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Relevant bibliographies by topics / Democracy and education Teachers Democracy

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Academic literature on the topic 'Democracy and education Teachers Democracy'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Democracy and education Teachers Democracy"

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Tholin, Kristin Rydjord, and Turid Thorsby Jansen. "Demokratiske samtaler i barnehagen?" Tidsskrift for Nordisk barnehageforskning 4, no. 2 (2011): 103–14. http://dx.doi.org/10.7577/nbf.310.

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Title: Democratic dialogues in early childhood education?Abstract: We examine what democracy-promoting practices may be in early childhood education. From an understanding of democracy as multifaceted we have studied how teachers lead planned conversations which enable children to present themselves and their interests. The issue discussed being: How can the teacher create conditions for conversations that are characterized by democracy promoting practices? The research is based on theoretical studies of democracy and conversations and video observations of conversations between teachers and children in two early childhood education institutions. The results are presented four themes: The preschool teachers’ emphasis on common experiences, their ability to make different voices distinct, show a listening participation and their daring when encountering the unexpected. Analysis shows that conversations in connections with projects can have a potential to promote practices characterized by democracy, but this seems demanding.

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Masamah, Ulfa. "DEMOCRACY AND EDUCATION ISLAM." Ta'dib 20, no. 2 (2016): 279. http://dx.doi.org/10.19109/td.v20i2.219.

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<p><em>Education is one of the media that is Able to help develop the potential of all human beings. Over time the implementation of many educational experience problems when the role of education has a significant influence on improving the quality of human life. Islamic education as an agent of social change should be Able to hit the problem that move dynamically and proactively to the advancement and improvement of Muslims. Das sollen, the purpose of education in Islam as the process of formation of human beings to conform with the nature of existence. Therefore, we need an alternative thinking in an effort to minimize the various educational failure. Democratization of education Considered as a solution capable of Islamic education in creating a humanist. Education that does not justify the existence of intimidation, repression and restrictions on the creativity of teachers and students can be Realized with the Efforts to create a democracy marked by education teaching-learning process that is open and full of healthy and responsible dialogue between teacher and pupil. Humanist atmosphere in education will deliver the achievement of educational goals of Islam. Islamic education is basically the Democratization of space, the which is where the education is directed at a dialogical space. Moreover, the ultimate goal of Islamic education directs its final destination on the behavior and attitude changes, the quality and variety of aspects that promote humanism space. Islamic education should be oriented to instill democratic values in the learning process, such as openness, mutual respect, sympathy, empathy, solidarity, and their understanding of pluralism in a pluralistic life.</em></p>

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Leach, Tony. "Democracy in the classroom." Power and Education 10, no. 2 (2018): 181–94. http://dx.doi.org/10.1177/1757743818756911.

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This article presents the case for a progressive education that embraces notions of democratic values in the classroom, and an education for democratic citizenship. Informed by John Dewey’s and Martin Buber’s philosophies of education, and Homi Bhabha’s concept of ‘third space’ work, the article examines the problematic and contested issues of emancipation and empowerment for learning in the classroom and across the school. Democracy in schooling requires a learning environment where teachers and students are encouraged and empowered to engage in mutual dialogue over matters to do with teaching and learning. Acknowledging this requirement, and the traditional agential and power-related positioning of teacher–student relationships and role identities in the classroom and across the school, this article argues for the creation of learning environments where classroom practice is democratically ‘top-down’ teacher-guided and ‘bottom-up’ student-informed.

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Levinson, Meira. "Challenging Deliberation." Theory and Research in Education 1, no. 1 (2003): 23–49. http://dx.doi.org/10.1177/1477878503001001003.

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Civic education is a primary aim of public schooling in liberal democratic states, which rely on a well-educated, civic-minded citizenry for their perpetuation. Because liberal democracies can differ, it is important to decide for what kind of democracy schools should be educating. Recently, deliberative democracy has come into vogue as a political - and hence civic educational - goal. Because of differences in perspectives as a result of life experiences, however, racial, ethnic, economic, and/or religious minorities are disadvantaged in deliberative settings. Even if they fully participate, and even if all citizens welcome their participation, minority group members are unlikely to be able to influence debate appropriately. Furthermore, the steps that teachers or schools might take to overcome this problem in the future themselves impose serious costs on children, especially those who grow up in segregated minority communities. These costs may outweigh deliberative democracy's putative benefits over adversarial democracy.

