Democratic Education Research Articles

Social Inclusion And Democracy In The Emblematic Educational Institutions Of District 09D05-Ecuador: Management Competency Model 2023

The objective of the research is to know the relationship between the variable's social inclusion and democracy in educational institutions. The approach is quantitative, the type of research is pure, non-experimental, cross-sectional. The population is made up of 286 teachers from iconic institutions of an educational district and the sample was 165 institutes. The technique that was used is the questionnaire; to measure social inclusion and democracy; A pilot study was carried out, the results of which were acceptable. Additionally, expert validation was applied for the validity of the instrument. It was concluded that educational social inclusion is mostly rated at an "advanced" level; by 85.5%; followed by the "average" rating by 13.3% and "low" by 1.2%. The results of democracy show that 64.2% are qualified in the "advanced" range; 21.8% in the "medium" range and 13.9% in the "low" range. The data obtained have a normal distribution. The linear regression between Social Inclusion and educational Democracy; returns 0.215 points; being a very low value; which implies that there is no possible correlation; thus, it is ratified by the "R squared"; whose value is 4.6%; Spearman's rho reaches a value of 0.286; therefore, there is a very low correlation and it is not significant

The bad migrant. The crisis of democratic education and the decolonization of the curriculum in French and German school dramas

The high school drama is a popular genre in France and Germany that often portrays the integration of young migrants into society. This essay compares the French film La journée de la jupe (Skirt Day, 2009) and its German adaptation for the stage, Verrücktes Blut (Crazy Blood, 2010), in which the civic education intended to turn young migrants into model citizens and form their democratic subjectivity fails. The analysis of La journée de la jupe focuses on the republican ideal of citizenship presented in the film. As this essay will show, there is a contradiction between the racist stereotypes reproduced in the film and its plea for a new liberal republicanism that reflects the diversity of society. Verrücktes Blut is more of a critical reworking of the film rather than an adaptation. The comedy reveals the neocolonial nature of current debates on migration, in which migrants become the object of othering, thus ascribing to them the position that previously belonged to the colonized. In the film and the play, genre comes into play in opposite ways. In La journée de la jupe, the genre of the republican tragedy, on which the film is based, serves to stage the young people, who are read as migrants, as the Other of French culture. In turn, Verrücktes Blut uses the genre of the school drama to create an emphatic attitude towards the young people in the audience. Verrücktes Blut underlines the importance of decolonizing the curriculum. This analysis of the film and the play shows that a democratic education to become a republican citoyenne and citoyen or liberal citizen remains incomplete without the self-decolonization of Western society and culture.

Role Person Old and Teacher in Guidance Counseling for Talent Children in School Base


 
 
 
 This research documents the implementation of guidance and counseling services at the Bekasi Jaya Special School (SLBN), Indonesia, in the context of inclusive education. Inclusive education provides equal opportunities for Children with Special Needs (ABK), in accordance with the Minister of National Education Regulation No. 70 year 2009. With method study qualitative, study This focus on the role of consultation, improvement, and communication in guidance and counseling services. Consultations serve as an urgent response to emerging problems, allowing for quick and tailored solutions to student needs. Improvements focused on infrastructure constraints to create an optimal learning environment. Intensive communication with parents is a key element to involve them in their children's education. This service reflects implementation principle democracy education, in where every child recognized have equal rights to quality education. The conclusions of this study support the theory of inclusive education which emphasizes response to the unique needs of each student. Guidance and counseling services at SLBN Bekasi Jaya are not only a response to problems, but also a proactive strategy for optimal learning success. This conclusion provides an in-depth understanding of the implementation of inclusive education at the special school level, with a focus on consultation, improvement and communication as integral elements.
 
 
 

Chool, society, human beings and the world: challenges to social pedagogy

The article on screen is the result of a dialogue between research and accumulated reflections in the area of social education, based on Social Pedagogy and aims to socialize the research results of the PIPAS-UFF Project. About the intertwined relationship between school, society, human beings and the world that, accordingly, needs to be a process of knowing, softening and humanizing. The methodology includes a reflective process, anchored in socio-educational and socio-cultural praxis. Main theoreticians: Freire, about the educator's choices before the student; Prigogine, science as a collective enterprise; Arendt, on the issue of evil constructed by man; Fernandes and Lemme guide us towards the construction of true Democratic Education.

