Sentences with phrase «democratic citizenship education»

Supporting these efforts in democratic citizenship education is the second thing we could all do to undo the harm of the hate rising as a result of this campaign.

It is also important to point out that Martorella was concerned with the manner in which technology would shape our democracy and, in turn, democratic citizenship education.

Not exact matches

Nussbaum recognizes that prosperity is inadequate as a final end for human beings and as a goal for their education, but she seems to think that democratic citizenship is such an end.

Character Education: The Policy on Quality Character Education (2004) recommends that schools adopt secular character education programs to teach fairness, trustworthiness, citizenship, and self - restraint in order to help students learn and foster the well being of democraticEducation: The Policy on Quality Character Education (2004) recommends that schools adopt secular character education programs to teach fairness, trustworthiness, citizenship, and self - restraint in order to help students learn and foster the well being of democraticEducation (2004) recommends that schools adopt secular character education programs to teach fairness, trustworthiness, citizenship, and self - restraint in order to help students learn and foster the well being of democraticeducation programs to teach fairness, trustworthiness, citizenship, and self - restraint in order to help students learn and foster the well being of democratic society.

«Lowering the voting age to 16 would reflect and support citizenship education and youth participation programmes, linking the formal democratic process to their understanding of citizenship»

A nonprofit, nonpartisan citizenship education organization that promotes responsible and informed participation in the democratic process through a Wix.

1 Intercultural Insitute of Timisoara is an NGO established in 1992 with activities in the field of intercultural education, education for democratic citizenship, human rights education, Roma inclusion, migration and international cooperation (www.intercultural.ro)

Her books include The World of Prometheus: The Politics of Punishing in Democratic Athens (2000), Talking to Strangers: Anxieties of Citizenship since Brown vs. the Board of Education (2004), and Why Plato Wrote (2010).

Widely known for her work on justice and citizenship in both ancient Athens and modern America, Allen is the author of The World of Prometheus: the Politics of Punishing in Democratic Athens (2000), Talking to Strangers: Anxieties of Citizenship since Brown vs. the Board of Education (2004), Why Plato Wrote (2010), and Our Declaration (2014) and co-editor (with Rob Reich) of Education, Justice, and Democrcitizenship in both ancient Athens and modern America, Allen is the author of The World of Prometheus: the Politics of Punishing in Democratic Athens (2000), Talking to Strangers: Anxieties of Citizenship since Brown vs. the Board of Education (2004), Why Plato Wrote (2010), and Our Declaration (2014) and co-editor (with Rob Reich) of Education, Justice, and DemocrCitizenship since Brown vs. the Board of Education (2004), Why Plato Wrote (2010), and Our Declaration (2014) and co-editor (with Rob Reich) of Education, Justice, and Democracy (2013).

Category: Africa, Central America, English, Environmental Sustainability, global citizenship education, Millennium Development Goals, NGO, North America, Oceania, South America, Transversal Studies, Your experiences, Your ideas · Tags: Brazil, Brazilian democratic rights, Conectas Human Rights, criminalization, Dilma Rousseff, Egypt, global citizenship education, Greece, Kumi Naidoo, social movements, Turkey, world, World Cup, World Environmental Day

