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As the title of this book suggests, how we understand, perceive and
experience democracy may have a significant effect on how we
actually engage in, and with, democracy. Within the educational
context, this is a key concern, and forms the basis of the research
presented in this volume within a critical, comparative analysis.
The Global Doing Democracy Research Project (GDDRP), which
currently has some 70 scholars in over 20 countries examining how
educators do democracy, provides the framework in which diverse
scholars explore a host of concerns related to democracy and
democratic education, including the impact of neoliberalism,
political literacy, critical engagement, teaching and learning for
and about democracy, social justice, and the meaning of power/power
relations within the educational context. Ultimately, the
contributors of this book collectively ask: can there be democracy
without a critically engaged education, and, importantly, what role
do educators play in this context and process? Why many educators
in diverse contexts believe that they are unable, dissuaded and/or
prevented from doing thick democratic education is problematized in
this book but the authors also seek to illustrate that, despite the
challenges, barriers and concerns about doing democracy in
education, something can, and should, be done to develop, cultivate
and ingratiate schools and society with more meaningful democratic
practices and processes. This book breaks new ground by using a
similar empirical methodology within a number of international
contexts to gage the democratic sentiments and actions of
educators, which raises a host of questions about epistemology,
teacher education, policy development, pedagogy, institutional
cultures, conscientization, and the potential for transformational
change in education.
As the title of this book suggests, how we understand, perceive and
experience democracy may have a significant effect on how we
actually engage in, and with, democracy. Within the educational
context, this is a key concern, and forms the basis of the research
presented in this volume within a critical, comparative analysis.
The Global Doing Democracy Research Project (GDDRP), which
currently has some 70 scholars in over 20 countries examining how
educators do democracy, provides the framework in which diverse
scholars explore a host of concerns related to democracy and
democratic education, including the impact of neoliberalism,
political literacy, critical engagement, teaching and learning for
and about democracy, social justice, and the meaning of power/power
relations within the educational context. Ultimately, the
contributors of this book collectively ask: can there be democracy
without a critically engaged education, and, importantly, what role
do educators play in this context and process? Why many educators
in diverse contexts believe that they are unable, dissuaded and/or
prevented from doing thick democratic education is problematized in
this book but the authors also seek to illustrate that, despite the
challenges, barriers and concerns about doing democracy in
education, something can, and should, be done to develop, cultivate
and ingratiate schools and society with more meaningful democratic
practices and processes. This book breaks new ground by using a
similar empirical methodology within a number of international
contexts to gage the democratic sentiments and actions of
educators, which raises a host of questions about epistemology,
teacher education, policy development, pedagogy, institutional
cultures, conscientization, and the potential for transformational
change in education.
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