Although theorists and policy makers agree that schooling should be democratic, what this exactly means often varies. This article establishes a conceptual model for analyzing education policy in democratic societies, based on the key concepts of equality, diversity, participation, choice, and cohesion. The model facilitates the design,…

This article examines the "Citizen School" project implemented in Porto Alegre, Brazil as an example of how to fight against neoliberal projects. It begins by describing the broader context in which the Citizen School project was born, including the hegemonic agenda for education, first in its global aspects and then in specific…

This book is a collection of essays by 50 eminent experts/analysts representing a broad range of ideological perspectives and interest groups. Its aim is to contribute to the process of democratic nation-building and the creation of a culture of tolerance by educating South Africans about the intricacies of community reconciliation and…

This article is not about local governance of education "per se," but rather whether education can be used as a tool to foster citizen participation, particularly that of women. It examines how education might empower women, who are often excluded from local, regional and national governance, to participate in public life. It draws on…

Social responsibility is a difficult but essential aspect of being a professional educator. The contributors to this volume hope that the social policy debate within the education profession will be encouraged. The book provides practical assistance for educators in developing curriculum and instruction programs that foster creativity and critical…

Maintains that E. D. Hirsch's book, "Cultural Literacy," is based on an anthropological rather than a normative view of societies and, therefore, does not claim that one society is more cultured than another. Concludes that historical understanding or other forms of cultural literacy requires wider criteria of significance than Hirsch…

Contends that social studies suffers from a lack of a clear and solid foundation. Maintains that the principles, content, and practices of democracy should be considered as the foundation for social studies education. (CFR)

Discusses the ambiguous attitude toward literacy in ancient Athenian society. Asserts that few Athenian citizens could read, yet reading was regarded as intrinsic to democratic practices. Maintains that the democratic power of writing rests in the active, social interaction of citizens. (CFR)

Asserts that U.S. schools and universities are in a war over multicultural education. Presents a definition of multicultural education that emphasizes learning about the self as well as others. Contends that a broad interpretation of multicultural education would be a first step toward ending the unnecessary war over this issue. (CFR)

This paper presents a historical overview of the gradual shift in the moral and philosophical foundations of American society as reflected in the content of textbooks. Working from the premise that textbooks mirror changing social values, the paper cites various studies that trace the trend, over the past 200 years, away from an emphasis on…

Summarizes E. D. Hirsch's book, "Cultural Literacy," focusing on four separate arguments. Compares U.S. and Canadian education and society, particularly in relationship to multiculturalism and bilingualism. Concludes that Hirsch trivializes culture by presenting as no more than a common convention of effective national communication.…

Analyzes the results of sociological surveys conducted among thousands of students in higher education institutions in Russia and other republics of the former Soviet Union. Compares and contrasts student attitudes about such topics as economics, democratic values, ethnic groups, education, and students' perception of the future. (CFR)

Discusses Russian political and economic changes and the impact on public education. Questions whether the emphasis on teaching ideas and new instructional methods is better than the work experience programs under the Soviet educational system. Concludes that the nation must maintain the labor training of students within school programs. (CFR)

Asserts that incorporating human rights issues into the curriculum causes tensions, especially in nations with histories of military dictatorships. Describes human rights education in Chile and other Latin American nations. Discusses whether human rights should be a separate curriculum subject or integrated into all courses. (CFR)

Maintains that political socialization research was popular in the 1960s and 1970s. Contends that most psychologists today argue for a theory of development and education that focuses on the individual's construction of knowledge. Reviews research on learning and concept development. (CFR)