Why Should We Educate in a Democracy?

Greenblatt, Deborah; Michelli, Nicholas M.; Auslander, Louis; Campo, Stacey; Hardy, Sharon J.; Jacobowitz, Tina; Watson, Audra M.

doi:10.4324/9780429431685-1

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…The more risks one takes, the more an upstander one becomes. Both roles are important and contribute to creating societal change and safer spaces (Greenblatt et al , 2020). Becoming an ally or advocate also impacts one’s self-identity and can combat hate by creating a sense of solidarity and create social change (Kutlaca et al , 2020).…”

Section: Findings and Discussionmentioning

confidence: 99%

Building a community of allies and upstanders: UsingThe Assignmentto disrupt hate, bias and antisemitism

Koss

Greenblatt

2023

ETPC

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Purpose Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate. Design/methodology/approach Through a content analysis using a critical literacy framework, the authors analyzed The Assignment for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism. Findings Four ways the novel can be used as a disrupter were identified: text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism. Practical implications Although all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel’s target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations. Originality/value A focus is on the ways the novel can build a community of allies and upstanders – students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.

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Section: Findings and Discussionmentioning

confidence: 99%

Building a community of allies and upstanders: UsingThe Assignmentto disrupt hate, bias and antisemitism

Koss

Greenblatt

2023

ETPC

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“…They further argue for teachers' involvement in curriculum planning, and for the provision of adequate learning materials and resources, fair salaries, safety and security, and recruitment to reduce teachers' shortage. Furthermore, Greenblatt et al (2019) stated that other specific factors influence accountability, such as teachers' education level and their access to healthcare and transportation. It is also important to recognize that meaningful accountability necessitates the trust and engagement of local school communities, particularly parents.…”

Section: Principles Of Teacher Accountabilitymentioning

confidence: 99%

Teachers’ perspective on accountability: A comparative case study in primary rural schools of Afghanistan and Pakistan

Jean-Francois,

Shuya,

Mustafa

et al. 2023

Research in Comparative and International Education

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Education in Afghanistan and Pakistan is characterised by indicators showing lack of mastering of reading, writing and mathematics literacy skills. To foster effective education systems and provide quality education, experts have encouraged and established various mechanisms of accountability. We conducted participatory workshops with 556 teachers representing 102 primary schools in Afghanistan and Pakistan to investigate their understanding of teachers’ roles and responsibilities in education. Teachers acknowledged their own responsibilities for student learning but also emphasized that improving the quality of education should involve providing good teaching and learning environments, child-centred pedagogy, caring relationships, parental involvement, inclusive communities, and respect for teachers.

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Why Should We Educate in a Democracy?

Cited by 2 publications

References 1 publication

Building a community of allies and upstanders: UsingThe Assignmentto disrupt hate, bias and antisemitism

Building a community of allies and upstanders: UsingThe Assignmentto disrupt hate, bias and antisemitism

Teachers’ perspective on accountability: A comparative case study in primary rural schools of Afghanistan and Pakistan

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