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I studied for two years in France in the early 1980s, and then undertook the rest of my university studies in Canada in the areas of political science, sociology and education. I completed my doctorate in the sociology of education at the Ontario Institute for Studies in Education at the University of Toronto in 1996, with my thesis examining anti-racism and institutional culture in education. \n From 2005 to 2010, I was an Assistant Professor at Youngstown State University, where I taught courses in multicultural education, the sociology of education, diversity and leadership, and qualitative methodology. I was then an Associate Professor in the Department of Sociology and the Department of Interdisciplinary Studies at Lakehead University (Orillia), which is 90 minutes north of Toronto, from 2010 to 2014. I am currently a Full Professor in the Department of Education at the Université du Québec en Outaouais in Gatineau, Quebec, Canada, which is part of the national capital region. \n In 2016, I was awarded, along with Gina Thésée at UQAM as the Co-Chair, a UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT), which is based at the Université du Québec en Outaouais. The UNESCO Chair DCMÉT involves international work, projects and collaboration, adhering to UNESCO values and principles, and connecting with other UNESCO Chairs and partners and civil society groups as well as engaging with colleagues in the Global South. \n My current research is broadly concerned with social justice, with specific threads related to democracy, media literacy, peace studies, antiracism, intercultural relations, the environment, and transformative change.\n I am influenced by the critical pedagogical movement/tradition/body of work, and am intellectually, socially and politically interested in Paulo Freire’s work and ideas around political literacy, transformation, conscientization, and radical love. Other scholars, such as Joe Kincheloe, Antonia Darder, Peter McLaren, Shirley Steinberg, Gina Thésée, George Dei, and Carl James, have further supported my thinking related to political sociology, oppression, human decency, and the quest for peace. \n I have collaborated with a number of colleagues, and have co-edited around twenty books and authored or co-authored two others. Increasingly, I am working in Spanish, especially with colleagues in South America.\n For a number of years, before becoming a professor, I worked as a Senior Policy Advisor on educational policy in the Ontario Government related to anti-racism, linguistic minority rights, Aboriginal education, special education and other diversity-related matters.\n 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data-dom-id="ProfileCheckPaperUpdate-react-component-e7667185-7d5f-4523-8221-795792fa3f3a"></div> <div id="ProfileCheckPaperUpdate-react-component-e7667185-7d5f-4523-8221-795792fa3f3a"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Paul R Carr" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/38268/12737/26276547/s200_paul.carr.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Paul R Carr</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://uqo.academia.edu/">Université du Québec en Outaouais</a>, <a class="u-tcGrayDarker" href="https://uqo.academia.edu/Departments/Education/Documents">Education</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Paul" data-follow-user-id="38268" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="38268"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">6,963</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">966</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">22</p></div></a><div class="js-mentions-count-container" style="display: none;"><a href="/PaulRCarr/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data"></p></div></a></div><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">I am originally from Toronto, and now reside in Montreal. I studied for two years in France in the early 1980s, and then undertook the rest of my university studies in Canada in the areas of political science, sociology and education. I completed my doctorate in the sociology of education at the Ontario Institute for Studies in Education at the University of Toronto in 1996, with my thesis examining anti-racism and institutional culture in education. <br />    From 2005 to 2010, I was an Assistant Professor at Youngstown State University, where I taught courses in multicultural education, the sociology of education, diversity and leadership, and qualitative methodology. I was then an Associate Professor in the Department of Sociology and the Department of Interdisciplinary Studies at Lakehead University (Orillia), which is 90 minutes north of Toronto, from 2010 to 2014. I am currently a Full Professor in the Department of Education at the Université du Québec en Outaouais in Gatineau, Quebec, Canada, which is part of the national capital region.  <br />    In 2016, I was awarded, along with Gina Thésée at UQAM as the Co-Chair, a UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT), which is based at the Université du Québec en Outaouais. The UNESCO Chair DCMÉT involves international work, projects and collaboration, adhering to UNESCO values and principles, and connecting with other UNESCO Chairs and partners and civil society groups as well as engaging with colleagues in the Global South.    <br />    My current research is broadly concerned with social justice, with specific threads related to democracy, media literacy, peace studies, antiracism, intercultural relations, the environment, and transformative change.<br />    I am influenced by the critical pedagogical movement/tradition/body of work, and am intellectually, socially and politically interested in Paulo Freire’s work and ideas around political literacy, transformation, conscientization, and radical love. Other scholars, such as Joe Kincheloe, Antonia Darder, Peter McLaren, Shirley Steinberg, Gina Thésée, George Dei, and Carl James, have further supported my thinking related to political sociology, oppression, human decency, and the quest for peace. <br />    I have collaborated with a number of colleagues, and have co-edited around twenty books and authored or co-authored two others. Increasingly, I am working in Spanish, especially with colleagues in South America.<br />    For a number of years, before becoming a professor, I worked as a Senior Policy Advisor on educational policy in the Ontario Government related to anti-racism, linguistic minority rights, Aboriginal education, special education and other diversity-related matters.<br /><b>Address: </b>Université du Québec en Outaouais, <br />Département des sciences de l'éducation, Gatineau, Québec <br />Canada<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ehess.academia.edu/AngeloMontoni"><img class="profile-avatar 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href="#teachingdocuments" role="tab" style="border: none;"><span>7</span> Teaching Documents</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Drafts" data-toggle="tab" href="#drafts" role="tab" style="border: none;"><span>1</span> Drafts</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="UNESCO-Chair-DCMÉT" data-toggle="tab" href="#unescochairdcmét" role="tab" style="border: none;"><span>24</span> UNESCO Chair DCMÉT</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Videos" id="Videos"><h3 class="profile--tab_heading_container">Videos by Paul R Carr</h3></div><style type="text/css">/*thumbnail*/ 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/><img alt="Play" class="play-icon" src="//a.academia-assets.com/images/video-play-icon.svg" /><div class="video-duration">31:55</div></div></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" href="https://www.academia.edu/video/1wo8g1">¿Cómo educar para la paz, el diálogo y la escucha activa en la era digital?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">¿Qué es la paz? ¿Realmente queremos vivir en un mundo pacífico? Si lo hacemos, ¿De qué modo debem...</span><a class="js-work-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">¿Qué es la paz? ¿Realmente queremos vivir en un mundo pacífico? Si lo hacemos, ¿De qué modo debemos dedicarnos a cultivar la paz? ¿Debería la educación para la paz ser una piedra angular de todas las iniciativas encaminadas a lograr una sociedad pacífica? Por un lado, vivimos en un mundo con multitud de conflictos militares abiertos, genocidios, luchas religiosas / raciales / etnoculturales y terrorismo, y feminicidio, violencia de pandillas, microagresiones, violencia policial, violencia en el deporte, bullying, racismo, sexismo y otras formas de la violencia, En cambio, estamos constantemente enredados en la violencia simbólica, material, inferida y real. Las redes sociales tienen un potencial infinito de participación, difusión, inclusión, pero también de igual modo, en la red se fomentan conflictos sociales como es la xenofobia, porque las redes sociales están intensamente impregnadas de memos, videos, juegos, discusiones, comentarios y una serie de innovaciones, posibilidades de c</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-video-id="1wo8g1"><a class="js-profile-work-strip-edit-button" href="https://uqo.academia.edu/video/edit/1wo8g1" rel="nofollow" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-video-id="1wo8g1">19 views</span></span></span></div></div></div><style type="text/css">/*thumbnail*/ .video-thumbnail-container { position: relative; height: 88px !important; box-sizing: content-box; } .thumbnail-image { height: 100%; width: 100%; object-fit: cover; } .play-icon { position: absolute; width: 40px; height: 40px; top: calc(50% - 20px); left: calc(50% - 20px); } .video-duration { position: absolute; bottom: 2px; right: 2px; color: #ffffff; background-color: #000000; font-size: 12px; font-weight: 500; line-height: 12px; padding: 2px; }</style><div class="js-work-strip profile--work_container" data-video-id="10217"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" href="https://www.academia.edu/video/la68Wk"><div class="work-thumbnail video-thumbnail-container"><img class="thumbnail-image" onerror="this.src='//a.academia-assets.com/images/videoicon.svg'" src="https://academia-edu-videos.s3.amazonaws.com/transcoded/la68Wk/thumbnail.jpg?response-content-disposition=inline%3B%20filename%3D%22thumbnail.jpg%22%3B%20filename%2A%3DUTF-8%27%27thumbnail.jpg&response-content-type=image%2Fjpeg&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=ASIATUSBJ6BAL73ZSGMB%2F20250314%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20250314T102343Z&X-Amz-Expires=19691&X-Amz-Security-Token=IQoJb3JpZ2luX2VjEKL%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIBdvh3fjo8MdVd%2BW9Htfaq43mgvpzEZEWH230jvjFu9xAiEAkMmMw87bRZylzbTqpH9Oh6PJPXPmzTIQJDcxguabZZQqlgQI6%2F%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FARAAGgwyNTAzMTg4MTEyMDAiDGooH442QptBIrYcNCrqA4pOlpwv4gjTYBGH1U8JW1TwStJkuPqQfKbUbI30%2BQIAjcgRnFzqOFLpHBhd42LAJexPcOvt8cWUoFedDQqKZXj2Gf4KflHHeWBsdMCujRc5sdmVRV%2BrKv66dwlP%2F8eBtnvOt5i919hZUZHbeRAmYLHIYj%2BbfZKcwOqOxwd24Czy2gZZln%2FA97qRbMzFrYFYZZY6oVXjZuWfxkNqgSWDIDGpi3LiozclR6%2BiwrmO03EJqC6ZQY0W4Yjsp3UQrArqg8w1kZcuHA7V8yMOecbJzUVtqw9CtBx%2BEQqvgwUQpWSmRBxZQqFTKKhEUdC3FStf3QLZDcoQ33Xt48ysnpHScAe6yvghNy1WlxX%2BzeUd%2Ff%2Fiw64dxe6HEINZKUU30XXjBOrcUWOgrjEcauFjrLbm1CgTyTHLcqQ4wr0InbAYtqYM4g9KrYIFt58oAe9xcytPlz54kf4A1n8huLyej5dPnO6OqwQkbdF%2F%2BsSC8JwU1WFDSAKCm8q8fOIsiFgydRDS3hHSIDHP%2BAViZvhDma7RU7voaE6dyrWrwbvUuwOoJewUo%2FrqrBOJ46NrrFa1S68HQocSEr14wsuJ7UJuNCPnwmgsKvdyZ6Q4mFvZQE%2FgtiZuoSpG9Ou7pwEZdREM8viQNt%2FK07kumc%2BxI3wwuvjPvgY6pQFHPgRjsJlYYK%2BONB%2Faosg6%2BOTO7BWnXPr7PYmTnLKQf7U7a79p4hPv%2Bz3c4iY0gvXLZs2WyvWD4i6XPAsZncL%2BvoEnNXzULxXx9dUsDqW7QkXTUri8hXhXyaL9XKJdur76qBudhfmvR%2BbinImKe1fC%2FDQiBEiKYw5jikVCtExobvidxX2P2Pg%2FIvtk8H3kY3taibEoN8ug0BICWarLXUB8mfjLnTQ%3D&X-Amz-SignedHeaders=host&X-Amz-Signature=e36fd61a5d6d81eec0f4ed1749d46c49f215f411bcefa2cdae13f0a64396927f" /><img alt="Play" class="play-icon" src="//a.academia-assets.com/images/video-play-icon.svg" /><div class="video-duration">01:02:41</div></div></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" href="https://www.academia.edu/video/la68Wk">Entrevue sur l'antiracisme</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Une entrevue sur l'antiracisme avec André Mazawi de l'Université of British Columbia (UBC). Un vr...</span><a class="js-work-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Une entrevue sur l'antiracisme avec André Mazawi de l'Université of British Columbia (UBC). Un vrai plaisir de réfléchir sur cette question/ce sujet/cet ensemble de choses/ce point central, surtout en français (avril 2021).<br /><br /><a href="https://www.facebook.com/UNESCO.CHAIR.DCMET/videos/797195504541935" rel="nofollow">https://www.facebook.com/UNESCO.CHAIR.DCMET/videos/797195504541935</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-video-id="la68Wk"><a class="js-profile-work-strip-edit-button" href="https://uqo.academia.edu/video/edit/la68Wk" rel="nofollow" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-video-id="la68Wk">34 views</span></span></span></div></div></div><div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Paul R Carr</h3></div><div class="js-work-strip profile--work_container" data-work-id="109544848"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109544848/Everything_changes_but_does_everything_really_change_The_Yin_and_Yang_of_education_and_democracy_and_the_eternal_quest_for_emancipation"><img alt="Research paper thumbnail of Everything changes but does everything really change? The Yin and Yang of education and democracy, and the eternal quest for emancipation" class="work-thumbnail" src="https://attachments.academia-assets.com/107638021/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109544848/Everything_changes_but_does_everything_really_change_The_Yin_and_Yang_of_education_and_democracy_and_the_eternal_quest_for_emancipation">Everything changes but does everything really change? The Yin and Yang of education and democracy, and the eternal quest for emancipation</a></div><div class="wp-workCard_item"><span>Dabom Publishing</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We wrote our book just before the pandemic, documenting almost two decades of thoughts, debates, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We wrote our book just before the pandemic, documenting almost two decades of thoughts, debates, reflections, arguments and research on education for democracy and democracy in education. Like many other colleagues, we hoped that there would be a natural symbiotic and deeply inter-meshed relationship between the two, echoing the Chinese philosophy (Yin and Yang) that frames the two concepts as interconnected, developing and sustaining life, even if the tensions that define them can cause turbulence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d34eb5fa05af6e5c73ae937a0a8801f9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107638021,"asset_id":109544848,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107638021/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109544848"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109544848"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109544848; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109544848]").text(description); $(".js-view-count[data-work-id=109544848]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109544848; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109544848']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d34eb5fa05af6e5c73ae937a0a8801f9" } } $('.js-work-strip[data-work-id=109544848]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109544848,"title":"Everything changes but does everything really change? 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","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":107638021,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107638021/thumbnails/1.jpg","file_name":"PREFACE_BOOK_KOREAN_version_PRC.pdf","download_url":"https://www.academia.edu/attachments/107638021/download_file","bulk_download_file_name":"Everything_changes_but_does_everything_r.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107638021/PREFACE_BOOK_KOREAN_version_PRC-libre.pdf?1700600194=\u0026response-content-disposition=attachment%3B+filename%3DEverything_changes_but_does_everything_r.pdf\u0026Expires=1741735958\u0026Signature=CVfs3~slvlB~cV0wN7NNyr04QANLKRCeHVoht5h3raOPe-0xbt7FT6xck5HHHy0YCbGxjm9hNIWWxD9NSJWtI7pRd~Kwxz6AnF4k7rWdIZ6GjO4a8lIAhFwxZNNPpzmzF5JrzEDSkl-1MiM3KEbqOVCMzjNR0CE14hdQ~FgBxlIkPF5Uswnx4T30fZzu4uE12FBOw2lpTEYTZLdfv1y6p4AORqYtPf1mJQiP6bSwGo5QvWN9Dq~ufTjAURH3pZaXpvNFg93ii79LEjuaAy8WkVNRn23i1z7GfSiKlguV-YwjE7HhMcl0MKhTfETMnDKkqt~NWlK6lb0K-bN9V9mquw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109487434"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109487434/Media_and_information_literate_citizens_think_critically_click_wisely_"><img alt="Research paper thumbnail of Media and information literate citizens: think critically, click wisely!" class="work-thumbnail" src="https://attachments.academia-assets.com/107598241/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109487434/Media_and_information_literate_citizens_think_critically_click_wisely_">Media and information literate citizens: think critically, click wisely!</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Can we improve our societies by clicking wisely? Content providers such as libraries, a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Can we improve our societies by clicking wisely? Content  providers  such  as  libraries,  archives,  museums,  media  and  digital  communications  companies  can  enable  inclusive  and  sustainable  development.  However, they do not always live up to these ideals, which creates challenges for the users of these services. Content providers of all types open up new opportunities for lifelong learning. But at the same time, they open up challenges such as misinformation and disinformation, hate speech, and infringement of online privacy, among others.Media  and  information  literacy  is  a  set  of  competencies  that  help  people  to  maximize  advantages  and  minimize  harms.    Media    and    information    literacy    covers    competencies  that  enable  people  to  critically  and  Capacities in these areas are  indispensable  for  all  citizens  regardless  of  their  ages or backgrounds.This pioneering curriculum presents a comprehensive competency  framework  of  media  and  information  pedagogical    suggestions.    It    features    various    detailed    modules    covering    the    range    of    competencies    needed    to  navigate  today’s  communications  ecosystem.  This  resource  links  media  and  education, education for sustainable development, cultural literacy and the exponential information literacy curriculum, everyone can become media and information literate as well as peer-educators of media and information literacy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64191b6e7edf775f66420b4becd653a6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107598241,"asset_id":109487434,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107598241/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109487434"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109487434"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109487434; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109487434]").text(description); $(".js-view-count[data-work-id=109487434]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109487434; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109487434']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "64191b6e7edf775f66420b4becd653a6" } } $('.js-work-strip[data-work-id=109487434]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109487434,"title":"Media and information literate citizens: think critically, click wisely!","translated_title":"","metadata":{"abstract":"Can we improve our societies by clicking wisely? 