Democracy and Education in the United States

2017 ◽  
Author(s):  
Kathy Hytten
Keyword(s):  
Public Schools ◽  
Social Engagement ◽  
Organizational Structures ◽  
The United States ◽  
Reciprocal Relationship ◽  
Way Of Life ◽  
Democratic Schools ◽  
Democratic Schooling ◽  
Research Problems ◽  
Democracy And Education

There is an integral and reciprocal relationship between democracy and education. Democracy is more than a political system or process, it is also a way of life that requires certain habits and dispositions of citizens, including the need to balance individual rights with commitments and responsibilities toward others. Currently, democracy is under threat, in part because of the shallow and reductive ways it has been taken up in practice. Understanding the historical relationship between democracy and education, particularly how democracy was positioned as part of the development of public schools, as well as current approaches to democratic schooling, can help to revitalize the democratic mission of education. Specifically, schools have an important civic role in cultivating in students the habits and dispositions of citizenship, including how to access information, determine the veracity of claims, think critically, research problems, ask questions, collaborate with others, communicate ideas, and act to improve the world. Curriculum, pedagogy, and organizational structures are unique in democratic schools. Developing an active, inquiry-based curriculum; using a problem-posing pedagogy; and organizing schools such that students develop habits of responsibility and social engagement provide our best hope for revitalizing democracy and ensuring that it is not simply an empty slogan but a rich, participatory, justice-oriented way of life.

Civil sphere and democracy in Latin America

2020 ◽  
pp. 23-40
Author(s):  
Jeffrey Ch. Alexander ◽  
Carlo Tognato
Keyword(s):  
Latin America ◽  
Social Relations ◽  
Political Institutions ◽  
The United States ◽  
Way Of Life ◽  
Global Context ◽  
Fine Grained ◽  
Class Stratification ◽  
Civil Sphere ◽  
The Everyday

The purpose of the article is to demonstrate that the civil spheres of Latin America remain in force, even when under threat, and to expand the method of theorizing democracy, understanding it not only as a state form, but also as a way of life. Moreover, the task of the authors goes beyond the purely application of the theory of the civil sphere in order to emphasize the relevance not only in practice, but also in the theory of democratic culture and institutions of Latin America. This task requires decolonizing the arrogant attitude of North theorists towards democratic processes outside the United States and Europe. The peculiarities of civil spheres in Latin America are emphasized. It is argued that over the course of the nineteenth century the non-civil institutions and value spheres that surrounded civil spheres deeply compromised them. The problems of development that pockmarked Latin America — lagging economies, racial and ethnic and class stratification, religious strife — were invariably filtered through the cultural aspirations and institutional patterns of civil spheres. The appeal of the theory of the civil sphere to the experience of Latin America reveals the ambitious nature of civil society and democracy on new and stronger foundations. Civil spheres had extended significantly as citizens confronted uncomfortable facts, collectively searched for solutions, and envisioned new courses of collective action. However when populism and authoritarianism advance, civil understandings of legitimacy come under pressure from alternative, anti-democratic conceptions of motives, social relations, and political institutions. In these times, a fine-grained understanding of the competitive dynamics between civil, non-civil, and anti-civil becomes particularly critical. Such a vision is constructively applied not only to the realities of Latin America, but also in a wider global context. The authors argue that in order to understand the realities and the limits of populism and polarization, civil sphere scholars need to dive straight into the everyday life of civil communities, setting the civil sphere theory (CST) in a more ethnographic, “anthropological” mode.

Muslims, Islamic Law, and the Sociopolitical Reality in the United States

2000 ◽  
Vol 17 (2) ◽  
pp. 1-28
Author(s):  
Sherman A. Jackson
Keyword(s):  
Islamic Law ◽  
The United States ◽  
The Other ◽  
Double Consciousness ◽  
American Muslims ◽  
Way Of Life ◽  
Subjective Responses ◽  
Self Image ◽  
The One ◽  
Politics And Law

Native born African-American Muslims and the Immigrant Muslimcommunity foxms two important groups within the American Muslimcommunity. Whereas the sociopolitical reality is objectively the samefor both groups, their subjective responses are quite different. Both arevulnerable to a “double Consciousness,” i.e., an independently subjectiveconsciousness, as well as seeing oneself through the eyes of theother, thus reducing one’s self-image to an object of other’s contempt.Between the confines of culture, politics, and law on the one hand andthe “Islam as a way of life” on the other, Muslims must express theircultural genius and consciously discover linkages within the diverseMuslim community to avoid the threat of double consciousness.

A Survey of Christian Religious Education in the United States

2003 ◽  
Vol 20 (1) ◽  
pp. 1-19
Author(s):  
Jerald F. Dirks
Keyword(s):  
United States ◽  
Public Schools ◽  
Religious Education ◽  
Supreme Court Decision ◽  
The United States ◽  
Youth Groups ◽  
Religious Educators ◽  
Contemporary Status ◽  
Children's Sermons ◽  
Private Christian Schools

Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.

