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Bringing expert knowledge to bear in an open and deliberative way to help solve pressing social problems is a major concern today, when technocratic and bureaucratic decision making often occurs with little or no input from the general public. Albert Dzur proposes an approach he calls “democratic professionalism” to build bridges between specialists in domains like law, medicine, and journalism and the lay public in such a way as to enable and enhance broader public engagement with and deliberation about major social issues. Sparking a critical and constructive dialogue among social theories of the professions, professional ethics, and political theories of deliberative democracy, Dzur reveals interests, motivations, strengths, and vulnerabilities in conventional professional roles that provide guideposts for this new approach. He then applies it in examining three practical arenas in which experiments in collaboration and power-sharing between professionals and citizens have been undertaken: public journalism, restorative justice, and the bioethics movement. Finally, he draws lessons from these cases to refine this innovative theory and identify the kinds of challenges practitioners face in being both democratic and professional.
Democratic professionalism is an approach that enables public service professionals to work more democratically with clients, patients, students and other public service users. This book explores what it means to act in a democratic way and provides practical guidance which will help public service professionals ensure users are at the centre of public services delivery, drawing from examples of different public services around the world. It considers the conflicts and tensions of being an activist and a professional and provides a vision for a future democratic professionalism.
Democratic professionalism is an approach that enables public service professionals to work more democratically with clients, patients, students and other public service users. This book explores what it means to act in a democratic way and provides practical guidance which will help public service professionals ensure users are at the centre of public services delivery, drawing from examples of different public services around the world. It considers the conflicts and tensions of being an activist and a professional and provides a vision for a future democratic professionalism.
This timely and accessible book examines two waves of business influence that created models of schooling that are out of touch with the experiences of students, the professional expertise of teachers, and the needs and interests of local communities. The book also describes the forms of resistance that are currently emerging to fight for the democratic mission of a public education. Building on these promising efforts, the authors present a vision for a new democratic professional that is grounded in participatory communities of practice, as well as advocacy for and input from school communities. More than a critique of the state of education, this volume demonstrates how educators can build coalitions and advocate for policies and practices that respect their experience and knowledge and that support their students and communities. “This book advocates for democratic and equitable public schools with concrete, evidence-driven policies and practices.” —Janelle Scott, University of California, Berkeley “An important and accessible book that should be read by public educators at all levels.” —Ken Zeichner, University of Washington “Outlines a clear path forward for resisting counterproductive reforms.” —Tina Trujillo, University of California, Berkeley
This stimulating book explores theories, conceptual frameworks, and cultural approaches with the purpose of uncovering a cross-cultural understanding of landscape democracy, a concept at the intersection of landscape, democracy and spatial justice. The authors of Defining Landscape Democracy address a number of questions that are critical to the contemporary discourse on the right to landscape: Why is democracy relevant to landscape? How do we democratise landscape? How might we achieve landscape and spatial justice?
"'Work and integrity' draws on the Carnegie Foundation for the Advancement of Teaching's Preparation for the Professions Program, a comparative study of professional education in medicine, nursing, law, engineering, and the preparation of the clergy"--Page [iii].
Democratic innovations are proliferating in politics, governance, policy, and public administration. These new processes of public participation are reimagining the relationship between citizens and institutions. This Handbook advances understanding of democratic innovations, in theory and practice, by critically reviewing their importance throughout the world. The overarching themes are a focus on citizens and their relationship to these innovations, and the resulting effects on political equality. The Handbook therefore offers a definitive overview of existing research on democratic innovations, while also setting the agenda for future research and practice.
We live in an era where many citizens feel increasingly uncertain about their futures, having to deal with stagnant wages, globalization, and wealth and income inequality, while, at the same time, policymakers appear unable or unwilling to reach any viable policy consensus on a wide range of major issues. Public Affairs and Democratic Ideals addresses these vexing conditions and the challenge they pose for public management and administration. Curtis Ventriss argues for reordering intellectual and policy priorities with a focus on publicness and the role of critical democratic thought in public affairs. Too often, the assumptions that underlie the prevailing theory and practice of addressing major political and economic problems remain unquestioned, with economic and political conflicts displaced into issues of administration and leadership. Ventriss calls for a reinvigorated notion of publicness based, in part, on a public social science, civic experimentation, and policies designed and tailored to the unique needs of various publics. As a way to move forward, this book offers ideas for redefining professionalism, promoting civic initiatives, and rethinking professional education for public service.
“Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: Combine in a single volume a clear and concise description of professional development’s past, present, and projected future internationally.” Thomas R. Guskey, University of Kentucky. "an engaging text through out and can be dipped in to or read from beginning to end... The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice Education This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: A review of current CPD literature Discussion of the politics, policies and purposes of CPD Case studies from Europe, USA, Australia, Asia, Africa and South America A synthesis of research and future research possibilities The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems. Contributors: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, David Tripp
In our current era of deep distrust in our politics and political institutions, there is also a pervasive sense that social problems are so overwhelmingly complex that it is virtually impossible to solve them. In Democracy Inside, Albert W. Dzur looks at recent instances of effective citizen action across the United States to develop a grounded political theory of democratic change, one in which citizens effectively engage with institutions. Drawing on qualitative interviews with practitioners involved in democratic schools, restorative and community justice, and collaborative city governance, Dzur stresses that we need to turn to ordinary, daily life and focus on how "democratic professionals" are breaking down barriers and bring people into decision-making processes at the granular level. These reformers are not transforming high politics or national-scale institutions, but they have been effective at changing the routine, everyday practices where people live and work. As Democracy Inside shows, if we really want to expand the democracy and build citizen engagement intensity in American life, we need to look beyond traditional politics and transform our classrooms, courtrooms, and offices into accessible civic spaces.