Democracy Education

İnsan hakları, vatandaşlık ve demokrasi dersi Türkiye'de 2012 yılından beri ilkokul 4. sınıflarda okutulan bir derstir. Bununla birlikte Türkiye'de 2024 yılında Türkiye Yüzyılı Maarif Modeline geçilerek derslerin yapısı ve içeriği değiştirilmiştir. Değiştirilen öğretim programlarından biri de insan hakları, vatandaşlık ve demokrasi dersi öğretim programlarıdır. Bu araştırmanın amacı 2018 ve 2024 insan hakları, vatandaşlık ve demokrasi dersi öğretim programlarının karşılaştırmalı olarak değerlendirilmesidir. Araştırmada, nitel araştırma deseni içinde yer alan dokuman incelemesi yöntemi kullanılmıştır. 2024 öğretim programlarına 2018 öğretim programlarından farklı olarak çocuk hakları konusu girmiş öğrenme alanlarının ilki bu konuya özel tasarlanmıştır. Bu bakımdan 2024 yılı öğretim programının Birleşmiş Milletler insan hakları eğitimi dünya programının beşinci aşaması ile uyumlu olduğu belirlenmiştir. Etkin vatandaşlık ve dijital vatandaşlık kavramlarına çokça vurgu yapan 2024 yılı öğretim programının çağın gereksinimlerine uygun yetkin ve erdemli insan profili yetiştirmeye yönelik olarak hazırlandığı görülmüştür. Bununla birlikte 2024 yılı öğretim programında öğrenme alanlarının ve süreç çıktılarının bir önceki programa göre azaltılması, var olan konuların derinlemesine incelenmesine ve çoklu beceri gelişiminin desteklenmesine olanak sağladığı söylenebilir.

Her research focuses on the relationship between play and learning and development of children and adults. democracy & education, vol 19, no -1 feature article 1 everything, I learned that I had a responsibility to the greater world, too. This camp experience, along with many others provided for me by my activist, middle-class parents, taught me that I shared the world with other people, that I wasn't just a consumer or a victim of society but that I was a builder, a creator, an individual who could make decisions, together with others, for how we wanted the world to be. I grew up to become a schoolteacher, and am now a teachereducator, and most of my research has been on how to make classrooms more creative and developmental for children and teachers . However, I have continued my interest in, and developed a better understanding of, the importance of outside-of-school experiences. I have done so through a close association with the All Stars Project, (www.allstars.org), a nonprofit organization dedicated to promoting human development through the use of an innovative performance-based model. All Stars creates outside-of-school educational and performing arts activities for poor and minority young people in cities around the United States. Not unlike my summers at camp, the All Stars developmental Do we learn to be citizens in school? Marching down hallways, Eyes front, mouth closed, Voting for class president, for who can clean the blackboard, But no responsibility for what or how or why to learn, Where is the conflict, the disagreement, the creative energy, Needed to build community and change the world? (Lobman, unpublished) I am a lifelong educator and a political activist who has, along with many others, come to the conclusion that schools as they are currently structured are not a pathway to full democratic participation for many young people, nor are they the means by which significant societal transformation is going to occur. In retrospect, I learned to be a citizen at sleepaway camp. Away from the constraints of school and family, 100 children and 30 young adults, lived, played, and worked together-we had to figure out who was going to clean the toilet and how we were going to deal with the kid who wouldn't take a shower and why Fern the goat ate our bathing suits. There were not as many rules as there were in school, but there was much more responsibility. Watching young adults not much older than me take responsibility for Abstract Public schools historically have been the primary institution responsible for preparing young people for participation in a democratic society. However, the almost exclusive focus by today's schools on knowledge and skills hinders their ability to be environments that support overall development and to produce the kinds of flexible, creative, and critical citizens that are needed to continuously create and recreate democracy. This review of the literature reframes the topic of democracy and education so as to address the relationship between democracy and development specific to youth development. In so doing, it adds practices by and findings from outside-of-school youth development programs to the dialogue on democracy. The review of outside-of-school programs is framed by a conceptualization of development as a dialectical, social, and creative activity, arguing that environments promoting this kind of development are necessary if we are to further democratize our culture.