Global Trends In The Learning Process Of Pancasila And Citizenship Education In Schools

This research discusses the global trend in Pancasila and citizenship education for democracy which has the potential to tremendously affect Pancasila and citizenship education in countries that adhere to constitutional democracy. Citizenship education certainly has implications for the learning process of citizenship education in schools (as a subject). The results of the study show that the global trend of citizenship education is evident in the vision and mission of Pancasila and citizenship education in Indonesia which is oriented towards the formation of good, intelligent and democratic citizens. The overall global trend has implications for the learning process of civics education at the school level, namely the components of objectives, materials, methods, media and sources, as well as evaluation of civics education learning.

Royalist memorials of the civil war in the Vendée during the early Third Republic

Abstract In the 1890s, when statuomanie was at its peak, conservatives in the Vendée erected two statues to commemorate figures from the royalist armies in the civil war in order to contest republican education politics and memory culture. The first, aristocrat Henri de La Rochejaquelein (1772–94), was unveiled in 1895. The second, erected a year later, celebrated the first commander-in-chief of the royalist army, Jacques Cathelineau (1759–93). The contested nature of these commemorations illustrates the distinctive character of the Vendée in the early Third Republic; leading conservative politicians and churchmen did not mediate between grandes and petites patries within a republican frame, but rather rejected the notion of the secular democratic republic in its entirety. The memorials sought to assert a distinctive regional history to local Vendéen audiences, but they did so in the service of a vision of France and its history that contradicted the dominant project of republicanism and thus constituted a unique chapter of the wider debate about memory and history in France during the Third Republic.

The Dividends of Democracy’s Destruction: Surplus, Ideology, and Militarism in the Turn to Empire in Du Bois’s Black Reconstruction

Abstract This paper offers an original reading of Du Bois’s Black Reconstruction that highlights how the knock down effects from Reconstruction’s failures contributed to the U.S. imperial trajectory. The coalition between the industrial North, Southern landowners, and white workers ended the promise of racial emancipation advanced by Black freedmen and the Freedmen’s Bureau. The gains from the resubjection of Black freedmen and women; the development of a national identity based racial hierarchy and an attachment to material wealth, and the racialized militarism of the South, Du Bois argues, underpinned the imperial pursuit of material wealth through violent means. The consolidation of white identity around technological ideals and militarism led Du Bois to revise his account of democratic education (redirecting it to critique capitalism and soulless technology) and to reach transnationally for emancipatory solidarity.

Gender Equality In Civic Education Textbook

<p>Textbooks have an important role to promoting gender equality. Apart from being a source of learning that transmits knowledge, textbooks also form students' values, worldviews and gender roles. This research aims to find out whether the Civic Education textbooks used in the high school in this study have a gender equality perspective. This research uses a qualitative approach with descriptive methods. Collecting data in this research using interview techniques, documentation studies, and literature studies. The data analysis using triangulation. Respondents in this study were Civic Education teachers and class XI students at SMA Negeri 1 Kandanghaur and SMA Negeri 1 Sindang. The results of the study showed that the Civic Education textbooks paid little attention to gender equality which appeared on the cover which did not show equal gender representation; textbook materials and illustrations that have not paid attention to gender equality. Based on the results of this research, it is recommended to integrate gender equality into Civic Education textbooks both in terms of content and illustrations, so that the role of Civic Education as democratic education upholds human rights, including the right to be treated equally without discrimination on any basis, including on the basis of gender can be realized.</p>