Category: English, Interviews, North America, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: 1970s, 1980s, anti-democratic, artists, authoritarian societies, Brazil, capitalist - culture, cell phones, citizen, civic courage, classroom, conformity, conservative fundamentalism, context, critical citizens, critical pedagogy, criticism, cultural workers, Darwinism, David Livingstone, democratic education, democratic values, democratization, dialogue, Drew Gilpin Faust, Education, Ethics, freedom, fumdamentalism, future, global citizenship education, Global Education Magazine, global inequities, Harvard University, Henry Giroux, historical formations, Hobbesian, Human Rights, identities, intellectuals, international politics, internet, Joe Kincheloe, knowledge, languague, mass - media, method, moral, neoliberal global politics, newspapers, Paulo Freire, pedagogy, philanthropic vision, public schools, quality education, reflections, religious, Roger Simon, routine, skills, social agents, social life, society, standardization, students, sustainable, teachers are deskilled, teachers training, teaching, technique, theory, training teachers, TEducation, Voluntary Association, Your experiences, Your ideas · Tags: 1970s, 1980s, anti-democratic, artists, authoritarian societies, Brazil, capitalist - culture, cell phones, citizen, civic courage, classroom, conformity, conservative fundamentalism, context, critical citizens, critical pedagogy, criticism, cultural workers, Darwinism, David Livingstone, democratic education, democratic values, democratization, dialogue, Drew Gilpin Faust, Education, Ethics, freedom, fumdamentalism, future, global citizenship education, Global Education Magazine, global inequities, Harvard University, Henry Giroux, historical formations, Hobbesian, Human Rights, identities, intellectuals, international politics, internet, Joe Kincheloe, knowledge, languague, mass - media, method, moral, neoliberal global politics, newspapers, Paulo Freire, pedagogy, philanthropic vision, public schools, quality education, reflections, religious, Roger Simon, routine, skills, social agents, social life, society, standardization, students, sustainable, teachers are deskilled, teachers training, teaching, technique, theory, training teachers, Teducation, democratic values, democratization, dialogue, Drew Gilpin Faust, Education, Ethics, freedom, fumdamentalism, future, global citizenship education, Global Education Magazine, global inequities, Harvard University, Henry Giroux, historical formations, Hobbesian, Human Rights, identities, intellectuals, international politics, internet, Joe Kincheloe, knowledge, languague, mass - media, method, moral, neoliberal global politics, newspapers, Paulo Freire, pedagogy, philanthropic vision, public schools, quality education, reflections, religious, Roger Simon, routine, skills, social agents, social life, society, standardization, students, sustainable, teachers are deskilled, teachers training, teaching, technique, theory, training teachers, TEducation, Ethics, freedom, fumdamentalism, future, global citizenship education, Global Education Magazine, global inequities, Harvard University, Henry Giroux, historical formations, Hobbesian, Human Rights, identities, intellectuals, international politics, internet, Joe Kincheloe, knowledge, languague, mass - media, method, moral, neoliberal global politics, newspapers, Paulo Freire, pedagogy, philanthropic vision, public schools, quality education, reflections, religious, Roger Simon, routine, skills, social agents, social life, society, standardization, students, sustainable, teachers are deskilled, teachers training, teaching, technique, theory, training teachers, Teducation, Global Education Magazine, global inequities, Harvard University, Henry Giroux, historical formations, Hobbesian, Human Rights, identities, intellectuals, international politics, internet, Joe Kincheloe, knowledge, languague, mass - 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Category: Africa, End Poverty and Hunger, English, Environmental Sustainability, Gender Equality, global citizenship education, Global Partnership, Interviews, Middle East, Millennium Development Goals, NGO, Refugee and displaced, Transversal Studies, Voluntary Association, Your experiences, Your ideas · Tags: Africa, Africa Inspire, African Union, African youth, African Youth Movement, agriculture, Arab Spring, Aya Chebbi, Ban Ki - moon, Beijing Declaration, Cameroon, CIVICUS, Culture of Peace, DEEEP, Democratic Republic of Congo, Education, Egypt, Ellen Johnson Sirleaf, Employment and Entrepreneurship, Environment and Sustainable Development, facebook, future, GCAP, Gender, Global Citizens Movement, global citizenship, global citizenship education, Governance and Transparency, Hillary Clinton, International Youth Day, Johannesburg, Journée Internationale de la Jeunesse, Kenya, Kenya's conscious transformation, Middle East, Pan-Africanism, Peace and Security, post-2015 Development Agenda, post-colonialism, Proudly Tunisian, Revolution of Dignity, social media, South Africa, Sustainable Development Goals, The Arab Awakening, Tunisia, Ubuntu, UN, UN Women, United Nations, Voice of Women Initiative, VOW, young peopeducation, Global Partnership, Interviews, Middle East, Millennium Development Goals, NGO, Refugee and displaced, Transversal Studies, Voluntary Association, Your experiences, Your ideas · Tags: Africa, Africa Inspire, African Union, African youth, African Youth Movement, agriculture, Arab Spring, Aya Chebbi, Ban Ki - moon, Beijing Declaration, Cameroon, CIVICUS, Culture of Peace, DEEEP, Democratic Republic of Congo, Education, Egypt, Ellen Johnson Sirleaf, Employment and Entrepreneurship, Environment and Sustainable Development, facebook, future, GCAP, Gender, Global Citizens Movement, global citizenship, global citizenship education, Governance and Transparency, Hillary Clinton, International Youth Day, Johannesburg, Journée Internationale de la Jeunesse, Kenya, Kenya's conscious transformation, Middle East, Pan-Africanism, Peace and Security, post-2015 Development Agenda, post-colonialism, Proudly Tunisian, Revolution of Dignity, social media, South Africa, Sustainable Development Goals, The Arab Awakening, Tunisia, Ubuntu, UN, UN Women, United Nations, Voice of Women Initiative, VOW, young peopEducation, Egypt, Ellen Johnson Sirleaf, Employment and Entrepreneurship, Environment and Sustainable Development, facebook, future, GCAP, Gender, Global Citizens Movement, global citizenship, global citizenship education, Governance and Transparency, Hillary Clinton, International Youth Day, Johannesburg, Journée Internationale de la Jeunesse, Kenya, Kenya's conscious transformation, Middle East, Pan-Africanism, Peace and Security, post-2015 Development Agenda, post-colonialism, Proudly Tunisian, Revolution of Dignity, social media, South Africa, Sustainable Development Goals, The Arab Awakening, Tunisia, Ubuntu, UN, UN Women, United Nations, Voice of Women Initiative, VOW, young peopeducation, Governance and Transparency, Hillary Clinton, International Youth Day, Johannesburg, Journée Internationale de la Jeunesse, Kenya, Kenya's conscious transformation, Middle East, Pan-Africanism, Peace and Security, post-2015 Development Agenda, post-colonialism, Proudly Tunisian, Revolution of Dignity, social media, South Africa, Sustainable Development Goals, The Arab Awakening, Tunisia, Ubuntu, UN, UN Women, United Nations, Voice of Women Initiative, VOW, young people, Youth

