Publisher: Lewis and Clark   (Total: 2 journals)   [Sort alphabetically]

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Democracy & Education     Open Access   (Followers: 15)
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Democracy & Education
Number of Followers: 15  

  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]
  • Teaching Democratically. A Book Review of Civic Literacy in Schools
           and Communities

    • Authors: Nicholas V. Longo et al.
      PubDate: Mon, 16 May 2022 13:04:58 PDT
       
  • Teaching “Justice Citizens” in Australia. A Book Review of Activist
           Citizenship Education: A Framework for Creating Justice Citizens

    • Authors: Cong Lin et al.
      PubDate: Mon, 16 May 2022 13:04:49 PDT
       
  • Prioritizing Patriotism. A Book Review of How to Educate a Citizen: The
           Power of Shared Knowledge to Unify a Nation

    • Authors: Heather E. Gerker
      Abstract: How to Educate a Citizen offers readers a look at the historical context of American public schooling while perpetuating an enduring argument over the best approaches to curriculum. Hirsch revisits his work from the past 30 years, calling on parents, teachers, and educational leaders to view American public schooling as an opportunity to teach patriotism rather than skills and content.
      PubDate: Mon, 16 May 2022 13:04:40 PDT
       
  • Containing Risk. A Book Review of Hard Questions: Learning to Teach
           Controversial Issues

    • Authors: Jeffrey Frenkiewich
      Abstract: In Hard Questions: Learning to Teach Controversial Issues, Judith L. Pace asked, “What do we know about how teachers of the future are being prepared to take up this demanding pedagogical practice” (xv)' To answer this question, Pace conducted observations and interviews with university professors and their students in three countries (Northern Ireland, England, and the United States). The book is organized in a series of paired chapters where the author first describes class sessions taught by teacher educators on the topic of controversial issues, illustrating what they taught, the methods that were used, and the preservice teachers’ responses. The second chapter in the pair profiles the preservice teachers in each research site and recounts interviews with those teachers in which they relay the most important lessons they took away from the courses on teaching controversial issues. These chapters also describe the classroom experiences of those teachers (either preservice or in their first year) and highlight the supports, challenges, constraints, and questions they experienced. The final chapter of the book provides the author’s synthesis of the research and offers conclusions and recommendations for preparing educators to teach controversial issues.
      PubDate: Mon, 16 May 2022 13:04:32 PDT
       
  • Hearing Silence: Understanding the Complexities of Silence in Democratic
           Classrooms and Our Responsibility as Teachers and Teacher Educators. A
           Response to "Creating a Democratic Mathematics Classroom: The Interplay of
           the Rights and Responsibilities of the Learner."

    • Authors: Kersti Tyson et al.
      Abstract: This response to Priya Prasad’s and Crystal Kalinec-Craig’s article on the interplay of the Rights and Responsibilities of the Learner aims to engage with and add on to the authors’ exploration of learners overexercising or opting out of their rights. While grappling with these challenges alongside the authors, our curiosity deepened about a significant and understudied facet of democratic classrooms: silence. Through this response, we consider the multifaceted dimension of silence and how a focus on silence may help us more fully understand the tension between learners’ rights and responsibilities to self, each other, and the collective. Specifically, we engage in dialogue around three questions: If students have the right to speak, listen, and be heard, do they also have a right to be silent, or is that right surpassed by a responsibility to contribute verbally, because classmates will not be able to learn from unexpressed thinking' If a student is silent, how do we distinguish if they are choosing to be silent or are being silenced' What might it look like to think about rights and responsibilities as collective rather than individual'
      PubDate: Mon, 16 May 2022 13:04:19 PDT
       
  • How Social Studies Teachers Conceptualize Civic Teaching and Learning in
           2020: Insights from a Research-Practice Partnership