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Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.

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There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.

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Avramovic, Zoran. "Education for civil society or democracy." Zbornik Instituta za pedagoska istrazivanja 38, no. 2 (2006): 445–55. http://dx.doi.org/10.2298/zipi0602445a.

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This paper is a scholarly debate on theses which equate the concepts of "civil society" and "democracy". The main objection put forward against the concept of education for civil society is its ideological nature. The paper analyses theoretical and empirical difficulties of the concept. In the first place, "civil society" concept is not identical to "democracy" concept. The author contests the claim that a good citizen ideal is a general ideal of modern society. A claim is put forward that there is no significant pedagogical or didactic difference between a civil education teacher and teachers of other subjects. The paper also points out some outstanding problems in school practice of civil education as a proof that the concept does not have a valid theoretical foundation. The call for civil education not to be limited to a single subject has been contested by the argument that a single vision of a desirable society can lead into doctrinal and ideological bigotry and not democratic pluralistic society. .

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Mancini, Chantal. "Austerity, Struggle, and Union Democracy: Bill 115 and the Ontario Secondary School Teachers’ Federation, an Insider View." Labor Studies Journal 45, no. 1 (2020): 8–31. http://dx.doi.org/10.1177/0160449x20901646.

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In 2012, unions representing teachers and education workers in Ontario, Canada, were faced with Bill 115, legislation used by the provincial government to impose a collective agreement upon education workers and remove their right to strike. With a specific focus on the Ontario Secondary School Teachers’ Federation, this paper is an insider view of how Bill 115 and the external political contexts of the time affected Ontario Secondary School Teachers’ Federation’s internal democratic practices at the height of the struggle. It employs theories of union democracy in order to consider how external forces can shape teacher unions’ internal democracy, and how the competing pressures faced by union leaders can impact their actions and decisions. This paper takes the view that internal union democracy is an important consideration in teacher unions’ resistance to government austerity agendas.

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Soong, Hannah. "Transnational teachers in Australian schools: Implications for democratic education." Global Studies of Childhood 8, no. 4 (2018): 404–14. http://dx.doi.org/10.1177/2043610618814907.

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While current debates on education for children from migrant background often focus on the prevailing problems of self-segregation and racialisation in Australian education, I take my point of departure from such perspectives to ask how the evolution of a burgeoning mobile teacher, who operates on a global scale, can matter to the distribution of educational opportunity and shape of democratic education outcomes for both domestic and overseas-born children. Consistent with the Special Issue, this article seeks to open a space for further research, to ask some old and some new questions about teaching for democracy. To examine how democracy can be fully realised in and through education, this article moves beyond problematising the dangers posed by globalised neoliberal school reform to attend to the cross-border flows of culturally and ethnically diverse transnational teachers in Australian schools. The article has two foci: first, it explores the role ‘transnational teachers’ have in education for democracy by understanding their place in the relations between education and access to sociocultural opportunities. Second, the article deploys a Deweyan approach to democracy and education, to argue for an education that is embedded in contexts, beyond than a locality, to incorporate sustained cross-border relationships and patterns of teachers’ social formation. Finally, the article details key pedagogical considerations for democratic education, moving beyond largely Eurocentric practices to include aspects such as generating diversity, cultivating transnational civic engagement, and advancing transnational aspirations of both teachers and students shaped by processes of globalisation.

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Michelli, Nicholas M. "Teacher Education in a Democracy." Thinking: The Journal of Philosophy for Children 14, no. 3 (1999): 2–10. http://dx.doi.org/10.5840/thinking19991439.

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Michelli, Nicholas. "Teacher Education in a Democracy." Inquiry: Critical Thinking Across the Disciplines 8, no. 2 (1991): 1. http://dx.doi.org/10.5840/inquiryctnews1991828.

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Dissertations / Theses on the topic "Democracy and education Teachers Democracy"

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Hess, Michael E. "The long walk with democracy : democratic teacher narratives in rural Appalachian Ohio /." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3353543.

