Dissertationen zum Thema „Education for Democratic Citizenship Project“
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Eoh, Myung Ha. „The evaluation of the democratic citizenship education project of the Korean Educational Development Institute /“. Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7884.
Der volle Inhalt der QuelleSanches, Ydeliz Coelho de Souza. „A formação do aluno para a participação: uma utopia da escola pública?“ Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-155623/.
Der volle Inhalt der QuelleThis work was carried through in a school of the public education net of São Paulo city between the second semester of 2005 and the first of 2006. It has the purpose to argue the process of formation of children and teenagers for the participation in decision processes in a public school of São Paulo. Such objective is justified because that the formation for the citizenship is guaranteed by the constitution and the participation is one of its basic elements. Our reference is the concept of active citizenship (Benevides) that requests intentional interference of the citizens in the routes of the public politics. Besides that, it is understood that it has a necessary bond between education and democracy (Paro), as human only constructs it self by an act of proper desire in the process of transcendence to one specific reality (the one that generates the domain of the freedom), constituting historically the accumulated and constructed culture wich makes possible such transcendence and being the education the way of appropriation of the culture. Therefore, the education as a human right only materialize if the pupil becomes subject of this process. It implicates the necessity of the pupil together with the staff of the school also contribute to the decisions on the pedagogical routes. Therefore, the students participation is understood as the performance of the pupils in the decisions concerning to the pedagogical project and to the necessary ways to reach the collectively defined purposes. In the public school of the municipal district the space legally instituted for this is the School Council. However, in terms of formation for the learning participation, other spaces as the Student Union, the radio of the school (formed from the Educom.radio program) and the projects developed by the EMEF Eliseu Dias, mainly the actions in defense of the fragments of Atlantic Forest in association to a Friends Society of local neighborhood, had revealed more relevant. The data of the research, obtained mainly in interviews with the school staff and learning team and also during the meetings of the Student Union the Radio and the School Council, suggest the contradictions of a school that longs for being democratic, tries to construct human and pedagogical relations based in these values, but that is still recognized marked by authoritarian practices.
Rennick, Stephanie (Stephanie Lisa) Carleton University Dissertation Political Science. „Political education and democratic citizenship“. Ottawa, 1993.
Den vollen Inhalt der Quelle findenCaria, Alcir de Souza. „Projeto político-pedagógico: importância histórica de uma prática em crise“. Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-26012011-135146/.
Der volle Inhalt der QuelleThis paper reflects on the possibilities of the school in compliance of the determinations of the current Law of Directives and Bases of National Education (LDB) nº 9394/96, which recognizes it as the core manager responsible for its own political and pedagogical project. It questions the extent to which this educational practice has influenced the results obtained by the public schools and facilitated, locally, the implementation of educational policies developed within the education systems. It characterizes the structural concepts of political and pedagogical project through a literature review, discussing the scope that these theories have reached in the school day. Presents the results of a survey, carried out with a public school system, pointing out potential evidences of the crisis of meaning and method that this practice reveals. Recovers even the historical process that marked the course of the current LDB, demonstrating that the crisis must be understood first as a crisis congenital, inherited from the law that has conceived it. In the context of the educational system, this crisis is also characterized by bringing together key elements present in contemporary pedagogical thinking, exploring the system concept and its relationship with the school unit. Ends the research questioning the fundamental principles for thinking about the political and pedagogical project in view of the civil and educational movement, with a view to overcoming the crisis of meaning and method of the educational practice has shown.
Mullins, Jr Ricky Dale. „Dewey, Disability, and Democratic Education“. Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89091.
Der volle Inhalt der QuelleDoctor of Philosophy
When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest Virginia. Coal, no longer king, had driven the economy for years. With its decline, my community barely managed to survive. My advisor at the time, honest and plain-spoken, told me that unless I obtained a license in special education, I would most likely not obtain a teaching job. Unlike many other areas of the country, in my hometown unless you could do other things like coach or drive a bus, a license to teach social studies was of little value. There was not much money and a new hire had to be willing to do many different jobs to prove his or her worth. Luckily, I had gotten my Commercial Driver License (CDLs) through a training program offered by the county school board, and I was consequently able to obtain a position, although not as a social studies teacher. I started my career in education as a special educator and substitute school bus driver. In this position I worked in an alternative education setting and taught vocational skills to secondary students with significant disabilities (in the institutional meaning of the word). From the start of my career, I aspired to become an administrator, so I enrolled in and completed a degree in Administration and Supervision. As I was working on that degree, I moved to the general education high school level, where I held a position teaching social studies and special education in an inclusive setting. Shortly thereafter, I obtained a job as an assistant principal. The part I enjoyed most about this position was working with and thinking about how to help teachers become better at their craft. At this point is when I decided to pursue a PhD in social studies education, so I could develop my interest into a body of research and eventually a career. Two years into my PhD program I was still grappling with who I was as a scholar. As I familiarized myself with social studies scholarship, I discovered that in my first position as an alternative education special educator, I was essentially preparing my students for the responsibilities of citizenship, which is the mission of the field of social studies (NCSS, 2013). Nevertheless, it was not until I started reading the work of John Dewey that I truly realized the complexity of what I experienced when I taught in the alternative education setting. That position allowed me to examine an element that I otherwise, would not have had the privilege to see; the complexity and intellect required for physical labor (Rose, 2004) and the inter-workings of true, vibrant, Deweyan democracy. Dewey’s work sparked a new interest in me and I started developing a deep-seated curiosity about how his theoretical underpinnings related to disability and democratic education. My interest in disability then caused me to ask other questions about social studies in relation to special education, which made me reflect on my prior experiences as a social studies educator. Although I had a license in special education, there were many instances in which I felt unprepared and unsupported in addressing the needs of all students in my classes which included general education students, students with disabilities (SWDs), and emergent bilingual learners (EBLs). I began to wonder if my feelings of unpreparedness and lack of support were in isolation. As I parsed the literature, I found that there was not a significant amount of research focused specifically on the extent to which social studies teachers felt they were prepared and supported to address the needs of all learners in their classroom. Additionally, my experience in both public education and teacher education gave me insight to realize that school systems do not have funding to provide specialized professional development and similarly, teacher education is under financial constraints as well. Therefore, I began examining what informal spaces such as Twitter offer educators in terms of professional support and development. My interests and curiosity fueled my scholarly work and eventually culminated into three distinct, but interconnected manuscripts. The three manuscripts that follow coalesce around my interests in Dewey, Disability, and Democratic Education.
