Democracy, Education and the Need for Politics

Straume, Ingerid S.

doi:10.1007/s11217-015-9465-4

Cited by 24 publications

(32 citation statements)

References 15 publications

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“…To use Dewey's own words, democracy ''as a way of personal life is to realize that democracy is a moral ideal and so far as it becomes a fact is a moral fact'' (1939/1988, p. 228). In short, we align with Straume's (2016) argument that Dewey fails to distinguish the social aspects of democracy from its political dimension. This becomes especially clear in how, from Dewey's perspective, a community of individuals is seemingly and only held together from within, based on their shared interests and in response to the consequences of their joint actions.…”

Section: A Democratic Conception Of Education and The Publicsupporting

confidence: 71%

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Democratic Education in the Mode of Populism

Mårdh

Tryggvason

2017

Stud Philos Educ

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This paper seeks to bring John Dewey's pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau's theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.

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Section: A Democratic Conception Of Education and The Publicsupporting

confidence: 71%

“…Biesta 2011;Straume 2016) to educational thought on cosmopolitanism (e.g. Merryfield and Duty 2008;Spector 2015).…”

Section: Introductionmentioning

confidence: 99%

Democratic Education in the Mode of Populism

Mårdh

Tryggvason

2017

Stud Philos Educ

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“…As it has been the case in other countries, while there is an extensive consensus on the desirability of teaching these subjects, this path has undermined the political character of citizenship (Biesta, 2011;Frazer, 2007;Pérez Expósito, 2014b;Straume, 2015), and contributed to the depoliticisation of adolescents. To conclude, I call the attention to the need of shifting the priority of CE from the formal curriculum to the transformation of school practices.…”

Section: Discussionmentioning

confidence: 99%

Citizenship education in Mexico: the depoliticisation of adolescence through secondary school

Pérez-Expósito

2015

International Studies in Sociology of Education

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Recent contributions have argued about the depoliticisation of citizenship education (CE), mainly through theoretical and documentary analyses, and based on the European context. Nonetheless, there is a lack of field studies which can provide empirical evidence about how does the depoliticisation of CE actually operate. Based on a mixedmethod research in Mexico City's secondary schools, this paper shows how the contemporary approach to CE, instead of looking at nurturing children's and adolescents' politicity, contributes to pupils' depoliticisation. Among different potential characterisations of political participation (PP), the curriculum of CE circumscribes it within the arena of formal politics, from which students are largely excluded in the present. Additionally, CE promotes a range of practices of participation which are deprived from a political meaning. Students appropriate them discursively, but perceive limited opportunities for perform them, especially in school. Through the depoliticisation of CE, adolescents mostly learn that PP is a promise of inclusion in the future, while the idea of active citizenship becomes reduced to a correct discourse about largely imperceptible practices in students' everyday life. The article stresses the need of shifting the priority of CE in Mexico from the formal curriculum to the transformation of school practices, in order to develop students' politicity through participation.

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“…Una educación democrática requiere procesos deliberativos y de toma de decisiones donde la participación y el trabajo cooperativo son esenciales (Apple y Beane, 1995;Belavi y Murillo, 2016;Biesta, 2015a;Friedrich, Jaastad y Popkewitz, 2010;Gutmann, 1987;Ruitenberg, 2009;Straume, 2015).…”

Section: Segunda Fuente: La Educación Para La Justicia Socialunclassified

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

Hidalgo¹,

Murillo²

2016

riejs

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En este artículo se presenta una propuesta de Modelo de Evaluación de Estudiantes para la Justicia Social que busca avanzar un paso más en la construcción de una educación que contribuya a una transformación real y profunda de la sociedad. El modelo está basado en tres fuentes esenciales. Por un lado parte de un concepto de Justicia Social de carácter multidimensional, asentado en la Justicia social como Redistribución, como Reconocimiento y como Participación. La segunda fuente es una propuesta de Educación para la Justicia Social construida a partir del anterior concepto, que diferencia una educación en Justicia Social de una educación para la Justicia Social y que está conformada por tres ejes complementarios: una educación equitativa, crítica y democrática. Por último, la propuesta bebe y aprende de enfoques alternativos de evaluación de estudiantes: Evaluación Inclusiva, Auténtica, Culturalmente Sensible, Participativa, Democrático-Deliberativa y Crítica. Con todo ello se formula un modelo con tres dimensiones: evaluación equitativa, evaluación participativa y evaluación crítica. Esta propuesta pretende aportar ideas para empezar a transformar la evaluación de los estudiantes de tal forma que se configure como una pieza clave en una educación comprometida con la construcción de una sociedad más justa e inclusiva.Palabras clave: Evaluación de estudiantes, Educación para la Justicia Social, Justicia Social, Evaluación equitativa, Evaluación crítica, Evaluación participativa. This paper presents a proposal of a Model of Student' Assessment for Social Justice that seeks to go further in the construction of an education that contributes to a real and deep transformation of society. The model is based on three essential sources. On the one hand, it is part of a multidimensional concept of Social Justice, based on Social Justice as Redistribution, as Recognition and as Participation. The second source is a proposal of Education for Social Justice built from the previous concept, and differentiating an education in Social Justice from an education for Social Justice and which is made up of three complementary axes: an equitable, critical and democratic education. Finally, the proposal drinks and learns from alternative student assessment approaches: Inclusive, Authentic, Culturally Responsive, Participatory, DemocraticDeliberative and Critical Assessment. With this, a three-dimensional model is formulated: equitable assessment, participatory assessment and critical assessment. This proposal attempts to contribute in some ideas to begin to transform the students' assessment in such a way that it is configured as a key piece in an education committed with the construction of a fairer and more inclusive society.

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Democracy, Education and the Need for Politics

Cited by 24 publications

References 15 publications

Democratic Education in the Mode of Populism

Democratic Education in the Mode of Populism

Citizenship education in Mexico: the depoliticisation of adolescence through secondary school

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

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