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Lindhe, Cecilia, and Caroline Hägelmark. "Skoldemokrati : School democracy, Teacher´s' view on school democracy and its integration in education." Thesis, Växjö University, School of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-619.

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<p>Syftet med detta arbete är att undersöka lärares syn på skoldemokrati och dess integrering i undervisningen. Vi har även gjort en egen definition av begreppet skoldemokrati för att kunna ställa det mot våra respondenters syn. Arbetet bygger på kvalitativa intervjuer med lärare för de senare åren och gymnasiet. Vi utgick från en intervjuguide för att kunna hålla oss inom ramarna för vårt syfte. Av vårt resultat framkom att de lärare vi intervjuade har en liknande syn kring skoldemokrati, de flesta talar också om hur viktigt det är att hålla begreppet levande i verksamheten. Lärarna uppvisar även en samsyn vad gäller integreringen av skoldemokrati i sin dagliga undervisning, de beskriver och ger exempel på hur de arbetar med det. I vår diskussion har vi diskuterat och problematiserat kring respondenternas svar genom att ställa dem mot de teoretiska utgångspunkter vi har valt och utifrån egna reflektioner.</p>

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Gleeson, Ann Marie. "Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2414.

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Thesis advisor: Marilyn Cochran-Smith<br>Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work. This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments (n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54). Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation<br>Thesis (PhD) — Boston College, 2011<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Hess, Michael E. II. "The Long Walk with Democracy: Democratic Teacher Narratives in Rural Appalachian Ohio." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1229977660.

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Lewis-Ferrell, Genell Dawn. "Democracy renaissance civic education as a framework for elementary education methods courses /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274918.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction in the School of Education, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2902. Adviser: Terrence C. Mason. Title from dissertation home page (viewed Apr. 14, 2008).

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Hostetler, Andrew Leon. "UNDERSTANDING THE RELATIONSHIP BETWEEN BELIEFS ABOUT DEMOCRACY AND PRACTICE: HOW THREE BEGINNING SOCIAL STUDIES TEACHERS ENACT PERSONAL PRACTICAL THEORIES." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342031318.

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Piazza, Peter. "Neo-democracy in educational policy making: Teachers' unions, Education Reform Advocacy Organizations and threats to public engagement in the new policy arena." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104144.

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Thesis advisor: Marilyn Cochran-Smith<br>This dissertation explores the many, complex changes to educational policy making in recent years. I conduct a critical policy analysis of a Massachusetts law that limits seniority-based job protections for public K-12 teachers. Garnering considerable controversy, the law was the result of private negotiations between the state's largest teachers' union and Stand for Children, a national Education Reform Advocacy Organization (ERAO). I use data from interviews with policy stakeholders, observations of public meetings and policy artifacts to explore struggles over public engagement in what unfolded as a highly undemocratic policy development process. My theoretical framework combines Stephen Ball's "policy cycle" (Ball, 1993; Bowe, Ball & Gold, 1992) with deliberative democratic theory. Aligned with Ball's work, I explore the ways that political discourses shaped struggles in various "contexts" of the policy development process. I demonstrate that policy development was a messy, non-linear process that involved complicated argumentation about teachers' unions, ERAOs, and community organizing. Informed by deliberative democratic theory, I focus on concrete efforts taken to include, or exclude, the public from the policy debate, and I highlight discourses that appeared to justify these political decisions. I argue that the case is indicative of what I am calling "neo-democratic" decision making, in which high-level interest group conflict leads to narrow forms of democratic engagement. I trace changes in each organization's political identity over the course of the conflict, and I demonstrate that identity was connected in important ways to underlying beliefs about policy making and public engagement. Fueled by interest group conflict, both Stand for Children and the Massachusetts Teachers' Association sought to promote the organizational identity that best suited their political interests. In the process, each organization pursued narrow forms of democratic engagement that clashed with their own organizational mission statements. I use findings from the case to offer suggestions for moving beyond the "neo-democratic" era and towards a system of policy making that aspires to higher democratic ideals<br>Thesis (PhD) — Boston College, 2015<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Behairy, Maram. "Education for Democracy: Mixed Methods Case Studies of Teachers' Critical Thinking Dispositions and Their Teaching Styles." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3497.