Novis, Joshua L. „Citizens and selves : rethinking education for democratic citizenship“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19392.
Der volle Inhalt der QuelleVerveri, Olga. „Citizenship education teachers' critical thinking in 'education for democratic citizenship' : the sociology of critical thinking“. Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559734.
Der volle Inhalt der QuelleEssa, Fatima. „Do values in education create spaces for democratic citizenship?“ Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52808.
Der volle Inhalt der QuelleENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.
AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.
Choi, Moonsun. „Development of a Scale to Measure Digital Citizenship among Young Adults for Democratic Citizenship Education“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437610223.
Der volle Inhalt der QuelleGalloway, Greta Marie Mandy. „Cultivating democratic citizenship education in schools :implications for educational leaders“. Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.
Der volle Inhalt der QuelleOn t.p.: Doctor of Philosophy in Education Policy Studies.
ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal career experience as a teacher, and specifically as a school principal. I argue that educational leaders and managers continue to think and act according to traditional notions of leading and managing school practices. I contend that educational leadership and management practices ought to change in order for schools to transform into institutions implementing democratic practices in a more thoroughgoing way. I argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leadership and management engender thin forms of democratic school practices. I show how positivist theories of educational leadership and management connect with indefensible forms of leading and managing, namely skewed authority, gender discrimination and exclusion of cultural diversity. I contend that school leadership and management practices ought to be reconceptualised in relation to a framework of democratic citizenship education. Cultivating democratic citizenship education with reference to the seminal thoughts of Jürgen Habermas, Seyla Benhabib and Iris Marion Young will hopefully strengthen my argument for social justice, renewal and redress in school practices. These theorists have shaped the thinking and actions of educational leaders and managers to provide a critical understanding of transformative educational leadership and management practices in schools. Such ideas conceptualise a critical understanding of deliberative leadership and management practices as constructs for deepening democracy in schools. It is within this context that the dissertation explores a pathway towards deepening democracy in schools through a deliberative leadership and management approach. Such an approach has the potential to cultivate communicative democratic moments in educational leadership and management practices through engaging the voices of “others”. For deliberative leadership and management practice to manifest itself, I propose that conditions ought to be established whereby the democratic rights of “others” as incorporated voices in classroom pedagogy, school management and school governance engender deeper citizenship through the inclusion of these “other” previously marginalised voices. By embracing the voices of “others”, the potential is created to move towards deepening democratic leadership and management practices which can possibly engender “schools of hope” for the future. Keywords: Educational leadership, educational management, positivist, critical, citizenship, deliberative democracy, communicative democracy
AFRIKAANSE OPSOMMING: Hierdie proefskrif is ʼn kritiese ondersoek na skoolhoofde se onderwysleierskap en -bestuurspraktyke in die huidige demokratiese bestel. Die doel van die studie is om die mate van transformatiewe integrasie van demokrasie onder skoolleiers en -bestuurders te verken. Ek het besluit om my eie storie te vertel, dus gee ek ʼn verhalende verslag van my loopbaan as ʼn onderwyser, en spesifiek as ʼn skoolhoof. Ek beweer dat leiers en bestuurders in die onderwys nog steeds die tradisionele opvattings oor skoolleierskap en bestuur huldig, en dat hierdie opvattings hulle denke en optrede rig. Ek voer aan dat onderwysleierskap en bestuurspraktyke verander moet word sodat skole tot dieper, demokratiese praktyke kan transformeer. Ek argumenteer voorts dat dit voorkom asof huidige begrippe van leierskap en bestuur in skole in positivistiese tendense vasgelê is wat transformatiewe praktyke in skole ondermyn en dat positivistiese leierskap en bestuur “dun” vorme van demokratiese skoolpraktyke voortbring. Ek toon aan hoe positivistiese teorieë van onderwysleierskap en -bestuur verband hou met onverdedigbare wyses van lei en bestuur, naamlik verwronge gesag, genderdiskriminasie en die uitsluiting van diverse kulture. Ek voer aan dat onderwysleierskap en -bestuurspraktyke geherkonseptualiseer behoort te word binne ʼn raamwerk van demokratiese burgerskapsopvoeding. Die ontwikkeling van demokratiese burgerskapsopvoeding wat onder meer voortspruit uit die seminale denke van Jürgen Habermas, Seyla Benhabib en Iris Marion Young, versterk my betoog vir sosiale