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Robust and critical citizen engagement through social movements and transformative education is a necessary cornerstone to building meaningful and critical forms of democracy. Social solidarity (and eco-global citizenship) is confronted by a myriad of forced and unforced migrations, xenophobia, avarice, warfare, and the global environmental catastrophe, with global elites continually shoring up their bottom line. This book—offered in English, French and Spanish, with authors from a dozen countries—is part of our socio-political and educational project, seeking to bring people together across linguistic, cultural, geographic, identity and disciplinary lines. Aiming to cultivate and facilitate deliberative, engaged dialogues, ideas, proposals and actions for a world that more purposefully and audaciously includes all humans, species and the environment under the same tent is a central feature of our epicenter.<br /><br />Les pratiques, les connaissances et les épistémologies émancipatrices créatives et innovantes qui ont été martelées par le régime néolibéral et néocolonial ne peuvent plus être négligées. Un engagement citoyen solide et critique par le biais de mouvements sociaux et d'une éducation transformatoire est une pierre angulaire nécessaire à la construction de formes de démocratie robustes et critiques. La solidarité sociale (et la citoyenneté éco*mondiale) est confrontée par une myriade de migrations forcées et non forcées, de xénophobie, d'avarice, de guerre et de la catastrophe environnementale mondiale, les élites mondiales renforçant continuellement leur positionnement économique. Ce livre—en anglais, français et espagnol, avec des auteurs d'une douzaine de pays—s'inscrit dans notre projet socio-politique et éducatif, cherchant à rapprocher les gens au-delà des frontières linguistiques, culturelles, géographiques, identitaires et disciplinaires. Visant à cultiver et à faciliter des dialogues, des idées, des propositions et des actions délibératifs et engagés pour un monde qui inclut plus délibérément et audacieusement tous les humains, les espèces et l'environnement sous le même toit est une caractéristique centrale de notre épicentre.<br /><br />Ya no se puede pasar por alto revivir e innovar creativamente prácticas, conocimientos y epistemologías emancipatorias que han sido golpeadas por el régimen neoliberal y neocolonial. La participación ciudadana sólida y crítica a través de movimientos sociales y la educación transformadora es una piedra angular necesaria para construir formas significativas y críticas de democracia. La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ab5381246c1525f7262c495501cc5014" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99051145,"asset_id":97425749,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99051145/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97425749"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97425749"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97425749; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97425749]").text(description); $(".js-view-count[data-work-id=97425749]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97425749; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97425749']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ab5381246c1525f7262c495501cc5014" } } $('.js-work-strip[data-work-id=97425749]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97425749,"title":"The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora","translated_title":"","metadata":{"abstract":"Creatively reviving and innovating emancipatory practices, knowledges and epistemologies that have been under attack by neoliberal and neocolonial rule can no longer be overlooked. 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Aiming to cultivate and facilitate deliberative, engaged dialogues, ideas, proposals and actions for a world that more purposefully and audaciously includes all humans, species and the environment under the same tent is a central feature of our epicenter.\n\nLes pratiques, les connaissances et les épistémologies émancipatrices créatives et innovantes qui ont été martelées par le régime néolibéral et néocolonial ne peuvent plus être négligées. Un engagement citoyen solide et critique par le biais de mouvements sociaux et d'une éducation transformatoire est une pierre angulaire nécessaire à la construction de formes de démocratie robustes et critiques. La solidarité sociale (et la citoyenneté éco*mondiale) est confrontée par une myriade de migrations forcées et non forcées, de xénophobie, d'avarice, de guerre et de la catastrophe environnementale mondiale, les élites mondiales renforçant continuellement leur positionnement économique. 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La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.\n","more_info":"Carr, Paul R., Thésée Gina \u0026 Rivas-Sanchez, Eloy. (eds.). (2023). The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre : Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora. New York: DIO Press. ","page_numbers":"620","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora"},"translated_abstract":"Creatively reviving and innovating emancipatory practices, knowledges and epistemologies that have been under attack by neoliberal and neocolonial rule can no longer be overlooked. Robust and critical citizen engagement through social movements and transformative education is a necessary cornerstone to building meaningful and critical forms of democracy. Social solidarity (and eco-global citizenship) is confronted by a myriad of forced and unforced migrations, xenophobia, avarice, warfare, and the global environmental catastrophe, with global elites continually shoring up their bottom line. This book—offered in English, French and Spanish, with authors from a dozen countries—is part of our socio-political and educational project, seeking to bring people together across linguistic, cultural, geographic, identity and disciplinary lines. Aiming to cultivate and facilitate deliberative, engaged dialogues, ideas, proposals and actions for a world that more purposefully and audaciously includes all humans, species and the environment under the same tent is a central feature of our epicenter.\n\nLes pratiques, les connaissances et les épistémologies émancipatrices créatives et innovantes qui ont été martelées par le régime néolibéral et néocolonial ne peuvent plus être négligées. Un engagement citoyen solide et critique par le biais de mouvements sociaux et d'une éducation transformatoire est une pierre angulaire nécessaire à la construction de formes de démocratie robustes et critiques. La solidarité sociale (et la citoyenneté éco*mondiale) est confrontée par une myriade de migrations forcées et non forcées, de xénophobie, d'avarice, de guerre et de la catastrophe environnementale mondiale, les élites mondiales renforçant continuellement leur positionnement économique. Ce livre—en anglais, français et espagnol, avec des auteurs d'une douzaine de pays—s'inscrit dans notre projet socio-politique et éducatif, cherchant à rapprocher les gens au-delà des frontières linguistiques, culturelles, géographiques, identitaires et disciplinaires. Visant à cultiver et à faciliter des dialogues, des idées, des propositions et des actions délibératifs et engagés pour un monde qui inclut plus délibérément et audacieusement tous les humains, les espèces et l'environnement sous le même toit est une caractéristique centrale de notre épicentre.\n\nYa no se puede pasar por alto revivir e innovar creativamente prácticas, conocimientos y epistemologías emancipatorias que han sido golpeadas por el régimen neoliberal y neocolonial. La participación ciudadana sólida y crítica a través de movimientos sociales y la educación transformadora es una piedra angular necesaria para construir formas significativas y críticas de democracia. La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.\n","internal_url":"https://www.academia.edu/97425749/The_Epicenter_Democracy_Eco_Global_Citizenship_and_Transformative_Education_L_%C3%A9picentre_D%C3%A9mocratie_%C3%89co_Citoyennet%C3%A9_mondiale_et_%C3%89ducation_transformatoire_El_Epicentro_Democracia_Eco_Ciudadan%C3%ADa_Mundial_y_Educaci%C3%B3n_Transformadora","translated_internal_url":"","created_at":"2023-02-23T15:47:45.135-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":39540951,"work_id":97425749,"tagging_user_id":38268,"tagged_user_id":4149733,"co_author_invite_id":null,"email":"t***a@uqam.ca","affiliation":"Université du Québec à Montréal","display_order":1,"name":"Gina Thésée","title":"The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora"},{"id":39540952,"work_id":97425749,"tagging_user_id":38268,"tagged_user_id":56658877,"co_author_invite_id":null,"email":"h***s@gmail.com","affiliation":"Athabasca University","display_order":2,"name":"Eloy Rivas-Sanchez","title":"The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora"}],"downloadable_attachments":[{"id":99051145,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99051145/thumbnails/1.jpg","file_name":"The_Epicenter_27_feb_2023.pdf","download_url":"https://www.academia.edu/attachments/99051145/download_file","bulk_download_file_name":"The_Epicenter_Democracy_Eco_Global_Citiz.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99051145/The_Epicenter_27_feb_2023-libre.pdf?1677201449=\u0026response-content-disposition=attachment%3B+filename%3DThe_Epicenter_Democracy_Eco_Global_Citiz.pdf\u0026Expires=1741735958\u0026Signature=Th8PbVetEcPAfcJkSLm8-VcRp9dYvX2AEiqyhf28iW2Zzz70mVytvwaBtIcC4bZNpIqKVEZ2ZO-3ep9W28YvDVgfThdjhczZNwxfXERxXJ-0UFDSDjKW-xzeYZ9gPXA-0XQkdAKlGO5XplSoj94zWCxfiQOKQBm7NI3UI3fRB3TOmfhgXgP4Uqzh85iaAtJWyurZ~ioGP2k98XRTScYiB30bCuGlqri5WAeC3Es8cmwVT5DEvY95dWBvY0DGK96PEijO~y2vA3l56irGyJQwS9Z4MIX5ItJ7ol0PWCQTGEWSvN-R2SDy~HreTCJPV6jIgyJgFQ1gCTQrHZ8QpRyZfA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Epicenter_Democracy_Eco_Global_Citizenship_and_Transformative_Education_L_épicentre_Démocratie_Éco_Citoyenneté_mondiale_et_Éducation_transformatoire_El_Epicentro_Democracia_Eco_Ciudadanía_Mundial_y_Educación_Transformadora","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"Creatively reviving and innovating emancipatory practices, knowledges and epistemologies that have been under attack by neoliberal and neocolonial rule can no longer be overlooked. 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Ce livre—en anglais, français et espagnol, avec des auteurs d'une douzaine de pays—s'inscrit dans notre projet socio-politique et éducatif, cherchant à rapprocher les gens au-delà des frontières linguistiques, culturelles, géographiques, identitaires et disciplinaires. Visant à cultiver et à faciliter des dialogues, des idées, des propositions et des actions délibératifs et engagés pour un monde qui inclut plus délibérément et audacieusement tous les humains, les espèces et l'environnement sous le même toit est une caractéristique centrale de notre épicentre.\n\nYa no se puede pasar por alto revivir e innovar creativamente prácticas, conocimientos y epistemologías emancipatorias que han sido golpeadas por el régimen neoliberal y neocolonial. La participación ciudadana sólida y crítica a través de movimientos sociales y la educación transformadora es una piedra angular necesaria para construir formas significativas y críticas de democracia. La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.\n","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":99051145,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99051145/thumbnails/1.jpg","file_name":"The_Epicenter_27_feb_2023.pdf","download_url":"https://www.academia.edu/attachments/99051145/download_file","bulk_download_file_name":"The_Epicenter_Democracy_Eco_Global_Citiz.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99051145/The_Epicenter_27_feb_2023-libre.pdf?1677201449=\u0026response-content-disposition=attachment%3B+filename%3DThe_Epicenter_Democracy_Eco_Global_Citiz.pdf\u0026Expires=1741735958\u0026Signature=Th8PbVetEcPAfcJkSLm8-VcRp9dYvX2AEiqyhf28iW2Zzz70mVytvwaBtIcC4bZNpIqKVEZ2ZO-3ep9W28YvDVgfThdjhczZNwxfXERxXJ-0UFDSDjKW-xzeYZ9gPXA-0XQkdAKlGO5XplSoj94zWCxfiQOKQBm7NI3UI3fRB3TOmfhgXgP4Uqzh85iaAtJWyurZ~ioGP2k98XRTScYiB30bCuGlqri5WAeC3Es8cmwVT5DEvY95dWBvY0DGK96PEijO~y2vA3l56irGyJQwS9Z4MIX5ItJ7ol0PWCQTGEWSvN-R2SDy~HreTCJPV6jIgyJgFQ1gCTQrHZ8QpRyZfA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":50470,"name":"éducation","url":"https://www.academia.edu/Documents/in/%C3%A9ducation"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n"},{"id":84773,"name":"Global Citizenship Education","url":"https://www.academia.edu/Documents/in/Global_Citizenship_Education"},{"id":130397,"name":"Democracia","url":"https://www.academia.edu/Documents/in/Democracia"},{"id":383264,"name":"Relaciones de poder y ciudadanía","url":"https://www.academia.edu/Documents/in/Relaciones_de_poder_y_ciudadania"},{"id":613766,"name":"Service Civique éducation Civique éducation à La Citoyenneté","url":"https://www.academia.edu/Documents/in/Service_Civique_education_Civique_education_a_La_Citoyennete"}],"urls":[{"id":29236998,"url":"https://www.diopress.com/the-epicentre"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38576819"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38576819/_It_s_not_education_that_scares_me_it_s_the_educators_Is_there_still_hope_for_democracy_in_education_and_education_for_democracy"><img alt="Research paper thumbnail of “It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy?" class="work-thumbnail" src="https://attachments.academia-assets.com/58649937/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38576819/_It_s_not_education_that_scares_me_it_s_the_educators_Is_there_still_hope_for_democracy_in_education_and_education_for_democracy">“It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy?</a></div><div class="wp-workCard_item"><span>“It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy?</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many people believe that “education” has a disproportionately negative effect on them and those c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many people believe that “education” has a disproportionately negative effect on them and those close to them. With so much wealth, technological prowess, innovation, and economic development, why do we still have marginalization, social inequalities, conflict, mass incarceration and generational poverty? The connection to democracy, Education for Democracy (EfD) and social justice is, for Carr and Thésée, clear, and this volume interweaves a narrative within these themes based on a Freirian theoretical backdrop. This book presents a vision for transformative education and EfD, seeking to cultivate, stimulate and support political and media literacy, critical engagement and a re-conceptualization of what education is, and, importantly, how it can address entrenched, systemic and institutional problems that plague society. Based on over a decade of empirical research in a range of contexts and jurisdictions, the authors strive to link teaching and learning with agency, solidarity, action and transformative change within the conceptual framework of a critically-engaged EfD.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="52088ac11f91bb3cfe2ce11634301d9c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58649937,"asset_id":38576819,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58649937/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38576819"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38576819"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38576819; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38576819]").text(description); $(".js-view-count[data-work-id=38576819]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38576819; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38576819']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "52088ac11f91bb3cfe2ce11634301d9c" } } $('.js-work-strip[data-work-id=38576819]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38576819,"title":"“It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy?","translated_title":"","metadata":{"abstract":"Many people believe that “education” has a disproportionately negative effect on them and those close to them. 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We are all—individually and coll...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Participatory media 2.0 have shifted the terrain of public life. We are all—individually and collectively—able to produce and circulate media to a potentially limitless audience, and we are all, at minimum, arbiters of knowledge and information through the choices—or clicks—we make when online. In this new environment of two-way and multidimensional media flow, digital communication tools, platforms and spaces offer enormous potential for the cultivation, development and circulation of diverse and counter-hegemonic perspectives. It has also provoked a crisis of communication between oppositional " echo chambers. " Democracy requires a functioning, critically-engaged and literate populace, one that can participate in, cultivate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media and digital literacies, given the ubiquity and immersiveness of Media 2.0 in our lives. In Democracy 2.0, we feature a series of evocative, international case studies that document the impact of alternative and community use of media, in general, and Web 2.0 in particular. The aim is to foster critical reflection on social realities, developing the context for coalition-building in support of social change and social justice. The chapters herein examine activist uses of social and visual media within a broad and critical frame, underpinning the potential of alternative and DIY (Do It Yourself) media to impact and help forge community relationships, to foster engagement in the civic and social life of citizens across the globe and, ultimately, to support thicker forms of democratic participation, engagement and conscientization, beyond electoralist, representative, normative democracy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="122a4c12317154bd31d3c129bd819394" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55880350,"asset_id":35994735,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55880350/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35994735"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35994735"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35994735; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35994735]").text(description); $(".js-view-count[data-work-id=35994735]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35994735; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35994735']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "122a4c12317154bd31d3c129bd819394" } } $('.js-work-strip[data-work-id=35994735]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35994735,"title":"Democracy 2.0: Media, Political Literacy and Critical Engagement","translated_title":"","metadata":{"abstract":"Participatory media 2.0 have shifted the terrain of public life. We are all—individually and collectively—able to produce and circulate media to a potentially limitless audience, and we are all, at minimum, arbiters of knowledge and information through the choices—or clicks—we make when online. In this new environment of two-way and multidimensional media flow, digital communication tools, platforms and spaces offer enormous potential for the cultivation, development and circulation of diverse and counter-hegemonic perspectives. It has also provoked a crisis of communication between oppositional \" echo chambers. \" Democracy requires a functioning, critically-engaged and literate populace, one that can participate in, cultivate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media and digital literacies, given the ubiquity and immersiveness of Media 2.0 in our lives. In Democracy 2.0, we feature a series of evocative, international case studies that document the impact of alternative and community use of media, in general, and Web 2.0 in particular. The aim is to foster critical reflection on social realities, developing the context for coalition-building in support of social change and social justice. The chapters herein examine activist uses of social and visual media within a broad and critical frame, underpinning the potential of alternative and DIY (Do It Yourself) media to impact and help forge community relationships, to foster engagement in the civic and social life of citizens across the globe and, ultimately, to support thicker forms of democratic participation, engagement and conscientization, beyond electoralist, representative, normative democracy. \r\n\r\n","more_info":"Published by Brill/Sense","ai_title_tag":"Democracy 2.0: Media, Literacy, and Engaged Citizenship","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Democracy 2.0: Media, Political Literacy and Critical Engagement"},"translated_abstract":"Participatory media 2.0 have shifted the terrain of public life. 