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Educacion para la democracia / Mujeres por la Democracia.
Use of case methods to promote democratic teaching & learning. Part I suggests how & why teacher educators can use case methods at preservice & inservice levels. Part II presents 6 cases designed to stimulate consideration of democratic teaching & learn.
Is it possible to measure the impact of training programs on democracy, human rights, and tolerance education? Are there available tools to help determine the strengths and weaknesses of programs, teaching materials, methods, or individual training sessions? If so, which of these tools are the most useful? Approaching the issue of evaluation from a practitioner's point of view, this guide aims to fill a gap in the current literature. The authors introduce the reader to the issues of evaluation, its relevance, and implications for the fields of democracy, human rights, and tolerance education. By providing a framework for planning and implementing evaluations, the book approaches evaluation not as an end in itself, but as an integral part of project work and a learning opportunity for all those involved.
The objective of this manual is to support teachers and practitioners in Education for Democratic Citizenship and Human Rights Education (EDC/HRE). It addresses key questions about EDC and HRE, including competences for democratic citizenship, the objectives and basic principles of EDC/HRE, and a whole school approach to education for democracy and human rights. The manual consists of three parts. Part I outlines the basic principles of EDC/HRE as far as they are helpful and meaningful for the practitioner. Part II gives guidelines and tools to design, support and assess the students' processes of constructivist and interactive learning. Part III provides toolboxes for teachers and students in EDC/HRE. The other volumes in this series offer concrete teaching models and materials in EDC/HRE for pupils from elementary to upper secondary level.
Thoroughly revised and updated, the second edition of the landmark book Discussion as a Way of Teaching shows how to plan, conduct, and assess classroom discussions. Stephen D. Brookfield and Stephen Preskill suggest exercises for starting discussions, strategies for maintaining their momentum, and ways to elicit diverse views and voices. The book also includes new exercises and material on the intersections between discussion and the encouragement of democracy in the classroom. This revised edition expands on the original and contains information on adapting discussion methods in online teaching, on using discussion to enhance democratic participation, and on the theoretical foundations for the discussion exercises described in the book. Throughout the book, Brookfield and Preskill clearly show how discussion can enliven classrooms, and they outline practical methods for ensuring that students will come to class prepared to discuss a topic. They also explain how to balance the voices of students and teachers, while still preserving the moral, political, and pedagogic integrity of discussion.
On cover: Learning and living democracy
This book presents educators with research-based strategies to promote civic education in their classrooms. Going beyond theory and measures of achievement, these methods focus on information location, evaluation and activation, dialogue in the classroom, understandings of discourse in popular culture and policymaking, and understanding the role of STEM disciplines in democracy. The author also furthers considerations of how the political process can provide meaning and new visions of justice in a globalized world, and advance student leadership and academic writing in the information age. As the world faces unprecedented levels of poverty, wealth disparity, environmental destruction, and ethical questions regarding biotechnology, the United States needs knowledgeable citizens to effectively deal with these issues. Letizia provides teachers and teacher educators with the needed methods to foster these types of democratic considerations.
Inclusive approaches to evaluation emphasizing participation andcollaboration can enhance the efficiency of data collection,improvelearning, and strengthen commitment to act on results andalso reflect the highest aspirations and ideals of a democraticsociety. The contributors to this volume use case studies todiscover the lessons learned so far from successful andunsuccessful attempts to democratize evaluation. They offer tenquestions to guide evaluation planning from a deliberative,democratic viewpoint, and look at a failed attempt at inclusiveevaluation to analyze how deliberative intentions can be distorted.Focusing on participation, they discuss how best to use differenttypes of dialogue to make evaluation more participatory, examine anevaluation program in a psychiatric institution to explore thechallenge of employing participatory, democratic approaches in ananti-democratic environment, and more. This is the 85th issue of the quarterly journal New Directions forEvaluation.
Drawing on recent international developments in criminal justice, Restorative Approaches to Conflict in Schools highlights the long-term ineffectiveness of punitive models of discipline in education contexts and examines an alternative approach, underpinned by the principles of restorative justice. This approach provides an opportunity for adults and young people to engage with a range of processes such as group conferencing and peer mediation, whereby: conflict and harm are confronted and repaired; a future rather than past orientation is developed; relationships are built upon the values and attitudes of respect, inclusion and equality; pupils learn inter-personal and problem solving skills as well as social responsibility; staff develop skills and confidence in working restoratively; the risk of future/repeat problems is minimised; and a positive school ethos is developed. These approaches have proven to be highly effective in criminal justice systems around the world, and are beginning to be applied more widely in educational contexts. This edited volume draws together for the first time contributions from an interdisciplinary field of international experts and practitioners on the subject, and offers both critique and guidance in order that the implementation of restorative approaches in schools may be undertaken thoughtfully and sustainably. This exciting new text will be a key reference book for locating contemporary, international and inter-disciplinary debate in the field.
Debates in Citizenship Education encourages student and practising teachers to engage with and reflect on key topics, concepts and debates that they will have to address throughout their career. It places the specialist field of citizenship education in the wider context and aims to enable teachers to reach their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding.