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Dissertations / Theses on the topic 'Education for Democratic Citizenship Project'

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Published: 25 July 2024

Last updated: 31 July 2025

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1

Eoh, Myung Ha. "The evaluation of the democratic citizenship education project of the Korean Educational Development Institute /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7884.

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2

Sanches, Ydeliz Coelho de Souza. "A formação do aluno para a participação: uma utopia da escola pública?" Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-155623/.

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Este trabalho foi realizado em uma escola da rede municipal de ensino da cidade de São Paulo entre o segundo semestre de 2005 e o primeiro semestre de 2006. Ele tem a finalidade de discutir o processo de formação de crianças e adolescentes para a participação em processos decisórios em uma escola pública municipal. Tal objetivo se justifica por estar determinado constitucionalmente à educação a formação para a cidadania, sendo a participação um de seus elementos fundamentais. A nossa referência é o conceito de cidadania ativa (Benevides), que implica a interferência intencional dos cidadãos no

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3

Rennick, Stephanie (Stephanie Lisa) Carleton University Dissertation Political Science. "Political education and democratic citizenship." Ottawa, 1993.

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4

Caria, Alcir de Souza. "Projeto político-pedagógico: importância histórica de uma prática em crise." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-26012011-135146/.

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Esta dissertação reflete sobre as possibilidades da escola no cumprimento das determinações da atual Lei de Diretrizes e Bases da Educação Nacional (LDB) nº 9394/96, que a reconhece como núcleo gestor responsável pelo seu próprio projeto político-pedagógico. Problematiza em que medida essa prática escolar tem influenciado os resultados obtidos pelas escolas públicas e viabilizado, localmente, a implementação das políticas educacionais desenvolvidas no âmbito dos sistemas de ensino. Caracteriza as concepções estruturantes sobre projeto político-pedagógico por meio de uma análise bibliográfica,

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5

Mullins, Jr Ricky Dale. "Dewey, Disability, and Democratic Education." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89091.

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This dissertation is comprised of three manuscripts that coalesce around the topics of Dewey, Disability, and Democratic Education. Each manuscript is formatted for publication and the dissertation itself is prefaced by information that explains my background and how it connects to my current research. As such, the work contained in this dissertation is a product of my experiences as a social studies teacher, special educator, and administrator. Henceforth, my work focuses on Dewey, Disability, and Democratic Education. My research interests culminate in a three-article dissertation. The first

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6

Novis, Joshua L. "Citizens and selves : rethinking education for democratic citizenship." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19392.

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This thesis is a critical examination of the history of philosophies governing public education in the United States. The first half, chapters one through six, outlines American conceptions of the role of the school in relation to the state and to democracy. The second half is an account of critical progressive philosophies that have challenged the American status-quo since the independence. The main argument that I propose here is that the creation of an education system in America has followed the philosophies of federalism and private democracy. These philosophies are economically centered

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7

Ververi, Olga. "Citizenship education teachers' critical thinking in 'education for democratic citizenship' : the sociology of critical thinking." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559734.

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In this thesis I examine two citizenship education teachers' critical thinking in relation to the texts of "Education for Democratic Citizenship" (EDC) programme. I examine - how their critical thinking defines their teaching practice. Based on the relevant literature pertaining to the concept of critical thinking, I argue that critical thinking is an intersubjective and meaning making process which aims at the restoration of truth. I inform this view with the Critical Realist philosophy and its dialectics of truth according to which truth has a world reporting meaning and that knowledge compr

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8

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.<br>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 E

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9

Choi, Moonsun. "Development of a Scale to Measure Digital Citizenship among Young Adults for Democratic Citizenship Education." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437610223.

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10

Galloway, Greta Marie Mandy. "Cultivating democratic citizenship education in schools :implications for educational leaders." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.

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Dissertation (PhD)--University of Stellenbosch, 2007.<br>On t.p.: Doctor of Philosophy in Education Policy Studies.<br>ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal

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11

Pieterse, Helette Mari. "Democratic citizenship education and the university in a cosmopolitan world." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5434.

