Relevant bibliographies by topics / Democratic educational values

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Democratic educational values'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Democratic educational values"

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OPPEWAL, DONALD. "DEMOCRACY AND DEMOCRATIC VALUES: THEIR STATUS IN EDUCATIONAL THEORY." Educational Theory 9, no. 3 (April 2, 2007): 156–64. http://dx.doi.org/10.1111/j.1741-5446.1959.tb01261.x.

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Hansen, Ole Henrik, Anders Skriver Jensen, and Stig Broström. "Democratic, caring and disciplinary values in Danish preschools: Bringing values together." Contemporary Issues in Early Childhood 21, no. 4 (December 2020): 340–55. http://dx.doi.org/10.1177/1463949120970236.

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Teachers and caregivers organize children’s everyday life in early childhood settings to support children’s well-being, learning and development. Teachers’ organizational decisions (e.g. daily schedule, arrangement of furnishings, activities, behavioural expectations) are influenced by a set of ideas, norms and values which they may or may not be conscious of at the time. The purpose of this study is to gain a deeper understanding of how democratic, caring and disciplinary values are communicated and negotiated between adults and children (from birth to five) in crèche and preschool settings, with particular attention to whether these values are animated in isolation (e.g. separately from one another) or in a more unified fashion. The conceptual framework for this study is based on previous theories and research on democracy education, communicative action, educational content and children’s democratic formation, caring values and disciplinary values. The researchers analysed video recordings of interactions between children and teachers during lunch, circle time and free activities. The findings reveal the nature and extent to which teachers expect children to follow and participate in the social order that adults have established for them, as well as ways in which empathic practitioners create space for children to influence changes in the social order.
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Stepanova, Tetiana, Kateryna Shapochka, Raiisa Vdovychenko, Yuliia Babaian, and Nataliia Ivanets. "Formation of inclusive values as development of democratic values." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 107–15. http://dx.doi.org/10.34069/ai/2020.29.05.13.

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The article highlights the issues of professional training of future educators using innovative pedagogical approaches, as well as the formation of inclusive competency as part of professional competency. The authors present the views of scholars on such terms as “inclusive education”, “inclusive culture”, “inclusive values”, and “value-based orientations” and demonstrate the importance for teaching staff of basic knowledge and methods of working with children with special educational needs. The article highlights the effectiveness of inclusive education in the training and retraining of teachers, where the formation of inclusive values is one of the objectives. The creation of an inclusive culture in higher education institutions ensures the existence of a safe democratic society that shares the ideas of cooperation and the value of each person in common achievements. This kind of university culture creates shared inclusive values and principles that are common for all faculty and students.
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Fernández, María Tomé, and Emilio Berrocal De Luna. "The Influence of Gender in Usage of Democratic Values for Intercultural Educational Inclusion." European Journal of Investigation in Health, Psychology and Education 3, no. 1 (March 22, 2013): 51–64. http://dx.doi.org/10.1989/ejihpe.v3i1.23.

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Nowadays, society is shaped by individuals of different religions, ethnics or cultures. In this situation, the usage of common values may be the guarantee of a successful coexistence. We call these values “democratic values” due to the guarantee efficacy of pluralist coexistence and intercultural education has a prior role in their transmission. We wonder if gender has an influence on intercultural education and the usage of those values. In this research, we aim analyze the relation between gender and usage of democratic values. We used a sample of 493 adolescents (48.70% female, 100% white, Mage=13.91%, SD=0.29) in Tromsø (Norway). Three sorts of democratic values were assessed (primary, secondary and tertiary values). Results conclude that female adolescents use these values in the intercultural practice more than male ones. Furthermore, male and female samples concur with considering the same value as the less used in the intercultural practice, their preferences differ in choosing the most used value.
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Fernández, María Tomé, and Emilio Berrocal De Luna. "The Influence of Gender in Usage of Democratic Values for Intercultural Educational Inclusion." European Journal of Investigation in Health, Psychology and Education 3, no. 1 (March 22, 2013): 51–64. http://dx.doi.org/10.3390/ejihpe3010005.

