Provides an overview of the philosophical approaches to the relationship between work and education and how these two concepts function best in a democracy. Recommends a return to the philosophy of John Dewey, who advocated a symbiosis of education and work resulting in a life of meaningful activity. (MJP)

Summarizes the response to complaints that a class examining the sociology of minorities unfairly emphasized negative behavior. The course was restructured to include an examination of resistance and interracial cooperation against racism. This new perspective was incorporated into writing assignments, class discussions, and instructional…

Investigates the ethical issues arising out of a field research project on the educational experiences of Muslim girls in a private Muslim girls' school and a single-sex state school. Argues for a feminist and poststructural approach to the research process with the subjectivity of the researcher explicitly acknowledged. (MJP)

Traces the history of the idea of a general education' from the reforms of the 19th century through the Soviet system to its current incarnation. Originally conceived as an investment in the economic future of the country, it developed into an educational counterweight to the growing professionalization of instruction during the Soviet regime.…

Provides an overview of the problems and attitudes concerning educational financing of public education in Russia. Maintains that market mechanisms alone will be inadequate to meet the educational needs of all strata of society. The main burden of spending must be borne by the state. (MJP)

Discusses the contentious relationship between educators within the former East Germany and their West German cohorts following reunification. The problems have stemmed from conflicting ideologies and traditions (Marxist versus Christian Democrat and Social Democrat) as well as differences concerning school organization and educational objectives.…

Argues that, through education, we can create a democratic culture and that, within a democratic culture, education may flourish. Locates the roots of this belief in the rebelliousness and critical mind set of the Enlightenment. Considers how to honor and extend this thinking in current educational practices. (MJP)

Presents an annotated bibliography of educational resources from the ERIC database related to democratic education. The materials include digests, monographs, journal articles, and academic papers. The citations include all relevant bibliographic information and a short abstract, as well as, information on ordering and locating the materials. (MJP)

Maintains that the debate over the social studies curriculum has been heavily influenced by a small group of conservative foundations, academics, and the federal government. These groups work toward creating an ideological consensus that promotes a national identity and strives to preserve European American dominant culture. (MJP)

Asserts that the representative form of government and the public schools in the United States are not supportive of democracy. Argues that the democratic features of representative government envisioned by the writers of the Constitution were undermined by the growth of the nation's population. Recommends some political and educational…

Illustrates how school evaluation can lead to substantive and genuine involvement of all stake holders (students, parents, teachers, the community, administrators, government, and funding agencies) in an effort to make judgments about what is right and good in schools. Includes a six-step process for evaluating school programs. (MJP)

Illustrates the ways that a cultural studies approach to teacher education can expand the vision of democracy and citizenship. Analyzes the development and subsequent breakdown of the economic foundations of 20th-century life and offers new understandings that can be used to inform a democratically aware teacher education program. (MJP)

Posits three interdependent languages that we use to make democracy work: (1) language of possibility; (2) language of critique; and (3) language of action. Argues for the creation and incorporation of a fourth, the language of transition. This allows for the exploration of spaces between the other three. (MJP)

In 1994 the Carnegie Corporation of New York convened the Carnegie Task Force on Learning in the Primary Grades to examine all the forces that contribute to children's learning and development during the age span from 3 to 10. The 33-member group of business and political leaders, scientists, educators, researchers, and practitioners conducted…

This pamphlet presents the Executive Summary of the Report of the Carnegie Task Force on Learning in the Primary Grades. Results depict a pervasive pattern of underachievement for millions of U.S. children. The document outlines nine principles of effective practice for all institutions key to children's learning, and calls on these institutions…