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Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: This thesis explores the role and responsibility of the university in educating students to be democratic citizens in a cosmopolitan world, with specific reference to South African higher education, and Stellenbosch University in particular. Recent changes in the world, such as globalisation and the rise of the knowledge economy, has brought into question the role of the university, and some argue that the university in the 21st century is no more than another bureaucratic corporation with its busin

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12

Bell, Stephanie A. "Knowing politics : knowledge and democratic citizenship in South Africa's education system." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e.

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This thesis brings together democratic theory's calls for an understanding of the actually existing democratic state and anthropological work on innovative forms of citizen participation. Building on the work of Joao Biehl and Steven Robins, the research focuses on access to knowledge and claims of expertise as grounds upon which politicians and bureaucrats exclude citizen participation. It argues, using an ethnographic case study of South African student activist group Equal Education, that authors such as Max Weber, Michel Foucault, and James Scott are wrong to imply that citizens cannot tra

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13

Shinew, Dawn M. "Disrupt, transgress, and invent possibilities : feminist interpretations of educating for democratic citizenship /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567771838.

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14

Falk, Thomas Michael. "Political Economy of American Education: Democratic Citizenship in the Heart of Empire." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343135393.

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15

Lange, Randall Stephen. "The contribution of student activities to citizenship education: a study of engagement at a South African research university." University of the Western Cape, 2014. http://hdl.handle.net/11394/4469.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>This study seeks to determine to what extent undergraduate students in a research university in South Africa are involved in activities that contribute to citizenship education. The research design involves a case study at the University of Cape Town (UCT) whereby an electronic survey, called the Student Experience at the Research University-Africa (SERU) survey, was indigenised to fit the South African context and it was conducted at UCT. The survey had a census design and all undergraduate students at the university were in

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16

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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17

Adams, Faried. "Critical theory and school governance : advancing an argument for democratic citizenship." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1586.

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18

Shanyanana, Rachel Ndinelao. "Education for democratic citizenship and cosmopolitanism : the case of the Republic of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/6725.

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Thesis (MEd)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This thesis analyses some of the major education policies in Namibia since the introduction of a democratic government in 1990. The analysis reveals that democratic participation through stakeholder representatives is an ideal framework to promote democracy in education discourses, that is, in policy formation, school governance and teaching and learning. However, there is a dilemma of a lack of inclusion, which is incommensurable with modern democratic theorists’ conceptions of democratic citizenship (both Western del

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19

Hollingsworth, Teri Ann. "Associating democratic methods in correctional education and postmodern critical theory." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1615.

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20

Jotia, Agreement Lathi. "THE QUEST FOR DEEP DEMOCRATIC PARTICIPATION: SCHOOLS AS DEMOCRATIC SPACES IN THE POST – COLONIAL BOTSWANA." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1147360469.

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21

Rosenquist, Joachim. "Pluralism and unity in education : on education for democratic citizenship and personal autonomy in a pluralist society." Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-15487.

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The overarching theme of this thesis concerns the possibility of balancing the values of unity and pluralism in education in developed nation states characterized by an increasing pluralism when it comes to the beliefs and values of its citizens. The author suggests that democracy has a normative basis in the principle of reciprocity which can be supported in an overlapping consensus by reasonable persons who differ in their moral, religious and philosophical beliefs. It is argued that this basis mandates a deliberative kind of democracy and that certain implications follow for how to understa

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22

Maguth, Brad M. "Investigating Student Use of Technology for Informed and Active Democratic Citizenship in a Global and Multicultural Age." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248880262.

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23

Hung, Jo Lieh. "Types of and reasons for teacher modification of textbook materials, and a comparison between the prescribed and modified methods of teaching democratic citizenship education based on student performance /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7607.

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24

Dibos, Gálvez Alessandra. "Toward a philosophy of democratic citizenship education, the case of Perú : from critique to alternatives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63232.pdf.