Category: English, global citizenship education, Interviews, North America, Private Institution, Public Institution, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: Camus, capitalism, critical democratic citizenship, critical pedagogy, decolonial school, Dylan Thomas, Education, Genet, Global Education Magazine, Gregory Baum, Harold Innis, Hesse, interview, Irving Layton, knowledge, Leonard Cohen, Marshall McLuhan, nationalism, neoliberal logic of privatization, Nietzsche, Northrop Frye, patriotism, Paulo Freire, Peter McLaren, Political, Proust, religious faith, Sartre, social and economic justice, Socialism, Vacheeducation, Interviews, North America, Private Institution, Public Institution, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: Camus, capitalism, critical democratic citizenship, critical pedagogy, decolonial school, Dylan Thomas, Education, Genet, Global Education Magazine, Gregory Baum, Harold Innis, Hesse, interview, Irving Layton, knowledge, Leonard Cohen, Marshall McLuhan, nationalism, neoliberal logic of privatization, Nietzsche, Northrop Frye, patriotism, Paulo Freire, Peter McLaren, Political, Proust, religious faith, Sartre, social and economic justice, Socialism, VacheEducation, Your experiences, Your ideas · Tags: Camus, capitalism, critical democratic citizenship, critical pedagogy, decolonial school, Dylan Thomas, Education, Genet, Global Education Magazine, Gregory Baum, Harold Innis, Hesse, interview, Irving Layton, knowledge, Leonard Cohen, Marshall McLuhan, nationalism, neoliberal logic of privatization, Nietzsche, Northrop Frye, patriotism, Paulo Freire, Peter McLaren, Political, Proust, religious faith, Sartre, social and economic justice, Socialism, VacheEducation, Genet, Global Education Magazine, Gregory Baum, Harold Innis, Hesse, interview, Irving Layton, knowledge, Leonard Cohen, Marshall McLuhan, nationalism, neoliberal logic of privatization, Nietzsche, Northrop Frye, patriotism, Paulo Freire, Peter McLaren, Political, Proust, religious faith, Sartre, social and economic justice, Socialism, VacheEducation Magazine, Gregory Baum, Harold Innis, Hesse, interview, Irving Layton, knowledge, Leonard Cohen, Marshall McLuhan, nationalism, neoliberal logic of privatization, Nietzsche, Northrop Frye, patriotism, Paulo Freire, Peter McLaren, Political, Proust, religious faith, Sartre, social and economic justice, Socialism, Vachel Lindsay

Category: Africa, Child Health, End Poverty and Hunger, English, Europe, Gender Equality, global citizenship education, Global Partnership, Millennium Development Goals, NGO, North America, Private Institution, Public Institution, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: China, cosmopolitan citizens, Curriculum, Democratic Republic of Congo, Education First, emotional, Ghana, global citizens, global poverty, global warming, high school, holistic experience, Howard Garnerd, intellectual, John Dewey, Kenya, kindergarden, kinesthetic, Mexico, moral, Morocco, Muslims, National Sister Schools Organizations, Native American, neo-colonialism, rotary, sensual, Sister Cities, Sister Schools, teaching, Travel - study, Ueducation, Global Partnership, Millennium Development Goals, NGO, North America, Private Institution, Public Institution, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: China, cosmopolitan citizens, Curriculum, Democratic Republic of Congo, Education First, emotional, Ghana, global citizens, global poverty, global warming, high school, holistic experience, Howard Garnerd, intellectual, John Dewey, Kenya, kindergarden, kinesthetic, Mexico, moral, Morocco, Muslims, National Sister Schools Organizations, Native American, neo-colonialism, rotary, sensual, Sister Cities, Sister Schools, teaching, Travel - study, UEducation, Voluntary Association, Your experiences, Your ideas · Tags: China, cosmopolitan citizens, Curriculum, Democratic Republic of Congo, Education First, emotional, Ghana, global citizens, global poverty, global warming, high school, holistic experience, Howard Garnerd, intellectual, John Dewey, Kenya, kindergarden, kinesthetic, Mexico, moral, Morocco, Muslims, National Sister Schools Organizations, Native American, neo-colonialism, rotary, sensual, Sister Cities, Sister Schools, teaching, Travel - study, UEducation First, emotional, Ghana, global citizens, global poverty, global warming, high school, holistic experience, Howard Garnerd, intellectual, John Dewey, Kenya, kindergarden, kinesthetic, Mexico, moral, Morocco, Muslims, National Sister Schools Organizations, Native American, neo-colonialism, rotary, sensual, Sister Cities, Sister Schools, teaching, Travel - study, USA, woman

