Bibliography: Democracy (page 583 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 Mary Eileen Sorenson, Zbyszko Melosik, Everett M. Rogers, Christine M. Sochocky, Cesar Birzea, Albert Lamb, Joseph F. Caponio, R. S. Pannu, Noel F. McGinn, and London (England). Runnymede Trust.

Birzea, Cesar (1995). Strategies for Interculturally-oriented Civics Teaching at Primary and Secondary Level. Final Symposium (Timisoara, Romania, December 7-11, 1994). Report. This publication reports on the final symposium of the "Strategies for Interculturally-oriented Civics Teaching at Primary and Secondary Level" pilot project. The report presents an overview of the various aspects of the project and outlines the results of the experimental phase in which 40 teachers representing 16 European countries conducted civics education projects. Among the results were: significant changes in the organization of civics education and in teacher/pupil skills, changes in curricula, improved arrangements for pupil cooperation and pupil participation, and incorporation of the intercultural dimension into curricula and school life. Based on these results, symposium participants agreed that the project should be continued and broadened. The report then describes strategies for interculturally-oriented civics teaching. Participants noted that though civics teaching is not given priority in education policy, civics education is part of a blueprint for society, reflecting a dimension inherent in all human societies, and involving the interaction between several educational environments. Several aspects of an overall strategy are described, including aims (respect, commentaries, co-operation, diversity); principles; levels and spheres of action; parties and institutions involved; process and content; and methods and means. Constraints on civic education are mentioned, including the degradation of public life, the alienation of young people, political manipulation, bureaucratization of teaching, and cooperation between schools and local social and local political institutions. The report concludes with 12 conclusions and recommendations resulting from the symposium. Three appendices contain the reports of the three working groups, the symposium program, and a list of participants.   [More]  Descriptors: Citizenship Education, Civics, Curriculum Design, Democracy

Sochocky, Christine M. (1994). Undoing the Legacy of the Soviet Era, American Libraries. Describes the changes that have taken place in librarianship in the former Soviet Union. The discussion covers the advantages and disadvantages of centralized planning, the reorganization of library systems in Russia and the Ukraine, the effects of democratization on organization and librarian attitudes, and the remnants of Russification in non-Russian countries. (Contains three references.) Descriptors: Democracy, Democratic Values, Foreign Countries, Freedom of Information

Pannu, R. S. (1996). Neoliberal Project of Globalization: Prospects for Democratization of Education, Alberta Journal of Educational Research. Since the early 1980s, neoliberalism has become the hegemonic ideology and has expedited the globalization of economies and the emergence of the market as the central organizing principle of social relations and collective life. Surveys the impact of these structural and ideological changes on politics (including democratization), economies, and public education systems in developing nations. Descriptors: Access to Education, Capitalism, Democracy, Developing Nations

Melosik, Zbyszko (1991). Poland in the 1990s: The Role of Education in Creating a Participatory Society, Social Education. Explores present educational needs for implementing a democratic society in Poland. Challenges education to identify the tasks and values of democratic education. Contends that education formerly confirmed the role of socialism and Communist ideology. Argues that the current thrust is the ideal of a participatory society. Lists skills necessary to raise global European awareness and limit nationalist tendencies. Descriptors: Citizen Participation, Democracy, Educational Change, Educational Objectives

Martinez, Michael E. (1994). Access to Information Technologies among School-Age Children: Implications for a Democratic Society, Journal of the American Society for Information Science. Discusses access to information technology among school-age children based on the National Assessment of Educational Progress (NAEP) and suggests implications of the results for a democratic society. Highlights include computer literacy; access to computers outside of school, specifically in the home; and racial/ethnic differences. (Contains 10 references.) Descriptors: Access to Computers, Computer Assisted Instruction, Computer Literacy, Democracy

McGinn, Noel F. (1996). Education, Democratization, and Globalization: A Challenge for Comparative Education. Guest Editorial Essay and Presidential Address, Comparative Education Review. Comparative education can contribute to democratization by addressing four issues: declining democratic practice and civic participation in the industrialized world, reasons why education does not resolve this problem, impact of economic globalization on education and on democratization, and the urgency for comparative research on cultural diversity and social integration rather than on individual differentiation and political and economic homogenization. Descriptors: Capitalism, Citizen Participation, Citizenship Education, Comparative Education

