ Researcher     Full-text available via subscription   (Followers: 2)
Criterio Jurídico     Open Access  
Criterios     Open Access  
Critical Asian Studies     Hybrid Journal   (Followers: 14)
Critical Review : A Journal of Politics and Society     Hybrid Journal   (Followers: 22)
Critical Review of International Social and Political Philosophy     Hybrid Journal   (Followers: 22)
Critical Reviews on Latin American Research     Open Access   (Followers: 4)
Critical Social Policy     Hybrid Journal   (Followers: 44)
Critical Studies on Terrorism     Hybrid Journal   (Followers: 36)
Cuadernos de Coyuntura     Open Access  
Cuadernos de historia de España     Open Access   (Followers: 3)
Cultura de Paz     Open Access  
Cultura Latinoamericana     Open Access  
Cultural Critique     Full-text available via subscription   (Followers: 10)
Culture Mandala : The Bulletin of the Centre for East-West Cultural and Economic Studies     Open Access   (Followers: 1)
Debater a Europa     Open Access  
Décalages : An Althusser Studies Journal     Open Access  
Decolonization : Indigeneity, Education & Society     Open Access   (Followers: 10)
Defence Studies     Hybrid Journal   (Followers: 24)
Defense & Security Analysis     Hybrid Journal   (Followers: 27)
Democracy & Education     Open Access   (Followers: 16)
Democratic Communiqué     Open Access   (Followers: 1)
Democratic Theory     Full-text available via subscription   (Followers: 10)
Democratization     Hybrid Journal   (Followers: 38)
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: 10)
Der Donauraum     Hybrid Journal  
Desafíos     Open Access  
Development and Change     Hybrid Journal   (Followers: 55)
Digest of Middle East Studies     Hybrid Journal   (Followers: 11)
Diplomacy & Statecraft     Hybrid Journal   (Followers: 13)
Diplomatic History     Hybrid Journal   (Followers: 21)
Diritto, immigrazione e cittadinanza     Open Access   (Followers: 4)
Dissent     Full-text available via subscription   (Followers: 8)
Diversité urbaine     Full-text available via subscription  
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 17)
East European Jewish Affairs     Hybrid Journal   (Followers: 16)
East European Politics     Hybrid Journal   (Followers: 10)
Economia Politica     Hybrid Journal   (Followers: 38)
Ecopolítica     Open Access  
eJournal of eDemocracy and Open Government     Open Access   (Followers: 9)

        1 2 3 4 5 | Last

Similar Journals
Journal Cover
Democracy & Education
Number of Followers: 16  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1085-3545 - ISSN (Online) 2164-7992
Published by Lewis and Clark Homepage  [1 journal]
  • The First Step in Addressing Inequalities. A Book Review of Beyond Us
           versus Them: Citizenship Education with Hard to Reach Learners in Europe

    • Authors: Monica B. Glina
      Abstract: In Beyond Us versus Them: Citizenship Education with Hard to Reach Learners in Europe, Kakos, Müller-Hofstede, and Ross (2016) assembled a volume of contributions from researchers and scholars that offered insight into how we might begin to understand “hard-to-reach” populations and suggestions for facilitating citizenship education for, within, and amongst these populations. The volume offered ways to redefine a traditionally and historically imperialistic approach to “hard-to-reach” populations and argued for “build[ing] power with them” (Hargreaves & Fullan, 1998, p. 44) by listening, reflection, and responsiveness over projection, dictation, and mandates as the ways in which we both understand “hard-to-reach” populations and explore possible interventions.
      PubDate: Sun, 29 Apr 2018 20:26:11 PDT
  • Human Rights Education in Different Contexts. A Book Review of Human
           Rights and Schooling: An Ethical Framework for Teaching for Social Justice

    • Authors: Steven P. Camicia
      Abstract: In her book, Human rights and schooling: An ethical framework for teaching for social justice, Audrey Osler covered design and implementation of human rights education (HRE) within local and global contexts, as well as for students ranging from childhood to university levels. One of the central themes that Osler developed throughout the book is a complex recognition of diversity while embracing solidarity in the name of social justice. Osler supported the development of her framework through examples from multiple contexts around the globe where HRE education has been implemented. These tangible illustrations from her experiences and research provided pictures of how narratives can be central to HRE and serve to strengthen alliances while recognizing diversity. The HRE framework that Osler provided gives support for school and community engagement towards engaging with social justice work. This is difficult work due to the prominence of dominant neoliberal discourses of standardization and accountability, but her book provides discourses of social justice that can transform schools and communities. Osler’s expertise in HRE and the range of her work make this book an important addition to HRE work.
      PubDate: Sun, 29 Apr 2018 20:26:03 PDT
  • Pathways to Strengthen Multicultural Education. A Book Review of
           Citizenship Education and Global Migration: Implications for Theory,
           Research, and Teaching