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Nowadays, society is shaped by individuals of different religions, ethnics or cultures. In this situation, the usage of common values may be the guarantee of a successful coexistence. We call these values “democratic values” due to the guarantee efficacy of pluralist coexistence and intercultural education has a prior role in their transmission. We wonder if gender has an influence on intercultural education and the usage of those values. In this research, we aim analyze the relation between gender and usage of democratic values. We used a sample of 493 adolescents (48.70% female, 100% white, Mage=13.91%, SD=0.29) in Tromsø (Norway). Three sorts of democratic values were assessed (primary, secondary and tertiary values). Results conclude that female adolescents use these values in the intercultural practice more than male ones. Furthermore, male and female samples concur with considering the same value as the less used in the intercultural practice, their preferences differ in choosing the most used value.
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Gürşimşek, IşIk, and Melek GöreGenli. "HUMANISTIC ATTITUDES, VALUES, SYSTEM JUSTIFICATION, AND CONTROL BELIEFS IN A TURKISH SAMPLE." Social Behavior and Personality: an international journal 34, no. 7 (January 1, 2006): 747–58. http://dx.doi.org/10.2224/sbp.2006.34.7.747.

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The values, humanistic attitudes, perceived democratic level and justification of the educational system and personal control beliefs about the educational system in Turkey were investigated. The sample consisted of 211 teacher candidates and 155 teachers from different public schools in İzmir. Data were gathered using the Polarity Scale (Tomkins, Stone, & Schaffner, 1988), Schwartz Value Scale (Sagiv & Schwartz, 1995), and the following three scales which were developed for this study: Perceived Democracy in Education System Scale, Control Beliefs Scale, and System Justification Scale. Results demonstrate significant differences between the teachers and teacher candidates for control beliefs, system justification, and some dimensions of Schwartz's Value Scale. Also age and sex are seen to be related to humanistic values and perceived democratic level of the educational system. Multiple correlations are determined between the beliefs, values, and attitudes of participants in relation to different dimensions of the education system. The results are discussed in relation to democratic education.
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Hindaryatiningsih, Nanik. "THE IMPLEMENTATION OF BUTON CULTURAL VALUES IN VALUE EDUCATION PLANNING IN BAUBAU REGION OF SOUTHEAST SULAWESI." IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW 1, no. 1 (August 7, 2017): 45. http://dx.doi.org/10.21009/ijer:01.01.05.

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The study aimed at finding out the implementation of Buton cultural value into value education planning. This study employed qualitative approach by ethnographic method conducted at SMAN 2 Baubau, south east Sulawesi in 2012. For data collection, in-depth interview techniques, documentation review, and participant observation consisting descriptive, focused and selected observation were used. The observation focused on cultural events and interactive behavioral informants. The informants comprised of principal, teachers, staff, school committee, pupils, parents, community leaders and traditional leaders. For data analysis, spradley technique consisting of domain analysis, taxonomy, componential and theme analysis was used. The findings showed that 1) core values in “gau and pombala” culture in Buton community consisted of cooperative, democratic and ethic value; 2) Buton’s cultural values of“gau and pombala’ were practiced in educational value planning at school. Keywords: democratic, cooperative, ethic, value implementation, educational planning
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Shechtman, Zipora. "Promoting a Therapeutic Classroom Climate through Democratic Values." School Psychology International 11, no. 1 (February 1990): 39–44. http://dx.doi.org/10.1177/0143034390111006.

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Wong, Koon Lin, and Chi Kin John Lee. "Learning to live together in polarized and pluralistic societies: Hong Kong teachers' views of democratic values versus patriotic values." Citizenship Teaching & Learning 14, no. 3 (October 1, 2019): 307–30. http://dx.doi.org/10.1386/ctl_00012_1.