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25

Thapa, Om K. "A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481296285526107.

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26

Hong, Byulrim Pyollim. "Young people's experience of a democratic deficit in citizenship education in formal and informal settings in Scotland." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/16169.

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This thesis enquires into the kinds of citizenship taught and learned in formal and informal settings of citizenship education in Scotland. There has been a ‘perceived’ crisis in democratic citizenry in the UK and elsewhere across the world since the 1990s and this has brought about renewed interests in citizenship education whereby young people are a specifically targeted group. Yet, citizenship education is a fundamentally contested domain where conflicting and contrasting ideologies co-exist and the Scottish version of ‘education for global citizenship’ is an archetypal example of this. By

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27

Greene, Pamela L. "A Multi-Method Dispositional Study of the Intersection of Democratic Citizenship and Education Policy from the Unique Perspectives of Twenty State-level Policymakers." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259743242.

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28

Higham, Rupert John Edward. "Developing pedagogy for responsible leadership : towards a dialogic theory of democratic education." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9944.

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This thesis explores the connections between dialogue, education and democracy. It begins by asking: ‘what are the implications of dialogic theory for democratic education’? In doing so it draws on concepts from the work of Arendt, Biesta, Dewey and Wegerif: dialogic space as a productive metaphor for education; an ontology of difference in which meaning emerges through dialogue; and authentic democratic action as ‘coming into being’ in negotiation with others. It then asks, ‘Can we teach for democracy?’ by looking at recent practices of citizenship education in Britain. It argues that genuine

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29

Walsh, Lucas 1969. "For those who can climb? : a critique of the instrumental rationalisation of mass education and its relationship to democratic citizenship." Monash University, School of Political and Social Inquiry, 2002. http://arrow.monash.edu.au/hdl/1959.1/7959.

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30

Atterby, Kate. "On the edge : a Boalian theatre project in citizenship/character education with disaffected youth." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42496.

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This thesis explores the use of Boalian Theatre as a potential way to actively engage disaffected young people in a dialogue about the character virtues of respect and self-discipline. Political theatre practitioner, director, and teacher Augusto Boal is best known for founding Theatre of the Oppressed, an international movement and system for creating theatre that seeks to examine forms of conflict, discrimination and oppression. Uniquely, this thesis makes links between Boalian Theatre practice and Citizenship/Character Education. Within this framework, the Boalian Theatre study functions to

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31

Davids, Nuraan. "Exploring the(in)commensurability between the lived experiences of Muslim women and cosmopolitanism : implications for democratic citizenship education and Islamic education." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71662.

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Thesis (PhD)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: Impressions and perceptions about Islām, particularly in a world where much of what is known about Islām has emerged from after the tragic devastation of the Twin Towers in New York, are creating huge challenges for Muslims wherever they may find themselves. Women as the more visible believers in Islām are, what I believe, at the forefront of the growing skepticism surrounding Islām. And central to the modern day debates and suspicious regard meted out to Muslim women today is her hijāb (head-scar

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32

Arendse, Agnetha. "The grade 11 life orientation curriculum: towards preparation for active citizenship in a democratic South Africa." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4314.

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Philosophiae Doctor - PhD<br>The general aim of this study was to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democratic South Africa. The main research question that the study addresses is: To what extent does the Grade 11 LO curriculum prepare learners for active citizenship in a democratic South Africa? The main objective of the study is to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democracy in the South African context. Even though democratic structures and participation form

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33

Tchinsala, Yonmon. "THE CHALLENGES OF EDUCATION FOR DEMOCRACY: SUB-SAHARAN AFRICA IN AN ERA OF GLOBALIZATION." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/887.