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Democracy does not automatically maintain itself by prescribed constitutions and procedural codes (Dewey, 1939), but rather its citizens must have certain dispositions to protect and strengthen it (Biesta, 2006). According to John Stuart Mill (1859/1991), people can tyrannize one another within the structures of a democracy, a concept he phrased “tyranny of the majority” (p. 7). To safeguard against such tyranny and to maintain a democratic way of life conducive to progress, I contend that our schools must be tasked with developing critical thinking dispositions in our future adults. The literature on education for democracy was reviewed and aligned with the critical thinking dispositions defined in the present study. Critical thinking dispositions are taught through interactions that promote them, not only limited to methods of direct instruction, such that they are infused throughout all academic subjects at all grade levels (Facione, 1990). Therefore, the present study explored the relationship between teachers’ critical thinking dispositions and their teaching styles. The main research question was: How do critical thinking dispositions differentiate between teaching styles? To best answer this question 10 mixed methods case studies were conducted of the teachers at one private pre-kindergarten through eighth grade school. The data were collected through a quantitative questionnaire, the California Critical Thinking Dispositions Inventory (CCTDI), and through qualitative observations and interviews. Subsequently, each strand, qualitative and quantitative, was analyzed individually and sequentially. Finally, through cross-case analyses, 10 distinctions in teaching styles were found for teachers who scored high on the critical thinking dispositions: truth-seeking to teacher explorer, truth-seeking to student teaching, open-mindedness to student teaching, inquisitiveness to fallibility, analyticity to emotional adaptability, analyticity to fallibility, analyticity to observational listening, systematicity to nurturing, confidence in reasoning to curriculum expansion, and confidence in reasoning to self-actualization. Understanding these relationships is the start of possibly being able to use teachers’ CCTDI profiles to predict teaching styles and to guide teacher education. Implications for future research include more focused studies around the consistent relationships emerging from the present study and research about students’ development of critical thinking dispositions in relation to teaching styles.

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Wiese, Eline Fatima. "Teaching sensitive issues : teacher training, education for democracy and HIV/AIDS in South Africa." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1644/.

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This thesis discusses teaching sensitive issues in a framework of education for democracy and social change. Specifically, the research examined how teacher-education students in South African teacher-education institutions in the Western Cape province are taught about HIV/AIDS and sensitive issues and how they describe their experiences. The thesis discusses how social change, i.e. the transition from a traditional and modernist society to a society with postmodern features, affects schooling as it changes the social structures in which schooling take place, and furthermore how sensitive and controversial issues come to the surface and demand to be dealt with as society changes. This has implications for the educational framework chosen – i.e. going from an authoritarian form of education to education for democracy based on democratic teaching methods, student participation and diversity. This thesis is built of the assumption that only teachers who are properly prepared to handle teaching in a diverse classroom will be able to handle teaching sensitive and controversial issues. There were two main findings of the research. Firstly, the need for teacher professionalism, defined as teachers’ didactic and reflective competence in teaching sensitive issues. Secondly that there is a need for participatory democratic education in dealing with sensitive and controversial issues.

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Mhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.

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Books on the topic "Democracy and education Teachers Democracy"

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Davies, Lynn. Democracy through teacher education. Centre for International Education and Research, 2002.

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Smith, Lesley Ann. Democracy in education: Democratic practice in schools and teacher education. University of Birmingham, 1991.

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Democracy, education, and governance: A developmental conception. State University of New York Press, 1993.

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Matos, Michelle Nunes. Projeto pedagógico para a cidadania. Autêntica, 2007.

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Stitzlein, Sarah Marie. Teaching for dissent: Citizenship education and political activism. Paradigm Publishers, 2012.

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Ilić, Mile. Responsibilna nastava. 2nd ed. Univerzitet u Banjoj Luci, 2002.

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Ilić, Mile. Responsibilna nastava. 2nd ed. Univerzitet u Banjoj Luci, 2002.

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Sheardy, Richard Dean. Science education and civic engagement: The SENCER approach. Edited by American Chemical Society. Division of Chemical Education. American Chemical Society, 2010.