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Abstract Under 'One Country, Two Systems', 'good citizens' ‐ as supported by pro-democratic positions ‐ and 'good citizens' ‐ as promoted by the Chinese government ‐ are seemingly in contradiction with each another based on their values and ideologies in Hong Kong. The competing values of citizenship are demonstrated by deep divisions within Hong Kong society, with pro-democratic groups advocating democratic values and initiating societal transformation, and their pro-establishment counterparts highlighting patriotic values and sustaining the status quo. From an educational perspective, teachers take on an essential role in the implementation of education policies designed to cultivate students who are 'good citizens'. This research employed a mixed-methods approach to examine Hong Kong teachers' perceptions of 'good citizens' based on their affinity with democratic and patriotic values. The findings indicated that rather than conflicting, patriotic values tended to be complementary to democratic values. Moreover, critical patriotic citizens with multiple identities who participate rationally and constructively in social and political activities might be more likely to facilitate democratic development in Hong Kong. These findings have implications for policy-makers responsible for the citizenship education and preparation of future citizens living within polarized and pluralistic societies, and they highlight the value of learning to live together in a complex world.
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Rusch, Edith A. "Leadership in Evolving Democratic School Communities." Journal of School Leadership 8, no. 3 (May 1998): 214–50. http://dx.doi.org/10.1177/105268469800800301.

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Theorists have suggested that the practice of democracy is very hard work and current research on schools attempting more democratic practices such as site-based governance verify the complexity of the task. This article describes the values and associated behaviors of seven school administrators who foster and sustain democratic practices in schools engaged in restructuring. These school administrators reject the centrality of the principal's role and prominently display values that support equity, inclusion, mutual influence, and candor. Their values and associated behaviors lead to some provocative questions for professors of educational administration.
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Dissertations / Theses on the topic "Democratic educational values"

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Pienkowski, Margaret P. "A Dialogue of Learning: The Exploration of a Service-Learning Practicum and the Development of Democratic Educational Values." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4774.

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Using a hybrid portraiture interpretivist case study methodology, this study explores the development of democratic educational values of pre-service teachers who participated in a “nested” service-learning practicum during their first semester in a secondary teacher preparation program. In this nested model, both the pre-service teachers and the middle school students with whom they worked participated in service-learning. The study is in response to the findings of previous researchers that democratic educational values have, in many classrooms, been pushed aside by the pressures of the standardization and accountability movement and by the belief that democratic educational values are critical to a public educational system which supports civic identity and participation. Data collected over the course of one semester included reflective journals, blog postings, observations of the service-learning seminar, observations of teaching practices in the field, and audio-recorded semi-structured interviews. Four participants were interviewed three times each, and all four participants were observed both in the service-learning seminar and in their field placements. While this study did not find that participation in a nested service-learning model led to pre-service teachers becoming active agents of change, it did find that the nested service-learning experience helped the pre-service teachers to begin to lay a solid foundation in their understanding of basic democratic educational values, in their plans to embrace democratic educational values in their future classrooms, and in their view of themselves as democratic educators.
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Msengana, Nontobeko Winnie. "The significance of the concept "Ubuntu" for educational management and leadership during democratic transformation in South Africa." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1590.

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Koc, Bobil. "Värdegrundsarbetet, en icke likvärdig undervisning i svenska skolor? : En studie om hur fyra SO-lärare tolkat de grundläggande demokratiska värdernas innebörd och hur de genomför sin undervisning för att förmedla och förankra dessa till eleverna." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34668.

