Alternative Learning Contexts and the Goals of Democracy in Education

2014 ◽  
Vol 116 (14) ◽  
pp. 383-410
Author(s):  
Deirdre M. Kelly
Keyword(s):  
Public Education ◽  
Alternative Education ◽  
Lessons Learned ◽  
Alternative Learning ◽  
The Public ◽  
Learning Contexts ◽  
Democracy In Education ◽  
Critical Issues ◽  
History Of ◽  
Competing Ideas

This chapter delineates three models of democracy, noting the role that alternative education plays within each model. Then, from the perspective of the participatory democracy model, I examine various initiatives to foster democracy in alternative learning contexts, drawing relevant examples from the literature to highlight critical issues, tensions, and dilemmas, and lessons learned. … the history of the public alternative schools movement is more than an account of the development of preference in public education, it is a story about competing ideas on purposes and goals of schooling; it is a story about democratizing public education. (Neumann, 2003, p. 2)

The Diverse Voices Conference

2017 ◽  
pp. 190-201
Author(s):  
Chaunda L. Scott
Keyword(s):  
Higher Education ◽  
The United States ◽  
Lessons Learned ◽  
Diversity Education ◽  
University Campus ◽  
Education Students ◽  
University Campuses ◽  
The Public ◽  
History Of ◽  
Education Courses

As diversity higher education courses and programs continue to increase on university campuses in the United States, research remains scant on the role that diversity education conferences can play in furthering higher education students' diversity learning beyond the classroom. The aim of this chapter is to introduce the Diverse Voices Conference as a successful higher education diversity initiative in Michigan that has for seventeen years provided a safe environment for students to learn more about and speak out in support of valuing all aspects of human diversity. This chapter will highlight 1) the history of the Diverse Voices Conference; 2) the components of the Diverse Voices Conference; 3) the lessons learned regarding sponsoring the Diverse Voices Conference on a university campus in Michigan that is free and open to the public; along with 4) future directions for expansing the conference and its visibility beyond its current state.

A Brief History of Public Education and Its Impact on Marginalized Populations

2021 ◽  
pp. 55-63
Author(s):  
Timmesha A. Butler ◽  
Shelbie Dixon-Brown ◽  
Rena′ Glass-Dixon ◽  
Jennifer McLaurin
Keyword(s):  
Public School ◽  
Public Education ◽  
School System ◽  
School Social Workers ◽  
Evidence Based ◽  
Marginalized Populations ◽  
New School ◽  
The Public ◽  
History Of ◽  
The U.S

The purpose of this chapter is to provide new school social workers with an understanding of the inequality that is rooted in public education and how it relates to their professional practices. An overview of the history of the U.S. public school system and the history of school social work is provided, focusing on the public school system’s role in the academic achievement gaps that continue to exist between marginalized populations and their peers. The school social worker’s roles as advocate and connector, facilitator, and clinician are outlined. Maslow’s hierarchy of needs, Bronfenbrenner’s ecological systems theory, and strengths-based practice theories are discussed. Evidence-based strategies and resources that can be used to address the needs of marginalized populations are explained.

Education in Norway and Scotland: Developing and Re-forming the Systems

2015 ◽  
Author(s):  
Bronwen Cohen ◽  
Wenche Rønning
Keyword(s):  
Public Education ◽  
Early Years ◽  
Policy And Practice ◽  
The Public ◽  
Education Legislation ◽  
Country Factors ◽  
Education And Care ◽  
History Of ◽  
Democratic Systems

This chapter reviews the development of educational policy and practice in Scotland and Norway. The chapter mainly focuses on the public education systems, and the authors examine the historical development of public education in each country, factors that have encouraged democratic access to schools, the development of Early Childhood Education and Care programs, and interactions between schools and their communities. The Chapter encompasses the history of school education and education legislation, the role of the Church in education, an analysis of the democratisation of access to schooling and introduction of democratic systems within schools as a part of the wider democratisation of society; the development of early years education and care, and the relationship between schools and their communities and wider area. The authors highlight the importance of decentralisation of education in Norway, including decisions about appropriate curriculum, to local governing bodies. This has built close linkages between schools and communities with an emphasis on place-based learning.

Storytelling—Plots of resilience, learning, and discovery in emergency management

2020 ◽  
Vol 18 (5) ◽  
pp. 363-371
Author(s):  
Bob Freitag, CFM ◽  
Thad Hicks, PhD, CEM, MEP ◽  
Alessandra Jerolleman, PhD, MPA, CFM ◽  
Wendy Walsh, MA
Keyword(s):  
Emergency Management ◽  
Management Education ◽  
Hazard Mitigation ◽  
Lessons Learned ◽  
Mitigation Strategies ◽  
Kurt Vonnegut ◽  
Pedagogical Tool ◽  
The Public ◽  
Emergency Managers ◽  
History Of

Almost everyone can relate to the experience of telling a story. This article explores how storytelling is being used to identify risks and create hazard mitigation strategies, as well as how it can promote learning within the field of emergency management. Storytelling is both a pedagogical tool and an invaluable resource for practicing emergency managers. This article illustrates the ways in which the process of telling a story enables participates to talk about stressful concerns, internalize complex concepts, and even have fun. The article explores how storytelling drove the public process leading to the adoption of hazard mitigation plans, and how eight types of stories, as defined by the American humorist Kurt Vonnegut, can strengthen emergency management education. This article also explores how research suggests that storytelling can provide an effective way for both the tellers of story and their listeners to find meaning in events, provide context to what is being taught, transmit emotion along with information, develop a professional identity, build empathy and compassion, and help with remembering events and lessons learned. The authors have a long history of utilizing storytelling and present this article in order to share and explore storytelling as applied to the discipline of emergency management.