geregtigheid, vernuwing en herstel binne die skoolpraktyke. Hierdie teoretici vorm die denke en optrede van leiers en bestuurders in die onderwys as deurslaggewende begrippe van transformatiewe onderwysleierskap en bestuurspraktyke in skole. Sulke idees konseptualiseer ʼn deurslaggewende begrip van oorlegplegende leierskap en bestuurspraktyke as konstrukte vir grondliggende integrasie van demokrasie in skole. Binne hierdie konteks ondersoek die proefskrif ʼn werkwyse vir ʼn grondliggende integrasie van demokrasie in skole deur oorlegplegende leierskap en bestuur. So ʼn benadering het die potensiaal om kommunikatiewe demokratiese momente in onderwysleierskap en -bestuurspraktyke aan te moedig deur na die stemme van die “ander” te luister. Ek stel voor dat, ten einde demokratiese leierskap- en bestuurspraktyke te vestig, toestande geskep moet word waardeur die demokratiese regte van die “ander”, wat voorheen gemarginaliseer was, in klaskamerpedagogie en skoolbestuur ingesluit moet word om “dieper” burgerskap te verseker. Met ander woorde, deur na die stemme van die “ander” te luister, word die potensiaal geskep om verdiepende demokratiese leierskap en bestuurspraktyke aan te moedig sodat “skole met hoop” tot stand gebring kan word. Trefwoorde: Onderwysleierskap, onderwysbestuur, positivisties, kritiese, burgerskap, oorlegplegende demokrasie
Pieterse, Helette Mari. „Democratic citizenship education and the university in a cosmopolitan world“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5434.
Der volle Inhalt der QuelleENGLISH ABSTRACT: This thesis explores the role and responsibility of the university in educating students to be democratic citizens in a cosmopolitan world, with specific reference to South African higher education, and Stellenbosch University in particular. Recent changes in the world, such as globalisation and the rise of the knowledge economy, has brought into question the role of the university, and some argue that the university in the 21st century is no more than another bureaucratic corporation with its business being providing the necessary knowledge and skills for students to become adequately equipped professionals. However, this thesis argues that universities in the 21st century do not only have the responsibility of training students to be competent professionals, but also of equipping them with the necessary skills to be responsible citizens in a democratic society. In this thesis, a theoretical framework is constructed in order to better understand the concept of democratic citizenship for a cosmopolitan world, and what such an education would entail, where after the South African Higher Education landscape is explored to gain an understanding of the institutional landscape and legislative and policy framework within which South African universities are situated. The final part of the thesis focuses on Stellenbosch University and the extent to which democratic citizenship education for a cosmopolitan world is encouraged and supported at an institutional level. The ultimate conclusion that Stellenbosch University is committed to the education of students towards democratic citizenship for a cosmopolitan world, at least as far as policy and planning documents are concerned, however raises further questions - amongst others about the transformation of the institutional culture.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die rol en verantwoordelikheid van die universiteit in die opvoeding van studente tot demokratiese burgerskap in 'n kosmopolitiese wêreld, met spesifieke verwysing na Suid-Afrikaanse hoër onderwys en meer bepaald studente aan die Universiteit Stellenbosch. Onlangse wêreldwye tendense soos globalisering en die opkoms van 'n kennis-ekonomie plaas noodwendig die rol van die universiteit onder die soeklig. Daar is diegene wat argumenteer dat die universiteit van die 21ste eeu niks anders is as nog 'n burokratiese korporatiewe instelling nie. Die besigheid van so 'n instelling, word geargumenteer, is die voorsiening van die nodige kennis en vaardighede ten einde studente voldoende toe te rus as professionele persone. Daarteenoor is die argument van hierdie tesis dat universiteite in die 21ste eeu nie net die verantwoordelikheid het om studente op te lei tot bevoegde professionele persone nie, maar ook om hulle toe te rus met die nodige vaardighede om verantwoordelike burgers te wees in 'n demokratiese samelewing. 'n Teoretiese raamwerk is ontwikkel ten einde die konsep 'demokratiese burgerskap' in 'n kosmopolitiese wêreld en wat dit behels, beter toe te lig. Vervolgens is die Suid Afrikaanse hoëronderwyslandskap ondersoek ten einde 'n begrip te verkry van die institusionele landskap sowel as die wetgewende en beleidsraamwerke waarbinne Suid-Afrikaanse universiteite hul bevind. Ten slotte fokus die tesis op die Universiteit Stellenbosch en die mate waartoe die instelling opvoeding tot demokratiese burgerskap vir 'n kosmopolitiese wêreld op 'n institusionele vlak aanmoedig en ondersteun. Die uiteindelike gevolgtrekking dat die Universiteit Stellenbosch wel verbind is tot die opleiding van studente tot demokratiese burgerskap in 'n kosmopolitiese wêreld, ten minste soos vervat in beleids- en beplanningsdokumente, lei egter tot verdere vrae oor onder meer die transformasie van die institusionele kultuur.