    • Authors: Daniela K. DiGiacomo et al.
      Abstract: High-quality civic learning opportunities remain the exception, rather than the norm, in public schools across the country. The health and future of the American democracy is dependent on all its public schools to foster democratic classrooms and prepare informed citizens—a reality far from realized in this third decade of the 21st century. Through an inductive analysis of in-depth interviews, this article makes visible how educators conceptualize civic teaching and learning in the political moment of the year 2020. Because of the known link between teachers’ conceptualizations, instructional visions, and their practice, it is necessary when engaged in any district change effort to first understand how teachers understand the existing phenomenon—in this case, civic teaching and learning. In shedding light on teachers’ contemporary conceptualizations of civic teaching and learning, this article contributes to the necessary and timely conversation on how to support civic teaching, even in politically contentious times, so that all students can experience high-quality civic learning on a routine basis.
      PubDate: Mon, 16 May 2022 13:04:04 PDT
       
  • It’s Time to Disagree: Young People's Self-efficacy for
           Political Disagreement in Norway

    • Authors: Kjersti E. Dahl
      Abstract: Discussion about political and social issues in school matter for a wide array of democratic skills and competences such as political engagement, participation, and knowledge. However, little research has been done on what impact characteristics of the discussion climate in classrooms can have on young people's engagement with political disagreements and conflicts. This article applies structural equation modeling (SEM) to survey data from the 2016 Norwegian International Civic and Citizenship study (ICCS) to show how discussions about social and political issues in the classroom setting can serve as an arena for building young peoples’ self-efficacy for political disagreements. The analysis also considers the role of political interest and socioeconomic background.
      PubDate: Mon, 16 May 2022 13:03:53 PDT
       
  • Recentering Civics: A Framework for Building Civic Dispositions and Action
           Opportunities

    • Authors: Carly C. Muetterties et al.
      Abstract: Many civic education initiatives have developed across the United States in order to help prepare students for civic engagement in school-based settings. At the same time, research shows that quality of school-based civic learning opportunities remains insufficient, inconsistent, and inequitable. In this article, we propose a framework of civic learning dispositions based upon current social studies curricular resources from C3 Teachers. Based on a thematic review of civic dispositions embedded within this C3 Framework-aligned curriculum, we offer a framework to demonstrate how civic dispositions and the application of social studies learning (i.e., civic action) can be used in curriculum design to support a reinvigorated application of social studies learning. The framework, then, provides a theoretically informed, practical heuristic for teachers, researchers and curricular designers to both better understand and subsequently support their students’ high-quality civic learning in the context of social studies teaching and learning.
      PubDate: Mon, 16 May 2022 13:03:42 PDT
       
  • Democratic Education in Conservative Christian Schools

    • Authors: Jeremy Alexander
      Abstract: This essay examines conservative Christian schools through the lens of democratic education theory in order to understand how these educational institutions might or might not be consistent with the principles of a liberal democracy. I identify four key characteristics of conservative Christian schools, including the way they attempt to withdraw from society, the importance role of authority and control in these spaces, their lack of diversity in both, and the presence of a politically conservative ideology. By examining these characteristics through the lens of democratic education, it becomes apparent that the arrangement and ethos of conservative Christian schools are not fully consistent with the principles of democratic education. With reference to the four key characteristics identified, Christian schools do not have a strong emphasis on civics education, do not develop a thoughtful pluralism, and do not aim to develop autonomy, all of which are key components in for a democratic education.
      PubDate: Mon, 16 May 2022 13:03:31 PDT
       
  • Learning to Teach Controversial Issues in a Divided Society: Adaptive
           Appropriation of Pedagogical Tools

    • Authors: Judith L. Pace
      Abstract: Worldwide crises, including a global pandemic, have exposed deep divisions, democracy’s fragility, and humanity’s vulnerability. Educators are called upon to help students grapple with these crises and strengthen democracy through teaching controversial issues. How can teachers be prepared for this highly demanding, often avoided set of practices, particularly in contentious times' This exploratory case study examines how preservice teachers, in a citizenship methods course in the divided society of Northern Ireland, were provided by their teacher educator with an adaptable toolkit to safely and pragmatically teach controversial issues. The concept of adaptive appropriation explains how preservice teachers took up discussion of controversial issues, adjusting to their teaching contexts and identities.
      PubDate: Mon, 16 May 2022 13:03:21 PDT
       
