Schools are expected to contribute to preparing students for engaged citizenship. Research shows that open classroom discussions on political issues have a positive effect on political attitudes and behaviour. However, a deeper understanding of why students perceive their classrooms as open for discussion is missing. The purpose of this study is…

The purpose of this study was to determine democratic and distributed leadership perceptions of teachers in their school and to explore the relationship between democratic and distributed leadership. This study intended to enrich and expand scholarly reflections on democratic and distributed leadership as regards considering the association…

Using the Social Reconstructionist educational philosophy as a theoretical framework, this study attempts to understand the place of society and major societal issues in the current Education and Training Policy of Ethiopia. To achieve this purpose, an analysis was made both on the manifest and latent contents of the whole policy document. The…

An important factor that may be missing from recent attempts to counter, resist, and/or reconceptualize the neoliberal framing of the early education process is the actions of children, particularly those that reinforce the neoliberal assemblage of schooling they learn through their interactions with their teacher in school. This article begins to…

In this article, the first of a two-part presentation, the author advocates for healthy communities, families, and schools, as well as for changes in housing patterns. Part Two will appear in the October 2019 issue of the Record.

This qualitative case study aims to understand teaching experiences of a recent graduate of a social justice-oriented program in the U.S. It examines what dilemma(s) the teacher reports and how she copes with them. In-depth interviews and document collections are used as the means of data construction. Thematic and dialogic/performance analysis…

In this essay, a broad spectrum of the work of influential educational scholars was examined in order to identify crucial components of teaching for democracy. Synthesizing the literature with their experiences as middle level teachers and teacher educators, the authors determined those conceptions that would be most fruitful for moving…

The nature of teacher knowledge and preparation has incited many significant debates over the years. The major point of contention being what knowledge do teachers need for effective practice? Research have presented arguments distinguishing between declarative knowledge and procedural knowledge. A key study on teacher knowledge is Shulman's…

In this commentary, Elana Michelson responds to Chad Hoggan and Tetyana Kloubert's critique of Michelson's "The Ethical Knower: Rethinking Our Pedagogy in the Age of Trump" (2019). Michelson concludes that Hoggan and Kloubert are right to call attention to the reemergence of fascist discourse and action across much of the globe and to…

Reflecting a larger context of profound political polarization, controversies and protests around campus speakers have exposed deep social fractures, highlighting an important normative question for campus leaders and educators: how should we make decisions about what views are reasonable and thus merit debate on campus? Although it may be…

An examination of the history of academic advising reveals six different proposed purposes competing for primacy. Marc Lowenstein's learning-centered theory of academic advising provides a way to prioritize among those purposes, creating what could become a new normative theory for academic advising. When conceived as a locus for meaning-making…

While focusing on "Democracy and Education," James Campbell attempts in this essay to offer a synthesis of the full range of John Dewey's educational thought. Campbell explores in particular Dewey's understanding of the relationship between democracy and education by considering both his ideas on the reconstruction of education and on…

While "Democracy and Education" is often cited within the scholarship on and teaching of social justice education, it and Dewey's work generally remain underutilized. Peter Nelsen argues in this essay that Deweyan pragmatism offers rich resources for social justice education by exploring how Dewey's three-part conception of growth has…

Of enduring interest to philosophers of education is the intimate connection Dewey draws between "Democracy and Education" in this now century-old seminal work. At first glance the connection may appear quite simple, with the two terms commonly combined today as "democratic education". But there is significantly more to Dewey's…

This article presents a novel account of a key concept in John Dewey's reconstructionist theory specifically related to the nucleus underlying his idea of democracy: intersubjective communication, what Dewey called the "democratic criterion." Many theorists relate democracy to a form of rule. Consequently, discussions of democracy tend…