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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F11746449%2FBook_Review_Education_Democracy_and_Development_Does_Education_Contribute_to_Democratisation_in_Developing_Countries_In_Comparative_Education_Review%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":37175323,"identifier":"Attachment_37175323","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":11746449,"created_at":"2015-03-31T15:26:23.356-07:00","from_world_paper_id":null,"updated_at":"2025-01-10T05:17:16.383-08:00","_data":{"ai_abstract":"This review assesses the book \"Education, Democracy and Development\" and its exploration of the relationship between education and democratization in developing countries. While appreciating the depth of topics covered, such as leadership training and the challenges posed by authoritarian educational legacies, the review criticizes the authors for not fully addressing political-economic influences and broader social movements that impact democratic education reform. Ultimately, the review recognizes the book's contribution to the field, highlighting its value as a resource for scholars and practitioners interested in the practicalities of implementing democratic education."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Book Review: Education, Democracy and Development: Does Education Contribute to Democratisation in Developing Countries? -- In: Comparative Education Review","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [5732334]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":37175323,"attachmentType":"pdf"}"><img alt="First page of “Book Review: Education, Democracy and Development: Does Education Contribute to Democratisation in Developing Countries? -- In: Comparative Education Review”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/37175323/mini_magick20190304-7696-14p20on.png?1551750679" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Book Review: Education, Democracy and Development: Does Education Contribute to Democratisation in Developing Countries? -- In: Comparative Education Review</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="5732334" href="https://manoa-hawaii.academia.edu/DBrentEdwardsJr"><img alt="Profile image of D. Brent Edwards Jr." class="ds-work-card--author-avatar" src="https://0.academia-photos.com/5732334/2484502/2886235/s65_brent.edwards.jpg" />D. Brent Edwards Jr.</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">4 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 11746449; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=11746449"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--detail ds2-5-body-md">AI-generated Abstract</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This review assesses the book "Education, Democracy and Development" and its exploration of the relationship between education and democratization in developing countries. While appreciating the depth of topics covered, such as leadership training and the challenges posed by authoritarian educational legacies, the review criticizes the authors for not fully addressing political-economic influences and broader social movements that impact democratic education reform. 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It discusses the nature of "development" and in particular the idea of political indicators of development. The paper then discusses modernisation theory in relation to education as providing a necessary, but not sufficient, bureaucratic basis for democratic political development. These ideas are then examined in relation to the realities of schooling in developing countries and the problems of providing learners with both an effective organisational experience and a democratic one. While there are many examples of good practice in relation to democratic education in developing countries, there are also many obstacles and the dominant model of schooling is still authoritarian. The article then focuses on South Africa as a case study of a developing country that has attempted to introduce more democratic forms of schooling but where authoritarianism persists in education despite some democratic progress. The paper ends by discussing why democratic education remains a minority practice globally and the key obstacles it faces.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Democracy, Education and Development: Theory and Reality","attachmentId":72947317,"attachmentType":"pdf","work_url":"https://www.academia.edu/58629180/Democracy_Education_and_Development_Theory_and_Reality","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/58629180/Democracy_Education_and_Development_Theory_and_Reality"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="120271579" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/120271579/The_Politics_of_Education_in_Developing_Countries">The Politics of Education in Developing Countries</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5149897" href="https://soas.academia.edu/NaomiHossain">Naomi Hossain</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Oxford University Press eBooks, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">This manuscript brings together the findings and analysis from a project entitled 'The Politics of Social Provisioning' that was undertaken within the Effective States and Inclusive Development Research Centre (ESID) between 2011 and 2016. ESID is based at the Global Development Institute, The University of Manchester, and consists of researchers located across the global North and South. Since 2011, its aim has been to identify the political conditions under which elites become committed to, and states become capable of, delivering inclusive development. ESID has examined the politics of development across several different policy domains, including growth, natural resource governance, social protection, gender equity, urban governance and health, as well as the topic of education that we focus on here (www.effective-states.org). Undertaking comparative research and publishing the results in an edited collection relies heavily on a great deal of teamwork and goodwill, and we have been fortunate to find these qualities in abundance amongst the colleagues we have worked