Bibliography: Democracy (page 549 of 596)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the I'm with Tulsi website.  Some of the authors featured on this page include Sydele E. Golston, Marilyn J. Young, Jean-Pierre Titz, Emily D. Cahan, Alison Mathie, Irina E. Likhachova, John T. Ishiyama, David Cratis Williams, J. R. Minnis, and Elizabeth Anne Yeager.

Harber, Clive (1996). Educational Violence and Education for Peace in Africa, Peabody Journal of Education. Examines the violent context in which many African schools have existed (war, violent military oppression, and resistance). Explores the context of structural violence (debt, economic decline, and poverty) and its effects on education and argues that schools themselves have often been violent places, though recent democratic political developments are beginning to have positive effects on the nature of education. Descriptors: Children, Democracy, Educational Environment, Elementary Secondary Education

Basel, Peter (1993). Lessons of the Experiences of Adult Education in Eastern Europe, Convergence. Preoccupied with political and economic problems, new governments in Eastern Europe place a low priority on adult education. However, without education in new ways of thinking about citizenship, the promise of the democratic revolutions will not be fulfilled. Descriptors: Adult Education, Communism, Democracy, Educational Change

Minnis, J. R. (1993). Adult Education and the African State in the Post Cold War Era, Convergence. Demise of single-party rule in many African nations presents an opportunity for adult educators to influence development of liberal democratic states. The need for adults to be integrated into economic and social structures points to a role for adult education. Descriptors: Adult Education, Democracy, Economic Development, Foreign Countries

Cahan, Emily D. (1992). John Dewey and Human Development, Developmental Psychology. Discusses John Dewey's views on the meaning and nature of a psychology of human development. Focuses on his early commitment to idealistic philosophy, discovery of social psychology, and consummate interest in education. Dewey proposed that psychology could promote human development and social progress by elucidating mechanisms for realizing desired values. Descriptors: Child Development, Children, Democracy, Educational Theories

Rose, Amy D.; O'Neill, Linda (1997). Reconciling Claims for the Individual and the Community: Horace Kallen, Cultural Pluralism, and Persistent Tensions in Adult Education, Adult Education Quarterly. Describes the philosophy of adult educator Horace Kallen (1882-1974), who introduced the term cultural pluralism. Presents his vision of general and adult education integrating cultural pluralism, individualism, and the "American Idea." Descriptors: Adult Education, Adult Educators, Cultural Pluralism, Democracy

Mayo, Peter (1993). When Does It Work? Freire's Pedagogy in Context, Studies in the Education of Adults. In extremely repressive situations, Freire's liberation pedagogy can support resistance; in postrevolutionary societies, it can suffer from contradictions. The perpetual tension between domestication (indoctrination) and liberation makes transformative education an ongoing process. Descriptors: Adult Education, Change, Cultural Context, Democracy

Golston, Sydele E. (1997). Kids Voting USA: Bringing Out the Vote, NASSP Bulletin. Kids Voting USA is a grass roots, community-driven voter education program. A Kids Voting community must mobilize corporate sponsors, election officials, media representatives, and administrative staff to print curricula, train teachers, prepare students, welcome them to polling precincts, and count and report their votes. Children become enthusiastic about voting, and adult voter turnout increases modestly in such communities. Descriptors: Citizenship Responsibility, Democracy, Elementary Secondary Education, Program Effectiveness

Ishiyama, John T.; Launer, Michael K.; Likhachova, Irina E.; Williams, David Cratis; Young, Marilyn J. (1997). Russian Electoral Politics and the Search for National Identity, Argumentation and Advocacy. Explores the role of national identity formation in the democratization of the Russian Federation, analyzing arguments of the 1993 and 1995 Duma elections and the 1996 Russian presidential campaign. Contends results of these elections say more about the search for Russian identity in the wake of social and economic change than they do about the electoral process itself. Descriptors: Democracy, Economic Change, Elections, Foreign Countries

Shea, William M. (1992). On John Dewey's Spiritual Life [Book Review], American Journal of Education. This combination of intellectual, spiritual, cultural, and social biography reveals connections between the religious life, theory of religion, and intellect of J. Dewey, a major figure in educational history. In his rejection of traditional religion, Dewey turned to public human good and human service. Descriptors: Beliefs, Biographies, Book Reviews, Democracy

Titz, Jean-Pierre; And Others (1995). Reflection within the Council of Europe, Vocational Training: European Journal. Three theme articles are included: "The Council of Europe's Permanent Education' Project" (Jean-Pierre Titz); "Education for Democratic Citizenship" (Madalen Teeple); and "The Market, Standards and the Community, or New Education" (Annie Vinokur). Descriptors: Adult Education, Citizenship Education, Community Education, Democracy

Heaney, Thomas W. (1993). Identifying and Dealing with Educational, Social, and Political Issues, New Directions for Adult and Continuing Education. Adult education's historic identification with democratic social change must compete with the more dominant corporate model of education and the cult of efficiency. Several models for socially responsible, issue-oriented adult education have evolved: total quality management, strategic planning as participatory research, and partnerships with social movements. Descriptors: Adult Education, Democracy, Educational Administration, Educational Philosophy

Bettis, Pamela J.; Gregson, James A. (1993). Democratizing Secondary Vocational Education: Examples of Critical Pedagogy, Journal of Vocational and Technical Education. Critical theory forms the basis of the argument that vocational education should move away from Prosser and Snedden's model toward Dewey's insights about critical democratic pedagogy: making learning relevant, making topics problematic, and fostering reflective thinking, liberatory dialog, cooperative learning, and choice. Descriptors: Critical Theory, Critical Thinking, Democracy, Educational Philosophy

Yeager, Elizabeth Anne (1997). Curriculum Change as a Social Process: A Historical Perspective on the Curriculum Ideas of Alice Miel, Journal of Curriculum and Supervision. Reviews contributions of Alice Miel, a prominent curriculum development scholar-practitioner at Columbia University Teacher's College from 1942 to 1971. Miel advocated development of democratic behavior as schooling's ultimate goal and worked to democratize thee overall school structure. She emphasized that curricular change was a social process that involved diverse participants in individual schools and communities. (124 references) Descriptors: Curriculum Development, Democracy, Educational History, Elementary Secondary Education

Greene, Jennifer C. (1997). Evaluation as Advocacy, Evaluation Practice. Advances the argument that advocacy in evaluation is inevitable when advocacy is understood as a value commitment to a particular representative ideal. The regulative ideal advanced in this article is a commitment to democratic pluralism. Three case examples illustrate these ideas. Descriptors: Advocacy, Case Studies, Democracy, Evaluation Methods

Mathie, Alison; Greene, Jennifer C. (1997). Stakeholder Participation in Evaluation: How Important Is Diversity?, Evaluation and Program Planning. The grounded experiences of two participatory evaluation case studies indicate that, when action is the desired outcome of an evaluation, somewhat less rather than more diversity of stakeholder participation is actually what is wanted. A narrowing of diversity is not necessarily in violation of democratic participatory aims. Descriptors: Case Studies, Cultural Pluralism, Democracy, Evaluation Methods

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