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The future of public education and democracy is at risk. Powerful
forces are eroding commitment to public schools and weakening
democratic resolve. Yet even in deeply troubling times, it is
possible to broaden social imagination and empower effective
advocacy for systemic progressive reform. Re-envisioning Education
and Democracy explores challenges and opportunities for
restructuring public education to establish and sustain more
broadly inclusive, deeply democratic, and effectively transforming
approaches to social inquiry and civic participation.
Re-envisioning Education and Democracy adopts a non-traditional
format to extend social awareness and imagination. Within each
chapter, one episode of an evolving strategic narrative traces the
life cycle of a systemic reform initiative. This is followed by an
exploratory essay that draws from theory, research, criticism, and
practice to prompt consideration of focal issues. Woven through
each chapter is a poetically framed meditative stream informed by
varied historical and cultural conceptions of oracles. A
developmental sequence of social learning strategies (exploratory
democratic practices), accompanied by thematic bibliographic
references, are included to model democratic teaching and learning
applicable in classroom and community settings.
The future of public education and democracy is at risk. Powerful
forces are eroding commitment to public schools and weakening
democratic resolve. Yet even in deeply troubling times, it is
possible to broaden social imagination and empower effective
advocacy for systemic progressive reform. Re-envisioning Education
and Democracy explores challenges and opportunities for
restructuring public education to establish and sustain more
broadly inclusive, deeply democratic, and effectively transforming
approaches to social inquiry and civic participation.
Re-envisioning Education and Democracy adopts a non-traditional
format to extend social awareness and imagination. Within each
chapter, one episode of an evolving strategic narrative traces the
life cycle of a systemic reform initiative. This is followed by an
exploratory essay that draws from theory, research, criticism, and
practice to prompt consideration of focal issues. Woven through
each chapter is a poetically framed meditative stream informed by
varied historical and cultural conceptions of oracles. A
developmental sequence of social learning strategies (exploratory
democratic practices), accompanied by thematic bibliographic
references, are included to model democratic teaching and learning
applicable in classroom and community settings.
The fate of public education and therefore the future of our
democracy is at risk. Powerful forces are eroding commitment to
public schools and weakening democratic resolve. Yet even in deeply
troubling times, it is possible to broaden social imagination and
empower efforts toward systemic progressive reform. This book is an
invitation for widespread participation in a complex
process-re-envisioning education and democracy. To reenvision- to
envision and then envision again-is to join with others in
imagining new possibilities and bringing these into existence.
Re-envisioning is a radically social process. Although distinct and
varied individual contributions are required, transformative
visions cannot be advanced through the agency of one charismatic
person, or bound by one influential perspective. The process of
re-envisioning, like all forms of democratic living and learning,
draws energy and insight when connection and communion are
sustained across dimensions of difference. Re-envisioning is an
intensely creative and exploratory process. It is not accomplished
through careful construction of ""best laid plans"" aimed at
attaining certainty and control. Re-envisioning is instead
experienced and evolved by preparing for, and then acting on,
informed and strategic glimpses. These brief and fleeting
impressions-multimodal and multi-sensory, incomplete and ambiguous,
always in motion-offer potentials, but no definitive answers.
Re-envisioning is a profoundly ethical and aesthetic process,
centered in prospects for social justice, compassion, reform, and
renewal. Social movements are rarely motivated by commitments to
narrow objectives aimed at solving specific problems. Across time
and cultures we are drawn to persons and processes, to ideas and
images, that call us back to remember our highest principles, and
move us forward to respond with acts of integrity and grace.
Recurrent themes of beauty and power-here mirrored in chapter
titles-inspire, guide, and liberate collective vision and
principled action. Re-envisioning, although accessible to all,
remains largely undeveloped and underutilized. Our collective
ability to realize progressive aspirations for education and
democracy can be significantly enhanced by integrating the process
of re-envisioning with other, more familiar, educational and
political reform strategies.
The fate of public education and therefore the future of our
democracy is at risk. Powerful forces are eroding commitment to
public schools and weakening democratic resolve. Yet even in deeply
troubling times, it is possible to broaden social imagination and
empower efforts toward systemic progressive reform. This book is an
invitation for widespread participation in a complex
process-re-envisioning education and democracy. To reenvision- to
envision and then envision again-is to join with others in
imagining new possibilities and bringing these into existence.
Re-envisioning is a radically social process. Although distinct and
varied individual contributions are required, transformative
visions cannot be advanced through the agency of one charismatic
person, or bound by one influential perspective. The process of
re-envisioning, like all forms of democratic living and learning,
draws energy and insight when connection and communion are
sustained across dimensions of difference. Re-envisioning is an
intensely creative and exploratory process. It is not accomplished
through careful construction of "best laid plans" aimed at
attaining certainty and control. Re-envisioning is instead
experienced and evolved by preparing for, and then acting on,
informed and strategic glimpses. These brief and fleeting
impressions-multimodal and multi-sensory, incomplete and ambiguous,
always in motion-offer potentials, but no definitive answers.
Re-envisioning is a profoundly ethical and aesthetic process,
centered in prospects for social justice, compassion, reform, and
renewal. Social movements are rarely motivated by commitments to
narrow objectives aimed at solving specific problems. Across time
and cultures we are drawn to persons and processes, to ideas and
images, that call us back to remember our highest principles, and
move us forward to respond with acts of integrity and grace.
Recurrent themes of beauty and power-here mirrored in chapter
titles-inspire, guide, and liberate collective vision and
principled action. Re-envisioning, although accessible to all,
remains largely undeveloped and underutilized. Our collective
ability to realize progressive aspirations for education and
democracy can be significantly enhanced by integrating the process
of re-envisioning with other, more familiar, educational and
political reform strategies.
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