with on this study. As editors, our first and foremost round of thanks goes to the stellar cast of researchers and authors who contributed such fascinating country case studies to the collection. From the initial meetings in Buxton and Manchester, where the ideas were set in place, through the research design workshop in Nairobi and sharing of initial drafts in Cape Town, the research team has been a pleasure to work with. In addition to the chapters produced by the ESID-education research team, we are delighted to include chapters from two leading authorities in the field, namely Merilee Grindle and Lant Pritchett, both of Harvard University. Our decision to engage with the 'learning crisis' as a critical problem facing countries in the global South owed much to Lant's groundbreaking work on this topic, whilst our decision to do so from a political perspective that focused on the critical role of coalitions owed a great deal to Merilee's landmark (2004) text on the politics of educational reform in Latin America. We were grateful and honoured when both agreed to contribute critical commentaries to help close the book by identifying what the collection contributes, what it misses and where work on the politics of the learning crisis should move to next. Our thanks to them both for taking on this challenge and delivering in such style. We have accumulated many other debts along the way, and are particularly grateful to the ESID research associates who have provided outstanding support at different stages of the project. Early on, Sophie King produced an excellent literature review on the politics of education that saved us priceless time and identified the gaps in the field to take aim at. Towards the end, David Jackman helped us to convert the last of the extensive working papers into much shorter and sharper book chapters, ensuring integration between the chapters, liaising with the publishers, and the many other time-consuming tasks required to bring a book project through to completion. So swift and incisive was his grasp of our material that he joined us as co-author for the closing chapter, much improving the product in the process. The ideas within this book have been sharpened by many fruitful intellectual exchanges along the way, at seminars, conferences, and workshops. These include seminars at the School of Advanced International Studies at Johns Hopkins University and the World Bank in Washington DC, at the German Development Institute in Bonn, and at academic conferences in Bath, Oxford, San Diego, and Barcelona, all of which encouraged us to take this work forward and think harder about how to frame the findings. Our thanks go to the many anonymous reviewers who gave their time to offer peer review comments on our early working papers, and in particular to Professor Leon Tikly of Bristol University who offered insightful comments on early versions of all of the country papers. Samer Al-Samarrai provided valuable insights into the policy debates about the learning crisis, and on indicators and data sources. The ESID network has provided many opportunities for this work to be pored over, critiqued and sharpened, and we thank our colleagues for their critical comments and encouragement, including Kunal Sen, David Hulme, Pablo Yanguas, Sohela Nazneen, Abdul-Gafaru Abdulai, Badru Bukenya, and Fred Golooba-Mutebi. The initial framing of the project flowed directly from the (2013) ESID Working Paper on 'Researching the Politics of Social Provisioning' produced by Brian Levy and Mike Walton, to whom we owe a significant intellectual debt. We have also benefitted from the guidance of the Centre's Advisory Group, including David Booth, Barbara Harriss-White, Duncan Green, Margaret Kakande and Peter Evans (at Brown University) as well as Peter Evans (at the Research Department in DFID). Our thanks to these esteemed colleagues and to those who also acted as critical discussants and participants at our various workshops, including Nic van de Walle, Heather Marquette, Anu Joshi, and Merilee Grindle. An initial discussion with Steve Kosack at Harvard in 2011, just before his own excellent book on the politics of education was published, helped to orientate the project in the very early stages. At Manchester many people have assisted with the management of this project. They have facilitated our meetings, organized workshops, handled budgets, viii Preface and Acknowledgements and done all the other administrative work without which research-especially international collaborative and comparative research-would not be possible. In particular, we are grateful to Kat Bethell, Julia Brunt, Clare Degenhardt, Julie Rafferty, and Anna Webster. Finally, our thanks to Adam Swallow at OUP for supporting the project from the outset and to his colleague Katie Bishop for guiding it through contracting and production.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Politics of Education in Developing Countries","attachmentId":115477486,"attachmentType":"pdf","work_url":"https://www.academia.edu/120271579/The_Politics_of_Education_in_Developing_Countries","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/120271579/The_Politics_of_Education_in_Developing_Countries"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="48574417" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/48574417/The_Politics_of_Education_in_Developing_Countries_From_Schooling_to_Learning">The Politics of Education in Developing Countries: From Schooling to Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3702626" href="https://uken.academia.edu/EwaPaj%C4%85kWa%C5%BCna">Ewa Pająk-Ważna</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Przegląd Krytyczny</p><p class="ds-related-work--abstract ds2-5-body-sm">The issue of quality in education is still one of the key current debates within international education policy. There are comments that development education has a significant contribution to make to these debates. Skinner, Blum and Bourn (2013) suggested that greater collaboration between the field of development education and international education policy could facilitate the creation of an agenda that focuses on education quality and learning processes, as opposed to the current preoccupation with education access and outcomes.