Runnymede Trust, London (England). (1995). Challenge, Change and Opportunity: Overview, Texts and Agenda. "The Future of Multi-Ethnic Britain: Challenges, Changes, and Opportunities" was a conference organized by the Runnymede Trust in partnership with other organizations to consider changes in multiethnic Britain in recent years, principal challenges and opportunities for the future, and what to do about them. These issues were discussed in general plenary sessions and in specialist workshops concerned with antiracism, identity, immigration and citizenship, law and justice, urban policy, and work and management. Following an overview of the conference, extracts are presented from the following conference papers: (1) "Purpose and Context" (Trevor Phillips); (2) "Setting the Agenda" (Bhikhu Parekh); (3) "Government Policy" (Michael Howard); (4) "Goals and Gains: (Herman Ouseley); (5)"Ethnicity and Complexity" (Tariq Modood); (6) "Concerns in the Inner City" (Pola Uddin); (7) "Renewing Anti-Racism" (David Gillborn); (8) "The Future of Ethnicity" (Annette Bosscher); (9) "Education Matters" (Fritz Wittek); (10) "The Far Right" (Andree Shepherd); and (11) "The Power of TV Imagery" (Meera Syal). One of the major conference recommendations was that a national commission be set up to develop a new philosophy and strategies to work for the future of the nation's ethnic groups. An appendix lists conference participants. (Contains 1 figure and 2 tables.)   [More]  Descriptors: Cultural Awareness, Cultural Differences, Democracy, Demography

Sorenson, Mary Eileen; And Others (1993). The United Nations Peace Action Plan. Case Study–Cambodia. A Curriculum for Secondary School Students. This curriculum module for students in grades 9-12 focuses on the United Nations (UN) peace action plan evolving as a partnership between Cambodia and the UN. The eight lessons provide students with varied opportunities for hands-on experiences. Divided into four sections, section 1, "Lesson", includes: (1) "Peacemakers"; (2) "The United Nations: Successes and Failures in Securing Peace"; (3) "The United Nations: A Four Part Peace Action Plan"; (4) "Story of Cambodia"; (5) "The United Nations: Peacemaking in Cambodia"; (6) "The United Nations: Peacebuilding in Cambodia"; (7) "Challenges to Peacebuilding in Cambodia"; and (8) "Designing a Peace Plan Abroad and at Home." Section 2 provides "Role Models for Peacebuilding." Section 3 suggests "Resources for Classroom Strategies on Peacebuilding/Conflict Resolution." Section 4 lists "Selected Resources." An appendix with an "Agenda for Peace" and an evaluation section are included.   [More]  Descriptors: Civil Liberties, Civil Rights, Conflict Resolution, Cooperation

Neill, A. S.; Lamb, Albert, Ed. (1996). Summerhill School. A New View of Childhood. This revised and expanded version of the 1960 classic "Summerhill," edited by Albert Lamb, portrays Summerhill School throughout its development. The book reveals A. S. Neill's fundamental belief in the self-regulated school in which children make their own rules and determine for themselves how much they will study. Neill's commitment to the idea that children should not be coerced to study, that they will come to schoolwork when they are ready, found expression in the progressive school he founded in 1921. The "free" school, in which students practiced self-government, is not an institution with no rules, but rather one in which students decide the rules and apply them democratically. Neill believed that the free child would achieve emotional wholeness and personal strength in an atmosphere of approval and love and that the whole child then would choose to learn and would accomplish a great deal once motivation had developed. The additional material in this edition tells the story of Neill's own life and recounts his debt to the educational and psychological theories of Homer Lane and Wilhelm Reich. Summerhill School continues to operate under the guidance of Neill's daughter, and it remains an influence on the thinking of educators throughout the world. Descriptors: Child Development, Child Psychology, Democracy, Educational Practices

Simon, Ken; And Others (1993). WE: Lessons on Equal Worth and Dignity. The United Nations and Human Rights (Grades 7-12). Educating for Peace Project. This curriculum module for students in grades 7-12 focuses on the subject of tolerance. The lessons provide students with opportunities to develop knowledge about issues and events of intergroup relations, increase student awareness of the dynamics of intolerance, and help students build a framework for developing their thinking about these issues. Divided into six sections, section 1, "Teacher to Teacher," provides: (1) "Invitation and Challenge"; (2) "Sample Parent Letter"; and (3) "President Bill Clinton, 'The United Nations and the United States.'" Section 2, "The Power of Language," includes: (1) "Language as Message"; (2) "Symbols as Message"; and (3) "Music as Message." Section 3, "The Tolerance Spectrum," contains: (1) "Measuring Intolerance"; (2) "Dialogue: Teens and Police"; (3) "Retard"; and (4) "Beyond Tolerance." Section 4, "The United Nations and Rights," includes: (1) "The Charter of the United Nations"; (2) "Human Rights and Respect"; and (3) "Conditions of Restivek Children in Haiti." Section 4, "Taking Action," contains: (1) "Women"; (2) "500 Years Since Columbus"; (3) "A School Campaign To Eliminate Racism"; and (4) "Old Enemies/New Friends." Section 5, "Reflections on Personal Change," includes: (1) "My Diary"; and (2) "Tolerance Pledge." A resource section and an evaluation section are included.   [More]  Descriptors: Civil Liberties, Civil Rights, Conflict Resolution, Democracy