Bell, Stephanie A. „Knowing politics : knowledge and democratic citizenship in South Africa's education system“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e.
Der volle Inhalt der QuelleShinew, Dawn M. „Disrupt, transgress, and invent possibilities : feminist interpretations of educating for democratic citizenship /“. The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567771838.
Der volle Inhalt der QuelleFalk, Thomas Michael. „Political Economy of American Education: Democratic Citizenship in the Heart of Empire“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343135393.
Der volle Inhalt der QuelleLange, Randall Stephen. „The contribution of student activities to citizenship education: a study of engagement at a South African research university“. University of the Western Cape, 2014. http://hdl.handle.net/11394/4469.
Der volle Inhalt der QuelleThis study seeks to determine to what extent undergraduate students in a research university in South Africa are involved in activities that contribute to citizenship education. The research design involves a case study at the University of Cape Town (UCT) whereby an electronic survey, called the Student Experience at the Research University-Africa (SERU) survey, was indigenised to fit the South African context and it was conducted at UCT. The survey had a census design and all undergraduate students at the university were invited to participate. At the end of 2012 a sample of 861 surveys were analyzed using SPSS to determine the activities students were involved in during the research period.
Shannon, Brooke M. „The Value of Deliberative Democratic Practices to Civic Education“. Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183659204.
Der volle Inhalt der QuelleAdams, Faried. „Critical theory and school governance : advancing an argument for democratic citizenship“. Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1586.
Der volle Inhalt der QuelleShanyanana, Rachel Ndinelao. „Education for democratic citizenship and cosmopolitanism : the case of the Republic of Namibia“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/6725.
Der volle Inhalt der QuelleENGLISH ABSTRACT: This thesis analyses some of the major education policies in Namibia since the introduction of a democratic government in 1990. The analysis reveals that democratic participation through stakeholder representatives is an ideal framework to promote democracy in education discourses, that is, in policy formation, school governance and teaching and learning. However, there is a dilemma of a lack of inclusion, which is incommensurable with modern democratic theorists’ conceptions of democratic citizenship (both Western deliberation and African ubuntu). The thesis asserts that Namibia’s historical and cultural background has to be taken into consideration if a defensible democratic citizenship education is to be engendered and advanced. An examination and interpretation of the three phases of Namibia’s historical background, its pre-colonial, colonial/apartheid and post-apartheid education systems, were carried out in order to understand the current state of education and the type of citizens the country is developing through its education system. Central to this investigation were different conceptions of democratic citizenship, which indicate that deliberation, inclusion, equality, reasonableness, publicity, belligerence, hospitality, compassion and African humanness (ubuntu) are the features of a defensible democratic citizenship education. The exploration of the distinction between deliberation and ubuntu shows that Namibia’s context requires a minimal democratic citizenship framework with ubuntu if a lack of inclusion is to be eliminated. The discussion on democratic conceptions also draws on a minimalist and maximalist continuum of democratic citizenship education. The thesis argues that a minimalist form of democratic citizenship education, in conjunction with African ubuntu – which constitutes less deliberation and non-belligerence with more compassion, careful listening, respect and dignity – engenders conditions for an inclusive policy framework, school governance, and the cultivation of democratic citizenry through teaching and learning in Namibian public schools, and may eventually promote a defensible democratic citizenship education. This framework may create a favourable environment and potential for all participants to co-exist, and for the marginalised groups to also contribute to conversations. This framework is also considered plausible because it takes into account the local people’s historical background and cultural practices. Complementing the argument of this thesis is the exploration of the link between Namibia’s education system, the New Partnership for Africa’s Development (NEPAD) and the Millennium Development Goals (MDGs). Moreover, an appeal is made for the Namibian citizenship education system to consolidate the idea of cosmopolitanism, that is; hospitality and forgiveness, if the NEPAD initiative is to be successful and if certain Millennium Development Goals were to be achieved by 2015.