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Politics of Education in Developing Countries: From Schooling to Learning","attachmentId":67115203,"attachmentType":"pdf","work_url":"https://www.academia.edu/48574417/The_Politics_of_Education_in_Developing_Countries_From_Schooling_to_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/48574417/The_Politics_of_Education_in_Developing_Countries_From_Schooling_to_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="75072356" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/75072356/Bureaucracy_is_constraining_democracy_in_South_African_schools">Bureaucracy is constraining democracy in South African schools</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="81173394" href="https://sun.academia.edu/MariusSmit">Marius Smit</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2010</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Bureaucracy is constraining democracy in South African schools","attachmentId":82989535,"attachmentType":"pdf","work_url":"https://www.academia.edu/75072356/Bureaucracy_is_constraining_democracy_in_South_African_schools","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/75072356/Bureaucracy_is_constraining_democracy_in_South_African_schools"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="4834917" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4834917/Democratic_Education_through_the_eyes_of_the_Poor_Appraising_the_Post_Apartheid_Experience">Democratic Education through the eyes of the Poor: Appraising the Post-Apartheid Experience</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="814887" href="https://unisouthafr.academia.edu/VuyisileMsila">Vuyisile Msila</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Universal Journal of Educational Research, 2013</p><p class="ds-related-work--abstract ds2-5-body-sm">Arguably, one of the major achievements in the 1990s in South Africa was the final toppling of apartheid government and the triumph of democracy over the unjust and unequal past legislation. Since then schools are some of the institutions that have infused democracy ideals into their policies, curriculum and other aspects of school life. The post-apartheid education was formulated with direct links to the Constitution of the Republic. “Education is the key because it empowers us to exercise our democratic rights, and shape our destiny, by giving us the tools to participate in public life, to think critically, and to act responsibly” [1]. The post-apartheid education policy proclaimed in 1997 also declared that education and the curriculum in particular have an important role to play in realizing the democratic aims of the Constitution. Furthermore, the curriculum aimed to develop the full potential of learners as citizens of a democratic South Africa. The post-apartheid education in South Africa is based on noble values born out of the years of struggle. Education is perceived as a perfect tool to realize the ideals of democracy because it would lead people to be critical citizens, hence they would play a pivotal role in the transformation of society. Yet, there are paradoxes in a democratic society and this article explores some of them.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Democratic Education through the eyes of the Poor: Appraising the Post-Apartheid Experience","attachmentId":32122800,"attachmentType":"pdf","work_url":"https://www.academia.edu/4834917/Democratic_Education_through_the_eyes_of_the_Poor_Appraising_the_Post_Apartheid_Experience","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4834917/Democratic_Education_through_the_eyes_of_the_Poor_Appraising_the_Post_Apartheid_Experience"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="67059469" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67059469/Democracy_in_education_or_education_for_democracy_The_limits_of_participation_in_South_Africa_school_governance">Democracy in education or education for democracy?: The limits of participation in South Africa school governance</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="47756090" href="https://independent.academia.edu/VeerleDieltiens">Veerle Dieltiens</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Democracy in education or education for democracy?: The limits of participation in South Africa school governance","attachmentId":78021058,"attachmentType":"pdf","work_url":"https://www.academia.edu/67059469/Democracy_in_education_or_education_for_democracy_The_limits_of_participation_in_South_Africa_school_governance","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/67059469/Democracy_in_education_or_education_for_democracy_The_limits_of_participation_in_South_Africa_school_governance"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="4996481" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4996481/Education_and_the_Democratic_Society_A_review_of_Democratizing_Education_and_Educating_Democratic_Citizens_international_and_historical_perspectives_Leslie_J_Limage_Ed_2001">Education and the Democratic Society A review of Democratizing Education and Educating Democratic Citizens: international and historical perspectives (Leslie J. Limage, Ed., 2001</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6614933" href="https://umu.academia.edu/LisbethLundahl">Lisbeth Lundahl</a></div><p class="ds-related-work--metadata ds2-5-body-xs">European Educational Research Journal, 2002</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Education and the Democratic Society A review of Democratizing Education and Educating Democratic Citizens: international and historical perspectives (Leslie J. Limage, Ed., 2001","attachmentId":49493391,"attachmentType":"pdf","work_url":"https://www.academia.edu/4996481/Education_and_the_Democratic_Society_A_review_of_Democratizing_Education_and_Educating_Democratic_Citizens_international_and_historical_perspectives_Leslie_J_Limage_Ed_2001","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4996481/Education_and_the_Democratic_Society_A_review_of_Democratizing_Education_and_Educating_Democratic_Citizens_international_and_historical_perspectives_Leslie_J_Limage_Ed_2001"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="97594043" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/97594043/Democracy_and_Education_Yesterday_Today_and_Tomorrow">Democracy