This conceptual article underscores the importance of critical engagement in and through education with a view to enhancing education for democracy (EfD). As a centerpiece to illustrating this connection, we refer to our research project, which engages international actors through an analysis of the perceptions, experiences and perspectives of education students, educators and others in relation to EfD. The article presents the ThickThin Spectrum of EfD and a Spectrum for Critical Engagement for EfD to re(present) the problematic of political engagement and literacy on the part of teachereducation students. The findings of our study highlight a necessity for education to be connected and linked to deliberative and participatory democracy in a critical manner in order to create positive, progressive, and transformative educational opportunities, especially in relation to inequitable power relations and social justice. In sum, we seek to re(conceptualize) the meaning of democracy with...

This review provides a critical appraisal of Kubow and Min's paper. It teases out their conception of liberalism and argues that the classical notion of liberalism as a political theory that advocates individual liberty based on assumptions of the unencumbered autonomous individual has lost currency. This is because over the years liberalism has mutated into a multiplicity of new forms, and there is no single view that can be said to define what it means to be a liberal. The paper raises methodological questions with respect to the use of focus group interviews. It implores researchers to first ask themselves whether they can tell what a person really believes on the basis of a few questions put to him in an interview.

adult oriented to teenage and young adult oriented in the mid-tWentieth century when AM radio stations changed their programmmg from easy listening,, big-band oriented material hosted by pleasant but anonymous and soft-SPOken men (there were virtually no female radio personalities to be found ofthe 1930s to 50s) in the mid-50s to a di鉦nent format that was soon dubbed rock ˋn roll:, stemmmg from a 1955 record by Bill Haley and the Comets that made the term finous. This change coincided with the change in format from the large and expensive long playing 78 RPM album disc with 6 or so dance song orchestral instrumentals with occasional vocal accompaniment by one artist to the then brand new 45 RPM record that played a single song (almost invariably a vocal with much smaller instrumental backing, Often only drums and a guitar) that lasted only two minutes and some seconds. This switch in fomat enabled the presenter, nOW Ca11ed a DJ伯er disc jocke予) to announce the name of the tune and to change records and artists to a new tune and new artist almost instantly With this new and much cheaper format postwar youth, SOOn tO be called the baby Wbrds and Music by Norman Whitfield and Barrett Strong Copyright symbo1 1970 Jobete Music Co., Inc.

viii and words bore witness to the drive to create-breaking through barriers of class, gender, mental illness, anti-Semitism, racism. The faces and words of her beloved writers were her life companions as fully as the downstairs neighbors, her family, and friends. She posted photos of their homes, their desks, the moor outside the Brontës' home, and Keats's chair. Tillie tucked their photos into envelopes to carry with her when she traveled and carried their quotes on slips of paper wherever she went, quoting them in conversations and in formal lectures, and even in delirium as she lay dying, intoned bubbles and fragments from her beloved writers. Many of these inspirers were little-known or forgotten out-of-print writers, discovered by Tillie over years of exploring public library stacks and browsing in used bookstores. Tillie worked to bring their literature back to life. For Tillie, out-of-print literature was a loss for readers, and a kind of death for a writer. That's why, for our family, this centennial collection making her writing available anew means so much. As a reader, Tillie felt great affi nity for other readers. She was fi rst and always a reader-hungry to talk about books, exchange books. She treasured her readers, and she thirsted for the company of other writers. It was the power of the written word that she experienced as a reader that inspired (Tillie once said "incited") her to become a writer. After readings, Tillie spent hours talking to people who came to ask her questions or request an autograph. The stories of their lives, their struggles, and their dreams poured out. Tillie evoked that kind of response from people and was deeply moved and honored by it. After Tillie's death, we poured through boxes and boxes of letters from readers all over the world bearing testimony to how Tillie's writing, Tillie's characters, Tillie's own life connected to their own life circumstances. She had developed correspondence with hundreds of readers and writers-building close friendships through letters with people she never had an opportunity to meet in person, friendships forged out of a shared love of literature. As you read her stories now, try to imagine. If Tillie were alive, she would reach for your hand and hold it, touch your shoulder. Fixing her eyes on your face, she would want to know about you. And in careful listening, Tillie would urge you to write. To bring to literature what is not there now. To see the lapses and gaps in what makes it into literature and to add your own story and voice to written form. In her experience, it was those very gaps and invisible lives that convinced her she had something to contribute. "Visibility creates reality," she would say. It was her own struggle to be a writer against the odds and circumstances of poverty, her attention to human need, and motherhood that evoked a fi erce determination to encourage others to fi nd, believe in, and protect their impulses to write. With urgency, intensity, and belief she would say to you: "You, too, must write." Reader, writer, or both-may you read and share this book with others. There is no greater gift to Tillie's legacy than the renewed life to her writing that you give by reading her stories and by carrying forward the compact between readers and writers into a new century. For that, thank you.