  • A Book Review of The Art of Reflective Teaching: Practicing
           Presence

    • Authors: Jeff Frank
      PubDate: Thu, 14 Oct 2021 19:29:41 PDT
       
  • Crafting Democratic Classrooms. A Book Review of Teaching for a Living
           Democracy: Project-based Learning in the English and History Classroom

    • Authors: Karen Zaino
      Abstract: Teaching for a Living Democracy: Project-based Learning in the English and History Classroom
      PubDate: Thu, 14 Oct 2021 19:29:33 PDT
       
  • Too Much Storytelling, Too Little Democracy. A Book Review of Critical
           Issues in Democratic Schooling

    • Authors: Bridget Brett et al.
      PubDate: Thu, 14 Oct 2021 19:29:18 PDT
       
  • The Privatization Movement Is not Dead! A Book Review of A Wolf at the
           Schoolhouse Door: The Dismantling of Public Education and the Future of
           School

    • Authors: Jeffrey Frenkiewich
      Abstract: In January of 2020, Diane Ravitch published Slaying Goliath, in which she claimed the movement to privatize America’s public school system was dying. While this might be true, the movement is not dead, and this review looks at Jack Schneider and Jennifer Berkshire’s A Wolf at the Schoolhouse Door, which examines the history of school privatization and calls for renewed vigilance by those who oppose it. Schneider and Berkshire argued that defenders of public education need three conceptual frames to fight privatization efforts: (a) a clear presentation of the aims and objectives of the privatization movement; (b) knowledge of the core policies of the privatizers’ efforts; and (c) a prospective view of the future of education if privatizers gain are successful. Schneider and Berkshire provided sufficient evidence to support these three objectives. However, while they make a valuable contribution to the discourse defending public education, they did not do enough to address the embedded racism undergirding the privatization movement; this review suggests further readings on that topic. That criticism aside, Schneider and Berkshire stated that the intention of their book is to “scare people” into continued vigilance against the privatization movement. Job done.
      PubDate: Thu, 14 Oct 2021 19:29:10 PDT
       
  • Practices to Live with, Invitations for Change. A Book Review of
           Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom in
           Create Democratic Schools

    • Authors: Dana Frantz Bentley
      Abstract: This review explores the discourse between theory and practice put forth in Cara E. Furman and Cecelia E. Traugh's Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. Through the practice of descriptive inquiry, these two authors engage in a lively examination of schools and educators developing individualized democratic practices. This review explores the engaging conversations between schools, educators, and school communities as they learn to center their democratic teaching on human dignity, and a focus on practical wisdom.
      PubDate: Thu, 14 Oct 2021 19:29:02 PDT
       
  • Education “Failure” Narrative Indispensable to Failed School
           Privatization Schemes Organized by a Failed State. A Response to "Public
           Schools At-Risk: Examining a Century of U.S. Media Coverage of
           'Unsatisfactory Student Performance' and the Rise of School
           Privatization"

    • Authors: Shawgi Tell
      Abstract: Frenkiewich and Onosko (2020) maintain that American public education has functioned as a pillar of democracy and a force for progress for most of the twentieth century, but they worry that a major turn to school privatization in recent years will undermine the democratic mission and vision of public schooling and harm society as well. The authors contend that school privatization is the latest attempt by federal and state officials to fix the seemingly intractable problem of “unsatisfactory student performance.” They contend that there is a well-funded and organized effort by neoliberals and privatizers to create and multiply charter schools and education vouchers that undercut public schools, meritocracy, and educational opportunity. This response and discussion highlight the cause of the rise of school privatization and its relationship to the neoliberal “failure” narrative.
      PubDate: Thu, 14 Oct 2021 19:28:51 PDT
       
  • Middle School Mathematics Teachers’ Efforts to Foster Classroom
           Democracies. A Response to "Creating a Democratic Mathematics Classroom"