Category: Asia, End Poverty and Hunger, English, Gender Equality, global citizenship education, Global Partnership, Interviews, Millennium Development Goals, NGO, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: agriculture, Ahmad Bahruddin, Arabic Countries, Asian countries, Brazil, Central Java Province, challenges, Christian organizations, Curriculum, democracy, democratic participation, European Countries, global citizenship education, horticulture, Indonesia, International Day of Peace, knowledge, life, local intellectual property, Metro TV, Mulyono Sardjono, Muslim, national curricula, organic farming, Paulo Freire, peace, Qaryah Thayyibah, Qaryah Thayyibah Learning Community, religious community, rural neighborhoods, Salatiga, uniformed curriceducation, Global Partnership, Interviews, Millennium Development Goals, NGO, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: agriculture, Ahmad Bahruddin, Arabic Countries, Asian countries, Brazil, Central Java Province, challenges, Christian organizations, Curriculum, democracy, democratic participation, European Countries, global citizenship education, horticulture, Indonesia, International Day of Peace, knowledge, life, local intellectual property, Metro TV, Mulyono Sardjono, Muslim, national curricula, organic farming, Paulo Freire, peace, Qaryah Thayyibah, Qaryah Thayyibah Learning Community, religious community, rural neighborhoods, Salatiga, uniformed curricEducation, Voluntary Association, Your experiences, Your ideas · Tags: agriculture, Ahmad Bahruddin, Arabic Countries, Asian countries, Brazil, Central Java Province, challenges, Christian organizations, Curriculum, democracy, democratic participation, European Countries, global citizenship education, horticulture, Indonesia, International Day of Peace, knowledge, life, local intellectual property, Metro TV, Mulyono Sardjono, Muslim, national curricula, organic farming, Paulo Freire, peace, Qaryah Thayyibah, Qaryah Thayyibah Learning Community, religious community, rural neighborhoods, Salatiga, uniformed curriceducation, horticulture, Indonesia, International Day of Peace, knowledge, life, local intellectual property, Metro TV, Mulyono Sardjono, Muslim, national curricula, organic farming, Paulo Freire, peace, Qaryah Thayyibah, Qaryah Thayyibah Learning Community, religious community, rural neighborhoods, Salatiga, uniformed curriculum, USA

Education isn't just about maximizing student choice and catering to «consumer» interests; it is about fostering democratic citizenship, which is why all taxpayers fund public schools.

Recognition of the «interdependence of the world» is essential to reformulating the civic mission of American education, writes R. Freeman Butts in The Morality of Democratic Citizenship: Goals for Civic Education in the Republic's Thirdeducation, writes R. Freeman Butts in The Morality of Democratic Citizenship: Goals for Civic Education in the Republic's ThirdEducation in the Republic's Third Century.

Since public schools are regulated and funded through democratic politics, they seem to be the ideal locale for education aimed at democratic citizenship.

This case study analyzes the pedagogy of one US history teacher as he prepared students for active and effective citizenship through multicultural democratic education in an underresourced alternative public high school.

We have put aside and marginalized citizenship education which focuses teaching the democratic values America was founded on.

(Brennan, 1996) While some originally intended for public education to provide basic learning for successful democratic citizenship, others saw schools mainly as a way to support the economic workforce.

Advocates of citizenship education cross the political spectrum, but they are bound by a common belief that our democratic republic will not sustain unless students are aware of their changing cultural and physical environments; know their past; read, write, and think deeply; and act in ways that promote the common good.

Citizenship education should empower students to work together with others to participate in public life, and, according to Parker (1990), should be «rigorous yet feasible, multi-valued and multi-voiced yet unified through shared commitment to democratic ideals» (p. 21 - 22).

Our second - level schools aim to provide an education that will enable all students to contribute meaningfully to their communities, embrace the rights and responsibilities of citizenship in a democratic society and develop the knowledge and skills necessary to live their lives and to build their careers in the 21st century.»

We also stress the need for democratic, moral and citizenship education to be experiential, something in which students participate, and not something which is done «to» them.

For instance, high school students organizing an education conference for their peers and the larger community can help them learn about issues in education, event planning, issues in democratic governance and applied citizenship.

She conducts research, graduate studies and teacher education on the politics and practice of democratic citizenship, equity and conflict / peacemaking education.