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Democracy and Multicultural Education
Democratic political systems and the democratic way of life is aspired by most people around the world.Democracy is considered to be morally superior to other forms of political systems as it aspires to secure civil liberties, human rights, social justice and equality before the law for everyone regardless of their gender, culture, religion and national origin.Enshrined in democracy is separation of religion and state, fair and competitive elections of leaders according to a country's constitution which in turn is based on democratic ideals.Democracy aspires for people of different backgrounds to live together with their differences intact, but all contributing towards a better life for all.In today's increasingly pluralistic societies many people of different cultural and national backgrounds are brought together.Many have migrated from countries with autocratic political systems.Some with religions that require them to behave in different way, others with cultures teaching them values of harmony, collectivism and conformity as opposed to the culture of their host country emphasizing individualism and cherishing differences.Hence, in multicultural societies development of pluralistic democracy, a democracy which includes respect for diversity is essential.A truly multicultural education which is based on the assumption that different cultures will be equally represented in education goes a long way towards education for democratic citizenship.Such an education would make students aware of issues of human rights and justice and encourage them to define their own values and ways in which they could contribute to a better world.The aim of this volume is to provide a forum for discussion of how multiple social perspectives and personal values can be brought together on common grounds around matters related to democracy.Contributions from research, and scholarly theoretical work as well as presentation of existing creative models of democracy education will be included.Authors from the major democracies will comment on the models and practice of multicultural education in their respective countries, to facilitate discussion and learning from each others' experiences.
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Re-imagining Education for Democracy
Contemporary education research, policy and practice are complex and challenging.The political struggle over what constitutes curriculum and pedagogy is framed by quasi-markets and technocratic models of education.This has had a significant effect on larger issues of policy.But it has also had profound effects inside educational sites in terms of the economics and politics of what is and is not considered 'legitimate' knowledge, over what should be taught, how it should be taught, and by whom. Re-imagining Education for Democracy takes up the unfinished project of resisting the de-democratisation of education and growing levels of social and educational inequality.Where are the spaces for change and articulating hopeful alternatives?How might we imagine and produce different futures? What are the opportunities for affirmative interference, and how could we produce a more sustainable re-imagining and re-doing of the critical project of education?The work is framed within two complementary sections: the first addresses some key policy, political and philosophical concerns of contemporary educational contexts, while the second provides a series of empirical case studies and other local–global narratives of resisting and reframing dominant discourses in education around the world.The chapters provide a range of empirical, methodological and conceptual focuses, from different educational communities and international contexts, engaging with the proposition of re-imagining education for democracy in multiple and diverse ways.This book will be essential reading for researchers and students of education research, policy and practice.
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Caring Confrontations for Education and Democracy
Caring Confrontations for Education and Democracy makes a compelling case for redirecting current practices of education to focus on being educated rather than having an education.The book offers a detailed analysis of how an education for democracy must encourage commitment to important ideals and strengthen the vulnerabilities of people which make them easily manipulated by politicians and the media.It addresses the need for education that focusses on people’s mode of being, so that in addition to becoming knowledgeable and skilful, people develop the disposition that is more appropriate for democratic living.Through embodying this approach of authentic spiritual growth through education, this book explores the idea of caring confrontations and critical reflection to enable personal change and growth.Providing a thoughtful analysis of the role of education in democracy, the book will be of great interest to researchers, academics, and students in the fields of philosophy of education, educational theory and democratic education.
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Globalisation, Values Education and Teaching Democracy
This book critiques dominant discourses and debates pertaining to values education, cultural identity and teaching democracy, set against the backdrop of growing social stratification and unequal access to quality education.It addresses discourses concerning globalisation, ideologies and the state, as well as approaches to values education and teaching democracy in schools. The book explores the ambivalent and problematic connections between the state, globalisation, values education and teaching democracy.It also explores conceptual frameworks and methodological approaches applicable to research on values education, multiculturalism and identity politics.Drawing on diverse paradigms, ranging from critical theory to globalisation, and by focusing on globalisation, ideology and values education, the book critically examines research dealing with cultural diversity and its impact of identity politics. Given the need for a multipleperspective approach, the authors have diverse backgrounds and hail from different countries and regions, offer a wealth of insights, contributing to a more holistic understanding of the nexus between values education, multiculturalism and national identity.With contributions from key scholars worldwide, the book should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators and practitioners.
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What is the connection between democracy education?