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Teaching for dissent: Citizenship education and political activism. Paradigm Publishers, 2012.

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Beikoku tainichi senryōka ni okeru "kyōshoku tsuihō" to kyōshoku tekikaku shinsa. Gakujutsu Shuppankai, 2007.

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Book chapters on the topic "Democracy and education Teachers Democracy"

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Weiner, Lois. "The Teachers’ Trifecta: Democracy, Social Justice, Mobilization." In Teacher Unions in Public Education. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137426567_12.

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Medway, Peter, John Hardcastle, Georgina Brewis, and David Crook. "The Period, the Education System, and the Teaching of English." In English Teachers in a Postwar Democracy. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137005144_2.

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Holloway, Jessica. "Democracy and Education: Why Pluralism Matters." In Metrics, Standards and Alignment in Teacher Policy. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4814-1_11.

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Watson, Brenda. "What is the role of the teacher?" In Making Education Fit for Democracy. Routledge, 2020. http://dx.doi.org/10.4324/9780429270444-9.

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Webster, R. Scott. "Teacher-Educators as Intellectuals for Democracy or Neoliberalism." In Encyclopedia of Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_391-1.

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Gondwe, Foster, and Elias Mwakilama. "Examining the intersection of democracy, teacher education and ICT." In Education, Communication and Democracy in Africa. Routledge, 2021. http://dx.doi.org/10.4324/9781003125440-10.

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Edling, Silvia, and Johan Liljestrand. "“Democracy for me is saying what I want”." In Teacher Education and the Development of Democratic Citizenship in Europe. Routledge, 2019. http://dx.doi.org/10.4324/9780429030550-10.

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Moreira, Maria Alfredo. "On Democracy and Learner Autonomy in Initial Teacher Education: Guerrilla Warfare?" In Reconstructing Autonomy in Language Education. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230596443_5.

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Lange, Dirk, and Sven Rößler. "Civic Education as Profession: Current Developments in German (Higher) Educational System and Qualification Opportunities for Teachers and Trainers." In Citizenship, Democracy and Higher Education in Europe, Canada and the USA. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137287489_10.

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Saqipi, Blerim. "The evolving concept of democracy in the Kosovo education system." In Teacher Education and the Development of Democratic Citizenship in Europe. Routledge, 2019. http://dx.doi.org/10.4324/9780429030550-8.

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Conference papers on the topic "Democracy and education Teachers Democracy"

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Fan, Ming. "Education Democracy - The Spiritual Equality Encounter between Teachers and Students." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.230.

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Sundawa, Dadang, and Asep Dahliyana. "The Influence of Civic Education Teachers’ Competence on Classroom as a Laboratory of Democracy." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007095301950199.

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Karnyushina, Ver, Sergey Arkhipov, Valentina Shakhova, and Nadezhda Arupova. "STRATEGIES PERFORMED BY TEACHERS AS A FORM OF PERSUASION AND INFLUENCE DURING CLASSES: DEMOCRACY OR AUTHORITY?" In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2003.

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Kerr-Sheppard, Gillian. "TEACHING DEMOCRACY IN SCHOOLS: THE IMPACT OF TEACHERS’ BELIEFS AND VALUES ON THE DELIVERY OF EDUCATION FOR DEMOCRATIC CITIZENSHIP." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1565.

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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.

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Montenegro, Carlos-Daniel, Pedro Nunes-Da-Silva, and Carlos Montenegro. "E-Democracy." In ICDEL 2020: 2020 the 5th International Conference on Distance Education and Learning. ACM, 2020. http://dx.doi.org/10.1145/3402569.3402596.

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Takahashi, Mitsuru. "REEXAMINING THE DELIBERATIVE DEMOCRACY: COMMUNITY, ADULT EDUCATION AND DEMOCRACY." In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/1.1/s01.007.

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Zhu, PingPing. "Equality of Democracy." In 2015 Joint International Social Science, Education, Language, Management and Business Conference. Atlantis Press, 2015. http://dx.doi.org/10.2991/jisem-15.2015.41.

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Ulfah, Fitria, Hani Yulindrasari, and Vina Adriany. "Democracy and Early Childhood Education." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007036500930096.

