Sentences with phrase «democratic education pedagogy»

For the purposes of this paper, the data are analyzed specifically to examine his incorporation of educational technology in his multicultural democratic education pedagogy.

Not exact matches

HG: The role of democratic education has been devalued in favor of a pedagogy of commodification and repression.

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 - 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 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, reflections, religious, Roger Simon, routine, skills, social agents, social life, society, standardization, students, sustainable, teachers are deskilled, teachers training, teaching, technique, theory, training teachers, TV, values

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

From John Dewey's democratic schooling crusade and George Counts's anti-capitalism pedagogy at Columbia's Teachers College in the 1930s, and the life adjustment movement of the 1940s and 1950s, to the character education movement of the 1980s and 1990s, the academic mission of schools has continued to compete for attention with other mandates.

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.

Unfortunately, despite myriad calls from education scholars for a more critical and democratic pedagogy, most social studies classrooms still follow a knowledge transmission model, with the teacher dispensing facts to students and students regurgitating those facts back to them on standardized assessments.

Applying the multicultural democratic education framework developed earlier (Marri, in press; Marri, 2003a; Marri, 2003b), this study examined one high school US history teacher's pedagogy and incorporation of educational technology in a public high school with significant technological resource restraints.

The study used this multicultural democratic education framework to analyze one teacher's pedagogy.

Today, when there is much hand - wringing over the value of an art education, it feels more timely than ever to reflect on an institution that asked pertinent questions about art, pedagogy, and their relationship to a more democratic society.