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.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2008. XIV, 398 pp.
Contents: James A. Banks: Foreword – Darren E. Lund/Paul R. Carr: Introduction: Scanning Democracy – Dave Hill: Resisting
Neo-Liberal Global Capitalism and its Depredations: Education for a New Democracy – Michael O’Sullivan: From the Margins to
the Mainstream: Global Education and the Response to the Democratic Deficit in America – Jennifer A. Tupper: Interrogating
Citizenship and Democracy in Education: The Implications for Disrupting Universal Values – Ali Sammel/Gregory Martin: «Other-ed»
Pedagogy: The Praxis of Critical Democratic Education – Reinaldo Matias Fleuri: Can Rebelliousness Bear Democracy? – Jason
M. C. Price: Educators’ Conceptions of Democracy – Alexandra Fidyk: Democracy and Difference in Education: Interconnectedness,
Identity, and Social Justice Pedagogy – Lisa Karen Taylor: Beyond «Open-Mindedness»: Cultivating Critical, Reflexive Approaches
to Democratic Dialogue – Alireza Asgharzadeh: Secular Humanism and Education: Reimagining Democratic Possibilities in a Middle
Eastern Context – Glenda T. Bonifacio: Doing Democracy and Feminism in the Classroom: Challenging Hegemonic Practices – Njoki
Nathani Wane: Primary Education for Girls: Mis/Interpretation of Education for All of Kenya – Sarah Elizabeth Barrett/Martina
Nieswandt: The Role of Science Education in Fostering Democracy: Perspectives of Future Teachers – Mary Frances Agnello/Thomas
A. Lucey: Toward a Critical Economic Literacy: Preparing K-12 Learners to Be Economically Literate Adults – Karim A. Remtulla:
Democracy or Digital Divide?: The Pedagogical Paradoxes of Online Activism – Suzanne Vincent/Jacques Désautels: Teaching and
Learning Democracy in Education: Interweaving Democratic Citizenship into/through the Curriculum – Beverly-Jean Daniel/R.
Patrick Solomon: Tomorrow’s Teachers: The Challenges of Democratic Engagement – Georg Lind: Teaching Students to Speak Up
and Listen to Others: Fostering Moral-Democratic Competencies – Heidi Huse: Don’t Teach Me What I Don’t Know: Fostering Democratic
Literacy – Shazia Shujah: A Pedagogy for Social Justice: Critical Teaching that Goes against the Grain – Daniel Schugurensky:
The Twin Project of Widening and Deepening Democracy: Implications for Education.