and Education Yesterday, Today, and Tomorrow</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="259255029" href="https://independent.academia.edu/Kloppenberg">Jay Kloppenberg</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Journal of the Gilded Age and Progressive Era, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">A century after its publication, Democracy and Education remains relevant and influential far beyond its original context. This essay explores the breadth of its relevance through a study of the use of Deweyan methods and ideas at a community high school in a small, impoverished township 50 km outside of Johannesburg, South Africa. Through this example, we learn that the relevance of Dewey&#39;s ideas are not limited either to his time or to his place, but instead fit seamlessly in a context as different from Dewey&#39;s as we can imagine. In a modern world in which most children outside of the world&#39;s wealthiest countries receive an education woefully inadequate for both the professional and civic responsibilities they will face as adults, this successful example begs the question of how modern school systems around the world might become more successful by harkening back to the ideas expressed in Democracy and Education.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Democracy and Education Yesterday, Today, and Tomorrow","attachmentId":99173549,"attachmentType":"pdf","work_url":"https://www.academia.edu/97594043/Democracy_and_Education_Yesterday_Today_and_Tomorrow","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/97594043/Democracy_and_Education_Yesterday_Today_and_Tomorrow"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="58629234" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/58629234/Markets_equity_and_democracy_structural_adjustment_and_the_tensions_of_educational_change_in_South_Africa">Markets, equity and democracy — structural adjustment and the tensions of educational change in South Africa</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="447290" href="https://bham.academia.edu/CliveHarber">Clive Harber</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Educational Development, 1998</p><p class="ds-related-work--abstract ds2-5-body-sm">In 1994 South Africa embarked on a process of major reform of an education system that had existed to support and maintain apartheid. Two of the key principles behind these reforms were greater equity and democracy. However, although not formally having a structural adjustment policy, since 1994 the South African government has had close ties with the World Bank and has increasingly adopted the type of free market macroeconomic policies that it favours. This article examines tensions in South African educational policy caused by existing policies favouring state initiated redistribution of resources and power on the one hand and the wider context of a mounting emphasis on limiting public expenditure and increasing private provision on the other. It concludes by asking whether South African education would benefit by borrowing from the World Bank to invest in human resources and argues that the potential dangers outweigh the potential benefits.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Markets, equity and democracy — structural adjustment and the tensions of educational change in South Africa","attachmentId":72947321,"attachmentType":"pdf","work_url":"https://www.academia.edu/58629234/Markets_equity_and_democracy_structural_adjustment_and_the_tensions_of_educational_change_in_South_Africa","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/58629234/Markets_equity_and_democracy_structural_adjustment_and_the_tensions_of_educational_change_in_South_Africa"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="28854282" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/28854282/Democratization_of_Education_in_Emerging_Countries">Democratization of Education in Emerging Countries</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="49080484" href="https://semo.academia.edu/SeiduSofo">Seidu Sofo</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Education is a democratizing catalyst that enhances choice, individual welfare, and productivity by increasing access and equity of opportunity. However, there are significant challenges to democratization of education, particularly in emerging countries. Superficial changes have not eliminated corruption, poor educational quality, or excessive administrative control. Lack of government support and transparency, conflicting goals, and educational and socio-political ideologies further limit progress toward truly democratic ideals. New styles of education management are needed to flatten governance structures, open access to programs and resources, enhance earning relationships, and empower students to direct their own learning. This paper presents a literature review of these issues with special emphasis on personal perspectives of the authors related to Russia, Iran, Pakistan, Ghana, and Ukraine.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Democratization of Education in Emerging Countries","attachmentId":49274162,"attachmentType":"pdf","work_url":"https://www.academia.edu/28854282/Democratization_of_Education_in_Emerging_Countries","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/28854282/Democratization_of_Education_in_Emerging_Countries"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":37175323,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":37175323,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_37175323" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="7017218" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/7017218/Democratic_Education_Practices_in_South_Africa_">Democratic Education Practices in South Africa:</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="433537" href="https://johannesburg.academia.edu/AlonSerper">Alon Serper</a></div><p class="ds-related-work--metadata ds2-5-body-xs">http://www.amazon.com/Democracy-Education-Collected-Perspectives-Volume/dp/0990360709, 2014</p><div 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