Democratic Education: An (Im)possibility that yet Remains to Come

Friedrich, Daniel; Jaastad, Bryn; Popkewitz, Thomas S.

doi:10.1002/9781444393866.ch5

Cited by 12 publications

(11 citation statements)

References 5 publications

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“…Public education holds democratic promise that remains largely unfulfilled. Despite repeated claims that education can meet social justice mandates, ‘the world's inequalities have not subsided, schools still contribute to the exclusion of a significant sector of the population and, we could say, the revolution is still to come’ (Friedrich, Jaastad, & Popkewitz , 573). An NGO‐esque art education under the pragmatic turn of the arts might keep us busy facilitating art education as problem solving and outreach in the current time of incredible need across the globe.…”

Section: Apolitical Art Educationmentioning

confidence: 99%

NGO Art Education

Kalin¹

2017

Int J Art Design Ed

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How is art education being put to use today? To explore this provocation, I read between the lines of teaching for civic literacy through visual arts education in the United States as mandated by the Partnership for 21st Century Skills. I consider an art education of social practice's utility within this mandate. In order to accomplish this, I describe artist Rick Lowe's Trans.lation: Vickery Meadow social sculpture project and then analyse this through a service aesthetics’ lens and neoliberal motives. In the process of overlaying social practice within the Partnership for 21st Century Skills as a model for visual arts and citizenship education toward globally competent graduates, I articulate the possible limitations of such micro‐utopian ventures for art education that amount to NGO‐esque art, making the case that these efforts, while facilitating a feeling of civic engagement, only further intensify the depoliticisation of art education acting as a form of Rancière's better police in reasserting the neoliberal status quo. I sound a cautionary note about such a pragmatic turn risking the exacerbation of our collective interpassivity through aligning art education too closely to our apparent use value for late capitalism.

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Section: Apolitical Art Educationmentioning

confidence: 99%

NGO Art Education

Kalin¹

2017

Int J Art Design Ed

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“…In both well-established and consolidating democratic regimes, the goals of citizenship education policy go beyond strictly 'pedagogical academic' aspects. The general aim of citizenship education is not only to 'teach' knowledge related to the concepts of democracy and civic engagement, but also -and more significantly -to deepen forms of democratic process and governance (Carnegie Corporation of New York & The Center for Information and Research on Civic Learning and Engagement [CIRCLE], 2003;Friedrich et al, 2009;Torney-Purta & Amadeo, 2011). [2] From the early works of Rousseau to the towering influence of John Dewey and Paulo Freire, there is a long-standing and strong consensus about the importance and relevance of education for democracy (see, e.g.…”

Section: Challenging the Shortcomings Of Idealized Forms Of Citizenshmentioning

confidence: 99%

Moving beyond Idealistically Narrow Discourses in Citizenship Education

Fischman

Haas

2014

Policy Futures in Education

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The main goal of this article is to provide conceptual guidelines to move the pedagogical debate in the field of citizenship education beyond idealistically narrow models. We begin by providing an overview of key shortcomings presented in most citizenship education programs, specifically in the United States of America. The second section presents the conceptual perspective of embodied cognition to discuss the prevalent metaphors and prototypes related to the notion of 'the nation as a family' commonly used in understanding citizenship education. The third and final section concludes with a set of suggestions for reconceptualizing the field of citizenship education using the tools of embodied cognition.

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“…Como muitos autores apontaram antes de nós (por exemplo, Dussel, 1996;Green, 1997;McCowan, 2009a;2009b;Popkewitz, 1998), no período relativamente curto de existência da nação-estado, a educação era uma instituição fundamental no processo de organizar e regular as subjetividades individuais e as narrativas coletivas para desenvolver regimes democráticos. Tanto em regimes democrá-ticos bem estabelecidos como em consolidação, as metas de política educacional, seja pelo currículo explícito, seja pelo implícito, vão além de aspectos estritamente pedagógicos acadêmicos e objetivam não somente manter como também aprofundar formas de processo e governança democrática (Friedrich et al, 2009;Amadeo, 2011;Carnegie-CIRCLE, 2003) 3 . Desde os primeiros trabalhos de Rousseau até a elevada influência de John Dewey e Paulo Freire é fácil avaliar que existe um consenso duradouro e forte a respeito da importância e relevância da educação para a democracia (ver, por exemplo, Ayers; Hunt; Quinn, 1998;Gutmann, 1999;Parker, 1996;Tyack;Cuban, 1995).…”

Section: Desafiando Formas Idealizadas De Educação Em Cidadaniaunclassified

Cidadania

Fischman

Haas

2012

Educ. Real.

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RESUMO -Cidadania 1 . Queremos com este artigo contribuir para mover o debate pedagógico sobre educação em cidadania para além do que caracterizamos em um trabalho anterior como o impasse de perspectivas idealizadas (Fischman; Haas, 2012). Nosso argumento está embasado em duas ideias principais. Primeiro, a noção de cidadão que informa programas de educação em cidadania é estreitamente definida com base em narrativas de pertencimento em termos nacionais. Estas narrativas não são mais adequadas para compreender as complexas relações (se alguma vez o foram) entre cidadania e educação porque não levam em consideração as mudanças políti-cas, econômicas, sociais e demográficas contemporâneas relacionadas aos processos frouxamente definidos, mas muito influentes, de globalização. Em segundo lugar, e talvez mais importante, uma superênfase sobre modelos de racionalidade relacionados à tradição cartesiana de cogito ergo sum -e de atores humanos como seres puramente conscientes -oferece um modelo abertamente idealista e educacionalmente impraticável de educação em cidadania. Iniciamos com uma breve apresentação de alguns dos modelos de compreensão das relações entre cidadania e educação mais frequentemente utilizados e suas deficiências. A seguir, a próxima seção introduz o conceito de cognição incorporada e a relevância de metáforas e protótipos na compreensão da cidadania. Concluímos com algumas observações sobre ir além de modelos idealizados de educação em cidadania.Palavras-chave: Escolarização. Educação para a Cidadania. Conhecimento Incorporado. Metáforas.ABSTRACT -Citizenship. With this article we want to contribute to moving the pedagogical debate about citizenship education beyond what we characterized in previous work as the impasse of idealized perspectives (Fischman; Haas, 2012). Our argument rests on two main ideas: First, the notion of citizen informing citizenship education programs is narrowly defined based on narratives of nationally bounded membership. Such narratives are no longer adequate for understanding the complex relationships between citizenship and education (if they ever were) because they do not consider the contemporary political, economic, social, and demographic changes related to the loosely defined, but very influential, processes of globalization. Second, and perhaps more importantly, an overemphasis on models of rationality related to the Cartesian tradition of cogito ergo sum -and of human actors as purely conscious beings -offers an overly idealistic and educationally impractical model of citizenship education. We begin with a brief presentation of some of the most frequently used models of understanding the relationships between citizenship and education and their shortcomings. Then, the next section introduces the concept of embodied cognition and the relevance of metaphors and prototypes in understanding citizenship. We conclude with some notes on going beyond idealized models of citizenship education.

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Democratic Education: An (Im)possibility that yet Remains to Come

Cited by 12 publications

References 5 publications

NGO Art Education

NGO Art Education

Moving beyond Idealistically Narrow Discourses in Citizenship Education

Cidadania

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