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The school has a political and democratic mandate to teach and establish basic democratic values that our society is based in the teaching of students. The purpose of this study is to investigate how a number of four teachers interpret the meaning of democratic values. What is their personal inter-pretations which according to previous research proved to be open to interpretation? The aim was to see if there was a noticeable difference in the teachers interpretations towards each other. Another aim of the study was to gain insight on how teachers believe that they conduct their lessons to teach and establish basic democratic values. Are there any links to previous research that says that the teaching of fundamental values are not equal? The study's questions will therefore examine: ・ What do four different teachers consider the meaning of the basic democratic values? ・How do the teachers in the social studies field do systematically for the students to aquire basic democratic values and knowledge? ・ What are the differences in their interpretations of the democratic meaning of values and way of conducting their teaching in this area? To get answers, qualitative methods have been used through interview. As a theoretical approach, Laclau and Mouffes approach of discourse analysis has also been used. The conclusions I reach in the analysis of my material shows that the four teachers had a variety towards each other in their interpretation in the meaning of the basic democratic values. As a conse-quence was the teachings in the fundamental values not equivalent because they dealt with different areas of the values in their respective teaching.
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Sato, Linder Ryoko. "Learning the Fundamental Democratic Values in Preschool : A Case Study of the Implementation of the National Educational Policy in Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-151102.

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Under the 1990s restructuring of the Swedish education system, ‘the fundamentaldemocratic values’ have stipulated clearly both in the Education Act and all of thenational curricula as one of the educational goals. This study aims to illuminate how thefundamental democratic values in the Swedish curriculum for preschool are implemented,its process and outcome on a micro level, a preschool. The role of the preschools inSweden has been changed especially after the new curriculum has been issued in 1998, and now, “to impart and establish respect for human rights and the fundamentaldemocratic values” is an important task of the preschools and expected to “activelypromote” in its work with children. Through a qualitative case study focused on apreschool in Forest municipality, Stockholm, the findings show the principal and thepedagogue in the chosen preschool are conscious of the importance of the fundamentaldemocratic values within the individual perspectives. This study also illustrates that thepedagogue have developed their understanding for the fundamental values continuously,through the several types of meetings, and have applied it to their daily activities.Furthermore, the findings also show that the pedagogue in the chosen preschool haveutilised ‘the five value keywords’ those were selected in the school district where thepreschool belonged. As a whole the research on the chosen preschool indicates theimportance of role of pedagogue at preschool for implementation of the nationaleducation policy. On the other hand, this study has clarified that Forest municipality hashad important role for the implementation process and evaluation of preschools in themunicipality. This fact indicates that how municipalities take initiatives affects successfulimplementation of the curriculum. As concluding remarks, this study argue the results ofthe present research indicate that the chosen preschool has supplied opportunities for bothchildren and parents to learn/exercise deliberative democracy, that may be seeds to fosteractive citizen.
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Christiani, Shaun. "Erratic Subject Didactics : a Study of Conditions Antecedent to Secondary Education Reform and Their Effects on Social Science Didactics." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20694.

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This paper studies how changing political, economic, and social conditions in and related to Sweden affected its secondary education policy and the role that social science didactics plays. By analyzing Swedish secondary school curricula, the related social science syllabus, education act, and corresponding organizational documents, the causes for, and context of education reform become clear. The school’s purpose is to impart general abilities and knowledge that all persons will require to function in society and maintain democracy, equality, and international solidarity. Additionally, the school is found to conform to the same template, values, and norms as the economic and political aspects of globalization and modern democratic society. The school subject that wholely addresses general knowledge, civil abilities, and democratic values is found to be social science. Engaging social issues as a didactical tool, social science teaching imparts in students democratic values and the civil abilities to participate in society. Through the quality assurance of evaluations, knowledge requirements emerged as a policy for providing students with the opportunity to learn at one’s capacity. By meeting its knowledge requirements, social science produces students who are stewards of democratic values that, by participating in the community, contribute to social development in every venture during life after school.
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Lindell, Maria. ""Solidaritet är en känsla mer än en handling" : En kvalitativ studie om hur samhällskunskapslärare i årskurs 4-6 förstår begreppet solidaritet." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40412.