AFRIKAANSE OPSOMMING: Hierdie tesis ontleed sommige van die hoof onderwysbeleide in Namibia sedert die instelling van ‘n demokratiese regering in 1990. Die ontleding onthul dat demokratiese deelname deur rolspelerverteenwoordigers is ‘n ideale raamwerk om demokrasie in onderwysdiskoerse te bevorder, dit is, in beleidmaking, skoolbeheer asook onderrig en leer. Nietemin, daar is ʼn dilemma van ‘n gebrek aan inklusiwiteit, wat nie vergelykbaar is met moderne demokratiese teoretici se konsepsies van demokratiese burgerskap (beide Westerse beraadslaging en Afrika ubuntu) nie. Die tesis voer aan dat Namibië se historiese en kulturele agtergrond verreken moes wees, indien ʼn verdedigbare demokratiese burgerskap voortgebring en ondersteun sou word. ʼn Ondersoek en interpretasie van die drie fases van Namibië se historiese agtergrond, haar pre-koloniale, koloniale/apartheid en post-apartheid onderwysstelsels, was uitgevoer om te verstaan wat die huidige stand van onderwys en die soort burgers is wat die land daardeur voorberei. Sentraal tot hierdie ondersoek was verskillende konsepsies van demokratiese burgerskap, wat aandui dat beraadslaging, inklusiwiteit, gelykheid, redelikheid, openbaarheid, strydlustige interaksie, gasvryheid, meelewing en Afrika-menslikheid (ubuntu) die eienskappe van ‘n verdedigbare demokratiese burgerskaponderwys is. Die ondersoek van die onderskeid tussen beraadslaging en ubuntu toon dat die Namibiese konteks, indien ‘n gebrek aan inklusiwiteit geëlimineer moet word, ‘n minimale demokratiese burgerskapsraamwerk met ubuntu benodig. Die bespreking van demokratiese konsepsies is ook gebed in ʼn minimalistiese en maksimalistiese kontinuum van demokratiese burgerskaponderwys. Die tesis argumenteer dat ‘n minimalistiese vorm van demokratiese burgerskaponderwys in samehang met Afrika ubuntu – wat minder beraadslaging en nie-strydlustige interaksie met meer meelewing, versigtige luister, respek en waardigheid veronderstel – toestande vir ‘n inklusiewe beleidsraamwerk, skoolbeheer en die kweek van demokratiese burgerskap deur onderrig en leer in Namibiese publieke skole bevorder en mag so uiteindelik ‘n verdedigbare demokratiese burgerskaponderwys bevorder. Hierdie raamwerk mag ‘n gunstige omgewing en die potensiaal vir alle deelnemers om met mekaar saam te leef asook vir gemarginaliseerse groepe om tot gesprekke by te dra, skep. Hierdie raamwerk kan ook as aanneemlik beskou word, omdat dit die plaaslike mense se historiese agtergrond en kulturele praktyke verreken. Die argument van hierdie tesis word ondersteun deur die ondersoek van die verband tussen die Namibiese onderwysstelsel, die ‘New Partnership for Africa’s Development’ (NEPAD) en die Millennium Ontwikkelingsdoelwitte. Meer nog, ‘n beroep word gemaak vir die Namibiese burgerskap onderwysstelsel om die idee van wêreldburgerskap, dit is, gasvryheid en vergifnis te konsolideer, indien die NEPAD-inisiatief suksesvol en sekere Millenium Ontwikkelingsdoelstellings teen 2015 bereik wil word.
Hollingsworth, Teri Ann. „Associating democratic methods in correctional education and postmodern critical theory“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1615.
Der volle Inhalt der QuelleJotia, Agreement Lathi. „THE QUEST FOR DEEP DEMOCRATIC PARTICIPATION: SCHOOLS AS DEMOCRATIC SPACES IN THE POST – COLONIAL BOTSWANA“. Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1147360469.
Der volle Inhalt der QuelleRosenquist, Joachim. „Pluralism and unity in education : on education for democratic citizenship and personal autonomy in a pluralist society“. Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-15487.
Der volle Inhalt der QuelleMaguth, Brad M. „Investigating Student Use of Technology for Informed and Active Democratic Citizenship in a Global and Multicultural Age“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248880262.
Der volle Inhalt der QuelleHung, Jo Lieh. „Types of and reasons for teacher modification of textbook materials, and a comparison between the prescribed and modified methods of teaching democratic citizenship education based on student performance /“. Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7607.
Der volle Inhalt der QuelleDibos, Gálvez Alessandra. „Toward a philosophy of democratic citizenship education, the case of Perú : from critique to alternatives“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63232.pdf.
Der volle Inhalt der QuelleThapa, Om K. „A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching“. University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481296285526107.
Der volle Inhalt der QuelleHong, Byulrim Pyollim. „Young people's experience of a democratic deficit in citizenship education in formal and informal settings in Scotland“. Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/16169.
Der volle Inhalt der QuelleGreene, Pamela L. „A Multi-Method Dispositional Study of the Intersection of Democratic Citizenship and Education Policy from the Unique Perspectives of Twenty State-level Policymakers“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259743242.
Der volle Inhalt der QuelleHigham, Rupert John Edward. „Developing pedagogy for responsible leadership : towards a dialogic theory of democratic education“. Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9944.
Der volle Inhalt der QuelleWalsh, Lucas 1969. „For those who can climb? : a critique of the instrumental rationalisation of mass education and its relationship to democratic citizenship“. Monash University, School of Political and Social Inquiry, 2002. http://arrow.monash.edu.au/hdl/1959.1/7959.
