Journal ArticleDOI
Democracy and education.
TLDR
In this article, 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 is presented.Abstract:
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.read more
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Theory and research.
TL;DR: Findings indicated that the Pyramid method accelerated the development of children, both ethnic and Dutch, compared to the control group, with the greatest success when children entered the program in preschool.
Journal Article
Theoretical Foundations for International Service-Learning
Abstract: International service-learning (ISL) combines academic instruction and community-based service in an international context. With concurrent calls for colleges and universities to internationalize and produce more civically engaged students, the proliferation of ISL programs is not surprising. Related genres such as educational travel, eco-tourism, and solidarity travel have grown in popularity, as well, sometimes as an auxiliary service of educational institutions (e.g., Augsburg College's Center for Global Education), as fashionable "gap year" programs for high-school graduates (Simpson, 2004), as part of collaborative relationships between nongovernmental organizations (NGOs) and post-secondary institutions (e.g., the work of companion community organizations, Global Exchange, and others), or as alternatives to traditional tourism. The goals for linking international travel, education, and community service include increasing participants' global awareness and development of humane values, building intercultural understanding and communication, and enhancing civic mindedness and leadership skills (Berry & Chisholm, 1999; Hartman & Roberts, 2000). There is evidence that these programs are proliferating not only in the U.S., but worldwide (Annette, 2003; Berry & Chisholm), though much of the research about ISL remains before us to do (Bringle & Tonkin, 2004). For the purposes of this article, ISL refers to a variety of experiences common in U.S. higher education today: faculty/staff-led co-curricular "mission" and service trips, academic courses with international immersion that include service experiences, study-abroad programs with service components, and international programs with formal service-learning curricula (e.g., semester-long programs such as University of Santa Clara's Casa de la Solidaridad in El Salvador, Yonkers-Talz, 2003). While these examples are diverse in duration, formality of academic instruction, extent of service, and in myriad other ways, all strive to achieve similar objectives regarding student learning and community service (Berry & Chisholm, 1999, provide a list of models from around the world). The research on ISL experiences suggests that they can be successful at meeting these objectives to some extent in the short term (see, for example, Crabtree, 1997, 1998; Kiely, 2004; Monard-Weissman, 2003; Parker & Dautoff, 2007); research on the long-term impact of ISL on students and communities is still limited (e.g., Kiely, 2005a; also see Tonkin et al., 2004, for a rare book-length and longitudinal analysis). I was introduced to service-learning (SL) in 1993 when I accompanied 25 university students and a handful of medical personnel and engineers on a three-week service-learning experience to El Salvador. Since then, I have led many similar trips to Nicaragua and Kenya; some more service oriented and others more educational in focus, some explicitly connected to university baccalaureate graduation requirements, others through nonprofits. In contrast to positive ISL outcomes reported by me and other scholars, consider these observations: * Local children become enamored with the foreign students and the material possessions they take for granted. * Students and other visitors leave piles of used clothing and other "gifts" after project/trip completion. * Community members fight about project ownership as development activities exacerbate internal political and interpersonal divisions. * Members of neighboring communities wonder why no one has come to help them. * Projects reinforce for communities that development requires external benefactors; national governments rely on NGOs to respond to the needs in their country. * Many students return to pursue courses of study and careers with little apparent divergence from the path of/toward privilege. …
Journal ArticleDOI
Restrained Teaching: The Common Core of Didaktik:
TL;DR: A brief outline of the history and the common core of Didaktik, of its current situation, and of the basic differences compared to the Anglo-American concept of 'curriculum and instruction' and the French 'transposition didactique' can be found in this paper.
Critical Media Literacy, Democracy, and the Reconstruction of Education
Douglas Kellner,Jeff Share +1 more
TL;DR: In the twenty-first century, the majority of information people receive comes less often from print sources and more typically from highly constructed visual images, complex sound arrangements, and multiple media formats as discussed by the authors.
Journal ArticleDOI
From teaching citizenship to learning democracy: overcoming individualism in research, policy and practice
Gert Biesta,Robert Lawy +1 more
TL;DR: The authors argue for a shift in educational research, policy and practice away from teaching citizenship to an understanding of the ways young people learn democracy, and make a case for an approach to citizenship education that takes as its point of departure the actual learning that occurs in the real lives of young people.
References
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Journal ArticleDOI
Stories of Experience and Narrative Inquiry
TL;DR: The authors briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which they describe in terms of beginning the story, living the story and selecting stories to construct and reconstruct narrative plots.
A pedagogy of Multiliteracies Designing Social Futures
Bill Cope,Mary Kalantzis +1 more
TL;DR: The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches.
Journal ArticleDOI
Games, Motivation, and Learning: A Research and Practice Model:
TL;DR: An input-processoutput model of instructional games and learning is presented that elaborates the key features of games that are of interest from an instructional perspective; the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and the types of learning outcomes that can be achieved.
Book ChapterDOI
The Construction of Shared Knowledge in Collaborative Problem Solving
TL;DR: This paper focuses on the processes involved in collaboration using a microanalysis of one dyad’s work with a computer-based environment (the Envisioning Machine) and shows how this shared conceptual space is constructed through the external mediational framework of shared language, situation and activity.
Journal ArticleDOI
What Kind of Citizen? The Politics of Educating for Democracy
Joel Westheimer,Joseph Kahne +1 more
TL;DR: In this article, the authors focus on the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs and demonstrate that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but, rather, political choices with political consequences.