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Syftet med föreliggande studie är att undersöka samhällskunskapslärares förståelse av solidaritetsbegreppet i årskurs 4-6 och detta i enlighet med styrdokumenten. Syftet är även att undersöka på vilket sätt dessa lärare synliggör solidaritetsbegreppet i undervisningen. Solidaritet är ett av de demokratiska värden som skolan ska förmedla och främst gäller detta för samhällskunskapsläraren. Studiens teoretiska ansats inspireras av hermeneutiken och livsvärldsfenomenologin. Genom intervjuer med sju verksamma lärare visar resultatet generellt att solidaritet är ett viktigt begrepp men som inte ges lika stort utrymme som innebörden av det. Solidariteten får definitivt en plats i undervisningen men den planeras inte in i lektioner, utan snarare framträder solidariteten ofta som en biprodukt av konflikter eller ordningsproblem. Lärares förståelse för begreppet visar att det är ett mångtydigt begrepp men att förståelsen för det stämmer väl överens med styrdokumentens definition.
The aim of this study is to examine the understanding of elementary teachers in relation to the solidarity concept in the subject of civics. This, in relation to the steering documents. The study also focuses on finding out which ways teachers express solidarity in the civics education. Solidarity is one of the democratic values that is required by the Swedish school to convey to all students, particularly by the civics teacher. The study is inspired by the hermeneutic and the life world phenomenological theory. Through interwievs of seven operative teachers, the result indicates, in general, that they find solidarity as a concept of importance but it is not used as per its concept. Teachers reference solidarity in the classroom, but they do not plan a lesson about it. Solidarity is more a question of order and is often given space when incidents of discord occurs. Teachers comprehension of solidarity indicates that it is a versatile concept but it is consistent with the steering documents.
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Essa, Fatima. "Do values in education create spaces for democratic citizenship?" Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52808.

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Thesis (MEd)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.
AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.
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Shannon, Brooke M. "The Value of Deliberative Democratic Practices to Civic Education." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183659204.

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Eastling, Kyla L. "Education as Democratic Persuasion: Addressing Systemic Inequalities in Brettschneider's Value Democracy." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1726.

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In Corey Brettschneider’s book, Democratic Rights: The Substance of Self- Government, he builds the value theory of democracy wherein procedural and substantive rights are both grounded in the core values of democracy. In his second book, When the State Speaks, What Should It Say? How Democracies Can Protect Expression and Promote Equality, Brettschneider elaborates on his theory to provide an account of how a liberal democracy can address hateful and discriminatory views. In response to both theories, critics have charged that the ideal value democracy does not sufficiently account for systemic inequalities that women and black citizens face. In this paper, I will elaborate on his theory of democratic education and argue that this necessary development can address these critics’ concerns.
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Vallin, Olesya. "Circuits of Civilization: Progressive Democratic Character Education in the Process of Globalization." Thesis, Linköping University, Centre for Applied Ethics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9199.

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This thesis interprets John Dewey’s theory of the moral life in the global context in order to shed a light on major ethical challenges of the process of globalization. Dewey’s perspective provides an explanation of (1) formation of the individual commitments to particular sets of values,(2) justification of the responsibilities to the distanced peoples as opposed to the responsibilities to the nearest and dearest peoples and (3)the meaning of democratic social arrangements on the global scale.

In order to find a theoretical basis for justification of democracy in the globalizing world, the thesis reviews Dewey’s educational philosophy. His inquiry in the underlying ideas of public education reveals its core democratic meaning which points out the necessity of progressive democratic character education. This thesis suggests that in the current global context the existing educational bodies (such as UNDP and UNESCO) are insufficient in providing such a humanistic education which would actualize democracy as interdependence of all humans within civilization.

In order to establish a just social order which would be responsive to every human being within civilization there is the need to maintain a democratic mode of associated living on the global scale where every human partakes in the accumulation of knowledge of civilization and benefits from it in return. Relying on Dewey's theoretical basis the thesis suggests the criteria which the global educational institution should fulfil in order to maintain democracy as a mode of associated living in the global society.