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In Democracy 2.0, we feature a series of evocative, international case studies that document the impact of alternative and community use of media, in general, and Web 2.0 in particular. The aim is to foster critical reflection on social realities, developing the context for coalition-building in support of social change and social justice. The chapters herein examine activist uses of social and visual media within a broad and critical frame, underpinning the potential of alternative and DIY (Do It Yourself) media to impact and help forge community relationships, to foster engagement in the civic and social life of citizens across the globe and, ultimately, to support thicker forms of democratic participation, engagement and conscientization, beyond electoralist, representative, normative democracy. \r\n\r\n","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":55880350,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55880350/thumbnails/1.jpg","file_name":"DEM_2.0_FLYER.pdf","download_url":"https://www.academia.edu/attachments/55880350/download_file","bulk_download_file_name":"Democracy_2_0_Media_Political_Literacy_a.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55880350/DEM_2.0_FLYER-libre.pdf?1519399239=\u0026response-content-disposition=attachment%3B+filename%3DDemocracy_2_0_Media_Political_Literacy_a.pdf\u0026Expires=1741946802\u0026Signature=f3k6OxesQ1DQFglCPvHR7ELi-BL-p9BGf3Vv4RWcB2ymXvBUfPP-QbYEDg9kHOrmj3MTUMcE4jm8tPw-Pj8a2I7CunIywaxvLC6QxFbqgAakqxX2z1XF8RdqgdmL-LyuDIuR2LCZaA7XacoWbvcySkPz4VOKdG3q8LqiFHxs2RW5FJEMrh1z4LfzS3Vv4mlZeIH-m0fUmaEcaEqh3Ou0XYBBDv967GGtJFDKksDiE1CaX2gM5lD2WMYRzwJ5fuR3zUr0a-~eSmssMqBcV6ixyXotHyXUuH62c17t769lQiCiJ2wbAddqEbw8cFhCvmtYsawT6Qw6qLSduc5~4sIoog__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1591,"name":"Transformative Learning","url":"https://www.academia.edu/Documents/in/Transformative_Learning"},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media"},{"id":10466,"name":"Media and Democracy","url":"https://www.academia.edu/Documents/in/Media_and_Democracy"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[{"id":8439894,"url":"http://www.brill.com/products/book/democracy-20-0"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35952286"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/35952286/Critical_Multicultural_Perspectives_on_Whiteness_Views_from_the_Past_and_Present"><img alt="Research paper thumbnail of Critical Multicultural Perspectives on Whiteness: Views from the Past and Present" class="work-thumbnail" src="https://attachments.academia-assets.com/55972431/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/35952286/Critical_Multicultural_Perspectives_on_Whiteness_Views_from_the_Past_and_Present">Critical Multicultural Perspectives on Whiteness: Views from the Past and Present</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DarrenLund">Darren Lund</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Whiteness is a narrative. It is the privileged dimension of the complex story of "race" that was,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Whiteness is a narrative. It is the privileged dimension of the complex story of "race" that was, and continues to be, seminal in shaping the socio-economic structure and cultural climate of the United States and other Western nations. Without acknowledging this story, it is impossible to understand fully the current political and social contexts in which we live. Critical Multicultural Perspectives on Whiteness explores multiple analyses of whiteness, drawing on both past and current key sources to tell the story in a more comprehensive way. This book features both iconic essays that address the social construction of whiteness and critical resistance as well as excellent new critical perspectives. <br /> <br />--------- <br /> <br />La "Blanchitude", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de "privilège" et de "pouvoir" ancrées dans l'histoire complexe des "races", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018. <br /> <br /><a href="https://www.peterlang.com/view/product/82649?v=toc" rel="nofollow">https://www.peterlang.com/view/product/82649?v=toc</a> <br /> <br /> <br />Critical Multicultural Perspectives on Whiteness: Views from the Past and Present <br /> <br />Contents <br /> <br />Figures <br /> <br />Acknowledgements <br /> <br />Introduction: Critical Multicultural Perspectives on Whiteness <br />Virginia Lea, Darren E. Lund and Paul R. Carr <br /> <br />Section I The Social Construction of Whiteness and Critical Resistance <br /> <br />1. Romancing the Shadow <br />Toni Morrison <br /> <br />2. Whiteness as Property <br />Cheryl L. Harris <br /> <br />3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800 <br />D. R. Roediger <br /> <br />4.  Slavery and Race: The Southern Dilemma <br />G. M. Frederickson <br /> <br />5. The Invention of the White Race—And the Ordeal of America <br />T. W. Allen <br /> <br />6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms) <br />Trina Grillo and Stephanie M. Wildman <br /> <br />7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It <br />Heather W. Hackman and Susan Raffo <br /> <br />8. Deconstructing Whiteness: Discovering the Water <br />Kelly E. Maxwell <br /> <br />9. Disrupting Denial and White Privilege in Teacher Education <br />Darren E. Lund and Paul R. Carr <br /> <br />10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism <br />Virginia Lea and Erma Jean Sims <br /> <br />11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman <br />Gina Thésée <br /> <br />12. Nothing to Add: A Challenge to White Silence in Racial Discussions <br />Robin DiAngelo <br /> <br />13.  The Elephant in the Room: Picturebooks, Philosophy for Children and Racism <br />Darren Chetty <br /> <br />Section II - New Critical Perspectives on Whiteness <br /> <br />14. Stop Telling that Story! Danger Discourse and the White Racial Frame <br />Robin DiAngelo <br /> <br />15.  Whiteness and Intersectionality Theory <br />Cynthia Levine-Rasky <br /> <br />16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education <br />Melissa Winchell <br /> <br />17. Academic Advising and the Maintenance of Whiteness in Higher Education <br />Geneva L. Sarcedo and Cheryl E. Matias <br /> <br />18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom <br />Tana Mitchell Contents <br /> <br />19.  Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education <br />Paul R. Carr <br /> <br />20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People <br />John L. Hoben <br /> <br />21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum <br />Glen Parkes <br /> <br />22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis <br />Heather W. Hackman <br /> <br />23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like” <br />Nichole E. Grant <br /> <br />Contributors <br /> <br /> <br />Advance Praise <br />“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.” <br />–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco <br /> <br />“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.” <br /> –Christine Sleeter, Professor Emerita, California State University, Monterey Bay <br /> <br />“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.” <br />–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute <br /> <br />“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.” <br />–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education <br /> <br />“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!” <br />–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2424964338e484bdd9240ae0c3e06946" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55972431,"asset_id":35952286,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55972431/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35952286"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35952286"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35952286; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35952286]").text(description); $(".js-view-count[data-work-id=35952286]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35952286; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35952286']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2424964338e484bdd9240ae0c3e06946" } } $('.js-work-strip[data-work-id=35952286]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35952286,"title":"Critical Multicultural Perspectives on Whiteness: Views from the Past and Present","translated_title":"","metadata":{"doi":"10.3726/b11196","abstract":"Whiteness is a narrative. It is the privileged dimension of the complex story of \"race\" that was, and continues to be, seminal in shaping the socio-economic structure and cultural climate of the United States and other Western nations. Without acknowledging this story, it is impossible to understand fully the current political and social contexts in which we live. Critical Multicultural Perspectives on Whiteness explores multiple analyses of whiteness, drawing on both past and current key sources to tell the story in a more comprehensive way. This book features both iconic essays that address the social construction of whiteness and critical resistance as well as excellent new critical perspectives.\r\n\r\n---------\r\n\r\nLa \"Blanchitude\", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de \"privilège\" et de \"pouvoir\" ancrées dans l'histoire complexe des \"races\", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018.\r\n\r\nhttps://www.peterlang.com/view/product/82649?v=toc\r\n\r\n\r\nCritical Multicultural Perspectives on Whiteness: Views from the Past and Present\r\n\r\nContents \r\n\r\nFigures \r\n\r\nAcknowledgements \r\n\r\nIntroduction: Critical Multicultural Perspectives on Whiteness \r\nVirginia Lea, Darren E. Lund and Paul R. Carr \r\n\r\nSection I The Social Construction of Whiteness and Critical Resistance\r\n\r\n1. Romancing the Shadow \r\nToni Morrison \r\n\r\n2. Whiteness as Property \r\nCheryl L. Harris \r\n\r\n3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800 \r\nD. R. Roediger \r\n\r\n4. Slavery and Race: The Southern Dilemma \r\nG. M. Frederickson \r\n\r\n5. The Invention of the White Race—And the Ordeal of America \r\nT. W. Allen \r\n\r\n6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms) \r\nTrina Grillo and Stephanie M. Wildman \r\n\r\n7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It \r\nHeather W. Hackman and Susan Raffo \r\n\r\n8. Deconstructing Whiteness: Discovering the Water \r\nKelly E. Maxwell \r\n\r\n9. Disrupting Denial and White Privilege in Teacher Education \r\nDarren E. Lund and Paul R. Carr \r\n\r\n10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism \r\nVirginia Lea and Erma Jean Sims \r\n\r\n11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman \r\nGina Thésée \r\n\r\n12. Nothing to Add: A Challenge to White Silence in Racial Discussions \r\nRobin DiAngelo \r\n\r\n13. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism \r\nDarren Chetty \r\n\r\nSection II - New Critical Perspectives on Whiteness\r\n\r\n14. Stop Telling that Story! Danger Discourse and the White Racial Frame \r\nRobin DiAngelo \r\n\r\n15. Whiteness and Intersectionality Theory \r\nCynthia Levine-Rasky \r\n\r\n16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education \t\r\nMelissa Winchell \r\n\r\n17. Academic Advising and the Maintenance of Whiteness in Higher Education \r\nGeneva L. Sarcedo and Cheryl E. Matias \r\n\r\n18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom \r\nTana Mitchell Contents \r\n\r\n19. Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education \r\nPaul R. Carr \r\n\r\n20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People \r\nJohn L. Hoben \r\n\r\n21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum \r\nGlen Parkes \r\n\r\n22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis \r\nHeather W. Hackman \r\n\r\n23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like” \r\nNichole E. Grant \r\n\r\nContributors \r\n\r\n\r\nAdvance Praise\r\n“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.” \r\n–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco \r\n\r\n“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.”\r\n –Christine Sleeter, Professor Emerita, California State University, Monterey Bay \r\n\r\n“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.” \r\n–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute \r\n\r\n“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.” \r\n–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education \r\n\r\n“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!” \r\n–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?\r\n\r\n \r\n","more_info":"Lea, Virginia, Lund, Darren E., \u0026 Carr, Paul R. (eds.). (2018). Critical Multicultural Perspectives on Whiteness: Views from the Past and Present. New York: Peter Lang.","ai_title_tag":"Perspectives on Whiteness: Past and Present","publication_date":{"day":null,"month":null,"year":2018,"errors":{}}},"translated_abstract":"Whiteness is a narrative. It is the privileged dimension of the complex story of \"race\" that was, and continues to be, seminal in shaping the socio-economic structure and cultural climate of the United States and other Western nations. Without acknowledging this story, it is impossible to understand fully the current political and social contexts in which we live. Critical Multicultural Perspectives on Whiteness explores multiple analyses of whiteness, drawing on both past and current key sources to tell the story in a more comprehensive way. This book features both iconic essays that address the social construction of whiteness and critical resistance as well as excellent new critical perspectives.\r\n\r\n---------\r\n\r\nLa \"Blanchitude\", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de \"privilège\" et de \"pouvoir\" ancrées dans l'histoire complexe des \"races\", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018.\r\n\r\nhttps://www.peterlang.com/view/product/82649?v=toc\r\n\r\n\r\nCritical Multicultural Perspectives on Whiteness: Views from the Past and Present\r\n\r\nContents \r\n\r\nFigures \r\n\r\nAcknowledgements \r\n\r\nIntroduction: Critical Multicultural Perspectives on Whiteness \r\nVirginia Lea, Darren E. Lund and Paul R. Carr \r\n\r\nSection I The Social Construction of Whiteness and Critical Resistance\r\n\r\n1. Romancing the Shadow \r\nToni Morrison \r\n\r\n2. Whiteness as Property \r\nCheryl L. Harris \r\n\r\n3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800 \r\nD. R. Roediger \r\n\r\n4. Slavery and Race: The Southern Dilemma \r\nG. M. Frederickson \r\n\r\n5. The Invention of the White Race—And the Ordeal of America \r\nT. W. Allen \r\n\r\n6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms) \r\nTrina Grillo and Stephanie M. Wildman \r\n\r\n7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It \r\nHeather W. Hackman and Susan Raffo \r\n\r\n8. Deconstructing Whiteness: Discovering the Water \r\nKelly E. Maxwell \r\n\r\n9. Disrupting Denial and White Privilege in Teacher Education \r\nDarren E. Lund and Paul R. Carr \r\n\r\n10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism \r\nVirginia Lea and Erma Jean Sims \r\n\r\n11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman \r\nGina Thésée \r\n\r\n12. Nothing to Add: A Challenge to White Silence in Racial Discussions \r\nRobin DiAngelo \r\n\r\n13. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism \r\nDarren Chetty \r\n\r\nSection II - New Critical Perspectives on Whiteness\r\n\r\n14. Stop Telling that Story! Danger Discourse and the White Racial Frame \r\nRobin DiAngelo \r\n\r\n15. Whiteness and Intersectionality Theory \r\nCynthia Levine-Rasky \r\n\r\n16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education \t\r\nMelissa Winchell \r\n\r\n17. Academic Advising and the Maintenance of Whiteness in Higher Education \r\nGeneva L. Sarcedo and Cheryl E. Matias \r\n\r\n18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom \r\nTana Mitchell Contents \r\n\r\n19. Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education \r\nPaul R. Carr \r\n\r\n20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People \r\nJohn L. Hoben \r\n\r\n21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum \r\nGlen Parkes \r\n\r\n22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis \r\nHeather W. Hackman \r\n\r\n23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like” \r\nNichole E. Grant \r\n\r\nContributors \r\n\r\n\r\nAdvance Praise\r\n“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.” \r\n–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco \r\n\r\n“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.”\r\n –Christine Sleeter, Professor Emerita, California State University, Monterey Bay \r\n\r\n“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.” \r\n–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute \r\n\r\n“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.” \r\n–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education \r\n\r\n“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!” \r\n–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?\r\n\r\n \r\n","internal_url":"https://www.academia.edu/35952286/Critical_Multicultural_Perspectives_on_Whiteness_Views_from_the_Past_and_Present","translated_internal_url":"","created_at":"2018-02-18T13:14:13.051-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":31078359,"work_id":35952286,"tagging_user_id":38268,"tagged_user_id":3441357,"co_author_invite_id":null,"email":"l***v@uwstout.edu","affiliation":"University of Wisconsin - Stout","display_order":0,"name":"Virginia Lea","title":"Critical Multicultural Perspectives on Whiteness: Views from the Past and Present"},{"id":31078360,"work_id":35952286,"tagging_user_id":38268,"tagged_user_id":31522545,"co_author_invite_id":null,"email":"d***d@shaw.ca","display_order":4194304,"name":"Darren Lund","title":"Critical Multicultural Perspectives on Whiteness: Views from the Past and Present"}],"downloadable_attachments":[{"id":55972431,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55972431/thumbnails/1.jpg","file_name":"Flyer_Lea_Lund_Carr_1.pdf","download_url":"https://www.academia.edu/attachments/55972431/download_file","bulk_download_file_name":"Critical_Multicultural_Perspectives_on_W.