Embed Size (px)
DESCRIPTION
The concepts of “social justice” and “democracy” are interrelated in this chapter with a series of social concepts, practices and experiences to explain issues such as the decency or the equity, fundamental elements to understand the link between the first two concepts. For this, the need to move from a position of simple equality to submerge in the equity will be defended, since it could better meet the requirements of social justice as a partial way of balancing social and educational inequities. With this objective, an educational tool based on the political philosophy work of Martha Nussbaum and Amartya Sen is proposed, and it may help to understand the equity from individual capabilities, and beyond the hegemonic logic of the economic resources.
Citation preview
Democracy and Decency
A volume inCritical Constructions: Studies on Education and Society
Curry Malott and Marc Pruyn, Series Editors
Democracy and Decency
What Does Education Have to Do With It?
edited by
Paul R. CarrUniversité du Québec en Outaouais, Canada
Paul L. ThomasFurman University
Brad PorfilioCalifornia State University, East Bay
Julie GorlewskiState University of New York at New Paltz
INFORMATION AGE PUBLISHING, INC.Charlotte, NC • www.infoagepub.com
Copyright © 2016 Information Age Publishing Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
A CIP record for this book is available from the Library of Congress http://www.loc.gov
ISBN: 978-1-68123-324-6 (Paperback) 978-1-68123-325-3 (Hardcover) 978-1-68123-326-0 (ebook)
Dedicated to
À Wes, mon beau-père et grand ami, Merci pour tout!PRC
The Charleston Nine and the possibility of decency.PLT
This project is dedicated to Dennis L. Carlson, who championed democratic teaching, scholarship, and leadership during his prolific career.
BJP
Dissenters, dissidents, and defenders of democracy.JG
vii
CONTENTS
Acknowledgments ................................................................................xi
Introduction: Where There Is Democracy, Should There Be Decency? Framing the Context, Notion, and Potential for a More “Decent” Democracy ................................................................xiii
Paul R. Carr, Paul L. Thomas, Julie Gorlewski and Brad J. Porfilio
SECTION ICONSTRUCTING MEANINGS FOR DEMOCRACY AND DECENCY
1 What Is Decency Within the Context of Democracy and Education? ...................................................................................... 3Katie Zahedi
2 Democracy, Education, and a Politics of Indignation ...................... 21Dalene M. Swanson
3 Social Justice: Seeking Democracy That Eschews Oppression ........ 39Sheron Fraser-Burgess
4 Social Justice Requirements for Democracy and Education ............ 55Carlos Riádigos Mosquera
5 The Ascendance of Democracy: David Purpel’s Prophetic Pedagogical Path to Democracy ......................................................... 69Richard Hartsell and Susan B. Harden
viii Contents
6 Writing and Restoring Democracy: Empathy, Critique, and the Neoliberal Monoculture ..................................................................... 83Chris Gilbert
7 What Are Icelandic Teachers’ Attitudes Toward Democracy in Education? ....................................................................................... 99Ingimar Ólafsson Waage, Kristján Kristjánsson, and Amalía Björnsdóttir
8 Ripples of Change: Redefining Democracy and Fostering Resistance in the Classroom ..............................................................119Emily A. Daniels
SECTION I IJUSTICE FOR ALL AS PRAXIS
9 Education, Democracy, and Decency: Which Curriculum Ideology Best Addresses a Child’s Education for Democracy? ...... 133Richard H. Rogers
10 “Whose Democracy Is This, Anyway?” Teaching Socially Responsible Literacies for Democracy, Decency, and Mindfulness ................................................................................ 149R. Joseph Rodriguez
11 Unschooling for Citizen Creation .................................................... 165Kristan Morrison
12 Democracy and Decency Supporting Science Teaching ................ 181Michael Svec
13 Educating To Act Decently: Can Human Rights Education Foster Socially Just Democracy? ....................................................... 197Stefanie Rinaldi
Contents ix
SECTION I I ISOCIAL JUSTICE IN ACTION FOR DEMOCRACY, DECENCY,
AND DIVERSITY: INTERNATIONAL PERSPECTIVES
14 Responsible Citizens and Critical Skills in Scotland’s Curriculum for Excellence: The Contribution of Classical Rhetoric to Democratic Deliberation .............................................. 213Arlene Holmes-Henderson
15 The Isolated Irish and Education for Democracy: Acknowledging Our Responsibility to Ourselves in Social Sciences Education ............................................................ 229Aoife B. Prendergast
16 Beyond the School of Greece and Into Baltimore: Education in Undemocratic Democracies ....................................... 247Pamela J. Hickey and Tim W. Watson
17 Case Study: A Suburban High School’s Courageous Conversations of Democracy and Diversity ..................................... 261Jacquelyn Benchik-Osborne
18 Pedagogies of Democracy and Decency in a Religiously Diverse Society ................................................................................... 277Rawia Hayik
19 Mobilizing Citizenship Education in the Arab World: Toward a Pedagogy for Democracy .................................................. 291Wisam Kh. Abdul-Jabbar
About the Contributors ..................................................................... 305