ISLAMIC EDUCATION VALUES IN THE NUSSA ANIMATION SERIES EPISODE TOLERANCE

The aim of this research is to determine: (1) The values of Islamic education in the animated series Nussa episode of tolerance, (2) The relevance of the values of Islamic education in the animated series Nussa episode of tolerance with the Quran, and (3) Correlation the values of Islamic education in the animated series Nussa, tolerance episode with the challenges of today's Islamic education. This research uses qualitative research methods in the form of library research, where the majority of this research is analyzing and reviewing books and other literature as references related to the theme being researched. The results obtained from this research show that: (1) There are three values of Islamic education in the animated series Nussa episode tolerance, namely i'tiqodiyah values, amaliyah values, and khuluqiyah values. (2) There is relevance of Islamic education values in the Nussa animation series, tolerance episode with the Quran, such as i'tiqodiyah values which are relevant to (QS. An-Nisa' [4]: 136), relevant amaliyah values with (QS. Al-'Ankabut [29]: 46), and (QS. Al-Mumlahanah [60]: 8) which are relevant to the value of khuluqiyah. (3) It was found that there was a correlation between the values of Islamic education in the animated series Nussa episode of tolerance and the challenges of Islamic education today, namely the use of advances in science and technology, the good morals displayed that can be an example so that moral decadence does not occur, and the existence of educational democracy. An-Nisa' [4]: 136), amaliyah values which are relevant to (QS. Al-'Ankabut [29]: 46), and (QS. Al-Mumlahanah [60]: 8) which are relevant to khuluqiyah values. (3) It was found that there was a correlation between the values of Islamic education in the animated series Nussa episode of tolerance and the challenges of Islamic education today, namely the use of advances in science and technology, the good morals displayed that can be an example so that moral decadence does not occur, and the existence of educational democracy. An-Nisa' [4]: 136), amaliyah values which are relevant to (QS. Al-'Ankabut [29]: 46), and (QS. Al-Mumlahanah [60]: 8) which are relevant to khuluqiyah values. (3) It was found that there was a correlation between the values of Islamic education in the animated series Nussa episode of tolerance and the challenges of Islamic education today, namely the use of advances in science and technology, the good morals displayed that can be an example so that moral decadence does not occur, and the existence of educational democracy.

Development and validation of a sustainable education scale

AbstractThis study introduces the Sustainable Education Scale (SES), a novel instrument designed to elicit teachers' perspectives on sustainable education. Grounded in human rights education, sustainable development, social justice, and psychometrics, this survey model‐driven study systematically develops and validates the SES. Drawing on an in‐depth literature review, expert opinions, and pilot testing, the SES comprises 19 items across four sub‐dimensions: Equality in Education, Inclusiveness in Education, Quality in Education, and Democratic Education. Designing a survey based on the quantitative research model, the data was gathered from 573 participating teachers via the criterion sampling method. Demographic analysis indicates that 65.09% of the participating teachers are female (n = 373), while 3.90% are male (n = 200), and most of them have undergraduate degrees with 21 years or more of teaching experience. Construct validity and factor structure were identified through exploratory factor analysis with 273 teacher responses, whereas the validation of the identified structure was performed through CFA from a sample of 300 teachers. Cronbach's alpha and composite reliability coefficient were calculated to ensure the reliability of the scale. The SES scale emerged as valid and reliable data to reveal teachers' perspectives on sustainable education. It stands as an innovative tool for researchers, policymakers, and educators to examine, promote, and advance global goals for inclusive, equitable, and quality learning.

Towards a critical pedagogy of global citizenship: Breaking the silence as a trained dancer in post-apartheid South Africa

AbstractThis article reveals a reflective journey of a dancer through unpacking two performances experienced over the course of two years. It examines and navigates ways of decolonizing oppressive dominance and investigating the ramifications of indoctrination in dance. It depicts how a trained dancer evolved and became more conscious by breaking the “culture of silence” and changed in becoming a more critical reflective dancer in a post-apartheid South Africa. This project aligns itself with global citizenship education (GCE) as it re/imagines traditional forms of civic and citizenship education in a more critical and decolonial perspective. In writing this paper, we are reminded of “the myriad shifts of thinking, strategies and back-and-forth debating” with each other and can also see our “encounters as a dance” (Waghid in Dancing with doctoral encounters: Democratic education in motion, African Sun Media, 2015). In breaking the silence surrounding dance and its conservative elements, we question the technocratic practices and accepted norms in the performance arts and the dancing arena. How does a classical dancer redress the colonial past in a performance arts classroom? The significance of this paper lies in the argument that decolonization becomes an imperative within GCE if one is striving for social justice and intends to commit oneself to a more equitable society where crossing borders must be a seamless act.