Democratic societies nowadays are radically changing how they approach questions of reality and truth. Providing invaluable insights into these changes is the growing literature on post-truth-a state in which, instead of mainly relying on rational thinking and reasoning, people determine what the truth is according to their feelings and emotions. 1 This phenomenon emerges in the shadow of rapid growth in the use of the internet and media technologies that generate a massive amount of information whose reliability is almost impossible to determine. At present, the media and social platforms are full of disinformation and misinformation, which spread confusion and distrust to such an extent that manipulation and deception often become unrecognizable. Consequently, instead of relying on experts and objective facts, people embrace subjective interpretations, based on emotions and beliefs. However, these "subjective truths" are directly manipulated by algorithms, echo chambers, and bubble filters that formulate people's encounters with information, preferences, and beliefs. The information people consume can be filtered to a point where they do not encounter viewpoints or arguments other than their own. These technologies hinder democratic participation since people do not interact with others whose culture, narrative, and system of beliefs are different. Moreover, it is argued that in such societies, citizens constantly lose their ability to discuss, make rational decisions, and form relationships of trust, based on common truths and shared values and beliefs. Post-truth, then, undermines the common grounds for democracy and hinders democratic participation to alienation and polarization. In a reality where the shared values of truth and knowledge are undermined, and group polarization exacerbated, it becomes crucial that education will prepare its future democratic citizens to deal with an increasingly polarized

Drawing upon the African concept of ubuntu, this article examines the epistemic orientations toward individualsociety relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Westernoriented democratic narrative. Through ubuntu, defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rightsandresponsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. Society and schools, in their view, fall short in educating young learners for democratic citizenship in South Africa; their insights offer ways for formal schooling to improve upon its democratic mission. Submit a response to this article Submit online at democracyeducation...

The privatization and commercialization of public education in the United States has long been the dream of reformers seeking to turn schooling over to market forces (Chubb & Moe, 1990). The theory, as it were, is that public schools are wrought with failure, and the injection of marketplace competitors represents the only viable solution to that perceived failure (Friedman, 1955, 1997, 2002; Walberg & Bast, 2003). A commitment persists to ignore the growing body of literature that finds little reason to put stock in the failedschool and the badteacher myths (Berliner & Biddle, 1995; Berliner & Glass, 2014; Kumashiro, 2012) in favor of supporting an ideological commitment to privatization. The growing educational marketplace of charter schools, school vouchers, and privatized alternative teacher certification programs has, in fact, continued to grow and seemingly is growing for the sake of growing. Competition requires competitors, and marketplaces require marketing— this much is si...

The desire to remodel soclety after the image of individual man, Which since Hobbes has govemed rationalist political theory, and which attributes to the Great Society properties which only individuals or deliberately created organizations can possess, leads to a strlVmg nOt merely to be but to make everything rational.

THORN, MARY KATHERINE. "We all have to stick together, you know?": The Creation of Transnational Space among Latino Youth in North Carolina. (Under the direction of Dr. Risa Ellovich). Changes in immigration policy and border control have altered the level of access Central American immigrants have to their home countries. Lacking the ability to cross national borders with the relative freedom that past generations experienced, young Latino immigrants perform their transnational identities by seeking and creating transnational spaces in their cities and towns in the United States. This study follows the growth and development of a Latino youth group in the small town of Claxton, North Carolina 1 during eight months of field research. The town has seen an influx of Latino immigrants over the past two decades, and the town is now 50% Latino. This demographic change has created tensions among the Anglo, Black, and Latino populations, even as it has created a cultural borderland for the youth who interact at school. The researcher gained access to the Latino youth group through a local nonprofit organization that provides social services to the Latino community in Claxton. She used participant observation and formal and informal interviewing as her research methods. This study finds that group members cross cultural borders by performing their transnationalism in the physical and digital spaces of their lives. 1 Claxton is a pseudonym.

