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1. Democratising Higher Education in Ghana and Tanzania: Opportunity Structures and Social Inequalities (EJ817420)
Author(s):
Morley, Louise; Leach, Fiona; Lugg, Rosemary
Source:
International Journal of Educational Development, v29 n1 p56-64 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Higher Education; Private Colleges; Statistical Data; Biographies; Foreign Countries; Democratic Values; Social Justice; Developing Nations; Educational Policy; Economic Development; Interviews; Socioeconomic Status; Gender Issues; Equal Education; Access to Education; Public Colleges; College Students
Abstract: This article is based on an ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (http://www.sussex.ac.uk/education/wideningparticipation). There are questions about whether widening participation in higher education is a force for democratisation or differentiation. While participation rates are increasing globally, there has been scant research or socio-cultural theorisation of how different structures of inequality intersect in the developing world. Questions also need to be posed about how higher education relates to policy discourses of poverty reduction and the Millennium Development Goals. The article explores participation in higher education, utilising statistical data and life history interviews with students in two public and two private universities. It focuses on how gender and socio-economic status intersect and constrain or facilitate participation in higher education. Findings to date suggest that opportunity structures reflect social inequalities. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Measuring Active Citizenship through the Development of a Composite Indicator (EJ818576)
Hoskins, Bryony L.; Mascherini, Massimiliano
Social Indicators Research, v90 n3 p459-488 Feb 2009
2009-02-00
Descriptors: Citizenship; Democracy; Social Change; Foreign Countries; Democratic Values; Social Indicators; Guidelines; Surveys; Robustness (Statistics); Measures (Individuals); Citizen Participation
Abstract: This article defines Active Citizenship within a European context as a broad range of value based participation. It develops a framework for measuring this phenomenon which combines the four dimensions of Protest and Social Change, Community Life, Representative Democracy and Democratic values. The European Social Survey 2002 is used to populate the framework as this survey provided the best data coverage available and covered 19 European Countries. In total 61 indicators were selected. A composite indicator (CI), The Active Citizenship Composite Indicator (ACCI), is built using the framework provided and using experts' weights. In addition, the robustness of the results is tested using sensitivity analysis. The limitations to the ACCI are explained in terms of the limitation of the data availability in particular concerning the new forms of participation and less organised forms of participation. Nevertheless, ACCI proved to be statistically robust and reliable and proved to be a useful tool for monitoring levels of citizenship in Europe. The results of ACCI exhibit interesting and quite distinct regional patterns. The results showed that the Nordic countries, and in particular Sweden, have the highest rate of Active Citizenship, followed by Central Europe and Anglo-Saxon countries. Mediterranean countries are next followed by Eastern European countries that close the ranking. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Faculty and Student Engagement in the Argentine Grassroots Rebellion: Toward a Democratic and Emancipatory Vision of the University (EJ821410)
Slocum, Jenee; Rhoads, Robert A.
Higher Education: The International Journal of Higher Education and Educational Planning, v57 n1 p85-105 Jan 2009
Journal Articles; Reports - Research
Descriptors: Global Approach; Foreign Countries; Higher Education; Economic Climate; Interviews; Learner Engagement; College Faculty; Teacher Attitudes; College Students; College Role; Democratic Values; Student Attitudes; Social Action; Political Attitudes; Educational Change; Educational Environment
Abstract: Following Argentina's economic collapse of December 2001, the authors examine the engagement of university faculty and students in various grassroots movements. Based on a qualitative study involving 24 formal structured interviews, 18 informal interviews, observation-based field work, and document analysis, the authors identify key forms of faculty and student engagement as well as the manner in which individuals discussed the relationship between universities and society. Findings are used to advance the idea of a more democratic and emancipatory vision of the contemporary university and build on the work of Boaventura de Sousa Santos. Throughout the article, the authors ground their discussion in international/comparative literature addressing globalization, neoliberalism, university reform, and social movements. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Politicization of Evidence: Lessons for an Informed Democracy (EJ822129)
Henig, Jeffrey R.
Educational Policy, v23 n1 p137-160 2009
2009-00-00
Journal Articles; Reports - Descriptive
Descriptors: Charter Schools; Democracy; Evidence; Educational Policy; Educational Research; Politics; Democratic Values; Educational Environment; Research Utilization; Information Dissemination
Abstract: Public presentations of research about charter schools have been politicized, polarized, and personalized, fueling cynicism about whether research can generate objective knowledge and promote the collective good. This article draws two distinctions: between politics as a corrupting force and politics as a healthy and necessary component of democratic decision making, and between politicization that permeates the research itself and politicization of the ways in which research is communicated to the policy world. Using charter school research as a window into broader issues relating to democracy and societal learning, it identifies factors behind politicization, some of which are particular to the way that issue has evolved, some of which have to do with exacerbating factors in the broader political environment. Based on this analysis, it outlines what steps might be taken to strengthen institutions and practices that do not so much seek to buffer research from politics as to improve the ways in which research is used in a political world. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Class Counts: An Overview and Response to Mr. Cooper's Review (EJ822810)
Ornstein, Allan
Education and Urban Society, v41 n2 p280-290 2009
Journal Articles; Opinion Papers
Descriptors: Middle Class; Social Class; Social Influences; Socioeconomic Status; Global Approach; Economic Climate; Economic Factors; Working Class; Unemployment; Debt (Financial); Democratic Values; Social Justice; Democracy; Salaries; Equal Education
Abstract: This article presents Allan Ornstein's response to highly respected scholar, Bruce Cooper's review of Ornstein's 2007 book, "Class Counts: Education, Inequality and the Shrinking Middle Class." Here Ornstein attempts to elaborate on a few points that he felt Cooper missed in his review.
