Citation

Comparative studies on teacher education, students, and democracy in the USA and Canada: Experiences and perspectives

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Abstract:

Do our educational systems encourage, support, and cultivate a democratic experience for students? This paper reports on a study of College of Education students in the United States of America and in Canada, highlighting the three themes:

1) The predisposition among education-students (future teachers) to understand democracy and politics in a thin way;

2) The potential for university education teachers and classroom teachers to do transformative or thick democracy in education; and

3) The importance of understanding power and difference in relation to democracy.

This relates to contemporary situations and issues, which illuminate options for future developments.

The nebulous linkage between democracy and social justice, with the overriding fear of bias, values-dissemination and indoctrination, raises the concern of how education systems and teachers conceptualize the citizenship-based, lived experience of democratic education, as opposed to standardized testing and the ever-ending quest for high academic achievement that has become the hallmark of neo-liberalism. The paper also underscores the meaning of political literacy within the context of democracy in education.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p515488_index.html
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MLA Citation:

Carr, Paul. "Comparative studies on teacher education, students, and democracy in the USA and Canada: Experiences and perspectives" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p515488_index.html>

APA Citation:

Carr, P. R. "Comparative studies on teacher education, students, and democracy in the USA and Canada: Experiences and perspectives" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p515488_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Do our educational systems encourage, support, and cultivate a democratic experience for students? This paper reports on a study of College of Education students in the United States of America and in Canada, highlighting the three themes:

1) The predisposition among education-students (future teachers) to understand democracy and politics in a thin way;

2) The potential for university education teachers and classroom teachers to do transformative or thick democracy in education; and

3) The importance of understanding power and difference in relation to democracy.

This relates to contemporary situations and issues, which illuminate options for future developments.

The nebulous linkage between democracy and social justice, with the overriding fear of bias, values-dissemination and indoctrination, raises the concern of how education systems and teachers conceptualize the citizenship-based, lived experience of democratic education, as opposed to standardized testing and the ever-ending quest for high academic achievement that has become the hallmark of neo-liberalism. The paper also underscores the meaning of political literacy within the context of democracy in education.


Similar Titles:
A comparative study of Teacher Education students perceptions of democracy in neo-liberal societies: Argentina and Australia.

Comparative Education Through Travel Study: A Consideration of Student Expectations and Experiences

A review of study findings: American teachers' professional experiences and perspectives related to HIV/AIDS and the classroom, in comparative perspective


 
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