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Books on the topic "Democratic educational values"

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Colloquy of Directors of Educational Research Institutions (1989 Ericeira, Portugal). Socialisation of school children and their education for democratic values and human rights: Report of the Colloquy of Directors of Educational Research Institutions held in Ericeira (Portugal) on 17-20 October 1989. Amsterdam: Swets & Zeitlinger, 1991.

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Education and Democratic Values. Cosmo (Publications,India), 2003.

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Szukala, Andrea, and Tonio Oeftering, eds. Protest und Partizipation. Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://dx.doi.org/10.5771/9783845296357.

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In democracy, political participation is seen as the most important way for citizens to communicate information to political decision-makers (Sydney Verba) and the bureaucracy affiliated to them. Protest plays a special role here among the political and cultural varieties of participation, since it can be seen as a symptom of democratic defects or as an expression of a living, transformative democracy. Civic education situates itself in relation to this particular form of expression of political culture in a multidimensional way: it transmits basic democratic values to educational institutions and marks the boundaries of accepted practice of protest quite differently. This can also result in a transformative practice of protest (Banks), which is also discussed in this volume. In it, the authors resurvey the field of political education according to the conditions of the current crisis-ridden transformation in democracy. This anthology was created to document the 2017 Münster Conference of the DVPW-Committee on Political Science and Civic Education.
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1949-, Ramet Sabrina P., and Matic Davorka 1962-, eds. Democratic transition in Croatia: Value transformation, education & media. College Station: Texas A&M University Press, 2007.

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Education for a Democratic Society: Central European Pragmatist Forum. Volume Three (Value Inquiry Book Series 179) (Value Inquiry Book). Editions Rodopi BV, 2007.

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(Editor), Sabrina P. Ramet, and Danica Fink-Hafner (Editor), eds. Democratic Transition in Slovenia: Value Transformation, Education, and Media. Texas A&M University Press, 2006.

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(Editor), Kevin McDonough, and Walter Feinberg (Editor), eds. Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford University Press, USA, 2003.

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(Editor), Kevin McDonough, and Walter Feinberg (Editor), eds. Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford University Press, USA, 2006.

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1963-, McDonough Kevin, and Feinberg Walter 1937-, eds. Education and citizenship in liberal-democratic societies: Teaching for cosmopolitan values and collective identities. Oxford: Oxford University Press, 2003.

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Crucibles of democracy: American international schools and the globalization of democratic values. Bloomington, Ind: Phi Delta Kappa International, 2006.

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Book chapters on the topic "Democratic educational values"

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Ruth-Lovell, Saskia, Rebecca Welge, and Robert Lovell. "Teaching Democratic Norms and Values with Analogue Games." In Encyclopedia of Educational Innovation, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_44-1.

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Karumanchery, Leeno Luke, and John J. Portelli. "Democratic Values in Bureaucratic Structures: Interrogating the Essential Tensions." In International Handbook of Educational Policy, 329–49. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3201-3_16.

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Dana, Getahun. "The impacts of a multilingual educational approach in enhancing democratic values in multi-ethnic societies." In Education, Communication and Democracy in Africa, 83–95. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125440-7.

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Roth, Klas. "Peace Education as Cosmopolitan and Deliberative Democratic Pedagogy." In Global Values Education, 49–63. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2510-4_4.

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Andersson, Annica, and Lisa Österling. "Democratic Actions in School Mathematics and the Dilemma of Conflicting Values." In Values and Valuing in Mathematics Education, 69–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16892-6_5.

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Tofteland, Berit. "The Valuable Index Finger: Communicating Democratic Values Through Pointing." In International Perspectives on Early Childhood Education and Development, 281–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75559-5_17.

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Wegerif, Rupert. "A dialogic approach to education for democratic values illustrated with an empirical study of the effect of Internet-mediated dialogue across cultural differences." In Moral and Political Discourses in Philosophy of Education, 170–80. London: Routledge India, 2021. http://dx.doi.org/10.4324/9780429285493-16.