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55972431/Flyer_Lea_Lund_Carr_1-libre.pdf?1520282330=\u0026response-content-disposition=attachment%3B+filename%3DCritical_Multicultural_Perspectives_on_W.pdf\u0026Expires=1741735958\u0026Signature=P8HusobroKLZvl5LDns8mdD1uR1dNCkVxYypv6scF~4Wzjeip2PsyVBRL47ExP8pczk9Ivxh25PhvBWfKqhcXiA8XsxxgfD4OYi87~JVxhMKhZT0P30VvDgvw8GptOX9weSwAjKEO4rKhOmTxzZFF8i2S9fljGRB5LK~BCeTnyprszGvNqEWasV2VdrH1SL3Zlqm-a37vgdj7PtKT0J8AbDQUr~HLxymq4QbqmlsESf2kmUmoBn0TCawxgSl4SoNdKSNsM5tUyJ1xM1EhmcLEVGlauvYQ25X0~yBUKCncZSbIeK-VlO4dEwWaqzqVZCtXCO0qdY-9tuB93qdaSFiWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Critical_Multicultural_Perspectives_on_Whiteness_Views_from_the_Past_and_Present","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":"Whiteness is a narrative. It is the privileged dimension of the complex story of \"race\" that was, and continues to be, seminal in shaping the socio-economic structure and cultural climate of the United States and other Western nations. Without acknowledging this story, it is impossible to understand fully the current political and social contexts in which we live. Critical Multicultural Perspectives on Whiteness explores multiple analyses of whiteness, drawing on both past and current key sources to tell the story in a more comprehensive way. This book features both iconic essays that address the social construction of whiteness and critical resistance as well as excellent new critical perspectives.\r\n\r\n---------\r\n\r\nLa \"Blanchitude\", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de \"privilège\" et de \"pouvoir\" ancrées dans l'histoire complexe des \"races\", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018.\r\n\r\nhttps://www.peterlang.com/view/product/82649?v=toc\r\n\r\n\r\nCritical Multicultural Perspectives on Whiteness: Views from the Past and Present\r\n\r\nContents \r\n\r\nFigures \r\n\r\nAcknowledgements \r\n\r\nIntroduction: Critical Multicultural Perspectives on Whiteness \r\nVirginia Lea, Darren E. Lund and Paul R. Carr \r\n\r\nSection I The Social Construction of Whiteness and Critical Resistance\r\n\r\n1. Romancing the Shadow \r\nToni Morrison \r\n\r\n2. Whiteness as Property \r\nCheryl L. Harris \r\n\r\n3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800 \r\nD. R. Roediger \r\n\r\n4. Slavery and Race: The Southern Dilemma \r\nG. M. Frederickson \r\n\r\n5. The Invention of the White Race—And the Ordeal of America \r\nT. W. Allen \r\n\r\n6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms) \r\nTrina Grillo and Stephanie M. Wildman \r\n\r\n7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It \r\nHeather W. Hackman and Susan Raffo \r\n\r\n8. Deconstructing Whiteness: Discovering the Water \r\nKelly E. Maxwell \r\n\r\n9. Disrupting Denial and White Privilege in Teacher Education \r\nDarren E. Lund and Paul R. Carr \r\n\r\n10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism \r\nVirginia Lea and Erma Jean Sims \r\n\r\n11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman \r\nGina Thésée \r\n\r\n12. Nothing to Add: A Challenge to White Silence in Racial Discussions \r\nRobin DiAngelo \r\n\r\n13. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism \r\nDarren Chetty \r\n\r\nSection II - New Critical Perspectives on Whiteness\r\n\r\n14. Stop Telling that Story! Danger Discourse and the White Racial Frame \r\nRobin DiAngelo \r\n\r\n15. Whiteness and Intersectionality Theory \r\nCynthia Levine-Rasky \r\n\r\n16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education \t\r\nMelissa Winchell \r\n\r\n17. Academic Advising and the Maintenance of Whiteness in Higher Education \r\nGeneva L. Sarcedo and Cheryl E. Matias \r\n\r\n18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom \r\nTana Mitchell Contents \r\n\r\n19. Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education \r\nPaul R. Carr \r\n\r\n20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People \r\nJohn L. Hoben \r\n\r\n21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum \r\nGlen Parkes \r\n\r\n22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis \r\nHeather W. Hackman \r\n\r\n23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like” \r\nNichole E. Grant \r\n\r\nContributors \r\n\r\n\r\nAdvance Praise\r\n“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.” \r\n–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco \r\n\r\n“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.”\r\n –Christine Sleeter, Professor Emerita, California State University, Monterey Bay \r\n\r\n“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.” \r\n–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute \r\n\r\n“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.” \r\n–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education \r\n\r\n“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!” \r\n–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?\r\n\r\n \r\n","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":55972431,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55972431/thumbnails/1.jpg","file_name":"Flyer_Lea_Lund_Carr_1.pdf","download_url":"https://www.academia.edu/attachments/55972431/download_file","bulk_download_file_name":"Critical_Multicultural_Perspectives_on_W.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55972431/Flyer_Lea_Lund_Carr_1-libre.pdf?1520282330=\u0026response-content-disposition=attachment%3B+filename%3DCritical_Multicultural_Perspectives_on_W.pdf\u0026Expires=1741735958\u0026Signature=P8HusobroKLZvl5LDns8mdD1uR1dNCkVxYypv6scF~4Wzjeip2PsyVBRL47ExP8pczk9Ivxh25PhvBWfKqhcXiA8XsxxgfD4OYi87~JVxhMKhZT0P30VvDgvw8GptOX9weSwAjKEO4rKhOmTxzZFF8i2S9fljGRB5LK~BCeTnyprszGvNqEWasV2VdrH1SL3Zlqm-a37vgdj7PtKT0J8AbDQUr~HLxymq4QbqmlsESf2kmUmoBn0TCawxgSl4SoNdKSNsM5tUyJ1xM1EhmcLEVGlauvYQ25X0~yBUKCncZSbIeK-VlO4dEwWaqzqVZCtXCO0qdY-9tuB93qdaSFiWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":10469,"name":"Whiteness Studies","url":"https://www.academia.edu/Documents/in/Whiteness_Studies"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory"},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies"},{"id":112639,"name":"Critical Race and Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Race_and_Whiteness_Studies"}],"urls":[{"id":8435625,"url":"https://www.peterlang.com/view/product/82649?tab=subjects"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="23841449"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/23841449/Democracy_and_decency_What_does_education_have_to_do_with_it"><img alt="Research paper thumbnail of Democracy and decency: What does education have to do with it?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/23841449/Democracy_and_decency_What_does_education_have_to_do_with_it">Democracy and decency: What does education have to do with it?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, gov...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. Democracy can also be translated into brute force, hegemony, docility, compliance and conformity, as in wars will be decided on the basis of the needs of elites, or major decisions about spending finite resources will be the domain of the few over the masses, or people will be divided along the lines of race, ethnicity, class, religion, etc. because it is advantageous for maintaining exploitative political systems in place to do so. Often, these frameworks are developed and reified based on the notion that elections give the right to societies, or segments of societies, to install regimes, institutions and operating systems that are then supposedly legitimated and rendered infinitely just because formal power resides in the hands of those dominating forces.<br /><br />This book is interested in advancing a critical analysis of the hegemonic paradigm described above, one that seeks higher levels of political literacy and consciousness, and one that makes the connection with education. What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be?<br /><br />This book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy?<br /><br />Throughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23841449"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23841449"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23841449; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23841449]").text(description); $(".js-view-count[data-work-id=23841449]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23841449; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23841449']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=23841449]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23841449,"title":"Democracy and decency: What does education have to do with it?","translated_title":"","metadata":{"abstract":"Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. 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What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy?\n\nThroughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.","more_info":"Published in 2016 in Carr, Paul R., Thomas, Paul, Porfilio, Brad, \u0026 Gorlewski, Julie,.(dir.). Democracy and decency: What does education have to do with it? (pp. xiii-xxxii). 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What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be?\n\nThis book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy?\n\nThroughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":199421,"name":"Tecaher Education","url":"https://www.academia.edu/Documents/in/Tecaher_Education"},{"id":323813,"name":"Transformative Education","url":"https://www.academia.edu/Documents/in/Transformative_Education"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[{"id":6960092,"url":"http://www.amazon.com/Democracy-Decency-Education-Critical-Constructions/dp/168123324X/ref=asap_bc?ie=UTF8"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="14954306"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/14954306/Pedagogies_of_Kindness_and_Respect_On_the_Lives_and_Education_of_Children"><img alt="Research paper thumbnail of Pedagogies of Kindness and Respect: On the Lives and Education of Children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/14954306/Pedagogies_of_Kindness_and_Respect_On_the_Lives_and_Education_of_Children">Pedagogies of Kindness and Respect: On the Lives and Education of Children</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://furman.academia.edu/PaulThomas">Paul Thomas</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://csustanislaus.academia.edu/BradleyPorfilio">Bradley J Porfilio</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practiti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. Pedagogies of Kindness and Respect investigates the issue of why this circumstance has continued and even worsened today.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14954306"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14954306"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14954306; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14954306]").text(description); $(".js-view-count[data-work-id=14954306]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14954306; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14954306']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=14954306]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14954306,"title":"Pedagogies of Kindness and Respect: On the Lives and Education of Children","translated_title":"","metadata":{"abstract":"Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. 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The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. 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Experimenting with, and experiencing, democracy in education. (2012)" class="work-thumbnail" src="https://attachments.academia-assets.com/37310046/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11951919/Can_teachers_make_a_difference_Experimenting_with_and_experiencing_democracy_in_education_2012_">Can teachers make a difference? Experimenting with, and experiencing, democracy in education. (2012)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://scu-au.academia.edu/DavidZyngier">David Zyngier</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://monash.academia.edu/MarcPruyn">Marc Pruyn</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As the title of this book suggests, how we understand, perceive and experience democracy may have...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5c572331623a72876ab9df37511e0ee3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37310046,"asset_id":11951919,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37310046/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11951919"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11951919"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11951919; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11951919]").text(description); $(".js-view-count[data-work-id=11951919]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11951919; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11951919']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5c572331623a72876ab9df37511e0ee3" } } $('.js-work-strip[data-work-id=11951919]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11951919,"title":"Can teachers make a difference? 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The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. Pedagogies of Kindness and Respect investigates the issue of why this circumstance has continued and even worsened today.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="13562627"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="13562627"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13562627; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13562627]").text(description); $(".js-view-count[data-work-id=13562627]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13562627; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='13562627']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=13562627]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":13562627,"title":"Pedagogies of Kindness and Respect On the Lives and Education of Children","translated_title":"","metadata":{"abstract":"Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. 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It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, education institutions today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in United States, and beyond – a dialogue that must seek the kind of change that represents hope for all students. <br /> <br />As for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10960823"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10960823"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10960823; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10960823]").text(description); $(".js-view-count[data-work-id=10960823]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10960823; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10960823']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=10960823]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10960823,"title":"The Phenomenon of Obama and the Agenda for Education: Can Hope (Still)Audaciously Trump Neoliberalism?","translated_title":"","metadata":{"abstract":"Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, education institutions today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in United States, and beyond – a dialogue that must seek the kind of change that represents hope for all students.\r\n\r\nAs for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.","more_info":"Co-edited by Carr, Paul R. \u0026 Porfilio, Brad ","publisher":"Information Age Publishing","publication_date":{"day":null,"month":null,"year":2015,"errors":{}}},"translated_abstract":"Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, education institutions today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in United States, and beyond – a dialogue that must seek the kind of change that represents hope for all students.\r\n\r\nAs for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.","internal_url":"https://www.academia.edu/10960823/The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Still_Audaciously_Trump_Neoliberalism","translated_internal_url":"","created_at":"2015-02-20T09:15:40.676-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Still_Audaciously_Trump_Neoliberalism","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. 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(Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":19966,"name":"Educational Leadership and Policy Analysis","url":"https://www.academia.edu/Documents/in/Educational_Leadership_and_Policy_Analysis"},{"id":24879,"name":"Hegemony","url":"https://www.academia.edu/Documents/in/Hegemony"},{"id":58640,"name":"Barack Obama","url":"https://www.academia.edu/Documents/in/Barack_Obama"}],"urls":[{"id":4391618,"url":"http://www.infoagepub.com/products/The-Phenomenon-of-Obama-and-the-Agenda-for-Education-2nd-Edition"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9403679"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/9403679/Revisiting_The_Great_White_North_Reframing_Whiteness_Privilege_and_Identity_in_Education"><img alt="Research paper thumbnail of Revisiting The Great White North? Reframing Whiteness, Privilege, and Identity in Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/9403679/Revisiting_The_Great_White_North_Reframing_Whiteness_Privilege_and_Identity_in_Education">Revisiting The Great White North? Reframing Whiteness, Privilege, and Identity in Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Returning seven years later to their original pieces from this landmark book, over 20 leading sch...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Returning seven years later to their original pieces from this landmark book, over 20 leading scholars and activists revisit and reframe their rich contributions to a burgeoning scholarship on Whiteness. With new reflective writings for each chapter, and valuable sections on relevant readings and resources, this volume refreshes and enhances the first text to pay critical and sustained attention to Whiteness in education, with implications far beyond national borders. Contributors include George Sefa Dei, Tracey Lindberg, Carl James, Cynthia Levine-Rasky, and the late Patrick Solomon. Courageously examining diverse perspectives, contexts, and institutional practices, contributors to this volume dismantle the underpinnings of inequitable power relations, privilege, and marginalization. The book’s relevance extends to those in a range of settings, with abundant and poignant lessons for enhancing and understanding transformative social justice work in education. <br /> <br />Revisiting The Great White North? offers terrific grist for examining the persistence of Whiteness even as it shape-shifts. Chapters are comprehensive, theoretically rich, and anchored in personal experience. Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it. <br /> <br />Christine Sleeter,Professor Emerita, California State University Monterey Bay <br /> <br />Our understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today. <br /> <br />Kevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education <br /> <br /> <br /> <br />Darren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work. <br /> <br />Sonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst <br /> <br />Lund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path. <br /> <br />Joel Westheimer, University Research Chair & Professor, Faculty of Education, University of Ottawa</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9403679"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9403679"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9403679; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9403679]").text(description); $(".js-view-count[data-work-id=9403679]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9403679; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9403679']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=9403679]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9403679,"title":"Revisiting The Great White North? 