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Scholars agree that there may be no better time for Sub-Saharan African countries to create the conditions for a more peaceful and democratic reality than now. This optimism is driven in part by the possibilities for development unleashed by neoliberal globalization and the current tremendous human and material potential of African countries. Where consensus fails, however, is how to create these peaceful and democratic conditions. As the status quo of transition countries in Sub-Saharan African countries shows, the amalgamation of the distant legacy of the colonial past and the not so promi

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34

Hamot, Gregory E. "Constructing the role of schools in educating for democratic citizenship through cross-cultural experiences : a case study of five Polish educators /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334936531.

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35

Harrison, Joan. "Musical Citizens: String Teachers' Perceptions of Citizenship Education in the Private Studio." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23783.

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This quantitative study explores string teachers’ perceptions of citizenship education and its use in the private lesson. Guided by Westheimer and Kahne’s (2004) model of citizenship education the study sought to identify (a) how private string teachers perceive citizenship education, and (b) the factors that influence these perceptions. Four hundred and fifteen (415) members of the American String Teachers Association (ASTA) participated in this study by completing an on-line survey that contained both closed and open-ended questions. The resulting data was coded and organized according to

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36

Heck, Deborah Anne, and n/a. "Discovering Discourses of Citizenship Education: In the Environment Related Sections of Australia's 'Discovering Democracy School Materials' Project." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030905.115718.

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This study explores the impact of neoliberal education policies on the discourses of citizenship and citizenship education in an Australian citizenship education project entitled 'Discovering Democracy School Materials.' This project is the largest national curriculum development project in Australia and represents the official discourses of citizenship in Australia. The materials were developed in response to concern about the poor understanding of civics and citizenship in Australia and the lack of quality citizenship education materials and background information for teachers. The scope of

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Heck, Deborah Anne. "Discovering Discourses of Citizenship Education: In the Environment Related Sections of Australia's 'Discovering Democracy School Materials' Project." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367543.

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This study explores the impact of neoliberal education policies on the discourses of citizenship and citizenship education in an Australian citizenship education project entitled 'Discovering Democracy School Materials.' This project is the largest national curriculum development project in Australia and represents the official discourses of citizenship in Australia. The materials were developed in response to concern about the poor understanding of civics and citizenship in Australia and the lack of quality citizenship education materials and background information for teachers. The scope of

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Bevan, Ryan. "Liberal educational responses to religious diversity: defending the need for a supplemental dimension of citizenship education in liberal democratic societies." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103678.

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This dissertation explores the relationship between liberal/secular and religious educations. I begin by tracing what I believe to be the source of tension between liberal/secular and religious educations to two highly influential liberal theories that have affected civic education in particular. I begin with an analysis of John Dewey's naturalistic approach to metaphysics and religion, arguing that Dewey's attitude to religious traditions, when used as a basis for civic education, is insufficient. Specifically, I argue that in Dewey's conception, religious doctrines, principles, ideals, belie

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Prud'homme, Marc-Alexandre. "Students' Experiences During Democratic Activities at a Canadian Free School: A Case Study." Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19765.

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While the challenge of improving young North Americans’ civic engagement seems to lie in the hands of schools, studying alternative ways of teaching citizenship education could benefit the current educational system. In this context, free schools (i.e., schools run democratically by students and teachers), guided by a philosophy that aims at engaging students civically through the democratic activities that they support, offer a relatively unexplored ground for research. The present inquiry is a case study using tools of ethnography and drawing upon some principles of complexity thinking. It a

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Joubert, Jacomina Christina. "The life experiences and understanding of children as citizens in a democratic South Africa." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-182045.

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Syafruddin, Didin. "In search of a citizenship education model for a democratic multireligious Indonesia: case studies of two public senior high schools in Jakarta." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106261.

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Concerned with interreligious conflict in Indonesia, this study seeks to describe and evaluate the current citizenship education that has been designed and implemented for a democratic multireligious Indonesia. The context for the study, outlined in Chapters 1 and 2, is contemporary Indonesian society. Three features of this society are highlighted as especially significant. First, it is characterized by a wide diversity of religious groups. Second, it is governed by the state which acknowledges religious diversity with an official (constitutionally guaranteed) stance of interreligious toleran

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Waliaula, Anne Jebet. "Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318.

