Toward a ‘<i>paideia</i>of the soul’: education to enrich America’s multicultural democracy

Gibson, Melissa; Grant, Carl A.

doi:10.1080/14675986.2012.716723

Cited by 10 publications

(20 citation statements)

References 16 publications

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“…Liberal educators also advocate for an education for democratic citizenship based on knowledge and reason (Biesta, 2007;Gibson & Grant, 2012). In terms of knowledge, liberal educators worldwide recommend that students should acquire knowledge of democratic institutions and procedures.…”

Section: Educational Implicationsmentioning

confidence: 99%

“…Particularly, they emphasize knowledge of local and national political and juridical systems and governments (Biseth, 2009;Burgh & Yorshansky, 2011;Sabia, 2012;Walzer, 2012), of democratic values (Sabia, 2012), and of individuals' rights and duties (Gibson & Grant, 2012;Waghid, 2009). Liberal educators also recommend that students study the history of democratic institutions and practices (Burgh & Yorshansky, 2011;Gibson & Grant, 2012;Walzer, 2012) and examine the potential strengths and weakness of democratic systems when compared with other forms of government (Biseth, 2009). Cosmopolitan liberals advocate the need for a cosmopolitan democratic education that examines the ethical basis of human rights (Aguilar & Molina Zavaleta, 2012;Ho et al, 2011).…”

Section: Educational Implicationsmentioning

confidence: 99%

“…The erosion of state sovereignty and the reduction of "the capacity of government parties to implement effective policies and fulfill voters' expectations" were evidenced (Martinelli, 2016, p. 13). The perceived distance between political elites and the electors, and the increase of socioeconomic disparities have contributed to high levels of frustration, alienation, and cynicism toward conventional politics, particularly among young people and some marginalized groups (Gibson & Grant, 2012;Ho, Sim, & Alviar-Martin, 2011). At one extreme, some argue for more (elitist) technocratic forms of governance, where "nonpartisan experts" commit themselves to pragmatic solutions to political problems (Runciman, 2018).…”

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confidence: 99%

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Democratic Education: A Theoretical Review (2006–2017)

Sant

2019

Review of Educational Research

154

116

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This theoretical review examines how democratic education is conceptualized within educational scholarship. Three hundred and seventy-seven articles published in English language peer-reviewed journals between 2006 and 2017 are discursively analyzed. Democratic education functions as a privileged nodal point of different political discourses. Two discourses against (elitist and neoliberal) and six discourses pro democratic education (liberal, deliberative, multiculturalist, participatory, critical, and agonistic) construct its meaning. It is argued that the different versions of democratic education respond to various (a) ontological and epistemological assumptions, (b) normative approaches to democracy, and (c) conceptions of the relationship between education and politics. For educational policy, the review provides a critique of elitist and neoliberal policies and support for participatory decision making across discourses. Recommendations for educational practice are made by identifying pedagogies across democratic education scholarship as well as specific pedagogies for each discourse.

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Section: Educational Implicationsmentioning

confidence: 99%

Section: Educational Implicationsmentioning

confidence: 99%

mentioning

confidence: 99%

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Democratic Education: A Theoretical Review (2006–2017)

Sant

2019

Review of Educational Research

154

116

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“…The current research on intercultural education stresses key aspects that are relevant to the investigation reported in this article such as a dynamic conception of culture (Dietz and Mateos Cortés 2012;Gibson and Grant 2012), the emphasis on comparative perspectives (Dietz and Mateos Cortés 2012;Wang 2011), the contact with cultures and languages (different from one's own) through different means (such as study abroad, the internationalization of education and online projects) (Corriero and O'Doherty 2013;Trede, Bowles, and Bridges 2013;Trilokekar and Rasmi 2011;Wang 2011), and the importance of the intercultural dimension of education (Bohlin 2013;Corriero and O'Doherty 2013;Dietz and Mateos Cortés 2012;Perry and Southwell 2011;Trede, Bowles, and Bridges 2013), among others. This article also draws on work that argues for the central role of language education (Baraldi 2012;Kramsch 1995;Porto 2013a), and literature in particular, in allowing this contact with otherness, especially in contexts where the options for the internationalization of education are limited for different reasons (such as financial reasons and geographical distance, as in the Argentinean context).…”

Section: Research On Intercultural Communication and Literaturementioning

confidence: 99%

Extending reading research with a focus on cultural understanding and research on intercultural communication: an empirical investigation in Argentina

Porto

2014

Intercultural Education

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The work presented here is an empirical study of how advanced learners of English as a foreign language in Argentina access and understand the culturespecific dimensions of literary narrative texts. It has three purposes. First, to extend research into reading in a foreign language to take account of the culturespecific content of texts. Second, to extend the focus of research on intercultural communication to include the analysis of reading processes. Finally, to introduce an approach to the analysis of the cultural dimension of the reading process using a new model of levels of cultural understanding. It is argued that cultural understanding goes beyond the quantification of prior knowledge or background knowledge in the form of idea units as evidence of the comprehension process. In this sense, the proposed model succeeds in portraying a more detailed picture of cultural understanding in this setting.Keywords: cultural understanding; English as a Foreign Language (EFL) reading; model of cultural understanding IntroductionThe work presented here is an empirical study of how advanced learners of English as a foreign language (EFL) access and understand the culture-specific dimensions of literary narrative texts. It has three purposes. First, to extend research into reading in a foreign language to take account of the culture-specific content of texts. Second, to extend the focus of research on intercultural communication to include the analysis of reading processes. Finally, to introduce an approach to the analysis of the cultural dimension of the reading process using a new model of levels of cultural understanding. The study is framed within an understanding of the complexity of reader response and its social situatedness. The elusiveness of the notion of culture, as well as the difficulty of defining it, is also taken into account. It is acknowledged that the process of interpretation is complex due to the overlapping factors involved such as socio-economic and cultural factors, prior content knowledge and prior experience with texts. The next section will therefore review different bodies of previous research.

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“…Social studies should thus aim to foster students’ critical democratic literacy (Obenchain & Pennington, ; O'Quinn, ; Souto‐Manning, ). A pedagogy of critical democratic literacy explicitly cultivates students’ commitment to thick democracy, not merely the nuts and bolts of government structures but rather a moral and philosophical orientation that recognizes the equal humanity of all citizens, especially within multicultural societies (Barber, ; Gibson & Grant, ; West, ).…”

Section: Critical Democratic Literacy: a Framework For Civicsmentioning

confidence: 99%