Anti-Radicalism Education and Strategy and Role of Islamic Religious Education in Facing Radicalism

Radicalism refers to attitudes, views, or actions that reflect a desire to change the social, political, or cultural order drastically or fundamentally. In general, radicalism involves rejection of existing norms or the status quo in society, and is often followed by attempts to replace them with a new system that is considered more ideal. This article aims to explain education that upholds anti-radicalism as well as strategies and the role of Islamic religious education in dealing with radicalism. The method used in this research is a literature review by collecting, evaluating and synthesizing literature on similar topics so that it can provide a strong foundation for this research. This research found that anti-radicalism education is really needed in order to build a society that is tolerant, moderate and has a nationalistic attitude. Strategies that can be used in anti-radicalism education include (1) democracy education, (2) religious education, (3) social skills training, (4) critical skills training, and (5) leadership training. The important role of Islamic religious education in facing the threat of radicalism includes (1) encouraging awareness to reject radicalism, (2) encouraging social involvement, (3) strengthening the values of tolerance, (3) strengthening a calm understanding of moderate Islamic teachings, and (5) ) strengthen the values of nationalism.

Год педагога и наставника: ретроспектива юбилеев в контексте истории национального образования

2023 passed in the Russian Federation as the Year of the Teacher and Mentor in honor of the 200th anniversary of the birth of K. Ushinsky. The anniversaries of teachers S. Rachinsky, I. Yakovlev, A. Makarenko, V. Sukhomlinsky were also celebrated. In 2023 SPbGIK celebrated the 105th anniversary of the founding of the university. The continuity of pedagogical ideas, forms and methods in the works and practice of great teachers in the development of Russian education is traced. Attention is drawn to the commonality in recognizing the value of the native language, introducing children to the folklore tradition in primary education, universal accessibility and democracy of education. The relevance of the ideas and experience of S. Rachinsky is considered in the context of the role of religion as one of the most important foundations of national identity. Nationality of education, education of the dignity of children and youth based on the formation of challenging work, creative, moral and aesthetic principles of the individual, the ability to cooperate, and self-discipline characterize the vector of development of education in the activities of these teachers, their development of the ideas of K. Ushinsky. The fame and popularity of names, books, memories, methods of teachers in scientific communities, the practice of organizations in Russia and the world are emphasized.

The challenge of teaching Physical Education from the perspective of republican and democratic education

Resumo O texto objetiva problematizar e articular pressupostos para o ensino da Educação Física desenvolvida sob o prisma da multidimensionalidade dos conhecimentos na perspectiva da educação republicana e democrática. Tematiza conceitos relacionados à multidimensionalidade dos conhecimentos, práxis educativa e didática comunicativa, tendo na pesquisa um princípio pedagógico para o ensino estruturado em unidades didáticas. Com base na problematização elaborada, pode-se concluir que tais elementos, potencialmente, possibilitam contribuir sobremaneira com o desenvolvimento de um processo formativo emancipatório, algo organicamente conectado com o ideário de uma educação republicana e democrática.

Potentiality of Democratic Competencies for an Inclusive Classroom

This conceptual paper examines the democratic competencies embedded in student-centric classroom practices, argues for the potentiality of student-centric classroom activities in catering to an inclusive classroom environment, and concludes that students’ participation in classroom activities that facilitate democratic competencies may contribute to inclusive classroom practices. Literature suggests that democratic education upholds the principles of inclusion in classroom practices by addressing any means of oppression since democratic values ensure free and active participation of students. Bangladeshi classroom scenario demonstrates a disparate attitude on the part of the students where a significant portion of the students remain silent during classroom activities. For this research, data was retrieved from secondary school students to fathom whether student-centric classroom activities (that reflect democratic competencies) add value to the idea of inclusive classroom practices. The study found that democratic competencies are practiced in Bangladeshi classrooms and students hold a positive attitude, hence, there is a scope for promoting inclusion through such practices. One key implication of this study is that more research is needed to operationalize the democratic competencies for the Bangladeshi classroom context for an inclusive classroom.