Der volle Inhalt der QuelleAtterby, Kate. „On the edge : a Boalian theatre project in citizenship/character education with disaffected youth“. Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42496.
Der volle Inhalt der QuelleDavids, Nuraan. „Exploring the(in)commensurability between the lived experiences of Muslim women and cosmopolitanism : implications for democratic citizenship education and Islamic education“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71662.
Der volle Inhalt der QuelleIncludes bibliography
ENGLISH ABSTRACT: Impressions and perceptions about Islām, particularly in a world where much of what is known about Islām has emerged from after the tragic devastation of the Twin Towers in New York, are creating huge challenges for Muslims wherever they may find themselves. Women as the more visible believers in Islām are, what I believe, at the forefront of the growing skepticism surrounding Islām. And central to the modern day debates and suspicious regard meted out to Muslim women today is her hijāb (head-scarf). Ironically, it would appear that the same amount of detail and attention that Islamic scholars have devoted to the role of women in Islām and how they are expected to conduct themselves is now at the centre of the modern day debates and suspicious regard. Yet, the debates seldom move beyond what is obviously visible, and so little is known about what has given shape to Muslim women’s being, and how their understanding of Islām has led them to practise their religion in a particular way. This dissertation is premised on the assertion that in order to understand the role of Muslim women in a cosmopolitan society, you need to understand Islām and Islamic education. It sets out to examine and explore as to whether there is commensurability or not between Muslim women and the notion of cosmopolitanism, and what then the implications would be for democratic citizenship education and Islamic education. One of the main findings of the dissertation is that the intent to understand Muslim women’s education and the rationales of their educational contexts and practices opens itself to a plurality of interpretations that reflects the pluralism of understanding constitutive of the practices of Islam both within and outside of cosmopolitanism. Another is that inasmusch as Muslim women have been influenced by living and interacting in a cosmopolitan society, cosmopolitanism has been shaped and shifted by Muslim women. By examining the concepts of knowledge and education in Islām, and exploring the gaps between interpretations of Islam and Qur’anic exegesis, I hope to demystify many of the (mis)perceptions associated with Muslim women, and ultimately with Islām. And finally, by examining how Islamic education can inform a renewed cosmopolitanism, and by looking at how democratic citizenship education can shape a renewed Islamic education, the eventual purpose of this dissertation is to find a way towards peaceful co-existence.
Arendse, Agnetha. „The grade 11 life orientation curriculum: towards preparation for active citizenship in a democratic South Africa“. Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4314.
Der volle Inhalt der QuelleThe general aim of this study was to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democratic South Africa. The main research question that the study addresses is: To what extent does the Grade 11 LO curriculum prepare learners for active citizenship in a democratic South Africa? The main objective of the study is to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democracy in the South African context. Even though democratic structures and participation forms a small component of the broader topic of active citizenship in the Grade 11 LO curriculum, the study examines the public participation initiatives of Parliament, as a democratic structure with the intention to increase active citizenship in a democratic South Africa. The theoretical framework of this study considers Paulo Freire's educational theory in the context of critical theory and models of public participation in preparation for active citizenship. As such, the literature was used in order to come to an understanding of concepts relating to active citizenship in a democracy, the concepts, namely, "education for "public participation‟, "citizenship‟, "democracy‟, "inclusivity‟ and "human rights‟. The study adopted a mainly qualitative research approach to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democracy. In order to gain an in-depth understanding of learners' perceptions, a case study method was employed and data collection techniques included questionnaires and focus group interviews. The sample in this study comprised 461 Grade 12 learners, who completed the Grade 11 LO curriculum during 2012, and seven LO educators from five selected schools in Metro South Education District in the Western Cape. Even though the total number of participating educators was seven, four completed the questionnaires and four participated in the focus group interviews. The data collection process encompassed three phases. Phase one included a literature review and document study. Phase two included the administration of questionnaires and phase three included the facilitation of focus group interviews. Thematic and document analyses were applied in order to undertake a detailed examination of documents and interviews.
Tchinsala, Yonmon. „THE CHALLENGES OF EDUCATION FOR DEMOCRACY: SUB-SAHARAN AFRICA IN AN ERA OF GLOBALIZATION“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/887.
Der volle Inhalt der QuelleHamot, Gregory E. „Constructing the role of schools in educating for democratic citizenship through cross-cultural experiences : a case study of five Polish educators /“. The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334936531.
Der volle Inhalt der QuelleHarrison, Joan. „Musical Citizens: String Teachers' Perceptions of Citizenship Education in the Private Studio“. Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23783.
Der volle Inhalt der QuelleHeck, Deborah Anne, und n/a. „Discovering Discourses of Citizenship Education: In the Environment Related Sections of Australia's 'Discovering Democracy School Materials' Project“. Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030905.115718.
Der volle Inhalt der QuelleHeck, Deborah Anne. „Discovering Discourses of Citizenship Education: In the Environment Related Sections of Australia's 'Discovering Democracy School Materials' Project“. Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367543.
Der volle Inhalt der QuelleThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Full Text
Bevan, Ryan. „Liberal educational responses to religious diversity: defending the need for a supplemental dimension of citizenship education in liberal democratic societies“. Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103678.