    • Authors: Amanda Jansen et al.
      Abstract: How can middle school mathematics teachers navigate their roles as authorities in managing classroom democracies while providing their students with opportunities to exercise their rights' The concept of complementarity (Vithal, 1999) acknowledges that a teacher’s authority is not always in conflict with students’ rights or agency, but instead a teacher’s authority can be exercised judiciously to invite students to enact their rights. In this response to “Creating Democratic Mathematics Classrooms,” we take up the authors’ invitation to reflect on how we consider the role of responsibilities in classrooms that promote Torres’s Rights of the Learner. We share ways that two middle school teachers work to foster their classroom democracies and explore tensions between the teacher’s authority and students’ rights during these practices: (a) engaging students in a democratic practice of writing a class set of rights and responsibilities, (b) constructing cold calling as a more democratic practice if students have choices for how to respond, (c) offering students an experience of a safe space to challenge their teacher’s authority in the context of group work, (f) transferring responsibility for learning onto students, and (e) inviting students to reflect on their rights to support students with learning to claim their rights.
      PubDate: Thu, 14 Oct 2021 19:28:39 PDT
       
  • Public and Counterpublics: Rereading the Case of Riverside through
           Critical Pragmatism. A Response to "Community Insurgency: Constituency,
           Choice, and the Common Good"

    • Authors: Kathleen Knight-Abowitz
      Abstract: An article of empirically informed philosophical analysis of charter schooling that features local histories, voices of stakeholders, and an optimistic view on the democratic potential of charter school policies, the original piece presents a compelling, if extreme, case of charter school formation. In this response, I offer an alternative theoretical framing to the case. I argue that the scholarship of constitutional scholars is much less relevant as an interpretive lens on the case than more critical, contemporary pragmatist thinkers. I hope to show in this response how Deweyan political philosophy might have been used throughout the argument to produce a more nuanced and less naïve reading of charter schooling as a venue for creating new public spheres in education beyond traditional public schools. The qualitative study featured in this paper produces a detailed reading of a local charter schooling initiative that is worthy of serious analysis. My response suggests new, more plausible ways to theoretically interpret the rich case offered here.
      PubDate: Thu, 14 Oct 2021 19:28:31 PDT
       
  • Do Politics in Our Democracy Prevent Schooling for Our Democracy'
           Civic Education in Highly Partisan Times

    • Authors: Joseph Kahne et al.
      Abstract: Amid hyper-partisanship, increasing critiques of civic education reform priorities from conservatives, and growing signs of democratic backsliding, can schools provide foundational support for democratic norms, commitments, and capacities' Drawing on a unique national survey of high school principals conducted in 2018, we examine how political context, district priorities, and principal beliefs and characteristics are related to support for civic education. We find that a school’s partisan context is unrelated to most supports for democratic education. Of note, however, support for the discussion of controversial issues is less common in conservative districts, raising important questions about why the discussion of controversial issues (a core building block of democratic societies) is less common in conservative settings. In addition, support for civic education at the school level is highest at schools led by principals who are civically active and in districts that are committed to democratic aims. At a time when school districts face highly contentious politics, these findings indicate that systemic district commitments can help strengthen our civic foundations and that principals and district leaders may be able to promote small-d democracy amid increasingly politicized school governance contexts.
      PubDate: Thu, 14 Oct 2021 19:28:17 PDT
       
  • Scientifically Based Research and Teacher Agency: Combating
           “Conspiracies of Certainty”

    • Authors: Kurt Stemhagen et al.
      Abstract: This project considers how certain types of educational research position teachers as problems to be managed or worked around. We start with a discussion of scientifically based research (SBR), particularly how the quest for generalization/objectivity are often pursued at the expense of relevance. We use the way teachers are positioned in the growing field of Implementation Science as an example of what’s wrong with SBR. A fundamental tension emerges—researchers’ need for scientific control is inescapably at odds with the idea of teacher as professional. Finally, we provide an example of an approach that has potential to counter the SBR-influenced idea that compliance is at the core of good teaching.
      PubDate: Thu, 14 Oct 2021 19:28:06 PDT
       
 
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