Can Educators Make a Difference?
Experimenting with, and Experiencing,
Democracy in Education
Edited by Paul R. Carr, Lakehead University,
David Zyngier, Monash University and Marc Pruyn, Monash University
A volume in Critical Constructions: Studies on Education and Society Series Editor: Curry Stephenson Malott, West Chester University of Pennsylvania. As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context. Ultimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes. This book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.
Reflections on the Global Doing Democracy Research Project,
- Daniel Schugurensky.
Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education
- David Zyngier and Paul R. Carr.
Democracy, Critical Pedagogy and the Education of Educators.
- Paul R.Carr.
Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice.
- David Zyngier.
Can We Teach Deep Democracy: And Can It Make a Difference?
- Carolyn M. Shields.
Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools.
- Michael O’Sullivan.
Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States.
- Thomas A. Lucey.
What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History?
- Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo.
Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires.
- María Delia Traverso.
Education for Democracy in Perúvian Society.
- Felix Reátegui and Susana Frisancho.
Doing Democracy in Education: Perspectives of Malaysian Principals.
- Sazali Yusoff.
“Critical Multicultural Social Studies” for “Thick Democracy”: Theory and Practice.
- Marc Pruyn.
IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271, USA
tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com
Publication Date: 2012