Liberating Afghan Women

2004 ◽  
Vol 21 (3) ◽  
pp. 70-88 ◽  
Author(s):  
Nancy Gallagher
Keyword(s):  
United States ◽  
Human Rights ◽  
Historical Context ◽  
The United States ◽  
Political Organizations ◽  
Way Of Life ◽  
Afghan Women ◽  
The Media ◽  
Policy Priority

Public opinion in the United States and elsewhere celebrated the liberation of Afghan women following the defeat of the Taliban government. The United States promised to stay in Afghanistan and foster security, economic development, and human rights for all, especially women. After years of funding various anti- Soviet Mujahidin warlords, the United States had agreed to help reconstruct the country once before in 1992, when the Soviet-backed government fell, but had lost interest when the warlords began to fight among themselves. This time, however, it was going to be different. To date, however, conditions have not improved for most Afghan women and reconstruction has barely begun. How did this happen? This article explores media presentations of Afghan women and then compares them with recent reports from human rights organizations and other eyewitness accounts. It argues that the media depictions were built on earlier conceptions of Muslim societies and allowed us to adopt a romantic view that disguised or covered up the more complex historical context of Afghan history and American involvement in it. We allowed ourselves to believe that Afghans were exotic characters who were modernizing or progressing toward a western way of life, despite the temporary setback imposed by the Taliban government. In Afghanistan, however, there was a new trope: the feminist Afghan woman activist. Images of prominent Afghan women sans burqa were much favored by the mass media and American policymakers. The result, however, was not a new focus on funding feminist political organizations or making women’s rights a foreign policy priority; rather, it was an unwillingness to fulfill obligations incurred during decades of American-funded mujahidin warfare, to face the existence of deteriorating conditions for women, resumed opium cultivation, and a resurgent Taliban, or to commit to a multilateral approach that would bring in the funds and expertise needed to sustain a long-term process of reconstruction.

Rethinking Racial Justice

2018 ◽  
Author(s):  
Andrew Valls
Keyword(s):  
Public Schools ◽  
Racial Inequality ◽  
Jim Crow ◽  
The United States ◽  
Racial Equality ◽  
Controversial Issues ◽  
Racial Justice ◽  
Black Institutions ◽  
American Society ◽  
Racial Lines

American society continues to be characterized by deep racial inequality that is a legacy of slavery and Jim Crow. What does justice demand in response? In this book, Andrew Valls argues that justice demands quite a lot—the United States has yet to fully reckon with its racial past, or to confront its ongoing legacies. Valls argues that liberal values and principles have far-reaching implications in the context of the deep injustices along racial lines in American society. In successive chapters, the book takes on such controversial issues as reparations, memorialization, the fate of black institutions and communities, affirmative action, residential segregation, the relation between racial inequality and the criminal justice system, and the intersection of race and public schools. In all of these contexts, Valls argues that liberal values of liberty and equality require profound changes in public policy and institutional arrangements in order to advance the cause of racial equality. Racial inequality will not go away on its own, Valls argues, and past and present injustices create an obligation to address it. But we must rethink some of the fundamental assumptions that shape mainstream approaches to the problem, particularly those that rely on integration as the primary route to racial equality.

scholarly journals A 26-Year Study of Restraint Fatalities Among Children and Adolescents in the United States: A Failure of Organizational Structures and Processes

2021 ◽  
Author(s):  
Michael A. Nunno ◽  
Lisa A. McCabe ◽  
Charles V. Izzo ◽  
Elliott G. Smith ◽  
Deborah E. Sellers ◽  
...  
Keyword(s):  
United States ◽  
Physical Restraint ◽  
Organizational Structures ◽  
The United States ◽  
Community Schools ◽  
Disability Services ◽  
Advocacy Groups ◽  
Governmental Agencies ◽  
Practice Recommendations ◽  
Mechanical Restraints

Abstract Background Physical and mechanical restraints used in treatment, care, education, and corrections programs for children are high-risk interventions primarily due to their adverse physical, emotional, and fatal consequences. Objective This study explores the conditions and circumstances of restraint-related fatalities in the United States by asking (1) Who are the children that died due to physical restraint? and (2) How did they die? Method The study employs internet search systems to discover and compile information about restraint-related fatalities of children and youth up to 18 years of age from reputable journalism sources, advocacy groups, activists, and governmental and non-governmental agencies. The child cohort from a published study of restraint fatalities in the United States from 1993 to 2003 is combined with restraint fatalities from 2004 to 2018. This study’s scope has expanded to include restraint deaths in community schools, as well as undiscovered restraint deaths from 1993 to 2003 not in the 2006 study. Results Seventy-nine restraint-related fatalities occurred over the 26-year period from across a spectrum of children’s out-of-home child welfare, corrections, mental health and disability services. The research provides a data snapshot and examples of how fatalities unfold and their consequences for staff and agencies. Practice recommendations are offered to increase safety and transparency. Conclusions The study postulates that restraint fatalities result from a confluence of medical, psychological, and organizational causes; such as cultures prioritizing control, ignoring risk, using dangerous techniques, as well as agencies that lack structures, processes, procedures, and resources to promote learning and to ensure physical and psychological safety.

scholarly journals Age at Migration and Cognitive Health Among Chinese Older Immigrants in the United States

2021 ◽  
pp. 089826432110066
Author(s):  
Man Guo ◽  
Mengting Li ◽  
Hanzhang Xu ◽  
Meredith Stensland ◽  
Bei Wu ◽  
...  
Keyword(s):  
Cognitive Function ◽  
Social Engagement ◽  
The United States ◽  
Cognitive Health ◽  
Older Immigrants ◽  
Age At Migration ◽  
Lower Education ◽  
The Life Course ◽  
State Examination ◽  
Linear Regressions

Objectives: This study addressed two questions: (1) Is age at migration associated with cognitive function among Chinese older immigrants? and (2) what personal and environmental factors confound the above relationship? Methods: Data were derived from the Population Study of Chinese Elderly ( N = 2957). Quantile and linear regressions were used to examine the associations between age at migration and Mini-Mental State Examination (MMSE) and global cognitive function, respectively. Results: Migration in late middle age (50–64) or late adulthood (65 or older) was associated with lower MMSE scores. Global cognition did not vary by age at migration. Associations between age at migration and MMSE were stronger among individuals with lower education or social engagement. Discussion: Migrating late in one’s life has important implications for cognitive health over the life course. Findings are helpful to identify vulnerable older immigrant segments and provide tailored interventions to promote their cognitive health.

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