Learning through and in partnership with the arts may contribute to an expansion of educative experiences beyond what can be measured through standardized assessment procedures, for example. The arts offer opportunities to gain experiences in no right answer environments— sites for inquiry learning, across discipline boundaries. In The Role of the Arts in Learning: Cultivating Landscapes of Democracy, editors Hanes and Weisman (2018) nurture a space for potential democratic learning inclusive of the arts. By harnessing the historical, pragmatic philosophes of John Dewey (1934) and Maxine Greene (1978), this book seeks to counter the political backdrop of neoliberal interference into educational systems. As an artist educator and researcher, I welcome the scholarship this book contributes toward expanding the dialogue around artsinclusive learning. Within artsbased research and practice, the role of the arts in learning has long been a focal point supportive of Dewey and Greene philo...

This is a response to Ásgeir Tryggvason's argument that the deliberative critique of the agonistic approach to citizenship education is based on a misreading of the main concepts in agonistic theorya misreading that has important implications for any attempt to bring closer agonism and deliberation in citizenship education. My aim in this response is to offer some clarifying comments and questions and suggest some further ideas for expanding Tryggvason's analysis, highlighting in particular two perspectives that, in my view, deserve further attention in citizenship education: first, the consequences of cultivating agonistic emotions in the classroom; and, second, the possibilities and limitations of acknowledging what has been called "affective citizenship" as an important element of citizenship education. My response concludes by discussing how affective citizenship education illuminates the debate between agonists and deliberators.

This study developed and validated an instrument to measure the multicultural sensitivity among pre-service teachers. Items capturing the concept of multicultural sensitivity were developed through literature review, open-ended questionnaires, interviews, and focus-group discussions. The items were checked for content validity and then tested in different teacher education institutions in Mindanao, Philippines. The 45-item 7-point Likert scale was tested by 573 pre-service teachers and Exploratory Factor Analysis suggested a 28-item scale. The shortened version was tested by 461 pre-service teachers. Confirmatory Factor Analysis was conducted to verify the factor structure and results confirmed the 28-item scale composed of three factors for the personal dimension -ethnocentrism, intercultural effort, and intercultural stress -and two factors for the professional dimension -exhibiting multiculturalism and monocultural orientation. The scale demonstrated adequate internal consistency and the measurement of the construct was found to be invariant for both ethnic majority and minority.

Drawing upon the African concept of ubuntu, this article examines the epistemic orientations toward individualsociety relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Westernoriented democratic narrative. Through ubuntu, defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rightsandresponsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. Society and schools, in their view, fall short in educating young learners for democratic citizenship in South Africa; their insights offer ways for formal schooling to improve upon its democratic mission. Submit a response to this article Submit online at democracyeducation...

Mathematics, the language of science and technology, plays a vital role
in shaping the minds of future generations. However, for many young
learners, mathematics evokes feelings of anxiety, frustration, and dread.
This phenomenon, known as mathematics anxiety (MA), affects millions
of students worldwide, hindering their academic achievement and
potential career paths (Ashcraft, 2002)

at Arlington. She teaches courses in literacy research and multicultural children's literature. She is currently working on a peacekeeping and yoga curriculum with an elementary school in Dallas. This article focuses on the ways in which social action can be read and reread through one white female teacher's experience. More specifically, how I read my actions and how I was read by them illustrates the compelling need to consistently reevaluate our perception of what we believe aligns with the ideals of building socially just and safe communities and what could subvert the very causes we are trying to help. This article

This presentation focuses on the ways in which social action can be read and reread through one white female teacher's experience. More specifically, how I read my actions and how I was read by them illustrates the compelling need to consistently reevaluate our perception of what we believe aligns with the ideals of building socially just and safe communities and what could subvert the very causes we are trying to help. This article originally started as a tribute to the success of my 6th grade students writing letters to the mayor about the problems with drugs, gangs and homeless people in their local park. However, as I revisited their letters, our exchanges about this project and then a letter by the local neighborhood association, I realized that my actions as the teacher could be read in a variety of ways. How one reads their actions and how they are read by others can be revealing, intimidating and quite complicated. Displacing critical fixed spaces of what social justice ...