Democracy education is essential for fostering an informed and engaged citizenry that can actively participate in democratic processes. By educating individuals about the principles of democracy, the importance of civic engagement, and the rights and responsibilities of citizens, we can empower them to make informed decisions and contribute to a healthy democracy. Through democracy education, individuals learn critical thinking skills, how to respect diverse perspectives, and how to engage in constructive dialogue, all of which are crucial for the functioning of a democratic society. Ultimately, democracy education plays a key role in shaping individuals into active and responsible citizens who can uphold democratic values and principles.
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Which form of democracy is better: indirect democracy or direct democracy?
Both indirect democracy and direct democracy have their own advantages and disadvantages. Indirect democracy allows for the election of representatives who can make informed decisions on behalf of the people, while direct democracy allows for more direct participation and decision-making by the citizens. The effectiveness of each form of democracy depends on the specific context and needs of a society. In some cases, indirect democracy may be more efficient and practical, while in others, direct democracy may be more inclusive and empowering. Ultimately, the best form of democracy is one that effectively represents the will of the people and promotes good governance.
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What is the connection between democracy and education?
Education plays a crucial role in a democratic society as it helps individuals develop critical thinking skills, understand complex issues, and make informed decisions. In turn, a well-educated population is better equipped to participate in the democratic process, engage in civil discourse, and hold their leaders accountable. Education also promotes values such as tolerance, equality, and respect for diversity, which are essential for a functioning democracy. Ultimately, a strong education system is vital for the success and sustainability of a democratic society.
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Why is democracy in Germany a representative democracy?
Democracy in Germany is a representative democracy because the citizens elect representatives to make decisions on their behalf. These representatives are chosen through free and fair elections, where the people have the opportunity to vote for their preferred candidates. The elected representatives then represent the interests and views of the citizens in the decision-making process, ensuring that the government is accountable to the people. This system allows for the efficient functioning of the government while also ensuring that the voices of the citizens are heard and considered.
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Raymond Williams and Education : History, Culture, Democracy
Raymond Williams' major contributions to intellectual progress are usually categorised within cultural theory, media studies or neo-Marxist studies.Serious analysis of his contributions to education as a field of practice as well as a field of study have been relatively neglected.This is the first book to redress that omission, focusing on how his writing and thought have helped us to understand education in Britain and also provide analytical tools that have helped to shape educational studies in the USA and internationally. Ian Menter draws on Williams' several novels, including Border Country, as well as on his seminal contributions to cultural theory, including Culture and Society, The Long Revolution, Keywords and Marxism and Literature.Menter also examines how Williams' life shaped his understanding of education including his early involvement in adult education and his deeply ambivalent relationship with the academy.Public education is positioned as a key arena of social struggle where decisions shaping the nature of our futures and crucial to creating a democratic and just society.The book includes a foreword by Michael Apple who is John Boscom Professor Emeritus of Curriculum and Instruction at the University of Wisconsin–Madison, USA, which makes reference to the importance of Williams' work in relation to education in the USA.
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It's Not Education that Scares Me, It's the Educators… : Is there Still Hope for Democracy in Education, and Education for Democracy?
We are not "scared" of educators but do understand the fear that many may and do feel, and why some people may believe that "education" has a disproportionately negative effect on them and those close to them.With so much wealth, technological prowess, innovation, and economic development, why do we still have marginalization, social inequalities, conflict, mass incarceration and generational poverty?The connection to democracy, Education for Democracy (EfD) and social justice is, for Carr and Thesee, clear, and this volume interweaves a narrative within these themes based on a Freirian theoretical backdrop.Aiming to deconstruct, re-imagine and plan for a more meaningful, vibrant, social-just-based democracy that problematizes the normative, representative, hegemonic democracy in place that holds sway over formal relations, institutions, processes and education is a central preoccupation for the authors.This book presents a vision for transformative education and EfD, seeking to cultivate, stimulate and support political and media literacy, critical engagement and a re-conceptualization of what education is, and, importantly, how it can address entrenched, systemic and institutional problems that plague society.Based on over a decade of empirical research in a range of contexts and jurisdictions, the authors strive to link teaching and learning with agency, solidarity, action and transformative change within the conceptual framework of a critically-engaged EfD.
