Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

The four Visegrad states — Poland, the Czech Republic, Slovakia (until 1993 Czechoslovakia) and Hungary — form a compact area between Germany and Austria in the west and the states of the former USSR in the east. They are bounded by the Baltic in the north and the Danube river in the south. They are cut by the Sudeten and Carpathian mountain ranges, which divide Poland off from the other states. Poland is an extension of the North European plain and like the latter is drained by rivers that flow from south to north west — the Oder, the Vlatava and the Elbe, the Vistula and the Bug. The Danube is the great exception, flowing from its source eastward, turning through two 90-degree turns to end up in the Black Sea, forming the barrier and often the political frontier between central Europe and the Balkans. Hungary to the east of the Danube is also an open plain. The region is historically and culturally part of western Europe, but its eastern Marches now represents a vital strategic zone between Germany and the core of the European Union to the west and the Russian zone to the east.

Economy and Society

What is the meaning of Africa and of being African? What is and what is not African philosophy? Is philosophy part of Africanism ? These are the kind of fundamental questions which this book addresses. North America: Indiana U Press

The Invention of Africa: Gnosis, Philosophy and the Order of Knowledge

This article reviews the developing literature on anti-oppressive education (i.e., education that works against various forms of oppression) by summarizing and critiquing the four primary approaches that educational researchers have taken in conceptualizing (1) the nature of oppression and (2) the curricula, pedagogies, and policies needed to bring about change. These four approaches to anti-oppressive education are Education for the Other, Education About the Other, Education that Is Critical of Privileging and Othering, and Education that Changes Students and Society. Engaging in anti-oppressive education requires not only. using an amalgam of these four approaches. In order to address the multiplicity and situatedness of oppression and the complexities of teaching and learning educators also constantly need to "look beyond" the field of educational research to explore the possibilities of theories that remain marginalized, including post-structuralist and psychoanalytic perspectives. This article concl...

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Toward a Theory of Anti-Oppressive Education

A solution to get the problem off, have you found it? Really? What kind of solution do you resolve the problem? From what sources? Well, there are so many questions that we utter every day. No matter how you will get the solution, it will mean better. You can take the reference from some books. And the the idea of a university is one book that we really recommend you to read, to get more solutions in solving this problem.

The idea of a university

Globalizing education policy, by Fazal Rizvi and Bob Lingard, Abingdon, Routledge, 2010, 240 pp., £23.99 (paperback), ISBN: 978-0-415-41627-6

Globalizing education policy

Lessons from Mount Kilimanjaro: Schooling, Community, and Gender in East Africa

District Consolidation and Rural School Closure: E Pluribus Unum?

Differences in Men and Women Scientists' Perceptions of Workplace Climate

Studies on the division of domestic labor find that women take on a greater proportion of domestic responsibilities; this has implications for both women and men who work in demanding jobs. In this study of women and men science faculty at a major research university, the authors find that women tend to relate their experiences of the promotion process to both their domestic and faculty roles, whereas men tend not to consider thant their domestic roles have any bearing on their experiences of the promotion process. Women view the promotion process in terms of the components that make demands on their time, and they suggest ways that the process could (and should) be changed. Men view the process as a challenging game, and they describe the promotion process, as it currently exists, as necessary and acceptable. The authors find that there are compelling reasons to reconsider the structure of the promotion process and to strengthen and expand the programmatic supports that address the needs of women.

Amy Stambach

Papers

Globalizing education policy

Lessons from Mount Kilimanjaro: Schooling, Community, and Gender in East Africa

District Consolidation and Rural School Closure: E Pluribus Unum?

Differences in Men and Women Scientists' Perceptions of Workplace Climate

As balancing act and as game: How women and men science faculty experience the promotion process