book review 1 T welve years ago I received a call from my local NPR affiliate about the education platforms for then presidential candidates Al Gore and George W. Bush. I suggested the journalist take another angle for her report because, after all, the federal government hasn't much say in education. Education is primarily a state responsibility, and federal funding constitutes only 5-7% of the money spent on education. The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), more commonly known as No Child Left Behind (NCLB), quickly changed my perspective on the feds' reach into schools. Fast-forward to March 2010, when President Barack Obama released A Blueprint for Reform-his plan to overhaul NCLB. The plan outlines major reform initiatives, including new standards for college and career readiness, enhanced accountability systems that emphasize growth over time, turnaround models for low-performing schools, and expanded school choice. In May 2010, the administration published a set of research summaries to serve as the evidentiary base for the reforms outlined in the Blueprint. The six summaries attend to key elements of the Blueprint: "College-and Career-Ready Students, " "Great Teachers and Great Leaders, " "Meeting the Needs of English Learners and Other Diverse Learners, " "A Complete Education, " "Successful, Safe, and Healthy Students, " and "Fostering Innovation and Excellence. " Each summary describes a key problem in education, proposes policy reforms, and offers evidence to support those reforms. The book under review, The Obama Education Blueprint: Researchers Examine the Evidence (Information Age, 2010, 104 pp., $19.99), offers a set of critiques of these research summaries. Researchers Examine the Evidence is a product of the National Education Policy Center (NEPC), based at the University of Colorado. NEPC's mission is to produce and disseminate highquality peer-reviewed research and, according to its website, is "guided by the belief that the democratic governance of public education is strengthened when policies are based on sound

There is an emerging trend of democratizing science and schooling within science education that can be characterized as citizen science. We explore the roots of this movement and some current projects to underscore the meaning of citizen science in science and schooling. We show that citizen science, as it is currently conceptualized, does not go far enough to resolve the concerns of communities and environments when considered holistically and when compared with more dynamic and multidimensional ideas for characterizing science. We use the examples of colony collapse disorder (CCD) and emerging trends of nanotechnology as cases in point. Then we justify three dialogical spheres of influence for future citizen science. As citizen science becomes more holistic, it embodies the responsibility of youths who are prepared to engage real concerns in their community. Read responses to this article

Drawing upon the African concept of ubuntu, this article examines the epistemic orientations toward individualsociety relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Westernoriented democratic narrative. Through ubuntu, defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rightsandresponsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. Society and schools, in their view, fall short in educating young learners for democratic citizenship in South Africa; their insights offer ways for formal schooling to improve upon its democratic mission. Submit a response to this article Submit online at democracyeducation...

This article is written in response to Lingley's (2016) concept of spiritually responsive pedagogy. To begin with, the word spiritual, when applied to education, still attracts varied responses. Therefore, I have begun by examining contemporary understandings of spirituality as reflected in current research and literature, which provides an informed context for my response. I follow up by aligning some of the key features noted by Lingley in democratic education and spiritually responsive pedagogy to other perspectives that deal with the spiritual dimension in education; I do this in order to offer a supportive stance to Lingley's assertion that, if we are to address the real needs of our students today and prepare them to meet the challenges of the world of tomorrow, we must incorporate spiritually responsive pedagogy into educational policy and practice.

This article is written in response to Lingley's (2016) concept of spiritually responsive pedagogy. To begin with, the word spiritual, when applied to education, still attracts varied responses. Therefore, I have begun by examining contemporary understandings of spirituality as reflected in current research and literature, which provides an informed context for my response. I follow up by aligning some of the key features noted by Lingley in democratic education and spiritually responsive pedagogy to other perspectives that deal with the spiritual dimension in education; I do this in order to offer a supportive stance to Lingley's assertion that, if we are to address the real needs of our students today and prepare them to meet the challenges of the world of tomorrow, we must incorporate spiritually responsive pedagogy into educational policy and practice.

This short paper is a response to Nel Noddings's article on schooling for democracy. Whilst agreeing with the basic premises of Noddings's argument, it questions the possibility of parity between academic and vocational tracks given the inequitable social and educational contexts the two types of learning would have to coexist within. Drawing on the educational philosophies of John Dewey and RH Tawney, I argue that both the United States and the United Kingdom need to create educational systems that reduce the social ...

