Group items tagged

Univision, the premier media company serving the U.S. Hispanic community, announces that it will host a Historic Education Town Hall with with President Barack Obama that will be taped and then later aired as a television news special entitled Univision News Presents: The Moment is Now - The President, Hispanics and Education. The Town Hall will be held on Monday, March 28, 2011 and hosted by Univision's news anchor Jorge Ramos at the following location: Bell Multicultural High School 3101 16 Street, NW 9405 Washington, DC 20010 The Town Hall event will give President Barack Obama the opportunity to engage with students, parents and teachers about education and Hispanic educational achievement. The event will also focus on better preparing students for college and 21st century careers, greater parental engagement in education, and the politics of reforming the educational system according to a Press Release. The Town Hall will be taped at Bell Multicultural High School from from 10:30 a.m. to 11:30 a.m. EDT and will air without commercial interruptions at 7 p.m. EDT/PDT, 6 p.m. CDT on the Univision Network, and closed-captioned in English on CC3 where available. The event will also be streamed online at www.EsElMomento.com in English and Spanish as well as simulcast on Univision Radio in Spanish. PRESS INFORMATION: Beginning at 8 a.m. EDT although subject to change, pre-registered members of the press are invited to cover and will have access to wi-fi, a mult box and feed to the Town Hall taping. In addition, refreshments will be served. It is asked that all media RSVP by Saturday, March 26. RSVP/CONTACTS: Carolina Valencia - (646) 673-6494, cvalencia@unvision.net Paula Alvarez - (347) 268-7408, pmalvarez@univision.net ADDITIONAL INFORMATION: In the lead up to the Town Hall, students, parents and teachers will have the opportunity to submit an education-related question for President Obama. Questions can be submitted to Univision until Sunday, March 27, 2011 thro

This article focuses on how three dimensions of critical democracy preparation (place-based geographical knowledge, social and political awareness of American Indian history and culture, and orientations conducive to the development of personal connections with American Indians) were impacted by different instructional approaches introduced when implementing an innovative Indian Education for All education program at a K-5 school in Montana. Student-learning outcomes were measured through pre- and post-intervention tests of place-based and social/political knowledge and a short survey of personal orientations. Instructional approaches across first-grade through fifth-grade were identified through interviews and participant observation. In their own ways, participating teachers, working in partnership with Salish tribal educators, demonstrated that Indigenous education contributes to critical-democracy learning. The specific outcomes of the Indigenous-education program varied according to the different instructional approaches teachers elected to pursue. Instructional comparisons showed that combining place-based instruction with guided reflection on personal connections with American Indian people through "boundary-breaking" approaches that aim to bring about critical consciousness ignited the most impressive changes in learners' orientations. The research findings offer particularly valuable insights for teachers striving for equity and excellence in elementary schools with American Indian populations.

This paper investigates how education legislation in Denmark, Norway and Sweden define democracy, especially in relation to a complex society with diverse linguistic, religious and cultural practices. What tasks are assigned to educators through education

Although globalisation has been an increasingly important characteristic of United States higher education for over two decades, there has been little historical analysis of the process or its origins. This article argues that beginning in the early 1970s, institutional, national, and international events established a powerful context for the development of college and university goals that focus on globalisation. These goals are substantially different from the goals of improving the democracy and opportunities for full citizenship articulated in the report of the 1947 President's Commission on Higher Education and subsequently affirmed in other national reports as late as 1971.

This paper discusses the work of Noam Chomsky in the context of democracy, the media, and education. Through the analysis of selected works, a critical perspective emerges. This view demands that educators at all levels understand and confront the often d

This paper analyzes the case of Porto Alegre, Brazil as a counter-hegemonic global city. Porto Alegre is a city with no particular relevance to neoliberal globalization that, nevertheless, was launched to a global scale by transformations in local governance. New mechanisms of deliberative democracy captured the attention of social actors constructing a movement of globalization from below, making Porto Alegre the de facto capital of the World Social Forum. In this paper I focus on the educational policies created in the city, which expanded the social imaginary in education and are a key component of Porto Alegre's 'globalization'.

This paper examines the causal link between education and democracy. Motivated by a model whereby educated individuals are in a better position to assess the effects of public policies and hence favour democracy where their opinions matter, the empirical

In the mid-1990s an extensive reform of the Swedish educational system was initiated in order to create a 'school for everyone' intended to function like a 'social equaliser'. The new unified gymnasium initiated longer educational programmes with an exten

The author, a specialist in philosophy for children who is recognized worldwide, presents the conceptual and philosophical framework within which the idea of early education in philosophical discussion is situated. A theory of education and its place in s

How should children be educated for democratic politics in ways that do not undermine their diverse needs, ideas, and interests? The dual challenges for a democratic theory of education are, first, to protect the pluralism of the young from standardizatio

In our editors introduction to this journal when it was launched in 2003, we argued that the juxtaposition of processes of globalisation, societies and education provided a unique and important lens through which to examine the recalibration and transform

Universities that promote a liberal education through creative, cross-cultural curriculum nurture the goals of democracy and assist students in becoming 'citizens of the world.' Democratic education for social justice and global consciousness are necessar

An invitational Global Forum, organised by the Council of Europe and the US Steering Committee of the International Consortium for Higher Education, Civic Responsibility and Democracy, was held in Strasbourg in October. Its theme was Converging competence

This article combines discussions of the politics of education with personal story telling to remind us why the continuing struggle over schooling - over what is and is not taught, over how it is taught and evaluated, over how students with different char

This article investigates whether and how family policy influences the probability and intensity of mothers' labor market participation. Unlike previous studies, this contribution focuses on group-specific policy effects, thereby accounting for the fact that, theoretically, women with different resources and preferences should respond differently to given policy measures. The analyses show that varying individual characteristics indeed influence the impact family policy measures have on women's individual behavior. First and foremost, family policies most strongly influence mothers with medium levels of education, for whom labor market participation tends to be "optional." Moreover, high direct and indirect cash benefits to families, which primarily stem from traditional conservative family policy, reduce the probability of employment for women with low to medium levels of education.

The purpose of this article is to examine the authors' experiences while trying to enter and engage local communities in bottom-up literacies through participatory action research (PAR) toward the community's own collective self-development. In trying to enter five different communities, I have found several challenges and roadblocks such as mistrust of 'university people': legacy of the conventional outside-in and top-down research procedures for working in communities; power struggles with community 'gatekeepers', including 'building keepers'; and bureaucratized project-driven community work. I consider that under the current neoliberal educational policies that are plaguing the world, for example, No Child Left Behind in the USA, self-development projects promoted through PAR can be viable ways to defy these policies and their fatalist thinking. School children's parents and their communities are nowadays in a better position than teachers to fight for reclaiming local control of curriculum, pedagogy and assessment.

The purpose of this article is to revisit Brown as a paradigmatic understanding of social justice and its barriers, by reconsidering Brown in light of the three moral pillars of democracy identified by Cornel West (2004). West maintains that authentic dee

This essay focuses on how higher education has been reshaped under the influence of a market rationality, however devalued recently, that continues to license out the university as a storefront, reconfigure governance on the model of a discredited busines

A key aim of democratic public policy should be the provision of hope. It is often argued that a key element of hope is not only a drive for equity in the face of neo-liberal marketization, but also the opportunity for the practice of agency by (especiall

The 1990s was the era of human rights awareness, democratic transitions, and growing involvement of international organizations and the nongovernmental sector in human rights education (HRE). The UN Decade for HRE from 1995-2004 was not only born out of t