Educating for Democracy reports the results of the Political Engagement Project, a study of educational practices at the college level that prepare students for responsible democratic participation. In this book, coauthors Anne Colby, Elizabeth Beaumont, Thomas Ehrlich, and Josh Corngold show that education for political development can increase students’ political understanding, skill, motivation, and involvement while contributing to many aspects of general academic learning.
This book presents a vision of education for democracy built around promoting equity and social justice. In doing so, Camicia and Knowles challenge many of the common perspectives of democratic education, deliberation, and the common good.
This book advocates the use of case methods to promote democratic teaching and learning. Part I speaks directly to teacher educators. The chapters in this part suggest how and why they might use case methods at pre- and in-service levels.
Revisionist analysis of the role of strong leadership in democracies, drawing primarily upon the work of Alexis de Tocqueville.
The core message of this educational book is that democracy is, more than ever before, in need of the personal contribution of engaged citizens.
This book explores the hard work of citizen-making in a diverse and complex society where individual and group interests often are in conflict.
Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines.
This book will be relevant for educators, researchers, and policymakers who are interested in educational sociology, critical pedagogy, and democratic education.
This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research.
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.
... What Research Says and What It Means for State Policy.” Brookings Institute. Quoted in Seldon. The Fourth Education Revolution. p. 73. 20 Weale. “Fifth of Teachers Plan to Leave Profession within Two Years.” 21 G. Thomas. 2013.