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The book’s relevance extends to those in a range of settings, with abundant and poignant lessons for enhancing and understanding transformative social justice work in education.\r\n\r\nRevisiting The Great White North? offers terrific grist for examining the persistence of Whiteness even as it shape-shifts. Chapters are comprehensive, theoretically rich, and anchored in personal experience. Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it.\r\n\r\nChristine Sleeter,Professor Emerita, California State University Monterey Bay\r\n \r\nOur understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today.\r\n\r\nKevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education\r\n\r\n \r\n\r\nDarren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work.\r\n\r\nSonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst\r\n\r\nLund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path.\r\n\r\nJoel Westheimer, University Research Chair \u0026 Professor, Faculty of Education, University of Ottawa","more_info":"Lund, Darren E. \u0026 Carr, Paul R. 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Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today.\r\n\r\nKevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education\r\n\r\n \r\n\r\nDarren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. 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Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it.\r\n\r\nChristine Sleeter,Professor Emerita, California State University Monterey Bay\r\n \r\nOur understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today.\r\n\r\nKevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education\r\n\r\n \r\n\r\nDarren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work.\r\n\r\nSonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst\r\n\r\nLund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path.\r\n\r\nJoel Westheimer, University Research Chair \u0026 Professor, Faculty of Education, University of Ottawa","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity"},{"id":10469,"name":"Whiteness Studies","url":"https://www.academia.edu/Documents/in/Whiteness_Studies"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory"},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies"},{"id":57929,"name":"Sociology of Education, Social Stratification and Inequality","url":"https://www.academia.edu/Documents/in/Sociology_of_Education_Social_Stratification_and_Inequality"},{"id":132736,"name":"Race and Education","url":"https://www.academia.edu/Documents/in/Race_and_Education"}],"urls":[{"id":3874580,"url":"https://www.sensepublishers.com/catalogs/bookseries/transgressions-cultural-studies-and-education/revisiting-the-great-white-north-second-edition/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7454199"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/7454199/Social_Context_Reform_A_Pedagogy_of_Equity_and_Opportunity"><img alt="Research paper thumbnail of Social Context Reform: A Pedagogy of Equity and Opportunity" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/7454199/Social_Context_Reform_A_Pedagogy_of_Equity_and_Opportunity">Social Context Reform: A Pedagogy of Equity and Opportunity</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Currently, both the status quo of public education and the "No Excuses" Reform policies are ident...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Currently, both the status quo of public education and the "No Excuses" Reform policies are identical. The reform offers a popular and compelling narrative based on the meritocracy and rugged individualism myths that are supposed to define American idealism. This volume will refute this ideology by proposing Social Context Reform, a term coined by Paul Thomas which argues for educational change within a larger plan to reform social inequity—such as access to health care, food, higher employment, better wages and job security. <br /> <br />Since the accountability era in the early 1980s, policy, public discourse, media coverage, and scholarly works have focused primarily on reforming schools themselves. Here, the evidence that school-only reform does not work is combined with a bold argument to expand the discourse and policy surrounding education reform to include how social, school, and classroom reform must work in unison to achieve goals of democracy, equity, and opportunity both in and through public education. <br /> <br />This volume will include a wide variety of essays from leading critical scholars addressing the complex elements of social context reform, all of which address the need to re-conceptualize accountability and to seek equity and opportunity in social and education reform.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7454199"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7454199"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7454199; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7454199]").text(description); $(".js-view-count[data-work-id=7454199]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7454199; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7454199']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7454199]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7454199,"title":"Social Context Reform: A Pedagogy of Equity and Opportunity","translated_title":"","metadata":{"abstract":"Currently, both the status quo of public education and the \"No Excuses\" Reform policies are identical. 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The reform offers a popular and compelling narrative based on the meritocracy and rugged individualism myths that are supposed to define American idealism. This volume will refute this ideology by proposing Social Context Reform, a term coined by Paul Thomas which argues for educational change within a larger plan to reform social inequity—such as access to health care, food, higher employment, better wages and job security.\r\n\r\nSince the accountability era in the early 1980s, policy, public discourse, media coverage, and scholarly works have focused primarily on reforming schools themselves. 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An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2282604"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2282604"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2282604; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2282604]").text(description); $(".js-view-count[data-work-id=2282604]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2282604; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2282604']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2282604]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2282604,"title":"Educating for Democratic Consciousness: Counter-hegemonic Possibilities","translated_title":"","metadata":{"abstract":"There is a widespread, but mainly untenable, assumption that education in Western societies (and elsewhere) intuitively and horizontally aids the democratic development of people. An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.","more_info":"Co-edited by Ali A. Abdi \u0026 Paul R. Carr","publisher":"Peter Lang","publication_date":{"day":null,"month":1,"year":2013,"errors":{}}},"translated_abstract":"There is a widespread, but mainly untenable, assumption that education in Western societies (and elsewhere) intuitively and horizontally aids the democratic development of people. An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.","internal_url":"https://www.academia.edu/2282604/Educating_for_Democratic_Consciousness_Counter_hegemonic_Possibilities","translated_internal_url":"","created_at":"2012-12-12T09:02:06.134-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Educating_for_Democratic_Consciousness_Counter_hegemonic_Possibilities","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"There is a widespread, but mainly untenable, assumption that education in Western societies (and elsewhere) intuitively and horizontally aids the democratic development of people. An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":24879,"name":"Hegemony","url":"https://www.academia.edu/Documents/in/Hegemony"},{"id":150067,"name":"Hegemony and Counter-Hegemony","url":"https://www.academia.edu/Documents/in/Hegemony_and_Counter-Hegemony"}],"urls":[{"id":415702,"url":"http://www.amazon.com/Educating-Democratic-Consciousness-Counter-hegemonic-Possibilities/dp/143311710X/ref=sr_1_9?s=books\u0026ie=UTF8\u0026qid=1355360134\u0026sr=1-9\u0026keywords=paul+r+carr"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1591076"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/1591076/Can_Educators_Make_a_Difference_Experimenting_With_and_Experiencing_Democracy_in_Education"><img alt="Research paper thumbnail of Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/1591076/Can_Educators_Make_a_Difference_Experimenting_With_and_Experiencing_Democracy_in_Education">Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://scu-au.academia.edu/DavidZyngier">David Zyngier</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As the title of this book suggests, how we understand, perceive and experience democracy may have...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context. <br /> <br />Ultimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes. <br /> <br />This book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education. <br /> <br />REVIEWS <br /> <br />"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond." Antonia Darder Loyola Marymount University <br /> <br />"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program." Gustavo E. Fischman Arizona State University <br /> <br />"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done." Darren E. Lund University of Calgary <br /> <br />"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies <br /> <br />CONTENTS <br />Acknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1591076"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1591076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1591076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1591076]").text(description); $(".js-view-count[data-work-id=1591076]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1591076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1591076']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1591076]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1591076,"title":"Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education","translated_title":"","metadata":{"abstract":"As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context.\r\n\r\nUltimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.\r\n\r\nThis book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.\r\n\r\nREVIEWS\r\n\r\n\"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond.\" Antonia Darder Loyola Marymount University \r\n\r\n\"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program.\" Gustavo E. Fischman Arizona State University \r\n\r\n\"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done.\" Darren E. Lund University of Calgary \r\n\r\n\"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!\" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies\r\n\r\nCONTENTS\r\nAcknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.","more_info":"Co-edited with David Zyngier and Marc Pryun, published by Information Age Publishing (2012)"},"translated_abstract":"As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context.\r\n\r\nUltimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.\r\n\r\nThis book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.\r\n\r\nREVIEWS\r\n\r\n\"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond.\" Antonia Darder Loyola Marymount University \r\n\r\n\"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program.\" Gustavo E. Fischman Arizona State University \r\n\r\n\"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done.\" Darren E. Lund University of Calgary \r\n\r\n\"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!\" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies\r\n\r\nCONTENTS\r\nAcknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.","internal_url":"https://www.academia.edu/1591076/Can_Educators_Make_a_Difference_Experimenting_With_and_Experiencing_Democracy_in_Education","translated_internal_url":"","created_at":"2012-05-25T08:44:15.042-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":3284548,"work_id":1591076,"tagging_user_id":38268,"tagged_user_id":40024,"co_author_invite_id":null,"email":"d***r@scu.edu.au","affiliation":"Southern Cross University","display_order":0,"name":"David Zyngier","title":"Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education"},{"id":3284557,"work_id":1591076,"tagging_user_id":38268,"tagged_user_id":293414,"co_author_invite_id":null,"email":"m***n@monash.edu","affiliation":"Monash University","display_order":4194304,"name":"Marc Pruyn","title":"Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education"}],"downloadable_attachments":[],"slug":"Can_Educators_Make_a_Difference_Experimenting_With_and_Experiencing_Democracy_in_Education","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context.\r\n\r\nUltimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.\r\n\r\nThis book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.\r\n\r\nREVIEWS\r\n\r\n\"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond.\" Antonia Darder Loyola Marymount University \r\n\r\n\"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program.\" Gustavo E. Fischman Arizona State University \r\n\r\n\"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done.\" Darren E. Lund University of Calgary \r\n\r\n\"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!\" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies\r\n\r\nCONTENTS\r\nAcknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":1297,"name":"Democratic Education","url":"https://www.academia.edu/Documents/in/Democratic_Education"},{"id":5035,"name":"Comparative \u0026 International Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Education"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"}],"urls":[{"id":275452,"url":"http://www.infoagepub.com/products/Can-Educators-Make-a-Difference"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1591074"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/1591074/Educating_for_Peace_in_a_Time_of_Permanent_War_Are_Schools_Part_of_the_Solution_or_the_Problem"><img alt="Research paper thumbnail of Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/1591074/Educating_for_Peace_in_a_Time_of_Permanent_War_Are_Schools_Part_of_the_Solution_or_the_Problem">Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://csustanislaus.academia.edu/BradleyPorfilio">Bradley J Porfilio</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">What is the meaning of peace, why should we study it, and how should we achieve it? Although ther...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">What is the meaning of peace, why should we study it, and how should we achieve it? Although there are an increasing number of manuscripts, curricula and initiatives that grapple with some strand of peace education, there is, nonetheless, a dearth of critical, cross-disciplinary, international projects/books that examine peace education in conjunction with war and conflict. Within this volume, the authors contend that war/military conflict/violence are not a nebulous, far-away, mysterious venture; rather, they argue that we are all, collectively, involved in perpetrating and perpetuating militarization/conflict/violence inside and outside of our own social circles. Therefore, education about and against war can be as liberating as it is necessary. If war equates killing, can our schools avoid engaging in the examination of what war is all about? If education is not about peace, then is it about war? Can a society have education that willfully avoids considering peace as its central objective? Can a democracy exist if pivotal notions of war and peace are not understood, practiced, advocated and ensconced in public debate? These questions, according to Carr and Porfilio and the contributors they have assembled, merit a critical and extensive reflection. This book seeks to provide a range of epistemological, policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict and, significantly, the connection to peace.<br /><br />REVIEWS<br /><br />"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators."<br /><br />- Karen Anijar, Professor Emeritus, Arizona State University<br /><br />"In Educating for Peace in a Time of Permanent War" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!"<br /><br />- Marc Pruyn, Senior Lecturer, Monash University<br /><br />"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet."<br /><br />- A. G. Rud, Dean and Professor, Washington State University</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1591074"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1591074"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1591074; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1591074]").text(description); $(".js-view-count[data-work-id=1591074]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1591074; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1591074']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1591074]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1591074,"title":"Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem?","translated_title":"","metadata":{"abstract":"What is the meaning of peace, why should we study it, and how should we achieve it? Although there are an increasing number of manuscripts, curricula and initiatives that grapple with some strand of peace education, there is, nonetheless, a dearth of critical, cross-disciplinary, international projects/books that examine peace education in conjunction with war and conflict. Within this volume, the authors contend that war/military conflict/violence are not a nebulous, far-away, mysterious venture; rather, they argue that we are all, collectively, involved in perpetrating and perpetuating militarization/conflict/violence inside and outside of our own social circles. Therefore, education about and against war can be as liberating as it is necessary. If war equates killing, can our schools avoid engaging in the examination of what war is all about? If education is not about peace, then is it about war? Can a society have education that willfully avoids considering peace as its central objective? Can a democracy exist if pivotal notions of war and peace are not understood, practiced, advocated and ensconced in public debate? These questions, according to Carr and Porfilio and the contributors they have assembled, merit a critical and extensive reflection. This book seeks to provide a range of epistemological, policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict and, significantly, the connection to peace.\n\nREVIEWS\n\n\"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators.\"\n\n- Karen Anijar, Professor Emeritus, Arizona State University\n\n\"In Educating for Peace in a Time of Permanent War\" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!\"\n\n- Marc Pruyn, Senior Lecturer, Monash University\n\n\"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet.\"\n\n- A. G. Rud, Dean and Professor, Washington State University","more_info":"Co-edited with Brad Porfilio, published by Routledge (2012)"},"translated_abstract":"What is the meaning of peace, why should we study it, and how should we achieve it? Although there are an increasing number of manuscripts, curricula and initiatives that grapple with some strand of peace education, there is, nonetheless, a dearth of critical, cross-disciplinary, international projects/books that examine peace education in conjunction with war and conflict. Within this volume, the authors contend that war/military conflict/violence are not a nebulous, far-away, mysterious venture; rather, they argue that we are all, collectively, involved in perpetrating and perpetuating militarization/conflict/violence inside and outside of our own social circles. Therefore, education about and against war can be as liberating as it is necessary. If war equates killing, can our schools avoid engaging in the examination of what war is all about? If education is not about peace, then is it about war? Can a society have education that willfully avoids considering peace as its central objective? Can a democracy exist if pivotal notions of war and peace are not understood, practiced, advocated and ensconced in public debate? These questions, according to Carr and Porfilio and the contributors they have assembled, merit a critical and extensive reflection. This book seeks to provide a range of epistemological, policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict and, significantly, the connection to peace.\n\nREVIEWS\n\n\"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators.\"\n\n- Karen Anijar, Professor Emeritus, Arizona State University\n\n\"In Educating for Peace in a Time of Permanent War\" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!\"\n\n- Marc Pruyn, Senior Lecturer, Monash University\n\n\"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet.\"\n\n- A. G. Rud, Dean and Professor, Washington State University","internal_url":"https://www.academia.edu/1591074/Educating_for_Peace_in_a_Time_of_Permanent_War_Are_Schools_Part_of_the_Solution_or_the_Problem","translated_internal_url":"","created_at":"2012-05-25T08:41:03.578-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":28032420,"work_id":1591074,"tagging_user_id":38268,"tagged_user_id":38330,"co_author_invite_id":null,"email":"P***6@aol.com","affiliation":"Csu Stanislaus","display_order":0,"name":"Bradley J Porfilio","title":"Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem?"}],"downloadable_attachments":[],"slug":"Educating_for_Peace_in_a_Time_of_Permanent_War_Are_Schools_Part_of_the_Solution_or_the_Problem","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"What is the meaning of peace, why should we study it, and how should we achieve it? Although there are an increasing number of manuscripts, curricula and initiatives that grapple with some strand of peace education, there is, nonetheless, a dearth of critical, cross-disciplinary, international projects/books that examine peace education in conjunction with war and conflict. Within this volume, the authors contend that war/military conflict/violence are not a nebulous, far-away, mysterious venture; rather, they argue that we are all, collectively, involved in perpetrating and perpetuating militarization/conflict/violence inside and outside of our own social circles. Therefore, education about and against war can be as liberating as it is necessary. If war equates killing, can our schools avoid engaging in the examination of what war is all about? If education is not about peace, then is it about war? Can a society have education that willfully avoids considering peace as its central objective? Can a democracy exist if pivotal notions of war and peace are not understood, practiced, advocated and ensconced in public debate? These questions, according to Carr and Porfilio and the contributors they have assembled, merit a critical and extensive reflection. This book seeks to provide a range of epistemological, policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict and, significantly, the connection to peace.\n\nREVIEWS\n\n\"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators.\"\n\n- Karen Anijar, Professor Emeritus, Arizona State University\n\n\"In Educating for Peace in a Time of Permanent War\" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!\"\n\n- Marc Pruyn, Senior Lecturer, Monash University\n\n\"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet.\"\n\n- A. G. Rud, Dean and Professor, Washington State University","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":24048,"name":"Peace Studies","url":"https://www.academia.edu/Documents/in/Peace_Studies"},{"id":25411,"name":"Peace Education","url":"https://www.academia.edu/Documents/in/Peace_Education"},{"id":32865,"name":"War and Peace","url":"https://www.academia.edu/Documents/in/War_and_Peace"},{"id":45559,"name":"Peace","url":"https://www.academia.edu/Documents/in/Peace"},{"id":127515,"name":"Conflict Studies","url":"https://www.academia.edu/Documents/in/Conflict_Studies"}],"urls":[{"id":275451,"url":"http://www.routledge.com/books/details/9780415899208/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="596672"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/596672/The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Audaciously_Trump_Neoliberalism"><img alt="Research paper thumbnail of The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/596672/The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Audaciously_Trump_Neoliberalism">The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://csustanislaus.academia.edu/BradleyPorfilio">Bradley J Porfilio</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism?, Paul R. Carr and Brad J. Porfilio bring together some of the most well-respected transformative scholars and practitioners in order to provide a critical examination of the Obama administration’s educational agenda. The volume aims to go beyond the rhetoric generated by the mass media, political pundits, and large-scale corporations that suggests that neoliberal educational policies will ameliorate schools, a failing economy, and the social ills plaguing US society. The contributors to this book diagnose how the proposed and actual educational policies seek to bolster corporations in their quest to profit off youths’ bodies and minds as well as, importantly, producing, in many instances, compliant teachers and students who lack the fortitude and engagement to question the inequitable power relations that cause untold human suffering, misery and environmental degradation at today’s historical juncture. Some of the chapters examine how specific neoliberal educational policies embraced by the Obama administration, such as charter schools, standardized examinations, merit pay, and accountability schemes, are having an deleterious impact on minoritized students and communities across the US. Finally, several contributors design narratives of resistance for educators, caregivers, scholars, and other concerned citizens. Their visions and ideals give us hope that it is, indeed, possible to eradicate the commercial forces responsible for the proliferation of joblessness, homelessness, poverty, and militarized, underfunded, and commercialized educational spaces, as well as the school-to-prison pipeline within the US, which frames the intense suffering, misery, and oppression infiltrating most social contexts across the globe. As for the question contained in the title of the book--Can hope audaciously trump neoliberalism?--, Carr and Porfilio develop a framework that problematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.<br /><br />From the back-cover:<br /><br />The times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst<br /> <br /> Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles<br /> <br />The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz<br /> <br />The Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, & Faculty of Education, University of Washington – Bothell Campus<br /> <br />This urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="596672"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="596672"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 596672; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=596672]").text(description); $(".js-view-count[data-work-id=596672]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 596672; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='596672']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=596672]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":596672,"title":"The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?","translated_title":"","metadata":{"abstract":"In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism?, Paul R. Carr and Brad J. Porfilio bring together some of the most well-respected transformative scholars and practitioners in order to provide a critical examination of the Obama administration’s educational agenda. The volume aims to go beyond the rhetoric generated by the mass media, political pundits, and large-scale corporations that suggests that neoliberal educational policies will ameliorate schools, a failing economy, and the social ills plaguing US society. The contributors to this book diagnose how the proposed and actual educational policies seek to bolster corporations in their quest to profit off youths’ bodies and minds as well as, importantly, producing, in many instances, compliant teachers and students who lack the fortitude and engagement to question the inequitable power relations that cause untold human suffering, misery and environmental degradation at today’s historical juncture. Some of the chapters examine how specific neoliberal educational policies embraced by the Obama administration, such as charter schools, standardized examinations, merit pay, and accountability schemes, are having an deleterious impact on minoritized students and communities across the US. Finally, several contributors design narratives of resistance for educators, caregivers, scholars, and other concerned citizens. Their visions and ideals give us hope that it is, indeed, possible to eradicate the commercial forces responsible for the proliferation of joblessness, homelessness, poverty, and militarized, underfunded, and commercialized educational spaces, as well as the school-to-prison pipeline within the US, which frames the intense suffering, misery, and oppression infiltrating most social contexts across the globe. As for the question contained in the title of the book--Can hope audaciously trump neoliberalism?--, Carr and Porfilio develop a framework that problematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.\n\nFrom the back-cover:\n\nThe times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst\n \n Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles\n \nThe perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz\n \nThe Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, \u0026 Faculty of Education, University of Washington – Bothell Campus\n \nThis urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.","more_info":"Co-edited with Brad J. Porfilio, published in 2011 by Information Age Publishing."},"translated_abstract":"In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism?, Paul R. Carr and Brad J. Porfilio bring together some of the most well-respected transformative scholars and practitioners in order to provide a critical examination of the Obama administration’s educational agenda. The volume aims to go beyond the rhetoric generated by the mass media, political pundits, and large-scale corporations that suggests that neoliberal educational policies will ameliorate schools, a failing economy, and the social ills plaguing US society. The contributors to this book diagnose how the proposed and actual educational policies seek to bolster corporations in their quest to profit off youths’ bodies and minds as well as, importantly, producing, in many instances, compliant teachers and students who lack the fortitude and engagement to question the inequitable power relations that cause untold human suffering, misery and environmental degradation at today’s historical juncture. Some of the chapters examine how specific neoliberal educational policies embraced by the Obama administration, such as charter schools, standardized examinations, merit pay, and accountability schemes, are having an deleterious impact on minoritized students and communities across the US. Finally, several contributors design narratives of resistance for educators, caregivers, scholars, and other concerned citizens. Their visions and ideals give us hope that it is, indeed, possible to eradicate the commercial forces responsible for the proliferation of joblessness, homelessness, poverty, and militarized, underfunded, and commercialized educational spaces, as well as the school-to-prison pipeline within the US, which frames the intense suffering, misery, and oppression infiltrating most social contexts across the globe. As for the question contained in the title of the book--Can hope audaciously trump neoliberalism?--, Carr and Porfilio develop a framework that problematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.\n\nFrom the back-cover:\n\nThe times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst\n \n Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles\n \nThe perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz\n \nThe Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, \u0026 Faculty of Education, University of Washington – Bothell Campus\n \nThis urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.","internal_url":"https://www.academia.edu/596672/The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Audaciously_Trump_Neoliberalism","translated_internal_url":"","created_at":"2011-05-18T07:46:14.329-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":11342537,"work_id":596672,"tagging_user_id":38268,"tagged_user_id":38330,"co_author_invite_id":null,"email":"P***6@aol.com","affiliation":"Csu Stanislaus","display_order":0,"name":"Bradley J Porfilio","title":"The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?"}],"downloadable_attachments":[],"slug":"The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Audaciously_Trump_Neoliberalism","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism?, Paul R. Carr and Brad J. Porfilio bring together some of the most well-respected transformative scholars and practitioners in order to provide a critical examination of the Obama administration’s educational agenda. The volume aims to go beyond the rhetoric generated by the mass media, political pundits, and large-scale corporations that suggests that neoliberal educational policies will ameliorate schools, a failing economy, and the social ills plaguing US society. The contributors to this book diagnose how the proposed and actual educational policies seek to bolster corporations in their quest to profit off youths’ bodies and minds as well as, importantly, producing, in many instances, compliant teachers and students who lack the fortitude and engagement to question the inequitable power relations that cause untold human suffering, misery and environmental degradation at today’s historical juncture. Some of the chapters examine how specific neoliberal educational policies embraced by the Obama administration, such as charter schools, standardized examinations, merit pay, and accountability schemes, are having an deleterious impact on minoritized students and communities across the US. Finally, several contributors design narratives of resistance for educators, caregivers, scholars, and other concerned citizens. Their visions and ideals give us hope that it is, indeed, possible to eradicate the commercial forces responsible for the proliferation of joblessness, homelessness, poverty, and militarized, underfunded, and commercialized educational spaces, as well as the school-to-prison pipeline within the US, which frames the intense suffering, misery, and oppression infiltrating most social contexts across the globe. As for the question contained in the title of the book--Can hope audaciously trump neoliberalism?--, Carr and Porfilio develop a framework that problematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.\n\nFrom the back-cover:\n\nThe times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst\n \n Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles\n \nThe perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz\n \nThe Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, \u0026 Faculty of Education, University of Washington – Bothell Campus\n \nThis urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism"},{"id":30086,"name":"Critical sociology and politics of education","url":"https://www.academia.edu/Documents/in/Critical_sociology_and_politics_of_education"},{"id":58640,"name":"Barack Obama","url":"https://www.academia.edu/Documents/in/Barack_Obama"},{"id":291616,"name":"inclusion, neoliberalism in education, the impact of No Child Left Behind, and instruction and assessment in the literacy classroom.","url":"https://www.academia.edu/Documents/in/inclusion_neoliberalism_in_education_the_impact_of_No_Child_Left_Behind_and_instruction_and_asses"}],"urls":[{"id":67308,"url":"http://www.amazon.com/Phenomenon-Obama-Agenda-Education-Neoliberalism/dp/1617354503/ref=tmm_pap_title_0"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="386907"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/386907/Does_your_vote_count_Critical_pedagogy_and_democracy"><img alt="Research paper thumbnail of Does your vote count? Critical pedagogy and democracy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/386907/Does_your_vote_count_Critical_pedagogy_and_democracy">Does your vote count? Critical pedagogy and democracy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The public debate on democracy is often constrained within an alienating and disenfranchising nar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be developed.<br />.......<br />"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching."<br />--Tom Wilson, Chapman University<br />.......<br />"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical<br />perspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility."<br />--Zvi Bekerman, Hebrew University<br />.......<br />"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This<br />book covers a lot of ground and should inspire all those who dream of and work for a better world."<br />--Peter Mayo, University of Malta<br />.......<br />"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book."<br />--Sheila Macrine, New Jersey City University<br />.......<br />"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a<br />new, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience."<br />--Peter McLaren, UCLA<br />.......<br />"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library."<br />--Özlem Sensoy, Simon Fraser University<br />.......<br />"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created."<br />--John Portelli, Ontario Institute for Studies in Education at the University of Toronto<br />.......<br />"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality<br />consisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society."<br />--Brad Porfilio, Lewis University<br />........<br />"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere."<br />--Curry Stephenson Malott, D'Youville College</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="386907"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="386907"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 386907; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=386907]").text(description); $(".js-view-count[data-work-id=386907]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 386907; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='386907']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=386907]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":386907,"title":"Does your vote count? Critical pedagogy and democracy","translated_title":"","metadata":{"abstract":"The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be developed.\n.......\n\"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching.