Struggling for democracy: Paulo Freire and transforming society through education

2017 ◽  
Vol 15 (6) ◽  
pp. 744-766 ◽  
Author(s):  
Timothy D Bolin
Keyword(s):  
Social Change ◽  
Education Policy ◽  
Teaching Strategies ◽  
Paulo Freire ◽  
Democratic Process ◽  
Policy And Practice ◽  
Revolutionary Movements

An exploration is presented of how education policy and practice may be used to transform society. Specifically, connections are made between Paulo Freire's teaching strategies and radically democratic organizing. The connections are contextualized within the prefigurative tradition, which explores how the democratic process is central to consistent and sustainable social change. The article contributes to an understanding of Paulo Freire's ontology, and the philosophy of social change, as well as how democratic strategies may address failures of revolutionary movements of the 19th and 20th centuries.

Realignment and Beyond

2018 ◽  
Author(s):  
Russell J. Dalton
Keyword(s):  
Twentieth Century ◽  
Public Opinion ◽  
Social Change ◽  
Driving Force ◽  
Electoral Systems ◽  
The Political ◽  
Democratic Process ◽  
Economic Changes ◽  
Economic Issues ◽  
Societal Changes

Affluent democracies have experienced tremendous socio-economic changes since the mid- twentieth century, which has reshaped public opinion, party programs, and electoral choices. This chapter first summarizes the societal changes that have been a driving force behind the political changes described in this study. One pattern involves the longstanding economic issues of contemporary democracies, and shifting social positions on these issues. In addition, an evolving cultural cleavage and its ties to broader attitudes toward social change have altered citizen policy preferences. In most affluent democracies, the parties’ responses to these changing citizen demands have produced a realignment to represent both economic and cultural positions. The chapter concludes by discussing the implications of the findings for the working of electoral systems and the democratic process more broadly.

“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Racial Inequality ◽  
School Administrators ◽  
Relative Power ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Public Officials ◽  
Policy And Practice ◽  
Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

Is it only ‘What works’ that ‘Counts’ in New Knowledge Economies? Evidence-based Practice, Educational Research and Teacher Education in Australia

2002 ◽  
Vol 1 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Jill Blackmore
Keyword(s):  
Education Policy ◽  
Educational Research ◽  
Research Policy ◽  
Evidence Based ◽  
Policy And Practice ◽  
Nation States ◽  
New Knowledge ◽  
Knowledge Economies ◽  
Key Issues ◽  
Research In Education

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

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