Rogers, Everett M.; And Others (1994). The PEN Project in Santa Monica: Interactive Communication, Equality, and Political Action, Journal of the American Society for Information Science. Investigates the socioeconomic and gender equality aspects of the public's use of PEN (Public Electronic Network), a computer-based interactive communication system provided free to residents of Santa Monica (California). Topics discussed include public terminals; use by homeless people and by women; and participation in political communication and political action. (Contains 29 references.) Descriptors: Access to Computers, Access to Information, Communications, Community Programs

Johnson, Deborah G. (1994). Crime, Abuse, and Hacker Ethics, EDUCOM Review. Discusses computer ethics and the use of computer networks. Topics addressed include computer hackers; software piracy; computer viruses and worms; intentional and unintentional abuse; intellectual property rights versus freedom of thought; the role of information in a democratic society; individual privacy; legislation; social attitudes; and the need for education. Descriptors: Access to Information, Computer Networks, Democracy, Educational Needs

Walters, Shirley (1989). Education for Democratic Participation. An Analysis of Self-Education Strategies within Certain Community Organisations in Cape Town in the 1980s. Adult and Non-Formal Education Thesis Series. This book describes self-education within community organizations in Cape Town (South Africa) where a primary concern was the promotion of democratic participation. Part I describes the participatory research approach. Part II focuses on the historical contexts in which voluntary associations have developed and the specific theory and practice that pertain to voluntary associations. Part III discusses the literature, then focuses on three social theorists influential within community adult education–Ivan Illich, Paulo Freire, and Antonio Gramsci. It also identifies conceptual tools to be used for the analysis of the self-education strategies. Part IV provides background information on the relationship of new voluntary organizations to others in Cape Town and demographic and other pertinent information concerning Cape Town. Part V presents empirical data from three case studies of service and resource agencies established in Cape Town in the late 1970s. Presentation of the case studies follows this format: research process, relationship between macro and micro organizational contexts, internal processes: sharing responsibility, and what helps or hinders the sharing of responsibility. Part VI interprets data that focus on the relationship between the macro and micro organizational contexts and the internal functioning of the organizations. Appendixes include a checklist of categories for the investigation of the cases, resolutions adopted at the 1984 National Conference of Rape Crisis Organisations held in Cape Town, the survey instrument, and a synopsis of the main findings. Contains 230 references.   [More]  Descriptors: Adult Education, Case Studies, Community Education, Community Organizations

KIDSNET, Washington, DC. (1994). The Wonder of Israel, A Video & Poster/Study Guide from KIDSNET. This teacher resource packet includes a 20-minute video, a poster for classroom display, and a teacher's guide for introducing historic and cultural information about Israel. The guide, designed for middle and high school students but adaptable for use with younger students, encourages students to place Israel in the context of U.S. and world history. Information about issues vital to the area and the world is provided. Questions for initiating classroom discussion and questions for individual student research are included. Activities are suggested for exploring: (1) "Geography"; (2) "History and The Search for Peace from 1700 B.C. to 1948 A.D."; (3) "History and the Search for Peace from 1948 to Present"; (4) "People and Lifestyles"; (5) "Economy"; and (6) "Government." The interdisciplinary activities may be presented as independent lessons or combined as a thematic unit. A bibliography is provided. Descriptors: Ancient History, Cultural Context, Democracy, Foreign Countries

Caponio, Joseph F.; Geffner, Janet (1988). Does Privatization Affect Access to Government Information?, Government Information Quarterly. Discusses the policies guiding dissemination of federal government information and the use of private agencies to supply government information products and services. Brief case studies of methods used by government information disseminators to develop relationships with the private sector are presented and conclusions about the effectiveness of privatization are offered. Descriptors: Case Studies, Democracy, Federal Government, Freedom of Information

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