\"\n--Tom Wilson, Chapman University\n.......\n\"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical\nperspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility.\"\n--Zvi Bekerman, Hebrew University\n.......\n\"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This\nbook covers a lot of ground and should inspire all those who dream of and work for a better world.\"\n--Peter Mayo, University of Malta\n.......\n\"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book.\"\n--Sheila Macrine, New Jersey City University\n.......\n\"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a\nnew, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience.\"\n--Peter McLaren, UCLA\n.......\n\"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library.\"\n--Özlem Sensoy, Simon Fraser University\n.......\n\"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created.\"\n--John Portelli, Ontario Institute for Studies in Education at the University of Toronto\n.......\n\"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality\nconsisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society.\"\n--Brad Porfilio, Lewis University\n........\n\"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere.\"\n--Curry Stephenson Malott, D'Youville College","more_info":"Published by Peter Lang (2010)"},"translated_abstract":"The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be developed.\n.......\n\"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching.\"\n--Tom Wilson, Chapman University\n.......\n\"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical\nperspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility.\"\n--Zvi Bekerman, Hebrew University\n.......\n\"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This\nbook covers a lot of ground and should inspire all those who dream of and work for a better world.\"\n--Peter Mayo, University of Malta\n.......\n\"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book.\"\n--Sheila Macrine, New Jersey City University\n.......\n\"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a\nnew, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience.\"\n--Peter McLaren, UCLA\n.......\n\"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library.\"\n--Özlem Sensoy, Simon Fraser University\n.......\n\"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created.\"\n--John Portelli, Ontario Institute for Studies in Education at the University of Toronto\n.......\n\"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality\nconsisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society.\"\n--Brad Porfilio, Lewis University\n........\n\"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere.\"\n--Curry Stephenson Malott, D'Youville College","internal_url":"https://www.academia.edu/386907/Does_your_vote_count_Critical_pedagogy_and_democracy","translated_internal_url":"","created_at":"2010-12-09T11:45:11.898-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Does_your_vote_count_Critical_pedagogy_and_democracy","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be developed.\n.......\n\"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching.\"\n--Tom Wilson, Chapman University\n.......\n\"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical\nperspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility.\"\n--Zvi Bekerman, Hebrew University\n.......\n\"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This\nbook covers a lot of ground and should inspire all those who dream of and work for a better world.\"\n--Peter Mayo, University of Malta\n.......\n\"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book.\"\n--Sheila Macrine, New Jersey City University\n.......\n\"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a\nnew, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience.\"\n--Peter McLaren, UCLA\n.......\n\"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library.\"\n--Özlem Sensoy, Simon Fraser University\n.......\n\"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created.\"\n--John Portelli, Ontario Institute for Studies in Education at the University of Toronto\n.......\n\"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality\nconsisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society.\"\n--Brad Porfilio, Lewis University\n........\n\"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere.\"\n--Curry Stephenson Malott, D'Youville College","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":9868,"name":"Deliberative Democracy","url":"https://www.academia.edu/Documents/in/Deliberative_Democracy"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform"},{"id":30936,"name":"Elections and Voting Behavior","url":"https://www.academia.edu/Documents/in/Elections_and_Voting_Behavior"}],"urls":[{"id":25142,"url":"http://www.amazon.com/Count-Critical-Pedagogy-Democracy-Counterpoints/dp/1433108135/ref=ntt_at_ep_dpi_5"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="Videos" id="videos"><style type="text/css">/*thumbnail*/ .video-thumbnail-container { position: relative; height: 88px !important; box-sizing: content-box; } .thumbnail-image { height: 100%; width: 100%; object-fit: cover; } .play-icon { position: absolute; width: 40px; height: 40px; top: calc(50% - 20px); left: calc(50% - 20px); } .video-duration { position: absolute; bottom: 2px; right: 2px; color: #ffffff; background-color: #000000; font-size: 12px; font-weight: 500; line-height: 12px; padding: 2px; }</style><div class="js-work-strip profile--work_container" data-video-id="19774"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" href="https://www.academia.edu/video/1wo8g1"><div class="work-thumbnail video-thumbnail-container"><img class="thumbnail-image" onerror="this.src='//a.academia-assets.com/images/videoicon.svg'" src="https://academia-edu-videos.s3.amazonaws.com/transcoded/1wo8g1/thumbnail.jpg?response-content-disposition=inline%3B%20filename%3D%22thumbnail.jpg%22%3B%20filename%2A%3DUTF-8%27%27thumbnail.jpg&response-content-type=image%2Fjpeg&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=ASIATUSBJ6BAL73ZSGMB%2F20250314%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20250314T102343Z&X-Amz-Expires=19691&X-Amz-Security-Token=IQoJb3JpZ2luX2VjEKL%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIBdvh3fjo8MdVd%2BW9Htfaq43mgvpzEZEWH230jvjFu9xAiEAkMmMw87bRZylzbTqpH9Oh6PJPXPmzTIQJDcxguabZZQqlgQI6%2F%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FARAAGgwyNTAzMTg4MTEyMDAiDGooH442QptBIrYcNCrqA4pOlpwv4gjTYBGH1U8JW1TwStJkuPqQfKbUbI30%2BQIAjcgRnFzqOFLpHBhd42LAJexPcOvt8cWUoFedDQqKZXj2Gf4KflHHeWBsdMCujRc5sdmVRV%2BrKv66dwlP%2F8eBtnvOt5i919hZUZHbeRAmYLHIYj%2BbfZKcwOqOxwd24Czy2gZZln%2FA97qRbMzFrYFYZZY6oVXjZuWfxkNqgSWDIDGpi3LiozclR6%2BiwrmO03EJqC6ZQY0W4Yjsp3UQrArqg8w1kZcuHA7V8yMOecbJzUVtqw9CtBx%2BEQqvgwUQpWSmRBxZQqFTKKhEUdC3FStf3QLZDcoQ33Xt48ysnpHScAe6yvghNy1WlxX%2BzeUd%2Ff%2Fiw64dxe6HEINZKUU30XXjBOrcUWOgrjEcauFjrLbm1CgTyTHLcqQ4wr0InbAYtqYM4g9KrYIFt58oAe9xcytPlz54kf4A1n8huLyej5dPnO6OqwQkbdF%2F%2BsSC8JwU1WFDSAKCm8q8fOIsiFgydRDS3hHSIDHP%2BAViZvhDma7RU7voaE6dyrWrwbvUuwOoJewUo%2FrqrBOJ46NrrFa1S68HQocSEr14wsuJ7UJuNCPnwmgsKvdyZ6Q4mFvZQE%2FgtiZuoSpG9Ou7pwEZdREM8viQNt%2FK07kumc%2BxI3wwuvjPvgY6pQFHPgRjsJlYYK%2BONB%2Faosg6%2BOTO7BWnXPr7PYmTnLKQf7U7a79p4hPv%2Bz3c4iY0gvXLZs2WyvWD4i6XPAsZncL%2BvoEnNXzULxXx9dUsDqW7QkXTUri8hXhXyaL9XKJdur76qBudhfmvR%2BbinImKe1fC%2FDQiBEiKYw5jikVCtExobvidxX2P2Pg%2FIvtk8H3kY3taibEoN8ug0BICWarLXUB8mfjLnTQ%3D&X-Amz-SignedHeaders=host&X-Amz-Signature=7622883252f8075fce84018c208924502eeb0dde4dcbe3dfd47402254654125f" /><img alt="Play" class="play-icon" src="//a.academia-assets.com/images/video-play-icon.svg" /><div class="video-duration">31:55</div></div></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" href="https://www.academia.edu/video/1wo8g1">¿Cómo educar para la paz, el diálogo y la escucha activa en la era digital?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">¿Qué es la paz? ¿Realmente queremos vivir en un mundo pacífico? Si lo hacemos, ¿De qué modo debem...</span><a class="js-work-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">¿Qué es la paz? ¿Realmente queremos vivir en un mundo pacífico? Si lo hacemos, ¿De qué modo debemos dedicarnos a cultivar la paz? ¿Debería la educación para la paz ser una piedra angular de todas las iniciativas encaminadas a lograr una sociedad pacífica? Por un lado, vivimos en un mundo con multitud de conflictos militares abiertos, genocidios, luchas religiosas / raciales / etnoculturales y terrorismo, y feminicidio, violencia de pandillas, microagresiones, violencia policial, violencia en el deporte, bullying, racismo, sexismo y otras formas de la violencia, En cambio, estamos constantemente enredados en la violencia simbólica, material, inferida y real. Las redes sociales tienen un potencial infinito de participación, difusión, inclusión, pero también de igual modo, en la red se fomentan conflictos sociales como es la xenofobia, porque las redes sociales están intensamente impregnadas de memos, videos, juegos, discusiones, comentarios y una serie de innovaciones, posibilidades de c</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-video-id="1wo8g1"><a class="js-profile-work-strip-edit-button" href="https://uqo.academia.edu/video/edit/1wo8g1" rel="nofollow" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-video-id="1wo8g1">19 views</span></span></span></div></div></div><style type="text/css">/*thumbnail*/ .video-thumbnail-container { position: relative; height: 88px !important; box-sizing: content-box; } .thumbnail-image { height: 100%; width: 100%; object-fit: cover; } .play-icon { position: absolute; width: 40px; height: 40px; top: calc(50% - 20px); left: calc(50% - 20px); } .video-duration { position: absolute; bottom: 2px; right: 2px; color: #ffffff; background-color: #000000; font-size: 12px; font-weight: 500; line-height: 12px; padding: 2px; }</style><div class="js-work-strip profile--work_container" data-video-id="10217"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" href="https://www.academia.edu/video/la68Wk"><div class="work-thumbnail video-thumbnail-container"><img class="thumbnail-image" onerror="this.src='//a.academia-assets.com/images/videoicon.svg'" src="https://academia-edu-videos.s3.amazonaws.com/transcoded/la68Wk/thumbnail.jpg?response-content-disposition=inline%3B%20filename%3D%22thumbnail.jpg%22%3B%20filename%2A%3DUTF-8%27%27thumbnail.jpg&response-content-type=image%2Fjpeg&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=ASIATUSBJ6BAL73ZSGMB%2F20250314%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20250314T102343Z&X-Amz-Expires=19691&X-Amz-Security-Token=IQoJb3JpZ2luX2VjEKL%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIBdvh3fjo8MdVd%2BW9Htfaq43mgvpzEZEWH230jvjFu9xAiEAkMmMw87bRZylzbTqpH9Oh6PJPXPmzTIQJDcxguabZZQqlgQI6%2F%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FARAAGgwyNTAzMTg4MTEyMDAiDGooH442QptBIrYcNCrqA4pOlpwv4gjTYBGH1U8JW1TwStJkuPqQfKbUbI30%2BQIAjcgRnFzqOFLpHBhd42LAJexPcOvt8cWUoFedDQqKZXj2Gf4KflHHeWBsdMCujRc5sdmVRV%2BrKv66dwlP%2F8eBtnvOt5i919hZUZHbeRAmYLHIYj%2BbfZKcwOqOxwd24Czy2gZZln%2FA97qRbMzFrYFYZZY6oVXjZuWfxkNqgSWDIDGpi3LiozclR6%2BiwrmO03EJqC6ZQY0W4Yjsp3UQrArqg8w1kZcuHA7V8yMOecbJzUVtqw9CtBx%2BEQqvgwUQpWSmRBxZQqFTKKhEUdC3FStf3QLZDcoQ33Xt48ysnpHScAe6yvghNy1WlxX%2BzeUd%2Ff%2Fiw64dxe6HEINZKUU30XXjBOrcUWOgrjEcauFjrLbm1CgTyTHLcqQ4wr0InbAYtqYM4g9KrYIFt58oAe9xcytPlz54kf4A1n8huLyej5dPnO6OqwQkbdF%2F%2BsSC8JwU1WFDSAKCm8q8fOIsiFgydRDS3hHSIDHP%2BAViZvhDma7RU7voaE6dyrWrwbvUuwOoJewUo%2FrqrBOJ46NrrFa1S68HQocSEr14wsuJ7UJuNCPnwmgsKvdyZ6Q4mFvZQE%2FgtiZuoSpG9Ou7pwEZdREM8viQNt%2FK07kumc%2BxI3wwuvjPvgY6pQFHPgRjsJlYYK%2BONB%2Faosg6%2BOTO7BWnXPr7PYmTnLKQf7U7a79p4hPv%2Bz3c4iY0gvXLZs2WyvWD4i6XPAsZncL%2BvoEnNXzULxXx9dUsDqW7QkXTUri8hXhXyaL9XKJdur76qBudhfmvR%2BbinImKe1fC%2FDQiBEiKYw5jikVCtExobvidxX2P2Pg%2FIvtk8H3kY3taibEoN8ug0BICWarLXUB8mfjLnTQ%3D&X-Amz-SignedHeaders=host&X-Amz-Signature=e36fd61a5d6d81eec0f4ed1749d46c49f215f411bcefa2cdae13f0a64396927f" /><img alt="Play" class="play-icon" src="//a.academia-assets.com/images/video-play-icon.svg" /><div class="video-duration">01:02:41</div></div></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" href="https://www.academia.edu/video/la68Wk">Entrevue sur l'antiracisme</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Une entrevue sur l'antiracisme avec André Mazawi de l'Université of British Columbia (UBC). Un vr...</span><a class="js-work-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Une entrevue sur l'antiracisme avec André Mazawi de l'Université of British Columbia (UBC). Un vrai plaisir de réfléchir sur cette question/ce sujet/cet ensemble de choses/ce point central, surtout en français (avril 2021).<br /><br /><a href="https://www.facebook.com/UNESCO.CHAIR.DCMET/videos/797195504541935" rel="nofollow">https://www.facebook.com/UNESCO.CHAIR.DCMET/videos/797195504541935</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-video-id="la68Wk"><a class="js-profile-work-strip-edit-button" href="https://uqo.academia.edu/video/edit/la68Wk" rel="nofollow" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-video-id="la68Wk">34 views</span></span></span></div></div></div></div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="5495" id="books"><div class="js-work-strip profile--work_container" data-work-id="109544848"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109544848/Everything_changes_but_does_everything_really_change_The_Yin_and_Yang_of_education_and_democracy_and_the_eternal_quest_for_emancipation"><img alt="Research paper thumbnail of Everything changes but does everything really change? The Yin and Yang of education and democracy, and the eternal quest for emancipation" class="work-thumbnail" src="https://attachments.academia-assets.com/107638021/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109544848/Everything_changes_but_does_everything_really_change_The_Yin_and_Yang_of_education_and_democracy_and_the_eternal_quest_for_emancipation">Everything changes but does everything really change? The Yin and Yang of education and democracy, and the eternal quest for emancipation</a></div><div class="wp-workCard_item"><span>Dabom Publishing</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We wrote our book just before the pandemic, documenting almost two decades of thoughts, debates, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We wrote our book just before the pandemic, documenting almost two decades of thoughts, debates, reflections, arguments and research on education for democracy and democracy in education. Like many other colleagues, we hoped that there would be a natural symbiotic and deeply inter-meshed relationship between the two, echoing the Chinese philosophy (Yin and Yang) that frames the two concepts as interconnected, developing and sustaining life, even if the tensions that define them can cause turbulence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d34eb5fa05af6e5c73ae937a0a8801f9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107638021,"asset_id":109544848,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107638021/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109544848"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109544848"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109544848; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109544848]").text(description); $(".js-view-count[data-work-id=109544848]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109544848; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109544848']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d34eb5fa05af6e5c73ae937a0a8801f9" } } $('.js-work-strip[data-work-id=109544848]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109544848,"title":"Everything changes but does everything really change? 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","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":107638021,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107638021/thumbnails/1.jpg","file_name":"PREFACE_BOOK_KOREAN_version_PRC.pdf","download_url":"https://www.academia.edu/attachments/107638021/download_file","bulk_download_file_name":"Everything_changes_but_does_everything_r.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107638021/PREFACE_BOOK_KOREAN_version_PRC-libre.pdf?1700600194=\u0026response-content-disposition=attachment%3B+filename%3DEverything_changes_but_does_everything_r.pdf\u0026Expires=1741735958\u0026Signature=CVfs3~slvlB~cV0wN7NNyr04QANLKRCeHVoht5h3raOPe-0xbt7FT6xck5HHHy0YCbGxjm9hNIWWxD9NSJWtI7pRd~Kwxz6AnF4k7rWdIZ6GjO4a8lIAhFwxZNNPpzmzF5JrzEDSkl-1MiM3KEbqOVCMzjNR0CE14hdQ~FgBxlIkPF5Uswnx4T30fZzu4uE12FBOw2lpTEYTZLdfv1y6p4AORqYtPf1mJQiP6bSwGo5QvWN9Dq~ufTjAURH3pZaXpvNFg93ii79LEjuaAy8WkVNRn23i1z7GfSiKlguV-YwjE7HhMcl0MKhTfETMnDKkqt~NWlK6lb0K-bN9V9mquw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109487434"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109487434/Media_and_information_literate_citizens_think_critically_click_wisely_"><img alt="Research paper thumbnail of Media and information literate citizens: think critically, click wisely!" class="work-thumbnail" src="https://attachments.academia-assets.com/107598241/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109487434/Media_and_information_literate_citizens_think_critically_click_wisely_">Media and information literate citizens: think critically, click wisely!</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Can we improve our societies by clicking wisely? Content providers such as libraries, a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Can we improve our societies by clicking wisely? Content  providers  such  as  libraries,  archives,  museums,  media  and  digital  communications  companies  can  enable  inclusive  and  sustainable  development.  However, they do not always live up to these ideals, which creates challenges for the users of these services. Content providers of all types open up new opportunities for lifelong learning. But at the same time, they open up challenges such as misinformation and disinformation, hate speech, and infringement of online privacy, among others.Media  and  information  literacy  is  a  set  of  competencies  that  help  people  to  maximize  advantages  and  minimize  harms.    Media    and    information    literacy    covers    competencies  that  enable  people  to  critically  and  Capacities in these areas are  indispensable  for  all  citizens  regardless  of  their  ages or backgrounds.This pioneering curriculum presents a comprehensive competency  framework  of  media  and  information  pedagogical    suggestions.    It    features    various    detailed    modules    covering    the    range    of    competencies    needed    to  navigate  today’s  communications  ecosystem.  This  resource  links  media  and  education, education for sustainable development, cultural literacy and the exponential information literacy curriculum, everyone can become media and information literate as well as peer-educators of media and information literacy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64191b6e7edf775f66420b4becd653a6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107598241,"asset_id":109487434,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107598241/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109487434"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109487434"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109487434; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109487434]").text(description); $(".js-view-count[data-work-id=109487434]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109487434; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109487434']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "64191b6e7edf775f66420b4becd653a6" } } $('.js-work-strip[data-work-id=109487434]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109487434,"title":"Media and information literate citizens: think critically, click wisely!","translated_title":"","metadata":{"abstract":"Can we improve our societies by clicking wisely? 