6. Solitary Confinement in Education (EJ823162)
Goldberg, Merryl
Arts Education Policy Review, v110 n2 p29-32 Win 2009
Descriptors: Art Education; Access to Education; Democratic Values; Citizenship Education; Tests; Physical Education; Critical Thinking; Social Development; Cooperation; Curriculum Development; Democracy; Thinking Skills; Holistic Approach; Scores
Abstract: Arts Education is, technically, core to the school curriculum according to federal mandates and certain state mandates. However, it is rarely made accessible to all students despite earnest advocating on the part of dedicated organizations and individuals. In order for a democratic society to function successfully, its members must be invested and participate. The arts and physical education are two curricula areas that have close ties to democratic practices and principles. The arts and physical education teach students much more than disciplinary content. They teach lessons that enable students to look at their world with a more complex lens by building critical thinking skills, and they engage students in learning how to play well together, to be team players, to be responsible, and to take risks. Unfortunately, they are also the two key curricular areas that are often cut back or eliminated from schools. Test taking and worksheet assignments are solitary activity, and teachers are devoting more and more of class time to this individual practice. In this article, the author contends that in order to revive the essence of education as preparation for an engaged citizenry, school leaders must begin to review how current practices such as attention to scoring well on tests have undermined rather than supported learning in the context of citizenry. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Education and the Crisis of Youth: Schooling and the Promise of Democracy (EJ823450)
Giroux, Henry A.
Educational Forum, v73 n1 p8-18 Jan 2009
Descriptors: Critical Theory; Privatization; Democracy; Youth; Democratic Values; Educational Trends; Free Enterprise System; Role of Education; Educational Principles; Educational Philosophy; Values; Higher Education; Elementary Secondary Education; Citizenship Education
Abstract: Public and higher education have fallen prey to forces of commercialization, privatization, and market considerations that undermine civic and critical learning while devaluing young people as a referent for a democratic and just future. This article criticizes this position and makes a case for reclaiming such vital institutions as fundamental to a substantive democracy, emphasizing the importance of critical pedagogy in providing students with the knowledge, skills, and habits of mind that prepare them to be engaged, critical citizens. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Seen and Heard, and Then Not Heard: Scottish Pupils' Experience of Democratic Educational Practice during the Transition from Primary to Secondary School (EJ825407)
Deuchar, Ross
Oxford Review of Education, v35 n1 p23-40 Feb 2009
Descriptors: Controversial Issues (Course Content); Student Attitudes; Educational Practices; Student Experience; Participative Decision Making; Citizenship Education; Longitudinal Studies; Democratic Values; Transitional Programs; Child Advocacy; Student Government; Case Studies; Discussion (Teaching Technique); Educational Principles
Abstract: Education for citizenship is firmly on the policy agenda throughout Britain, and there is an expectation that teachers will create a participative, consultative ethos in schools. This paper identifies three main vehicles for pupil consultation: elected pupil councils, democratic and participative classrooms and opportunities for pupils to engage with controversial issues within the curriculum. It focuses on a longitudinal study of pupils' experience of democratic practice in Scottish schools in relation to these vehicles. Evidence from a diverse sample of primary schools illustrates the way in which upper-stage pupils are encouraged to participate in decision-making processes and engage in the discussion of contemporary social issues of their own interest both in the classroom and during pupil council meetings. In addition, further evidence of the extent to which these same pupils' experience of the democratic process evolves following their transition to secondary school is reported. The paper raises new questions about the extent to which Scottish pupils may be exposed to a progressive model of democratic education, and suggests that children may be given more opportunities for consultation in primary school than they are in the early stages of secondary school. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Civic Values and the Subject Matter of Educational Courses (EJ825402)
Paterson, Lindsay
Oxford Review of Education, v35 n1 p81-98 Feb 2009
Descriptors: Social Attitudes; Longitudinal Studies; Cohort Analysis; Educational Benefits; Democratic Values; Citizen Participation; Citizenship Education; Socialization; Educational Attainment; Predictor Variables; Intellectual Disciplines; Social Science Research; Outcomes of Education; Alignment (Education)
Abstract: It is widely agreed that formal learning can influence people's social attitudes and can encourage them to take part in civic activities. Less investigated, however, has been the question of whether these effects flow from any kind of education, or whether particular subjects of study are more relevant to civic values than others. The 1958 and 1970 British birth cohort studies are used to investigate this question. Longitudinal data are essential here in three respects. They allow the accumulation of information about many episodes of learning, and so allow attention to be given to learning in adulthood, vocational courses, and informal learning as well as to courses that are part of formal initial education. They allow numerous confounding factors to be controlled for. And, with such controls, they allow the question of whether there might be long-term influences of learning. The conclusion is that courses in the social sciences and humanities are more strongly associated with socially liberal values and with participation than other courses, but that (by comparing cohorts) this distinction might be declining over time. (Contains 5 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Science Education for Democratic Citizenship through the Use of the History of Science (EJ808375)
Kolsto, Stein Dankert
Science & Education, v17 n8-9 p977-997 Sep 2008
2008-09-00
Descriptors: Science History; Citizenship; Democracy; Democratic Values; Science Education; Science Instruction; Science Curriculum; Science and Society; Case Method (Teaching Technique)
Abstract: Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today's post-academic science differs from academic science in the past, making the history of academic science irrelevant. However, this article argues that, under certain conditions, cases from the history of science should be included in science curricula for democratic participation. One condition is that the concept of processes is broadened to include science-society interactions in a politically sensitive sense. The scope of possibilities of using historical case studies to prepare for citizenship is illustrated by the use of a well-known case from the history of science: Millikan's and Ehrenhaft's "Battle over the electron". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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