Democratic education in an age of difference: Redefining citizenship in higher education

Zemon, Mickey

doi:10.1016/s0099-1333(98)90117-3

Cited by 3 publications

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“…A democratic schooling approach is based on student participation and is a prerequisite for socializing students to becoming democratic citizens (Dewey, 2005). Being socialized into a progressive, democratic society involves learning about different cultures and values (Gurin, Nagda, & Lopez, 2004;Zemon, 1998).…”

Section: The Tendency To Forget the Schools' Role As A Key Democratic Institutionmentioning

confidence: 99%

Does the Combination of Professional Leadership and Learning Management Systems Signal the End of Democratic Schooling?

2020

REAL

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Article InfoEducation of democratic citizens is a fundamental aspect of Danish primary and secondary schooling. However, policymakers push school principals' agency towards professional leadership by encouraging specific methods for assessing student learning outcomes. Enactment of a learning management system (LMS) supports the transition towards professional leadership and leads to self-regulation by all actors within schools. While supporting the professional agency of school principals, this transformation is at the expense of core elements of democratic practice. This article argues that schooling's democratic purpose tends to be forgotten in the shift towards the professionalization of principals' agency. In this process, an LMS is a powerful tool because principals can keep track of what teachers are doing digitally at all times. The concept of professional agency is used in this article to denote how the actions of school principals become distanced from the educational practice within the schools. The article is based on a qualitative study at four schools, comprising 31 semistructured interviews with principals, teachers, and civil servants. Bourdieu's thinking tools -field, habitus, and capital -will be used along with the concept of governmentality to explore principals' professional agency and self-regulation and to conduct a thorough analysis of practice.

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Section: The Tendency To Forget the Schools' Role As A Key Democratic Institutionmentioning

confidence: 99%

Does the Combination of Professional Leadership and Learning Management Systems Signal the End of Democratic Schooling?

2020

REAL

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Section: The Tendency To Forget the Schools' Role As A Key Democratic Institutionmentioning

confidence: 99%

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2020

REAL

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Many phrases used in education policy discussions are very vague. They are fluid signifiers that everybody can interpret and understand in their own way. They are useful when building political consensus or affirmation.But the phrases are often too vague when trying to communicate and understand educa-tion and educational leadership because they obscure the elements in the phrase: who is the political agent, and what are the relations between policy, research, school and staff. They also

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“…A democratic schooling approach is based on student participation and is a prerequisite for socializing students to becoming democratic citizens . Being socialized into a progressive, democratic society involves learning about different cultures and values (Gurin, Nagda, & Lopez, 2004;Zemon, 1998).…”

Section: The Tendency To Forget the Schools' Role As A Key Democratic...mentioning

confidence: 99%

A Sociological Investigation of Governance through a Mandatory Learning Management System and Practice in Danish Primary and Lower Secondary Schools

Laursen¹

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Overall, the results of the studies in this dissertation show that political steering through the implementation of the LMS in real-world settings is challenging. First, the conflict and struggles reported in article 1 demonstrates a context characterized by mistrust between policymakers and teachers. This conflict and mistrust frame the context for the other three articles. Second, practitioners perceive the LMS and embedded governance differently. Although principals’ have a teachers’ habitus and thus mixed emotions regarding the conflict and mistrust by teachers, they act like an policymakers auxiliary arm and implement the LMS as expected and thus, in reality, support the embedded governance. Teachers are highly motivated to teach and report a high degree of wellbeing, despite the governance embedded in the LMS. To stay motivated in a context they believe opposes doing excellent teaching; they neither work around the LMS nor stay close to management to be part of management decisions. Third, if teachers are to use the platform, it requires an involving management that closely follows the implementation of the platform. The probability that teachers’ sense-make the platform is also increased by the fact that the management is close to teachers’ practice.

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Democratic education in an age of difference: Redefining citizenship in higher education

Cited by 3 publications

References 0 publications

Does the Combination of Professional Leadership and Learning Management Systems Signal the End of Democratic Schooling?

Does the Combination of Professional Leadership and Learning Management Systems Signal the End of Democratic Schooling?

Untitled

A Sociological Investigation of Governance through a Mandatory Learning Management System and Practice in Danish Primary and Lower Secondary Schools

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