The Diverse Voices Conference

2016 ◽  
pp. 62-73
Author(s):  
Chaunda L. Scott
Keyword(s):  
Higher Education ◽  
The United States ◽  
Lessons Learned ◽  
Diversity Education ◽  
University Campus ◽  
Education Students ◽  
University Campuses ◽  
The Public ◽  
History Of ◽  
Education Courses

As diversity higher education courses and programs continue to increase on university campuses in the United States, research remains scant on the role that diversity education conferences can play in furthering higher education students' diversity learning beyond the classroom. The aim of this chapter is to introduce the Diverse Voices Conference as a successful higher education diversity initiative in Michigan that has for seventeen years provided a safe environment for students to learn more about and speak out in support of valuing all aspects of human diversity. This chapter will highlight 1) the history of the Diverse Voices Conference; 2) the components of the Diverse Voices Conference; 3) the lessons learned regarding sponsoring the Diverse Voices Conference on a university campus in Michigan that is free and open to the public; along with 4) future directions for expansing the conference and its visibility beyond its current state.

scholarly journals From the History of the Development of Public Education in the Russian Empire in the Late 19th - Early 20th Centuries (Illustrated by the Example of Altai)

2020 ◽  
pp. 38-46
Author(s):  
T.G. Nedzelyuk ◽  
I.N. Nikulina ◽  
M.N. Potupchik ◽  
O.A. Litvinova ◽  
D.V. Zhilyakov
Keyword(s):  
Public Education ◽  
Educational Policy ◽  
Primary Schools ◽  
Russian Empire ◽  
The State ◽  
The Public ◽  
History Of ◽  
The Russian Empire ◽  
The Military ◽  
The Impact

The article is dedicated to the history of the development of public education in Altai in the late 19th and early 20th centuries. The authors focus on the process of establishing primary and secondary schools and vocational education institutions in the region. Economic processes (the decline of mining production in Altai, the intensification of resettlement processes in the region) and sociocultural changes in the country and the region - the growth of the number of educated people in Siberia and democratization of the education system in the Russian Empire as a whole - are considered as objective conditions for the development of education. The authors show the role of the public in the formation of primary schools in Altai. Speaking about the development of primary education in the region, such as the resettlement process, the authors of the article referred to the analysis of the activities of schools in the context of changing ethnic and religious composition of students and to the characterization of the educational policy of the State with regard to migrants of non-Russian origin. Studying the process of formation of gymnasium education in Altai, the authors focused on the opening of a men's gymnasium in Barnaul, considering that this event became a landmark for the development of the city. According to the authors’ opinion, studying the process of opening this gymnasium makes it possible to understand the dialectic of relations of the state and the society, the center and the regions. The article gives special attention to studying the impact of the military situation on the activities of educational institutions, for solving new tasks operating in wartime. In the end of the article, it was concluded that power institutions pursue utilitarian goals in the implementation of educational policy in remote regions.

scholarly journals Desire for democracy: Perspectives of parents impacted by 2013 Chicago school closings

2017 ◽  
Vol 25 ◽  
pp. 57 ◽  
Author(s):  
Kelly P. Vaughan ◽  
Rhoda Rae Gutierrez
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Chicago School ◽  
Education Policies ◽  
School Closures ◽  
The Public ◽  
School Closings ◽  
Public Purpose ◽  
Democracy In Education ◽  
Great Harm

In this article, we discuss the historical shifts in the purposes of public education and examine how neoliberal education policies, like Chicago’s school closings, attempt to limit the purpose of public education to be in service to and at the whim of the market. We juxtapose this dominant neoliberal narrative of public education with the voices of the parents from closed schools, whose deep involvement with and beliefs about public schools counter neoliberalism’s shallow concept of the public purpose of public education. Drawing upon a 2014 qualitative study of parents and caregivers who were impacted by school closures and actions, as well as publically available data, we find that parents believe school closings cause great harm to students, families and communities, aim to reduce citizens to consumers in an educational marketplace, and seek to further undermine democracy in education toward a “thin democracy” (Gandin & Apple, 2002) of marketized education. However, we argue that there is an alternative to the neoliberal narrative reflected both in the ongoing historical struggle about the purposes of schooling and in the wisdom, experiences, and desires of parents most directly impacted by neoliberal education policies.

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