O desafio de ensinar Educação Física na perspectiva da educação republicana e democrática

Abstract This essay aims to discuss and conceptually articulate Physical Education (PE) teaching presuppositions developed under the multidimensionality premise, under the republican and democratic education perspective. The text thematizes aspects that are decisive for this, emphasizing the multidimensionality of knowledge considering an educational praxis that comes along with a communicative teaching perspective, still having research as a pedagogical principle and structuring teaching processes in teaching units. Even recognizing that the explained proposal may not solve considerable problems in the area, we understand that taking it seriously can constitute an interesting way to make the debate about teaching PE from a republican and democratic education perspective deeper.

Educational sciences in France. History and current events

French educational sciences stem from a long history that began in the late 19th century when Republican education policy needed scientific support. At that time they use the expression “Science of Education” (Science de l’éducation: singular in French). It soon became clear that this reference to an unique science of education was not appropriate and the discipline disappeared from universities for a long time until they were recreated as educational sciences (Sciences de l’éducation: plural in French) in 1967. The article examines the content of these educational sciences, now challenged by neuroeducation, regarded as a new “true and unique” scientific approach to education. This essay questions the place of pedagogy in “educational sciences”, on the one hand, and the heterogeneity and epistemological value of this new discipline, its numerous and diverse contributions to the knowledge of educational phenomena, on the other. An agreement with UNESCO’s conception of pluralistic and multi-stakeholder educational research is also expressed here.

MENGEMBANGKAN TOLERANSI BERAGAMA BERBASIS IKLIM KELAS

School is an important environment for developing the character of religious tolerance in the younger generation. This study aims to reveal the development of students' religious tolerance through classroom climate. This study used a qualitative approach with 6 teachers and 210 students as respondents. Data collection uses interview techniques and questionnaires to measure religious tolerance and documentation—data analysis techniques through data reduction, data presentation, and areas of conclusion/verification. The study results show that students' religious tolerance can be developed through a classroom climate with three conditions, namely a democratic teacher attitude. These learning strategies allow students to work with other students, and class management provides opportunities for each student to participate in class activities. The analysis results also show that there are driving and inhibiting factors in developing religious tolerance. At the end of the discussion, the authors recommend two actions to create a classroom climate that supports the development of religious tolerance: increasing teacher awareness and understanding of religious tolerance and habituating religious tolerance behavior in students.

Educational Democracy in the Perspective of Islamic Education Philosophy

This paper explains the concept of educational democracy in the perspective of Islamic educational philosophy. Although democracy and Islamic education may seem contradictory at first glance, an in-depth study reveals the fundamental compatibility between the two. In Islam, education is seen as a basic right of every individual, similar to the basic principles of democracy that emphasize freedom and human rights. In this context, educational democracy is not only about access, but also about how education is delivered and how education-related decision-making processes are carried out. Islamic educational philosophy emphasizes the importance of justice, equality and recognition of diversity, principles that are in line with democratic ideas. This article suggests that by integrating democratic principles into the Islamic education system, a more inclusive, participatory and just approach to education can be achieved. Thus, educational democracy in the perspective of Islamic philosophy of education represents a paradigm that values diversity, participation, and justice in education.
 Keywords: Educational Democracy, Islamic Education, Philosophy Perspective

The Prophet of Democratic Education: The Overlooked Lessons and Legacy of Boyd Bode

Abstract: Democracies experienced a serious rise of totalitarianism during the 1930s. Concerns surrounding this threat to democracy fueled discussion amongst scholars of education about how schools should approach democratic education. Atop the helm of these scholars was Boyd Bode, educational philosopher from the Ohio State University. This article aims to resuscitate Boyd Bode as a pioneer of democratic education in the United States of America by focusing on his vision toward the role of reflective thought in democratic life, how this role was challenged within the progressive education movement, the role of schools in cultivating democratic life, and how he empowered others at Ohio State to perpetuate his vision.