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Democracy can mean a range of concepts, covering everything from
freedoms, rights, elections, governments, processes, philosophies
and a panoply of abstract and concrete notions that can be mediated
by power, positionality, culture, time and space. Democracy can
also be translated into brute force, hegemony, docility, compliance
and conformity, as in wars will be decided on the basis of the
needs of elites, or major decisions about spending finite resources
will be the domain of the few over the masses, or people will be
divided along the lines of race, ethnicity, class, religion, etc.
because it is advantageous for maintaining exploitative political
systems in place to do so. Often, these frameworks are developed
and reified based on the notion that elections give the right to
societies, or segments of societies, to install regimes,
institutions and operating systems that are then supposedly
legitimated and rendered infinitely just because formal power
resides in the hands of those dominating forces. This book is
interested in advancing a critical analysis of the hegemonic
paradigm described above, one that seeks higher levels of political
literacy and consciousness, and one that makes the connection with
education. What does education have to do with democracy? How does
education shape, influence, impinge on, impact, negate, facilitate
and/or change the context, contours and realities of democracy? How
can we teach for and about democracy to alter and transform the
essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy,
and is underpinned by an analysis of meaningful, critically-engaged
education. Is it enough to be kind, nice, generous and hopeful when
we can also see signs of rampant, entrenched and debilitating
racism, sexism, poverty, violence, injustice, war and other social
inequalities? If democracy is intended to be a legitimating force
for good, how does education inform democracy? What types of
knowledge, experience, analysis and being are helpful to bring
about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international
scholars, this book includes three sections: Constructing Meanings
for Democracy and Decency; Justice for All as Praxis; and Social
Justice in Action for Democracy, Decency, and Diversity:
International Perspectives. The underlying thread that is
interwoven through the texts is a critical reappraisal of
normative, hegemonic interpretations of how power is infused into
the educational realm, and, importantly, how democracy can be
re-situated and re-formulated so as to more meaningfully engage
society and education.
Democracy can mean a range of concepts, covering everything from
freedoms, rights, elections, governments, processes, philosophies
and a panoply of abstract and concrete notions that can be mediated
by power, positionality, culture, time and space. Democracy can
also be translated into brute force, hegemony, docility, compliance
and conformity, as in wars will be decided on the basis of the
needs of elites, or major decisions about spending finite resources
will be the domain of the few over the masses, or people will be
divided along the lines of race, ethnicity, class, religion, etc.
because it is advantageous for maintaining exploitative political
systems in place to do so. Often, these frameworks are developed
and reified based on the notion that elections give the right to
societies, or segments of societies, to install regimes,
institutions and operating systems that are then supposedly
legitimated and rendered infinitely just because formal power
resides in the hands of those dominating forces. This book is
interested in advancing a critical analysis of the hegemonic
paradigm described above, one that seeks higher levels of political
literacy and consciousness, and one that makes the connection with
education. What does education have to do with democracy? How does
education shape, influence, impinge on, impact, negate, facilitate
and/or change the context, contours and realities of democracy? How
can we teach for and about democracy to alter and transform the
essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy,
and is underpinned by an analysis of meaningful, critically-engaged
education. Is it enough to be kind, nice, generous and hopeful when
we can also see signs of rampant, entrenched and debilitating
racism, sexism, poverty, violence, injustice, war and other social
inequalities? If democracy is intended to be a legitimating force
for good, how does education inform democracy? What types of
knowledge, experience, analysis and being are helpful to bring
about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international
scholars, this book includes three sections: Constructing Meanings
for Democracy and Decency; Justice for All as Praxis; and Social
Justice in Action for Democracy, Decency, and Diversity:
International Perspectives. The underlying thread that is
interwoven through the texts is a critical reappraisal of
normative, hegemonic interpretations of how power is infused into
the educational realm, and, importantly, how democracy can be
re-situated and re-formulated so as to more meaningfully engage
society and education.
This book has won the CHOICE Outstanding Academic Title award 2014.
A century of education and education reform along with the last
three decades of high-stakes testing and accountability reveals a
disturbing paradox: Education has a steadfast commitment to testing
and grading despite decades of research, theory, and philosophy
that reveal the corrosive consequences of both testing and grading
within an education system designed to support human agency and
democratic principles. This edited volume brings together a
collection of essays that confronts the failure of testing and
grading and then offers practical and detailed examinations of
implementing at the macro and micro levels of education teaching
and learning free of the weight of testing and grading. The book
explores the historical failure of testing and grading; the
theoretical and philosophical arguments against testing and
grading; the negative influence of testing and grading on social
justice, race, class, and gender; and the role of testing and
grading in perpetuating a deficit perspective of children,
learning, race, and class. The chapters fall under two broad
sections: Part I: "Degrading Learning, Detesting Education: The
Failure of High-Stake Accountability in Education" includes essays
on the historical, theoretical, and philosophical arguments against
testing and grading; Part II: "De-Grading and De-Testing in a Time
of High-Stakes Education Reform" presents practical experiments in
de-testing and de-grading classrooms for authentic learning
experiences.
A century of education and education reform, along with more than
three decades of high-stakes testing and accountability, reveals a
disturbing paradox: education has a steadfast commitment to testing
and grading. This commitment persists despite ample research,
theory, and philosophy revealing the corrosive consequences of both
testing and grading in an education system designed to support
human agency and democratic principles. This revised edited volume
brings together a collection of updated and new essays that
confronts the failure of testing and grading. The book explores the
historical failure of testing and grading; the theoretical and
philosophical arguments against testing and grading; the negative
influence of tests and grades on social justice, race, class, and
gender; and the role that they play in perpetuating a deficit
perspective of children. The chapters fall under two broad
sections. Part I, Degrading Learning, Detesting Education: The
Failure of High-Stake Accountability in Education, includes essays
on the historical, theoretical, and philosophical arguments against
testing and grading. Part II, De-Grading and De-Testing in a Time
of High-Stakes Education Reform, presents practical experiments in
de-testing and de-grading classrooms for authentic learning
experiences.
This book has won the CHOICE Outstanding Academic Title award 2014.
A century of education and education reform along with the last
three decades of high-stakes testing and accountability reveals a
disturbing paradox: Education has a steadfast commitment to testing
and grading despite decades of research, theory, and philosophy
that reveal the corrosive consequences of both testing and grading
within an education system designed to support human agency and
democratic principles. This edited volume brings together a
collection of essays that confronts the failure of testing and
grading and then offers practical and detailed examinations of
implementing at the macro and micro levels of education teaching
and learning free of the weight of testing and grading. The book
explores the historical failure of testing and grading; the
theoretical and philosophical arguments against testing and
grading; the negative influence of testing and grading on social
justice, race, class, and gender; and the role of testing and
grading in perpetuating a deficit perspective of children,
learning, race, and class. The chapters fall under two broad
sections: Part I: "Degrading Learning, Detesting Education: The
Failure of High-Stake Accountability in Education" includes essays
on the historical, theoretical, and philosophical arguments against
testing and grading; Part II: "De-Grading and De-Testing in a Time
of High-Stakes Education Reform" presents practical experiments in
de-testing and de-grading classrooms for authentic learning
experiences.
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