Der volle Inhalt der QuelleCette thèse explore la relation entre l'éducations libérale/séculiers et religieux. Je commence par tracer ce que je crois être la source de tension entre éducations libérale/laïques et religieux à deux théories libérales très influent qui ont affecté l'éducation civique en particulier. Je commence par une analyse de l'approche naturaliste John Dewey à la métaphysique et la religion, en faisant valoir que l'attitude de Dewey aux traditions religieuses, lorsqu'il est utilisé comme une base pour l'éducation civique, est insuffisante. Plus précisément, je soutiens que dans la conception de Dewey, les doctrines religieuses, les principes, les idéaux, les croyances et traditions religieuses en fin de compte dans leur ensemble sont importants purement instrumentale. En outre, je conclus que la seule issue possible une fois que l'on accepte un engagement préalable à la métaphysique de Dewey (ou anti-métaphysique) - est que la réflexion et de délibération sur le «religieux»-t-elle priver de son caractère nettement religieux. Ma conclusion majeure est que ce point de vue de la religion et religieux est flagrante carence lorsqu'ils sont évalués à la lumière du principe libéral de respect pour la religion et de la diversité religieuse. Je passe ensuite à un examen critique de la seconde théorie libérale très influent, le libéralisme politique. La conclusion que je souligne dans ma critique du libéralisme politique rawlsien est que l'éducation civique sur la base des idéaux politiques du libéralisme politique ne peut ignorer à peu près les conceptions religieuses sans porter préjudice au développement des capacités des jeunes citoyens de délibération. Je conteste fermement cette conclusion, parce que je vois son engagement avec les conceptions religieuses aussi précieux - voire nécessaire - de civisme, et pour permettre aux citoyens de diverses sociétés de rendre justice à / pour l'autre. Dans la seconde moitié de la thèse, je propose un cadre théorique de cette dimension supplémentaire qui est basé sur l'épistémologie vertu. Je me concentre plus particulièrement sur les travaux récents de James Montmarquet, en particulier sa notion de la justification subjective, que je déclare constituer comme une base idéale pour un engagement qui met l'accent sur la raison qui donne et valide le rôle que les traditions religieuses peuvent jouer dans la délibération morale et civique.
Prud'homme, Marc-Alexandre. „Students' Experiences During Democratic Activities at a Canadian Free School: A Case Study“. Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19765.
Der volle Inhalt der QuelleJoubert, Jacomina Christina. „The life experiences and understanding of children as citizens in a democratic South Africa“. Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-182045.
Der volle Inhalt der QuelleSyafruddin, Didin. „In search of a citizenship education model for a democratic multireligious Indonesia: case studies of two public senior high schools in Jakarta“. Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106261.
Der volle Inhalt der QuelleCette étude a pour l'objectif d'évaluer l'éducation à la citoyenneté actuelle en Indonésie, celle qui a été conçue et réalisée en pensant à une Indonésie démocratique et multireligieuse. Les deux premiers chapitres sont des sources d'informations sur la société indonésienne contemporaine et ils mettent en évidence les trois caractéristiques sociales particulièrement significatives en ce qui concerne cette analyse : la grande diversité des groupes religieux ; la reconnaissance officielle de la part de l'État de la tolérance inter-religieux ; et l'introduction de démocratie en 1998.Dans le troisième chapitre, l'auteur examine trois théories libérales de modèles d'éducation à la citoyenneté : le libéralisme de l'autonomie, le libéralisme de la diversité et le libéralisme politique. Ces théories contiennent des aperçus importants qui peuvent aider à assurer une évaluation des politiques et des pratiques d'éducation à la citoyenneté qui est tournée vers l'avenir, malgré que l'Indonésie ne soit pas une démocratie libérale et laïque comme celle connue à l'Ouest. L'auteur met l'accent sur l'argument que l'idée centrale du libéralisme politique—la capacité des citoyens de se comporter et de juger d'une manière raisonnable aux yeux des sociétés pluralistes—est essentiel de cultiver dans une Indonésie multireligieuse. Les deux prochains chapitres sont centrés sur deux études de cas d'écoles secondaires à Jakarta. En général, bien que le système éducatif se concentrasse sur la transmission du civisme, l'auteur a découvert que les pratiques spécifiques employées dans les écoles pour transmettre des connaissances civiques ont mené à des succès mitigés dans l'atteinte des objectifs nécessaires d'une éducation à la citoyenneté efficace pour une Indonésie multireligieuse. Du côté positif, les deux écoles avaient des corps étudiant relativement divers et ils créaient un espace de partages des connaissances civiques à travers les différences religieuses. Dans certains cas, il a paru que des amitiés et des relations coopératives se formaient parmi des étudiants de différentes appartenances religieuses. Du côté négatif, il est arrivé des incidents de discrimination inter-religieuse (des sentiments de méconnaissance, de tension et de conflit) qui avaient émané d'un manque de communication et d'ignorance. De plus, dans le cadre du curriculum et dans les pratiques formelles de la salle de classe, les deux écoles accentuaient une éducation religieuse confessionnelle ; ils se montraient peu insistant sur une démocratie libérale ; ils ignoraient la diversité à l'intérieur des religions ; et ils s'opposaient au dialogue inter-religieux. S'appuyant sur les principes du libéralisme politique discutés dans le troisième chapitre, l'auteur souligne que le manque de la raison publique dans ces deux milieux scolaires représente une défaillance de l'éducation à la citoyenneté. Cette dissertation suggère qu'afin d'assurer que le peuple indonésien sera prêt à apporter des réponses aux défis de la diversité religieuse, du désaccord général et de l'interaction respectueuse, l'éducation à la citoyenneté en Indonésie devrait incorporer les caractéristiques suivantes : (1) la protection (et, si possible, l'augmentation) de la diversité religieuse aux milieux scolaires, (2) l'équité dans l'accommodation de la diversité religieuse, (3) la maximisation de l'interaction sociale et les pratiques de la démocratie et du dialogue, (4) le développement des connaissances civiques profondément partagées et (5) l'encouragement des conversations inter-religieuses et l'importance de l'enseignement de la culture religieuse. C'est essentiel que chaque citoyen s'engage à communiquer et à négocier ouvertement sur ces points. Sinon, les conflits résultants produiront les effets adverses pour tous les Indonésiens, pas seulement ceux d'une certaine affiliation religieuse.
