Education for Public DemocracyState University of New York Press, 16 jan 1997 - 208 pagina's Education for Public Democracy identifies two competing traditions of American democracy and citizenship: a dominant, privately-oriented citizenship tradition and an alternative tradition of public democratic citizenship. Based on the second tradition, public democracy, the author outlines a set of qualities an effective democratic citizen must possess, as well as a number of ideal school practices that promote these qualities in young people. This discussion provides a framework for analyzing two democratic urban alternative high schools. The book provides an essential bridge between democratic theory and promising school practices that promote public democratic citizenship. Its insights will be indispensable to teachers, school administrators, teacher educators, and theorists who seek to recreate American education in the service of a revitalized democracy. |
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action active African-American American democracy Aronowitz Carol Gilligan counterpublics create critical cultural curriculum demo democratic schools dents develop Dewey discussion dominant economic encourage students equal ethic ethic of care experience Federalist Federalist Papers feminist hegemony Henry Giroux Ibid ideas ideology important individual inequality interest interviews Jefferson Karen Meese Latino learning mass media Metro City Metropolitan H.S. Metropolitan High School Michael Bell Middle Section Mills Nancy Fraser necessary for public organic intellectuals people's practices of democracy Press privatized democracy problems programs public democratic citizen public democratic citizenship public democratic education public democratic participation public issues public sphere rap music responsibility role school practices sense social groups social reality society staff Stanley Aronowitz struggle student engagement teachers teaching themes theorists tion traditional understanding Upper Section Uptown H.S. Uptown High School utilitarian vote York