    • Authors: Isolde Groot de
      Abstract: The edited book Citizenship Education and Global Migration, published by the founding director of the University of Washington’s Center for Multicultural Education, James Banks, offers a rich and multivocal account of conceptual and empirical work on multicultural education in light of persistent—and perhaps intractable—issues that follow from migration movements in the history of mankind, as well as recent shifts in migration patterns. To illustrate the significance of the book, I highlight some of the theoretical frameworks that the authors adopt and some of the teacher initiatives employed within and across different contexts. As a teacher educator in citizenship and worldview education, I also reflect on the significance of this book for my students.
      PubDate: Sun, 29 Apr 2018 20:25:53 PDT
  • Renewed Commitment to Democratic Schools. A Book Review of These Schools

    • Authors: Pamela Fisher
      Abstract: In These Schools Belong to You and Me, renowned educator Deborah Meier partners with a younger former colleague, Emily Gasoi, to offer both a multigenerational perspective of their successful work in small, autonomous, democratic schools and a rich commentary on the evolution of the small schools movement in light of the recent press for high-stakes accountability. Writing in alternating chapters and reflecting on their decades of experience, MacArthur award winner Meier and Gasoi present a compelling argument for renewed support for democracy and equity in all our public schools.
      PubDate: Sun, 29 Apr 2018 20:25:45 PDT
  • Does the Common Core Further Democracy' A Response to "The Common Core
           and Democratic Education: Examining Potential Costs and Benefits to Public
           and Private Autonomy"

    • Authors: Johann N. Neem
      Abstract: The Common Core does not advance democratic education. Far from it, the opening section of the language standards argues that the goal of public K–12 education is “college and career readiness.” Only at the end of their introductory section do the Common Core’s authors suggest that K–12 education has any goals beyond the economic: learning to read and write well has “wide applicability outside the classroom and work place,” including preparing people for “private deliberation and responsible citizenship in a republic.” The democratic purposes of K–12 education are not goals but, in the Common Core’s words, a “natural outgrowth” of work force preparation.
      PubDate: Sun, 29 Apr 2018 20:25:36 PDT
  • Drawing on the Past to Open Up Possible Futures. A Response to "The
           Cultural Contours of Democracy: Indigenous Epistemologies Informing South
           African Citizenship"

    • Authors: John Ambrosio
      Abstract: This article is a response to a qualitative study that examined how the indigenous African notion of ubuntu informs how some school teachers in a Black township in South Africa conceptualize Western-oriented narratives of democracy. While the study acknowledges important differences in how ubuntu is understood and defined, the author argues that it nonetheless tends to overlook them in order to harness ubuntu as a force for positive social change and national development. The author argues that ubuntu could potentially serve as a powerful cultural force for change, but this requires a context in which some of the moral qualities associated with ubuntu are more widely practiced and visible in communities and in the policies and practices of government at all levels. It also requires a reconceptualization of ubuntu as an inclusive and nonessentialized notion that is responsive to the practical needs of contemporary South African society.
      PubDate: Sun, 29 Apr 2018 20:25:27 PDT
  • Open, Risky, and Antioppressive: Hope for an Agonistic Deliberative Model.
           A Response to "Empowering Young People through Conflict and Conciliation:
           Attending to the Political and Agonism in Democratic Education"

    • Authors: Matthew Thomas-reid
      Abstract: First, I review the context for the need of new deliberative models, specifically agonistic deliberative models, for public discourse and for use in training students for public discourse. I then highlight five specific points that I trouble and enrich, principally through the work of Giroux, Arendt, Biesta, and Duarte. While I agree that there is great value in Lo’s description of the agonistic deliberative model, I advocate for what Biesta would call a weaker model of deliberation, one that sets the conditions for transformative education but one that does not act as an instrument for it.
      PubDate: Sun, 29 Apr 2018 20:25:17 PDT
  • Teaching Controversial Issues in American Schools