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Clougherty, Christen Higgins. "A critical evaluation of the Nobis project : a creative-process approach to service-learning and global citizenship education." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/272/.

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The Nobis Project is an innovative creative process approach to service-learning and global citizenship education aiming to teach secondary school students six dimensions of civic engagement: values, knowledge, skills, efficacy, commitment, and empathy. It guides students to comprehend current affairs and to devise ways to respond to local, national or global issues without direct contact with service recipients. This thesis examines the claims of the Nobis Project program using data collected from a series of five case studies each with an international focus. It analyzes how far the Nobis Pr

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Strunc, Abbie R. "Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500012/.

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This study used a critical discourse analysis (CDA) to examine the Texas Essential Knowledge and Skills for government. These are the learning standards that public schools are required to use as the curriculum in Texas. Additionally, the study critically examined the Texas State Board of Education meeting minutes from the spring of 2010, when the board revised all social studies TEKS. James Gee’s framework for conducting CDA was used to analyze the government TEKS and meeting minutes to uncover the ways in which the language in the documents defines democratic and citizenship education in Tex

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45

Sinalumbu, Fred S. "An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79886.

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Thesis (MEd)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The

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Celikkaya, Tulay. "Justice In School Practices: 6th And 7th Grade Students&#039." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610049/index.pdf.

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ABSTRACT JUSTICE IN SCHOOL PRACTICES: 6th AND 7th GRADE STUDENTS&rsquo<br>PERCEPTIONS OF THEIR SCHOOL EXPERIENCES &Ccedil<br>elikkaya, T&uuml<br>lay M.S., Department of Educational Sciences Supervisor: Assist. Prof. Dr. Cennet Engin Demir September 2008, 65 pages This study aims to investigate primary school students&rsquo<br>perceptions of justice based on their school experiences and to examine whether their perceptions show significant differences with respect to certain background variables. The sample of this study consisted of 526 students from seven primary schools in different neighbor

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Thomas, Christopher D. "An Education Revolution: Student Protests, Teacher Strikes, and the Future of Education Policy." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586280009153337.

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48

Karlsson, Annika. "Samhällsguide, individualist och moderator : Samhällskunskapslärares professionella förhållningssätt i betygsättningsrelaterat arbete." Licentiate thesis, Karlstads universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6969.

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The aim of this study is to highlight civics teachers’ professional attitudes to grade related work in Samhällskunskap A (Civics), a compulsory course at upper secondary school. The methods employed are qualitative interviews and a compilation of tasks forming the basis of assessment in the current course. To gain a greater understanding of teachers’ grading difficulties, grading related dilemmas and strategies to deal with them have been identified. These are divided into three groups; dilemmas connected to the steering documents, dilemmas involving teachers’ own convictions, and dilemmas rel

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Collier, Luciana Santos. "Gestão democrática na escola pública: possibilidades de práticas coletivas no ensino de Educação Física Escolar." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3758.

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A Educação Física entrou para o currículo escolar brasileiro há menos de um século, com o objetivo de manter a ordem dentro das escolas, fortalecer e cuidar da saúde dos jovens brasileiros, sendo vista ainda hoje pelo senso comum como veículo disciplinador dos indivíduos e de obtenção da qualidade de vida, utilizando prioritariamente o esporte, com suas regras e técnicas rígidas, para alcançar estes objetivos. No sentido de apontar uma outra perspectiva de Educação Física Escolar, voltada para uma intervenção positiva no processo de transição do indivíduo passivo (disciplinado) para o cidadão

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Warnke, Jeffery H. "(Re)Presentation and (Re)Production of Ideology: The Case of Grand Theft Auto IV, a Framework for the Analysis of Culture and Violence, and the Role of Critical Media Literacy in an Education for Democratic Citizenship." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333736556.

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