Waliaula, Anne Jebet. „Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318.
Der volle Inhalt der QuelleClougherty, Christen Higgins. „A critical evaluation of the Nobis project : a creative-process approach to service-learning and global citizenship education“. Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/272/.
Der volle Inhalt der QuelleStrunc, Abbie R. „Texas Politics in Citizenship Education: a Critical Discourse Analysis of the Texas Government Curriculum“. Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500012/.
Der volle Inhalt der QuelleSinalumbu, Fred S. „An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline“. Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79886.
Der volle Inhalt der QuelleBibliography
ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.
Celikkaya, Tulay. „Justice In School Practices: 6th And 7th Grade Students'“. Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610049/index.pdf.
Der volle Inhalt der QuellePERCEPTIONS OF THEIR SCHOOL EXPERIENCES Ç
elikkaya, Tü
lay M.S., Department of Educational Sciences Supervisor: Assist. Prof. Dr. Cennet Engin Demir September 2008, 65 pages This study aims to investigate primary school students&rsquo
perceptions of justice based on their school experiences and to examine whether their perceptions show significant differences with respect to certain background variables. The sample of this study consisted of 526 students from seven primary schools in different neighborhoods in Ankara. The data was gathered through a questionnaire developed by the researcher in order to measure the students&rsquo
perceptions of justice based on their school experiences. Descriptive and inferential statistics were employed for the analysis of the data. The principal component analysis extracted four dimensions of justice, namely distributive justice, interactional justice, procedural justice and retributive justice. The results of the repeated measures analysis indicated that dimensions can be listed from the most fair to least fair as procedural justice, retributive justice, interactional justice and distributive justice. Students perceived their schools&rsquo
practices most fair with respect to procedural justice and retributive justice. The results of the MANOVA indicated that gender and achievement level has significant effect on students&rsquo
perceptions of justice. Compared to males, female students perceived their school experiences more fair. Results also revealed that compared to low achievers, high achievers perceived their school environment more fair with respect to retributive justice. Principals and teachers should pay attention to the distribution of the grades, praises, punishment, since students perceived their school practices least fair with respect to distributive justice.
Thomas, Christopher D. „An Education Revolution: Student Protests, Teacher Strikes, and the Future of Education Policy“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586280009153337.
Der volle Inhalt der QuelleKarlsson, Annika. „Samhällsguide, individualist och moderator : Samhällskunskapslärares professionella förhållningssätt i betygsättningsrelaterat arbete“. Licentiate thesis, Karlstads universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6969.
Der volle Inhalt der QuelleCollier, Luciana Santos. „Gestão democrática na escola pública: possibilidades de práticas coletivas no ensino de Educação Física Escolar“. Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3758.
Der volle Inhalt der QuelleThe Physical Education entered the Brazilian school curriculum less than a century, aiming to maintain the "order" within the schools, and strengthen the health care of young Brazilian. Nowadays is still seen by common sense, as a vehicle disciplining of individuals and obtaining the "quality of life", using primarily the sport, with its rigid rules and techniques for achieving these goals. In order to sharpen another perspective of School Physical Education, focused on a positive intervention in the process of transition from individual liability (disciplined) for the active citizen (critical), this work will investigate teaching practices aimed at the development of creativity, autonomy and participation, factors predominate in the process of building a democratic management education, insofar as I believe that this form of management is key to the transformation of education initially, but without losing the focus of the conquest of equality and democracy in our society.
Warnke, Jeffery H. „(Re)Presentation and (Re)Production of Ideology: The Case of Grand Theft Auto IV, a Framework for the Analysis of Culture and Violence, and the Role of Critical Media Literacy in an Education for Democratic Citizenship“. University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333736556.
Der volle Inhalt der Quelle