This review provides a critical appraisal of Kubow and Min's paper. It teases out their conception of liberalism and argues that the classical notion of liberalism as a political theory that advocates individual liberty based on assumptions of the unencumbered autonomous individual has lost currency. This is because over the years liberalism has mutated into a multiplicity of new forms, and there is no single view that can be said to define what it means to be a liberal. The paper raises methodological questions with respect to the use of focus group interviews. It implores researchers to first ask themselves whether they can tell what a person really believes on the basis of a few questions put to him in an interview.

The purpose of this study was to investigate the attitudes of candidate teachers toward human rights education. A survey design was used. The Human Rights Education Attitude Scale developed by Karaman-Kepenekçi (1999) was administered to 1904 candidate teachers in the departments of education within thirteen universities from seven geographical regions in Turkey. Significant relationships were found between ratings for attitudes about human rights education and gender, department, university, and university's geographical region. Lastly and most significantly, the candidate teachers in this study also indicated that there is a need for human rights education in teacher training institutions.

The purpose of this study was to investigate the attitudes of candidate teachers toward human rights education. A survey design was used. The Human Rights Education Attitude Scale developed by Karaman-Kepenekçi (1999) was administered to 1904 candidate teachers in the departments of education within thirteen universities from seven geographical regions in Turkey. Significant relationships were found between ratings for attitudes about human rights education and gender, department, university, and university's geographical region. Lastly and most significantly, the candidate teachers in this study also indicated that there is a need for human rights education in teacher training institutions.

In "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education, " the author suggests that the presumed decline of democratic learning in public schooling follows from two primary forces: (a) the metaphysical implications of Cartesian psychophysical dualism that support an ontological understanding of the self as distinct from social influence and (b) a corresponding concept of freedom emerging from this ontology that exonerates individuals from any meaningful level of social moral responsibility. Although we agree in large part with the general argument advanced in the essay, there are some theoretical and historical gaps that we attempt to bridge in this response. We initially entertain the author's proposed relationship between Cartesian ontology and the neoliberal conception of freedom. We then consider whether this understanding of freedom is coherent with a political commitment to democracy. Next, we expand on the article's discussion of the relationship between democracy and education by suggesting that public schools since their inception have served primarily as instruments to disseminate capitalist ideology. Finally, we propose several principles of learning to advance democratic education in schools.

In this study, educational programs that have been used from past to present were examined chronologically to better analyze the nature of the current Science program in primary schools in Turkey. In this research, in which the document analysis method was preferred among the qualitative research methods, official documents published by the Ministry of National Education and its affiliates were used as the data source. The obtained documents were analyzed by content analysis method. The Science course programs used in the past in the country were discussed from a multidimensional perspective. The distinctive features and orientations that have appeared in the programs over the years have been examined in line with the nature of time. As a result of the research, it is seen that the Science program in Turkey today focuses on the skills of individuals to solve daily life problems in their environment to adapt to the 21st century people in parallel with the developments in science education in the world.

Library of Congress Cataloging-in-Publication Data Castoriadis, Cornelius, 1922-1997. [Post-scriptum sur l'insignifi cance. English] Postscript on insignifi cance : dialogues with Cornelius Castoriadis / Cornelius Castoriadis; edited with an introduction by Gabriel Rockhill, translated by Gabriel Rockhill and John V. Garner. p. cm. "Selected bibliography of Castoriadis' books in English"-P. Includes bibliographical references and index.

In response to the study and recommendations presented in the article "'I Didn't See it as a Cultural Thing, '" written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors' approaches and assertions that seem to reflect a hierarchical power structure and a deficit model. Second, we examine our own dilemmas and struggles in enacting culturally relevant practices within our teacher education program. Our reflections derive from our recent experience preparing for a reaccreditation site visit by NCATE. Third, we end by exploring some promising possibilities in culturally relevant teaching by describing a successful project we have been able to implement, which involved a partnership with a school district.

