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Edited by Paul R. Carr

Why do so few people vote? What is political engagement? How does education intersect with democracy and political literacy? What can be learned from interdisciplinary studies on democracy? How do we cultivate political literacy? What is the relevance of elections in light of war, poverty, discrimination, social inequalities, etc.? What are the alternatives to the traditional electoral, representative, party-politics models that have characterized our societies? Is the mainstream media holding government to account, disseminating propaganda or fuelling the need to pacify the population? How do international systems, approaches and realities related to democracy compare, and what can we learn from others? These are some of the questions that are addressed through this book series.
Seeking to fill an important gap in the literature, this book series takes on the theme of democracy in a multi-/inter-disciplinary, comprehensive, and critical way. Some books have democracy in the title but do not make it the focus, and often books that address more directly, for example, multiculturalism, media studies, or school reform may delve into the area of democracy without fully deconstructing what it is, how it functions, how people can shape and intersect with it, and how it is used (or misused) to distort power relations, which is at the base of teaching, learning and action.
Thus, a broader range of materials specifically tailored to teacher-education and scholars within the education field is desirable. Similarly, the overlapping and interdisciplinary nature of the study of democracy bleeds naturally into the areas of media studies, sociology, political science, peace studies, multiculturalism, feminist studies, and cultural studies, etc., all of which have a natural and inextricable relationship to and within education.
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Does Your Vote Count?

Critical Pedagogy and Democracy

Paul R. Carr

The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be developed.
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Doing Democracy

Striving for Political Literacy and Social Justice

Darren E. Lund and Paul R. Carr

In this provocative collection of essays with a distinctly critical and nuanced approach to how democracy is taught, learned, understood, and lived, authors from four continents share their visions on how democracy needs to be cultivated, critiqued, demonstrated, and manifested throughout the educational experience. The collective concern is how we actually do democracy in education. The essays argue that democracy must be infused in everything that happens at school: curriculum, extra-curricular activities, interaction with parents and communities, and through formal organization and structures.
One of the book’s central questions is: Are educators merely teaching students skills and knowledge to prepare them for the world of work, or is education more about encouraging students to thrive within a pluralistic society? This book reveals that democracy is an ethos, an ideology, a set of values, a philosophy, and a complex and dynamic terrain that is a contested forum for debate.
From seasoned veterans to emerging scholars, these writers challenge the idea that there is only one type of democracy, or that democracy is defined by elections. Using a range of theoretical, conceptual, and methodological approaches, each essay makes a compelling case for how education can advance a more critical engagement in democracy that promotes social justice and political literacy for all. Diverse examples illustrate the theme of doing democracy. With its numerous models for teaching and learning to encourage critical thinking and engagement, this book is certain to be an invaluable resource to educators, researchers, students, and anyone with a passion for democratic ideals.
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Educating for Democratic Consciousness

Counter-Hegemonic Possibilities


Edited by Ali A. Abdi and Paul R. Carr

This book has received the AESA (American Educational Studies Association) Critics Choice Award 2013.
There is a widespread, but mainly untenable, assumption that education in Western societies (and elsewhere) intuitively and horizontally aids the democratic development of people. An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.
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Critical Multicultural Perspectives on Whiteness

Views from the Past and Present


Edited by Virginia Lea, Darren E. Lund and Paul R. Carr

Whiteness is a narrative. It is the privileged dimension of the complex story of "race" that was, and continues to be, seminal in shaping the socio-economic structure and cultural climate of the United States and other Western nations. Without acknowledging this story, it is impossible to understand fully the current political and social contexts in which we live. Critical Multicultural Perspectives on Whiteness explores multiple analyses of whiteness, drawing on both past and current key sources to tell the story in a more comprehensive way. This book features both iconic essays that address the social construction of whiteness and critical resistance as well as excellent new critical perspectives.

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Edited by Paul R. Carr, Virginia Lea and Darren E. Lund

This book series seeks to engage a broad and cross-disciplinary range of students, scholars, activists, and others in a critical multicultural dialogue on the complex intersections of power, privilege, identity, and Whiteness. The series aims to link theory and practice to problematize key societal and educational concerns related to Whiteness. The series editors share the view that taking action for transformative change in and through education, in the spirit of what Paulo Freire called conscientization, is the role of educators who seek to address the needs of all their students. In focusing on Whiteness, we are concerned with social, economic, and environmental justice, the problematization of race, and the potential for education to be emancipatory in addressing power imbalances.
Some of the questions of interest for this book series include:
• How do we engage in critical discussions related to power, privilege, identity, and Whiteness when many multicultural frameworks dissuade us from such work?
• How can we connect Whiteness to other intersecting and pivotal forms of being, marginalization, and identity?
• How can those categorized as White engage in dialogues and action about Whiteness that can positively contribute to addressing concerns of racialized and marginalized groups?
• How can we effectively contextualize and critique hegemony and globalized economic realities so as to be able to discuss race in a constructive and transformative manner?
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Pedagogies of Kindness and Respect

On the Lives and Education of Children

Edited by Paul L. Thomas, Paul R. Carr, Julie A. Gorlewski and Brad J. Porfilio

Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. Pedagogies of Kindness and Respect investigates the issue of why this circumstance has continued and even worsened today.