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Malinen, Antti, and Tanja Vahtikari. "Feeling the Nation through Exploring the City: Urban Pedagogy and Children’s Lived Experiences in Postwar Helsinki." In Palgrave Studies in the History of Experience, 319–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_13.

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AbstractIn the post-1945 world, Finnish schools were appointed the new task of fostering democratic values and educating peace-loving citizens. By exploring postwar art and environmental education in Helsinki, understood as means to expand children’s emotional competences, Malinen and Vahtikari provide a unique analysis of the ways educators, children and urban space co-produced the nation in everyday (school) practices. Malinen and Vahtikari show the importance of fully acknowledging the spatial, material and sensory aspects of emotions when discussing children’s emotional formation and historical manifestations of everyday nationalism. To illustrate the adult-children co-creation of different ideas, practices and emotions with respect to the national community, the chapter uses two sets of contemporary sources: educators’ writings and children’s drawings.
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"PERSONS AND EDUCATIONAL VALUES: SOCRATES, BUBER, AND DEWEY." In Education for a Democratic Society, 131–41. Brill | Rodopi, 2007. http://dx.doi.org/10.1163/9789401203999_014.

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Gantenberg, Julia, and Marc Partetzke. "Democratic Learning Environment Formats for the Empowerment of Youth." In Handbook of Research on Citizenship and Heritage Education, 408–29. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch019.

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Radicalization and anti-democratic trends, even at the very local level, have Europe-wide implications, threatening the stability of the European Union and its fundamental values. Hence, the protection, promotion and anchoring of democratic values can only be tackled in a joint effort. This is especially young people who are socially excluded and disadvantaged show a higher risk of violent and political radicalization in all countries. In the context of political education approaches, it is essential to think of educational programs that could increase commitment, resonance, and participation among this particular social group of young people in the context of a civil society. Taking the project 'European Learning Environment Formats for Citizenship and Democracy' (ELEF) as an example, this chapter aims at presenting an education theoretical classification as well as an approach suggesting how to react to societal challenges with the help of educational formats.
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Conference papers on the topic "Democratic educational values"

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Morrone, Michelle Henault, and Yumi Matsuyama. "BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end143.

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This research is part of a long-term study focused on the redesign of pre-service early teacher education based on observations of schools that use a multicultural inclusive model. The Swedish school highlighted in this research provides a case study in how international standards are appraised by education stakeholders (researchers, educators, the local community, etc.) and then transformed into curricula in local practice. The key to this Swedish approach is the emphasis on democratic values in education. This gives the educators at the preschool in question a traditional “Swedish” basis for their progressive efforts to rise to the challenges presented by their multicultural student body, challenges they meet by creating a warm and welcoming atmosphere for all members of the school community, students, teachers, and parents alike. The goal is to make each person feel valued and included in the educational process. The emphasis is on inclusivity for all, whatever their background, religion or socio-economic status. The approach of the Ringmuren Forskolan is presented as a potential model for institutions that have the responsibility of preparing pre-service teachers for their work in an increasingly multicultural world.
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Nikolić, Nataša. "THE EDUCATIONAL CONTEXT OF THE FAMILY FROM THE POINT OF VIEW OF TALCOTT PARSONS` STRUCTURAL-FUNCTIONAL THEORY IN COMPARISON WITH SOME CHARACTERISTICS OF MODERN FAMILY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.231n.

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Today, there are numerous theories about the family and each of these theories approaches the basic issues of the family in a specific way. This paper deals specifically with the structural functionalistic view of the family, and since Talcott Parsons was one of its most important representatives, attention is focused on his approach to the family. The aim of our paper is to try to give a critical review of how Parsons saw the family, its functions, structure, roles, relationships between its members, the values ​​it aspired to, i.e. to look at the whole educational context of such a family. Also, we will try to compare the basic assumptions of his theory with some dominant characteristics of the functioning of a modern, i.e. to assess whether the so-called. ideological familism continues to sustain in the manner and functioning of the family of Western society. We came to the conclusion that despite the general social aspirations for the family to be based on democratic relations, much of what was characteristic of the family in the middle of the last century remains unchanged in practice, and some things are even intensified. The construct of intensive parenting was noticed as a big problem because it creates unrealistic demands for both parents and children.
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Abdullai, Jonuz. "TRANSITION AND DEMOCRATIC VALUES IN EDUCATION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/33/s12.110.