Pennsylvania school districts and community organizations that provide more than one million hours of service each year through service learning. Fertman has been active in the field of service learning for more than 20 years. He served in the Peace Corps in Colombia and Chile. He also has served as a board member of several community and professional organizations and as a consultant to many school districts and community organizations implementing service learning. Fertman received a bachelor's degree from Philadelphia College of Textiles and Sciences and graduate degrees from Temple University and the University of Pittsburgh. His publications include articles on service learning, volunteerism, school-community agency collaboration, vocational counseling, health promotion for children, and leadership development.

This document provides an overview of service learning (SL) and shows how teachers can incorporate SL into elementary, middle, and high school curricula. First, SL is differentiated from community service and volunteerism. The four basic elements of SL (preparation, service, reflection, and celebration) are explained along with strategies for incorporating them into curricula and the benefits and drawbacks of various types of SL activities (direct and indirect service and civic action). The role of SL advisory committees and categories from which committee representatives are generally selected are examined. Discussed next are the importance of effective communication to the success of SL programs and considerations in and ways of monitoring/evaluating SL programs. The following benefits of SL are described: adult models for young people, student self-direction, parent involvement, improved workplace relationships, school-community partnerships, and altered perceptions of youth. Outlined next are approaches to infusing SL into elementary, middle, and high school curricula based on the following: community service classes, mandatory services, collaboration with community-based organizations, targeted populations, club-linked service, career/vocational education courses, in-school service, special events, and summer service. Concluding the document is a list of 25 organizations providing information related to SL. (MN)

This qualitative study investigates the ability of teachers that have completed their clinical experience-i.e., teacher preparation-in a school grounded in Deweyan theory to maintain a democratic practice. As such, the study focused on educators that were graduates of a school-university partnership program, known as CARE-Creating Active, Reflective Educators. Data were collected to address the following research question: "To what extent can former CARE students practice democratic education in their current public-school teaching environment?" Interviews conducted with current school teachers and leaders that were former CARE program students. Responses were audio-recorded and transcribed, then coded and organized into thematic units to report findings.

R ethinking Sexism, Gender, and Sexuality (2016) offers a readable and refreshing account of the ambiguities and possibilities relating to gender and sexuality in education today. With a focus on public school experiences, this collection of vignettes, lessons, and critical essays culminates in a resource that is of great value to teachers, preservice teachers, teacher educators, and citizens as they navigate the ever-changing winds of gender and sexuality, particularly as they diverge and multiply along categories of race, religion, ethnicity, and class. This book offers hope and excitement for those of us looking for resources and arguments in support of advancing the project of social justice, particularly as it relates to gender and sexual equality, and working to inaugurate a future wherein education is able to thrive as a space for activism. Rethinking Sexism, Gender, and Sexuality opens with a comprehensive introductory chapter discussing and analyzing the ways in which LGBTQ liberation rests upon and is implicated in other social justice issues. The text takes as its starting point a nuanced relationship with such social justice issues, beginning with a set of concerns, critiques, and questions often aimed at mainstream liberal assumptions about oppression and liberation. For instance, the opening chapter includes critiques of single-issue movements and arguments, single-identity category movements and arguments, antibullying platforms, militarization, criminalization, sex education, racism, and unity by rejecting the assumption that such issues are always inherently implicative of LGBTQ experiences and rights. In taking race, class, and ethnicity just as seriously in the attempt to articulate and understand such systems as it does sexuality and gender, the introduction also explores the ways such systems are influenced and related to each other and to the function

Purpose: This study examines pre-service teachers’ perceptions and their professional preparation levels for multicultural education. Design/Methodology/Approach: In accordance with the research problems, this study was conducted using a mixed method research and a partial mixed sequential and equal status design. In the quantitative part, 381 pre-service teachers were surveyed using the Multicultural Perception Scale (MPC) to assess their perspectives on multicultural education. In the qualitative part, 20 pre-service teachers were interviewed individually to determine their levels of professional preparation for multicultural education. Findings: The quantitative findings of the study showed that pre-service teachers have a moderate level of perception their professional preparation levels for multicultural education. Pre-service teachers enrolled in the Primary Education program have a higher perception of multicultural education than pre-service teachers enrolled in other teache...