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Pragmatist Democracy : Evolutionary Learning as Public Philosophy
Barack Obama is often lauded as a 'pragmatist,' yet when most people employ the term, they mean it in the vaguest sense: that he's practical and willing to compromise to get things done.However, the public philosophy of pragmatism, which has been the subject of a rich revival in the past couple of decades, is far more than this.First developed in the late nineteenth century, pragmatism is primarily a way of thinking--an anti-dualist philosophy that attempts to overcome the dichotomies between self and object, nature and culture, mind and body, theory and practice, and fact and value.When applied to governance, pragmatists advocate the use of tactics like third party mediation and problem-solving to achieve anti-dualist principles: cosmopolitan localism, analytical holism, progressive conservatism, and processual structuralism.In Pragmatist Governance, Chris Ansell begins with a theory of the concept and then explains why the approach is ideal for addressing today's governance problems.For instance, while many think that bureaucracy's unchecked growth is the fundamental problem facing democracy today, pragmatism suggests the opposite: that public agencies can effectively manage the relationship between governance and democracy if they focus on building consent for public problem-solving.Ansell argues that wishing away bureaucracy will not do given what we know about the indispensible role of institutions in contemporary governance.Utilizing pragmatist concepts, Ansell rethinks the design of institutions, arguing that they are neither the simple products of rational design that can be endlessly tinkered with nor 'congealed taste'--where institutions represent the timeless customs and values of a people.Along with overcoming this dualism, Ansell also challenges us to rethink our approach to governance.Instead of moving from one extreme to the other--from bureaucracy to 'post-bureaucracy' or 'public entrepreneurialism'--pragmatism would not merely seek to replace one (hierarchical bureaucracy) with the other (a 'flat,' entrepreneurial organization), but rather to hitch the two approaches together in an innovative amalgam where organizational leaders constantly interact with and learn from street-level bureaucrats.Pragmatist Governance concludes that if government is to regain public trust, the technical knowledge of experts must be brought together with sensitivity to local problems, situations, and knowledge.The answer lies not, however, in a diminished bureaucracy.That may only deepen distrust. Rather, the emphasis should be on taking the best of both sides to find innovative and effective ways to solve enduring public problems.
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The Digital Party : Political Organisation and Online Democracy
From the Five Star Movement to Podemos, from the Pirate Parties to La France Insoumise, from the movements behind Bernie Sanders to those backing Jeremy Corbyn, the last decade has witnessed the rise of a new blueprint for political organisation: the digital party. Paolo Gerbaudo addresses the organisational revolution that is transforming political parties in the time of Facebook, Twitter, Instagram, and Cambridge Analytica.Drawing on interviews with political leaders and organisers, Gerbaudo demonstrates that besides rapidly growing in votes, these formations have also revitalised party democracy, involving hundreds of thousands in discussions carried out on online decision-making platforms.Participatory, yet plebiscitarian, open and democratic, yet dominated by charismatic 'hyperleaders', digital parties display both great potentials and risks for the development of new forms of mass participation in an era of growing inequality.All political parties will have to reckon with the lessons of the digital party.
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Which do you prefer: direct democracy or indirect democracy?
I don't have personal preferences, but I can provide information on both forms of democracy. Direct democracy allows citizens to directly participate in decision-making through initiatives and referendums, while indirect democracy involves electing representatives to make decisions on behalf of the people. Each form has its own advantages and disadvantages, and the preference for one over the other often depends on the specific context and the values of the individuals involved.
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Is Athenian democracy a model for our modern democracy?
Athenian democracy, while groundbreaking in its time, had limitations that make it difficult to directly compare to modern democracy. For example, only male citizens were allowed to participate in Athenian democracy, excluding women, slaves, and foreigners. Additionally, decisions were made through direct participation rather than representative democracy, which is more common in modern systems. While Athenian democracy can serve as an inspiration for principles such as citizen participation and equality, it is not a direct model for our modern democracy due to these significant differences.
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What does a democracy need to be a democracy?
A democracy needs several key components to function as a democracy. These include free and fair elections, where citizens have the right to vote and choose their representatives. Additionally, there must be a system of checks and balances in place to prevent any one branch of government from becoming too powerful. Freedom of speech, press, and assembly are also essential to allow for open debate and the expression of diverse viewpoints. Finally, the rule of law must be upheld, ensuring that all individuals, including government officials, are subject to the same laws and regulations.
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Is Athenian democracy a model for our current democracy?
Athenian democracy, while groundbreaking in its time, had limitations such as being exclusive to male citizens and relying heavily on direct participation. Our current democracy has evolved to be more inclusive, representative, and efficient through the use of elected representatives and a system of checks and balances. While we can draw inspiration from the principles of Athenian democracy, it may not serve as a direct model for our current democracy due to the differences in context and societal norms.
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