Bibliography: Democracy (page 578 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 Richard L. Kagan, Mary E. Soley, David Tyack, T. H. McLaughlin, E. Mark Hanson, Vickie J. Schlene, Paul Houston, Henry Kiernan, Wynell Burroughs Schamel, and Pat Feichter.

Brouillette, Liane (1997). Who Defines "Democratic Leadership?": Three High School Principals Respond to Site-Based Reforms, Journal of School Leadership. Focuses on behaviors and activities of three high school principals as they respond to district's decision to implement a shared decision-making model designed to give teachers and parents a larger voice. Describes these administrators' varying responses, along with varied ways democratic leadership was multilaterally defined in each school by principal, teachers, and others. Only one principal managed to create climate of mutual trust. (13 references) Descriptors: Administrator Behavior, Change Strategies, Definitions, Democracy

Schamel, Wynell Burroughs; Blondo, Richard A. (1992). The Statue of Liberty Deed of Presentation, Social Education. Presents a history lesson based on the deed of presentation for the Statue of Liberty. Discusses the conception and history of the statue and its presentation to the United States as a gift from the people of France. Includes a copy of the document, topics for class discussion, and research, writing, and design activities. Descriptors: Civil Liberties, Class Activities, Democracy, Discussion (Teaching Technique)

Benoit, Bob (1991). "They Are Not Like Us!": Teaching about Immigrants in Rural Schools, Social Education. Presents a classroom exercise to help rural high school students see that xenophobic attitudes have existed throughout U.S. history. Suggests showing that the culture has survived and been enriched by each new wave of immigration. Lists typical attitudes toward immigrants, especially in rural areas where immigrants rarely are encountered. Descriptors: Attitude Change, Democracy, History Instruction, Immigrants

Garrison, Jim (1996). A Deweyan Theory of Democratic Listening, Educational Theory. This paper develops a theory of listening in democratic dialogs inspired by the work of Hans-Georg Gadamer and John Dewey. The theory requires the acknowledgement of a prominent role for risking and reconstructing social habits in open dialogs across gender, racial, and ethnic differences. Descriptors: Cultural Differences, Cultural Pluralism, Democracy, Democratic Values

Tyack, David (1997). Civic Education–What Roles for Citizens?, Educational Leadership. The "disappearance" of civic America and atrophy of face-to-face associational life have become major social concerns. Meanwhile, governmental systems are decentralizing, and education remains very political. Striving to reinvigorate civic education for youth is not enough. Educators must further democratize education by involving citizens in meaningful deliberation (via public forums) about public schools' purposes and goals. Descriptors: Citizen Role, Citizenship Education, Community Involvement, Decentralization

Houston, Paul (1996). For Whom the Bell Tolls, Phi Delta Kappan. Selfishness has spawned a new breed of racism, driven by fear, fed by scarcity, and manifested through economic imperatives. California's Proposition 187 and Herrnstein and Murray's book "The Bell Curve" are built on racist foundations. Our current obsession with race is driven by an economy and an elitist social system that is dismantling the American Dream. Descriptors: Affirmative Action, American Dream, Competition, Democracy

Soley, Mary E. (1996). Post-Conflict Elections in Bosnia, Social Education. Reviews the provisions of the recent Dayton Peace Accords, the partial and competing strategies for building peace, and the still simmering ethnic conflicts in Bosnia. Examines postelection efforts at nation-building including the CIVITAS Project, an educational mission working to develop the foundations for democratic institutions. Descriptors: Civics, Conflict, Democracy, Democratic Values

Rude, Renee; Hauptman, Robert (1992). Multicultural Innovations: Curricular Reform in the Academy, Multicultural Review. In reforming curricula to achieve a multicultural perspective, the goal is not to emphasize the contributions of various groups but rather to understand how we all emerged from complex syntheses and intergroup relations. The new emphasis on multiculturalism and minority and gender studies is enhancing U.S. education. Descriptors: Cultural Awareness, Cultural Differences, Curriculum Development, Democracy

Schlene, Vickie J. (1992). ERIC/ChESS: Literature in History, History Teacher. Lists some of the documents and journal articles on history education reform in the ERIC database. Includes items on the teaching of history, curriculum development, textbooks, student achievement, and constraints of teaching methods. Gives a brief summary of each work listed. Descriptors: Curriculum Development, Democracy, Educational Change, Elementary Secondary Education

Feichter, Pat; And Others (1996). Building Civic Education in Bosnia, Social Education. Presents three brief articles recalling US teachers' experiences conducting civic education workshops in Bosnia. Pat Feichter writes "Would I Return? In a Heartbeat." Gail Huschle examines "Beauty in the Midst of Devastation." Mary Bristol considers "Making Connections between Cultures." Descriptors: Civics, Culture Contact, Democracy, Democratic Values

Hanson, E. Mark (1996). Educational Change under Autocratic and Democratic Governments: The Case of Argentina, Comparative Education. Compares the strategies, procedures, and outcomes of educational reform under Argentina's military autocratic government (1976-83) and the civilian democratic government that followed (1983-93). Points out that the harsh change strategies employed by the military regime proved ineffective, even disastrous, but the participative strategies of the democratic period also encountered numerous barriers. Contains 37 references. Descriptors: Authoritarianism, Change Strategies, Comparative Analysis, Democracy

Taylor, Alison (1997). Education for Industrial and "Postindustrial" Purposes, Educational Policy. Examines educational stakeholders' positions on educational reform in Ontario, Canada, during two periods of capitalist crisis. The first period (late 1800s) involved efforts to establish industrial education programs in Ontario public schools. The second period (1970 onward) involves more business-led reform activities. Compares business groups' mobilizing campaigns and rhetoric, and suggests implications for policy interventions. (53 references) Descriptors: Capitalism, Democracy, Economic Change, Educational Change

Kagan, Richard L. (1996). Prescott's Paradigm: American Historical Scholarship and the Decline of Spain. Review Article, American Historical Review. Examines the contribution of William Prescott's historical writing and the influence that it still exerts over Spanish historical scholarship in the United States. Prescott posited Spain as decadent, aristocratic, and consumed by social stratification and religious dogma, the antithesis of a vigorous and democratic United States. Descriptors: Colonialism, Content Analysis, Cultural Images, Cultural Interrelationships

Kiernan, Henry (1991). The Lessons of Teaching Tiananmen: The Dream Deferred, Social Education. Suggests teaching about the Chinese government's 1989 suppression of student protesters at Tiananmen Square. Argues that the lesson can aid students understanding of the role of student protest in shaping China's history and interactions with the rest of the world. Offers strategies and questions for student research including reasons for the protests, student goals, and impact on foreign nations. Descriptors: Activism, Asian History, Chinese Culture, Communism

McLaughlin, T. H. (1992). Citizenship, Diversity, and Education: A Philosophical Perspective, Journal of Moral Education. Discusses the education for citizenship program that is part of the National Curriculum in Great Britain. Maintains that citizenship can be interpreted in a minimal, or formal way or in a maximal, or more personal fashion. Calls for a national debate to define more clearly the meaning of citizenship. Descriptors: British National Curriculum, Citizen Participation, Citizen Role, Citizenship Education

Share on FacebookShare on Google+Tweet about this on TwitterPin on PinterestEmail this to someone

Leave a Reply

Your email address will not be published. Required fields are marked *