    • Authors: Emily Robertson
      Abstract: Robert Kunzman's review of our book is thoughtful and generous. There are numerous points of agreement between us. We indicate a few areas where comments might be helpful to our readers, including our support of pedagogical neutrality, our legal analysis of teachers' rights to free speech, our support of academic freedom for teachers, and the goals of teaching controversial issues.
      PubDate: Sun, 29 Apr 2018 20:25:08 PDT
  • Deliberation or Simulated Deliberation'

    • Authors: Peter Levine
      Abstract: 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 because the students were not actually asked to deliberate, if "deliberation" means discussing in order to make a decision. After all, the students could not decide US policy on immigration. Their discussion was a kind of simulated deliberation. Evidence suggests that we may see better results from real deliberations that occur within student-led voluntary associations or from simulated deliberations in which the students role-play powerful decision-makers, rather than playing themselves in a discussion that has no political impact.
      PubDate: Sun, 29 Apr 2018 20:24:59 PDT
  • Political Emotions in the Classroom: How Affective Citizenship Education
           Illuminates the Debate Between Agonists and Deliberators

    • Authors: Michalinos Zembylas
      Abstract: This is a response to Ásgeir Tryggvason’s argument that the deliberative critique of the agonistic approach to citizenship education is based on a misreading of the main concepts in agonistic theory—a misreading that has important implications for any attempt to bring closer agonism and deliberation in citizenship education. My aim in this response is to offer some clarifying comments and questions and suggest some further ideas for expanding Tryggvason’s analysis, highlighting in particular two perspectives that, in my view, deserve further attention in citizenship education: first, the consequences of cultivating agonistic emotions in the classroom; and, second, the possibilities and limitations of acknowledging what has been called "affective citizenship" as an important element of citizenship education. My response concludes by discussing how affective citizenship education illuminates the debate between agonists and deliberators.
      PubDate: Sun, 29 Apr 2018 20:24:49 PDT
  • Contention and Conversation in the K–12 Classroom. A Review Essay of
           Teaching Controversial Issues and The Case for Contention

    • Authors: Robert Kunzman
      Abstract: This review essay explores the complexities and challenges involved in addressing controversial issues in the K–12 public school classroom, drawing from two recent books: Noddings and Brooks’s Teaching Controversial Issues: The Case for Critical Thinking and Moral Commitment in the Classroom and Zimmerman and Robertson’s The Case for Contention: Teaching Controversial Issues in American Schools. This educational work requires thoughtful preparation by teachers, support from administrators and communities, and careful discernment about whether issues require pedagogical neutrality or directive instruction. Teaching young people how to understand unfamiliar perspectives and engage respectfully across ethical disagreement should be a fundamental priority for schools.
      PubDate: Sun, 29 Apr 2018 20:24:40 PDT
  • A Democratic Critique of the Common Core English Language Arts (ELA)

    • Authors: Nicholas Tampio
      Abstract: Parents, educators, and students have criticized the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects for expecting students to regurgitate evidence from assigned texts rather than think for themselves. This article argues that this popular critique is accurate and that the Common Core, regardless of its advocates’ intentions, has undemocratic consequences. Initially, the essay considers a democratic argument for the Common Core. Then, I show that the standards themselves, faithfully implemented, lead to assignments and assessments that give students few opportunities to articulate their own thoughts or responses. I argue that this kind of education does not inculcate democratic habits and that democratic education requires empowering people in the local school community to construct their own education standards.
      PubDate: Sun, 29 Apr 2018 20:24:30 PDT
  • Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and
           Sociocultural Considerations

    • Authors: Margaret S. Crocco et al.
      Abstract: 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 that analysis of a set of deliberations on the subject of immigration policy in the United States reveals the ways in which sociocultural identity aspects of the settings and participants influenced the processes and dynamics of these classroom events. Reflecting upon this analysis suggests a set of factors that reveal the degree to which classroom deliberations are shaped by factors other than rational consideration of the topic.
      PubDate: Sun, 29 Apr 2018 20:24:18 PDT
  • Education for Deliberative Democracy and the Aim of Consensus

    • Authors: Martin Samuelsson
      Abstract: The aim of consensus is essential to deliberative democracy. However, this aim has also been frequently criticized. In this article, I present two different forms of criticism against consensus in democratic education. The first, articulated by scholars of education for democracy, claims that the aim of consensus fails to account for the conflictual nature of democracy and thereby disallows disagreement and dissensus. The second, formulated by classroom practitioners, argues that it disrupts the pattern of communication in classroom discussions. I nevertheless attempt to defend consensus on both accounts by arguing that it is a multifaceted concept that allows for different types of agreements and disagreements to coexist and therefore will stand in the way neither of pluralism nor of dissensus. It also will not necessarily foster undesirable patterns of communication in classroom discussions.
      PubDate: Sun, 29 Apr 2018 20:24:08 PDT
  • Democratic Education and Agonism: Exploring the Critique from Deliberative