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Ruliene, Lyubov N. "Digital Democracy In Educational Management." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.14.

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Reports on the topic "Democracy and education Teachers Democracy"

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Kolesnyk, Larysa, Tetiana Matusavech, and Iryna Shaposhnikova. Democracy in education: examining the experiences, perspectives, and perceptions of democracy in primary teacher education in ukraine Research report. “NAIR” Enterprise, Ivano-Frankivsk Oblast Organization of “RSDP “Institute of Social Policy”, 2020. http://dx.doi.org/10.37271/009-20/978-966-2716-50-4/2020-68.

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Acemoglu, Daron, Simon Johnson, James Robinson, and Pierre Yared. From Education to Democracy? National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11204.

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Glaeser, Edward, Giacomo Ponzetto, and Andrei Shleifer. Why Does Democracy Need Education? National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12128.

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de la Croix, David, and Matthias Doepke. To Segregate or to Integrate: Education Politics and Democracy. National Bureau of Economic Research, 2007. http://dx.doi.org/10.3386/w13319.

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Kolesnyk, Larysa, Tetiana Matusavech, and Iryna Shaposhnikova. Report on the results of the sociological survey "Democracy in Education". “NAIR” Enterprise, Ivano-Frankivsk Oblast Organization of “RSDP “Institute of Social Policy”, 2020. http://dx.doi.org/10.37271/008-20/978-966-2716-45-0/2020-68.

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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.

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Artis, Roslyn, Connie Ledoux Book, Jennifer Clinton, John S. Lucas, James P. Pellow, and Dawn Michele Whitehead. Advancing Global Stability and U.S. National Security through Peaceful Exchange. The International Coalition (coordinated by The Forum on Education Abroad), 2021. http://dx.doi.org/10.36366/ic.agsausnstpe.03312021.

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For nearly 100 years, American leadership, regardless of political affiliation, has recognized the vital importance of people-to-people international exchange programs in bolstering our nation’s economy, strengthening our national security, and improving America’s status in the world. In today’s interconnected world, where global challenges require global cooperation on solutions, the United States should not retreat from international engagement, but should rather double our efforts to build positive and mutually supportive connections with our neighbors. America must embrace its role in leading international peace and prosperity by facilitating meaningful, safe, educational exchange in all directions – helping more Americans learn firsthand about other people and cultures and helping more foreign students come to America to experience for themselves the principles upon which our country was built - liberty, democracy, capitalism, and basic human freedom. America can and should leverage international education, exchange and public diplomacy programs to plant seeds of peace, regain the world’s trust, and return to our previous role as a respected leader in global affairs. Leading the effort to bring the world together helps America, Americans, and our vital allies.

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Cachalia, Firoz, and Jonathan Klaaren. A South African Public Law Perspective on Digitalisation in the Health Sector. Digital Pathways at Oxford, 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/05.

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We explored some of the questions posed by digitalisation in an accompanying working paper focused on constitutional theory: Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa. In that paper, we asked what legal resources are available in the South African legal system to respond to the risk and benefits posed by digitalisation. We argued that this question would be best answered by developing what we have termed a 'South African public law perspective'. In our view, while any particular legal system may often lag behind, the law constitutes an adaptive resource that can and should respond to disruptive technological change by re-examining existing concepts and creating new, more adequate conceptions. Our public law perspective reframes privacy law as both a private and a public good essential to the functioning of a constitutional democracy in the era of digitalisation. In this working paper, we take the analysis one practical step further: we use our public law perspective on digitalisation in the South African health sector. We do so because this sector is significant in its own right – public health is necessary for a healthy society – and also to further explore how and to what extent the South African constitutional framework provides resources at least roughly adequate for the challenges posed by the current 'digitalisation plus' era. The theoretical perspective we have developed is certainly relevant to digitalisation’s impact in the health sector. The social, economic and political progress that took place in the 20th century was strongly correlated with technological change of the first three industrial revolutions. The technological innovations associated with what many are terming ‘the fourth industrial revolution’ are also of undoubted utility in the form of new possibilities for enhanced productivity, business formation and wealth creation, as well as the enhanced efficacy of public action to address basic needs such as education and public health.

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