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Mosor, Roxana –. Elena. "Romanians And Migrants - Between Parochial Benevolence And A Horizon For Democratic Value." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.54.

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Dianti, Puspa, Sri Artati Waluyati, and Husnul Fatihah. "The Development of Value-Based Democratic Education Textbook at Pancasila and Civic Education Study Program FKIP UNSRI." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.120.

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Wahab, Abdul Azis, and Dede Iswandi. "Analysis on the Impact of Citizen’s Miss Behavior on Democratic Praxis Based on the Pancasila Values." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.41.

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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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Li, Dongmei. "Democratic Administration Value in Practice-On the Development and Effect of the School of Thoughts of New Public Administration." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.41.

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Andersone, Rudite, and Ineta Helmane. "Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.002.

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Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe and supporting environment, to follow rules and norms, attitudes to responsibilities and rights. Mathematics as a school subject is a sphere that has been little researched regarding its content and learning strategies in the aspect of citizenship education. The aim of the study is to explore and assess what changes have taken place after the education content reform in the mathematics curriculum in citizenship education. The data in the qualitative study have been obtained employing documentary research. Three criteria with respective indicators have been chosen for the analysis of the mathematics curriculum: civic knowledge, civic skills, civic values and attitudes. The study analyses two curricula of teaching/learning mathematics that are effective in Latvia for basic school (Grades 1–9) and secondary school (Grades 10–12). The results of the analyses are represented in the comparison showing the data obtained in 2013 and data obtained in 2020. The mathematics curriculum has extensively incorporated skills for learning selfrespect and respect for others, developing the capacity to engage with each other, to contribute to a safe environment, as well as the skills to offer the opportunity to experiment practically with democratic principles, working alone, in small and bigger groups, listening to classmates’ opinions and giving arguments for their opinion. The innovation in the new mathematics curriculum is the inclusion of the transversal skills in the learning outcomes, including the civic participation.
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Reports on the topic "Democratic educational values"

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Lyzanchuk, Vasyl. COMMUNICATIVE SYNERGY OF UKRAINIAN NATIONAL VALUES IN THE CONTEXT OF THE RUSSIAN HYBRID WAR. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11077.

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The author characterized the Ukrainian national values, national interests and national goals. It is emphasized that national values are conceptual, ideological bases, consolidating factors, important life guidelines on the way to effective protection of Ukraine from Russian aggression and building a democratic, united Ukrainian state. Author analyzes the functioning of the mass media in the context of educational propaganda of individual, social and state values, the dominant core of which are patriotism, human rights and freedoms, social justice, material and spiritual wealth of Ukrainians, natural resources, morality, peace, religiosity, benevolence, national security, constitutional order. These key national values are a strong moral and civic core, a life-giving element, a self-affirming synergy, which on the basis of homogeneity binds the current Ukrainian society with the ancestors and their centuries-old material and spiritual heritage. Attention is focused on the fact that the current problem of building the Ukrainian state and protecting it from the brutal Moscow invaders is directly dependent on the awareness of all citizens of the essence of national values, national interests, national goals and filling them with the meaning of life, charitable socio-political life. It is emphasized that the missionary vocation of journalists to orient readers and listeners to the meaningful choice of basic national values, on the basis of which Ukrainian citizens, regardless of nationality together they will overcome the external Moscow and internal aggression of the pro-Russian fifth column, achieve peace, return the Ukrainian territories seized by the Kremlin imperialists and, in agreement will build Ukrainian Ukraine.
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