    • Authors: Ásgeir Tryggvason
      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.
      PubDate: Sun, 29 Apr 2018 20:23:58 PDT
  • Improving Equality through Study in the Humanities. A Book Review of
           Education and Equality

    • Authors: Jane Blanken-Webb
      Abstract: Danielle Allen’s recent book, Education and Equality, forwards a much-needed perspective for considering the relationship between education and equality in an era in which the value of education seems to be almost unquestionably commensurate with the economic payback it produces in terms of future job earnings. Rather than thinking of education only as a proxy for the transmission of technical know-how and skill that can lead to higher-paying jobs and ultimately improve conditions of economic inequality in our society, Allen took up the intrinsic relationship between education and equality in which the practice of human development, in itself, contributes to “a citizenry ready to participate maximally in our shared project of self-governance.” Drawing on the philosophies of John Rawls, Hannah Arendt, and ultimately pragmatism, Allen detailed an account of what she termed the humanistic baseline of education to clear the way for understanding what education is and how it, in itself, contributes to equality.
      PubDate: Mon, 04 Dec 2017 10:24:13 PST
  • A Problem of Play for Democratic Education' Abstraction, Realism, and
           Exploration in Learning Games. A Response to "The Challenges of Gaming for
           Democratic Education: The Case of iCivics"

    • Authors: Benjamin DeVane
      Abstract: In this review article, I argue that games are complementary, not self-supporting, learning tools for democratic education because they can: (a) offer simplified, but often not simple, outlines (later called “models”) of complex social systems that generate further inquiry; (b) provide practice spaces for exploring systems that do not have the often serious consequences of taking direct and immediate social, civic, and legal action; and (c) use rules to allow players to explore this aforementioned outline or model by making decisions and seeing an outcome. To make these arguments, I perform a close reading of three examples of participatory and playful media that could be germane to, but are not designed for, educational settings: the early-20th-century board game The Landlord’s Game, YouTube videos advising about law enforcement encounters, and the dystopian indie game Papers, Please.
      PubDate: Mon, 04 Dec 2017 10:24:09 PST
  • Response to “Seeking Democracy inside and outside of

    • Authors: Catherine Broom
      Abstract: This response considers the strengths of Carr and Thesee's paper and explores further areas of research related to education for democracy or citizenship education.
      PubDate: Mon, 04 Dec 2017 10:24:04 PST
  • The slow work of democracy: Resisting reductionist views of women and

    • Authors: Stephanie C. Serriere
      Abstract: In her research article “State your defense!": Children negotiate analytic frames in the context of deliberative dialogue," Hauver offers important contributions to the field of elementary civic education that illuminate how young people apply various analytical frames to make collective decisions. First, I highlight significant contributions of her work, namely children’s capabilities to build perspective-taking through dialogue, which I suggest can be more solidly grounded in a sociocultural framework, not a developmental one. Second, I offer suggestions toward such a theoretical framework that loosens determinism for children’s development and offers a less deterministic framework for women. My review seeks to amplify Hauver’s important findings by suggesting more theoretical cohesion as well as more contemporary and critical frameworks.
      PubDate: Mon, 04 Dec 2017 10:24:01 PST
  • Listening to Children in Dialogue. A Response to “‘State Your
           Defense!’ Children Negotiate Analytic Frames in the Context of
           Deliberative Dialogue”

    • Authors: Kathy Bickmore
      Abstract: In this appreciative response to Jennifer Hauver’s article about elementary children’s negotiation of analytic frames in deliberative dialogue during input into a school governance decision, Bickmore argues for the value of such agentic, citizenship-relevant learning opportunities in public schools. She points to their unfortunate infrequency (to the detriment of socially just democracy) in economically and racially marginalized communities. The concept of analytic frames is compared with the notion of interests—desires, needs, concerns, and ethical principles—underlying each party’s proposals in integrative negotiated conflict resolution theory. Questions are raised about the roles played by cultural context and status inequalities within dialogue groups. Bickmore concludes that both Hauver’s research methodology and her pedagogy of listening intently to children show enormous potential for enhancing transformative democratic education.
      PubDate: Mon, 04 Dec 2017 10:23:57 PST
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