The aim of this study is investigating the relatioship between multicultural competency perceptions and democratic values of the primary teachers at schools foreigner students attend. In the research, 499 primary teachers among 1980 teachers working at primary schools that foreigner students attend in Trabzon, Rize, Giresun, Ordu, Samsun provincial centers in 2015-2016 school year are included according to the volunteering and impartiality rules. The data is collected by using "Multicultural Competency Perceptions Scale" and "Democratic Values Scale". As a result of the study, it is found that the primary teachers at schools foreigner students attend perceive their multicultural competencies in awareness, knowledge and skills dimensions as "sufficient". Teachers opinions in seeking fairness dimension of democratic values is at the level of "I agree"; in justice, respect to the differences and equity dimensions are at the level of "completely agree". It is seen that, the participant teachers internalized the justice, respect to differences and equity dimensions of democratic values higher than the seeking fairness dimension. It is determined that there is a medium level relation, positively, between the multicultural competency perceptions and democratic values. It is observed that as the democratic values of teachers increase, their multicultural competencies perceptions increase; as democratic values decrease, multicultural competency perceptions decrease either. It is concluded that the reason of having higher multicultural competency perception is related to the internalizing the democratic values for teachers. Multiculturalism Multicultural competency Democratic value Foreigner students Primary teacher Article Info

The article adds to a growing conversation that recognizes and supports young children's civic capabilities, positioning them as citizens-now and not simply citizens in the future. They detail how three different classrooms sought to work with children to engage in social action on behalf of their broader community. This response wonders alongside the authors about how adults can best work with children to support their civic action and proposes that teachers engage children's visions for a more just, humanizing democratic society. The article offers three avenues of action for teachers as they support children's civicness: reflection on our views and experiences with democracy, educating ourselves in the traditions and histories of community organizing, and developing practices that involve children's visions of society.

Previous work on multicultural teaching competence has mainly focused on teachers' beliefs and attitudes towards ethnocultural diversity. Little attention has been paid to examine the nature of teachers' ethnocultural diversity knowledge. Drawing upon Shulman's model of pedagogical content knowledge, this study presents a novel theoretical framework and a performance-based assessment for examining teachers' ethnocultural diversity knowledge. We collected data from 819 preservice teachers across six teacher education programmes in Belgium, Flanders. Our findings indicate that student teachers in Flanders have limited and low levels of cultural diversity knowledge and there is a significant variation between the mean scores of teacher education programmes. We conclude by arguing that teacher education institutions should make meaningful reforms to develop student teachers' knowledge base regarding ethnocultural diversity.

Research literature suggests students need to engage in actual civic experiences; however, in most cases, teachers feel unwilling or unable to facilitate experiences beyond the formal classroom setting. In this project, we sought to understand the relationship between social studies teachers’ civic ideology, pedagogical approaches, and instructional decisionmaking through their engagement in an action civics camp. The project is part of a more significant effort to help critically minded teachers engage in more activist praxis by moving past the oftenlimiting ideological barriers of the classroom. By activist praxis, we refer to the ways a teacher’s ideology informs pedagogy related to the ways they are able and willing to extend civic engagement into the material and social world. Activist praxis is part of a teacher’s continual engagement in efforts to create the conditions for a more just and equitable public sphere. Submit a response to this article Submit online at democracyedu...

The trickster, a crucial character in many cultural histories, often slips into people's lives without warning. In the western United States, the trickster frequently manifests himself as Coyote, and he is central in the oral traditions of tribal people, ranching families, and outdoor ...

Traits of reasonableness are necessary characteristics of successfully engaged citizens within pluralistic liberal democratic societies. Given the evident unlikelihood of the spontaneous development of these critical characteristics, pedagogical effort ought to be exerted towards ensuring that this goal is realized. In what follows, we argue that preschool presents a unique and compelling opportunity for supporting this worthy pedagogical aim, such that, despite purported prohibitions entailed within arguments for the political neutrality of curricula, it ought to be promoted within this area. In the service of illustrating this point, we provide four examples of promising beginnings for this work. Submit a response to this article Submit online at democracyeducationjournal .org/ home Read responses to this article online http:// democracyeducationjournal .org/ home/ vol27/ iss1/ 1 On the Moral Necessity of Reasonableness Political conflicts, many of which derive from the alternate ...

Against a backdrop of increasingly contentious political times, it would seem that many citizens across the globe recognize themselves as constrained by entrenched and compounded systems of social and institutional injustices; for many attentive to these trends, it might be difficult not to reach the conclusion On the Promises of Hope in Perilous Times 32