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Robust and critical citizen engagement through social movements and transformative education is a necessary cornerstone to building meaningful and critical forms of democracy. Social solidarity (and eco-global citizenship) is confronted by a myriad of forced and unforced migrations, xenophobia, avarice, warfare, and the global environmental catastrophe, with global elites continually shoring up their bottom line. This book—offered in English, French and Spanish, with authors from a dozen countries—is part of our socio-political and educational project, seeking to bring people together across linguistic, cultural, geographic, identity and disciplinary lines. Aiming to cultivate and facilitate deliberative, engaged dialogues, ideas, proposals and actions for a world that more purposefully and audaciously includes all humans, species and the environment under the same tent is a central feature of our epicenter.<br /><br />Les pratiques, les connaissances et les épistémologies émancipatrices créatives et innovantes qui ont été martelées par le régime néolibéral et néocolonial ne peuvent plus être négligées. Un engagement citoyen solide et critique par le biais de mouvements sociaux et d'une éducation transformatoire est une pierre angulaire nécessaire à la construction de formes de démocratie robustes et critiques. La solidarité sociale (et la citoyenneté éco*mondiale) est confrontée par une myriade de migrations forcées et non forcées, de xénophobie, d'avarice, de guerre et de la catastrophe environnementale mondiale, les élites mondiales renforçant continuellement leur positionnement économique. Ce livre—en anglais, français et espagnol, avec des auteurs d'une douzaine de pays—s'inscrit dans notre projet socio-politique et éducatif, cherchant à rapprocher les gens au-delà des frontières linguistiques, culturelles, géographiques, identitaires et disciplinaires. Visant à cultiver et à faciliter des dialogues, des idées, des propositions et des actions délibératifs et engagés pour un monde qui inclut plus délibérément et audacieusement tous les humains, les espèces et l'environnement sous le même toit est une caractéristique centrale de notre épicentre.<br /><br />Ya no se puede pasar por alto revivir e innovar creativamente prácticas, conocimientos y epistemologías emancipatorias que han sido golpeadas por el régimen neoliberal y neocolonial. La participación ciudadana sólida y crítica a través de movimientos sociales y la educación transformadora es una piedra angular necesaria para construir formas significativas y críticas de democracia. La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ab5381246c1525f7262c495501cc5014" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99051145,"asset_id":97425749,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99051145/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97425749"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97425749"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97425749; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97425749]").text(description); $(".js-view-count[data-work-id=97425749]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97425749; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97425749']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ab5381246c1525f7262c495501cc5014" } } $('.js-work-strip[data-work-id=97425749]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97425749,"title":"The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora","translated_title":"","metadata":{"abstract":"Creatively reviving and innovating emancipatory practices, knowledges and epistemologies that have been under attack by neoliberal and neocolonial rule can no longer be overlooked. 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Aiming to cultivate and facilitate deliberative, engaged dialogues, ideas, proposals and actions for a world that more purposefully and audaciously includes all humans, species and the environment under the same tent is a central feature of our epicenter.\n\nLes pratiques, les connaissances et les épistémologies émancipatrices créatives et innovantes qui ont été martelées par le régime néolibéral et néocolonial ne peuvent plus être négligées. Un engagement citoyen solide et critique par le biais de mouvements sociaux et d'une éducation transformatoire est une pierre angulaire nécessaire à la construction de formes de démocratie robustes et critiques. La solidarité sociale (et la citoyenneté éco*mondiale) est confrontée par une myriade de migrations forcées et non forcées, de xénophobie, d'avarice, de guerre et de la catastrophe environnementale mondiale, les élites mondiales renforçant continuellement leur positionnement économique. 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La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.\n","more_info":"Carr, Paul R., Thésée Gina \u0026 Rivas-Sanchez, Eloy. (eds.). (2023). The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre : Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora. New York: DIO Press. ","page_numbers":"620","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora"},"translated_abstract":"Creatively reviving and innovating emancipatory practices, knowledges and epistemologies that have been under attack by neoliberal and neocolonial rule can no longer be overlooked. Robust and critical citizen engagement through social movements and transformative education is a necessary cornerstone to building meaningful and critical forms of democracy. Social solidarity (and eco-global citizenship) is confronted by a myriad of forced and unforced migrations, xenophobia, avarice, warfare, and the global environmental catastrophe, with global elites continually shoring up their bottom line. This book—offered in English, French and Spanish, with authors from a dozen countries—is part of our socio-political and educational project, seeking to bring people together across linguistic, cultural, geographic, identity and disciplinary lines. Aiming to cultivate and facilitate deliberative, engaged dialogues, ideas, proposals and actions for a world that more purposefully and audaciously includes all humans, species and the environment under the same tent is a central feature of our epicenter.\n\nLes pratiques, les connaissances et les épistémologies émancipatrices créatives et innovantes qui ont été martelées par le régime néolibéral et néocolonial ne peuvent plus être négligées. Un engagement citoyen solide et critique par le biais de mouvements sociaux et d'une éducation transformatoire est une pierre angulaire nécessaire à la construction de formes de démocratie robustes et critiques. La solidarité sociale (et la citoyenneté éco*mondiale) est confrontée par une myriade de migrations forcées et non forcées, de xénophobie, d'avarice, de guerre et de la catastrophe environnementale mondiale, les élites mondiales renforçant continuellement leur positionnement économique. Ce livre—en anglais, français et espagnol, avec des auteurs d'une douzaine de pays—s'inscrit dans notre projet socio-politique et éducatif, cherchant à rapprocher les gens au-delà des frontières linguistiques, culturelles, géographiques, identitaires et disciplinaires. Visant à cultiver et à faciliter des dialogues, des idées, des propositions et des actions délibératifs et engagés pour un monde qui inclut plus délibérément et audacieusement tous les humains, les espèces et l'environnement sous le même toit est une caractéristique centrale de notre épicentre.\n\nYa no se puede pasar por alto revivir e innovar creativamente prácticas, conocimientos y epistemologías emancipatorias que han sido golpeadas por el régimen neoliberal y neocolonial. La participación ciudadana sólida y crítica a través de movimientos sociales y la educación transformadora es una piedra angular necesaria para construir formas significativas y críticas de democracia. La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.\n","internal_url":"https://www.academia.edu/97425749/The_Epicenter_Democracy_Eco_Global_Citizenship_and_Transformative_Education_L_%C3%A9picentre_D%C3%A9mocratie_%C3%89co_Citoyennet%C3%A9_mondiale_et_%C3%89ducation_transformatoire_El_Epicentro_Democracia_Eco_Ciudadan%C3%ADa_Mundial_y_Educaci%C3%B3n_Transformadora","translated_internal_url":"","created_at":"2023-02-23T15:47:45.135-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":39540951,"work_id":97425749,"tagging_user_id":38268,"tagged_user_id":4149733,"co_author_invite_id":null,"email":"t***a@uqam.ca","affiliation":"Université du Québec à Montréal","display_order":1,"name":"Gina Thésée","title":"The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora"},{"id":39540952,"work_id":97425749,"tagging_user_id":38268,"tagged_user_id":56658877,"co_author_invite_id":null,"email":"h***s@gmail.com","affiliation":"Athabasca University","display_order":2,"name":"Eloy Rivas-Sanchez","title":"The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education / L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire / El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora"}],"downloadable_attachments":[{"id":99051145,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99051145/thumbnails/1.jpg","file_name":"The_Epicenter_27_feb_2023.pdf","download_url":"https://www.academia.edu/attachments/99051145/download_file","bulk_download_file_name":"The_Epicenter_Democracy_Eco_Global_Citiz.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99051145/The_Epicenter_27_feb_2023-libre.pdf?1677201449=\u0026response-content-disposition=attachment%3B+filename%3DThe_Epicenter_Democracy_Eco_Global_Citiz.pdf\u0026Expires=1741735958\u0026Signature=Th8PbVetEcPAfcJkSLm8-VcRp9dYvX2AEiqyhf28iW2Zzz70mVytvwaBtIcC4bZNpIqKVEZ2ZO-3ep9W28YvDVgfThdjhczZNwxfXERxXJ-0UFDSDjKW-xzeYZ9gPXA-0XQkdAKlGO5XplSoj94zWCxfiQOKQBm7NI3UI3fRB3TOmfhgXgP4Uqzh85iaAtJWyurZ~ioGP2k98XRTScYiB30bCuGlqri5WAeC3Es8cmwVT5DEvY95dWBvY0DGK96PEijO~y2vA3l56irGyJQwS9Z4MIX5ItJ7ol0PWCQTGEWSvN-R2SDy~HreTCJPV6jIgyJgFQ1gCTQrHZ8QpRyZfA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Epicenter_Democracy_Eco_Global_Citizenship_and_Transformative_Education_L_épicentre_Démocratie_Éco_Citoyenneté_mondiale_et_Éducation_transformatoire_El_Epicentro_Democracia_Eco_Ciudadanía_Mundial_y_Educación_Transformadora","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"Creatively reviving and innovating emancipatory practices, knowledges and epistemologies that have been under attack by neoliberal and neocolonial rule can no longer be overlooked. 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Ce livre—en anglais, français et espagnol, avec des auteurs d'une douzaine de pays—s'inscrit dans notre projet socio-politique et éducatif, cherchant à rapprocher les gens au-delà des frontières linguistiques, culturelles, géographiques, identitaires et disciplinaires. Visant à cultiver et à faciliter des dialogues, des idées, des propositions et des actions délibératifs et engagés pour un monde qui inclut plus délibérément et audacieusement tous les humains, les espèces et l'environnement sous le même toit est une caractéristique centrale de notre épicentre.\n\nYa no se puede pasar por alto revivir e innovar creativamente prácticas, conocimientos y epistemologías emancipatorias que han sido golpeadas por el régimen neoliberal y neocolonial. La participación ciudadana sólida y crítica a través de movimientos sociales y la educación transformadora es una piedra angular necesaria para construir formas significativas y críticas de democracia. La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.\n","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":99051145,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99051145/thumbnails/1.jpg","file_name":"The_Epicenter_27_feb_2023.pdf","download_url":"https://www.academia.edu/attachments/99051145/download_file","bulk_download_file_name":"The_Epicenter_Democracy_Eco_Global_Citiz.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99051145/The_Epicenter_27_feb_2023-libre.pdf?1677201449=\u0026response-content-disposition=attachment%3B+filename%3DThe_Epicenter_Democracy_Eco_Global_Citiz.pdf\u0026Expires=1741735958\u0026Signature=Th8PbVetEcPAfcJkSLm8-VcRp9dYvX2AEiqyhf28iW2Zzz70mVytvwaBtIcC4bZNpIqKVEZ2ZO-3ep9W28YvDVgfThdjhczZNwxfXERxXJ-0UFDSDjKW-xzeYZ9gPXA-0XQkdAKlGO5XplSoj94zWCxfiQOKQBm7NI3UI3fRB3TOmfhgXgP4Uqzh85iaAtJWyurZ~ioGP2k98XRTScYiB30bCuGlqri5WAeC3Es8cmwVT5DEvY95dWBvY0DGK96PEijO~y2vA3l56irGyJQwS9Z4MIX5ItJ7ol0PWCQTGEWSvN-R2SDy~HreTCJPV6jIgyJgFQ1gCTQrHZ8QpRyZfA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":50470,"name":"éducation","url":"https://www.academia.edu/Documents/in/%C3%A9ducation"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n"},{"id":84773,"name":"Global Citizenship Education","url":"https://www.academia.edu/Documents/in/Global_Citizenship_Education"},{"id":130397,"name":"Democracia","url":"https://www.academia.edu/Documents/in/Democracia"},{"id":383264,"name":"Relaciones de poder y ciudadanía","url":"https://www.academia.edu/Documents/in/Relaciones_de_poder_y_ciudadania"},{"id":613766,"name":"Service Civique éducation Civique éducation à La Citoyenneté","url":"https://www.academia.edu/Documents/in/Service_Civique_education_Civique_education_a_La_Citoyennete"}],"urls":[{"id":29236998,"url":"https://www.diopress.com/the-epicentre"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38576819"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38576819/_It_s_not_education_that_scares_me_it_s_the_educators_Is_there_still_hope_for_democracy_in_education_and_education_for_democracy"><img alt="Research paper thumbnail of “It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy?" class="work-thumbnail" src="https://attachments.academia-assets.com/58649937/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38576819/_It_s_not_education_that_scares_me_it_s_the_educators_Is_there_still_hope_for_democracy_in_education_and_education_for_democracy">“It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy?</a></div><div class="wp-workCard_item"><span>“It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy?</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many people believe that “education” has a disproportionately negative effect on them and those c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many people believe that “education” has a disproportionately negative effect on them and those close to them. With so much wealth, technological prowess, innovation, and economic development, why do we still have marginalization, social inequalities, conflict, mass incarceration and generational poverty? The connection to democracy, Education for Democracy (EfD) and social justice is, for Carr and Thésée, clear, and this volume interweaves a narrative within these themes based on a Freirian theoretical backdrop. This book presents a vision for transformative education and EfD, seeking to cultivate, stimulate and support political and media literacy, critical engagement and a re-conceptualization of what education is, and, importantly, how it can address entrenched, systemic and institutional problems that plague society. Based on over a decade of empirical research in a range of contexts and jurisdictions, the authors strive to link teaching and learning with agency, solidarity, action and transformative change within the conceptual framework of a critically-engaged EfD.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="52088ac11f91bb3cfe2ce11634301d9c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58649937,"asset_id":38576819,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58649937/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38576819"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38576819"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38576819; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38576819]").text(description); $(".js-view-count[data-work-id=38576819]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38576819; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38576819']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "52088ac11f91bb3cfe2ce11634301d9c" } } $('.js-work-strip[data-work-id=38576819]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38576819,"title":"“It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy?","translated_title":"","metadata":{"abstract":"Many people believe that “education” has a disproportionately negative effect on them and those close to them. 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We are all—individually and coll...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Participatory media 2.0 have shifted the terrain of public life. We are all—individually and collectively—able to produce and circulate media to a potentially limitless audience, and we are all, at minimum, arbiters of knowledge and information through the choices—or clicks—we make when online. In this new environment of two-way and multidimensional media flow, digital communication tools, platforms and spaces offer enormous potential for the cultivation, development and circulation of diverse and counter-hegemonic perspectives. It has also provoked a crisis of communication between oppositional " echo chambers. " Democracy requires a functioning, critically-engaged and literate populace, one that can participate in, cultivate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media and digital literacies, given the ubiquity and immersiveness of Media 2.0 in our lives. In Democracy 2.0, we feature a series of evocative, international case studies that document the impact of alternative and community use of media, in general, and Web 2.0 in particular. The aim is to foster critical reflection on social realities, developing the context for coalition-building in support of social change and social justice. The chapters herein examine activist uses of social and visual media within a broad and critical frame, underpinning the potential of alternative and DIY (Do It Yourself) media to impact and help forge community relationships, to foster engagement in the civic and social life of citizens across the globe and, ultimately, to support thicker forms of democratic participation, engagement and conscientization, beyond electoralist, representative, normative democracy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="122a4c12317154bd31d3c129bd819394" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55880350,"asset_id":35994735,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55880350/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35994735"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35994735"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35994735; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35994735]").text(description); $(".js-view-count[data-work-id=35994735]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35994735; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35994735']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "122a4c12317154bd31d3c129bd819394" } } $('.js-work-strip[data-work-id=35994735]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35994735,"title":"Democracy 2.0: Media, Political Literacy and Critical Engagement","translated_title":"","metadata":{"abstract":"Participatory media 2.0 have shifted the terrain of public life. We are all—individually and collectively—able to produce and circulate media to a potentially limitless audience, and we are all, at minimum, arbiters of knowledge and information through the choices—or clicks—we make when online. In this new environment of two-way and multidimensional media flow, digital communication tools, platforms and spaces offer enormous potential for the cultivation, development and circulation of diverse and counter-hegemonic perspectives. It has also provoked a crisis of communication between oppositional \" echo chambers. \" Democracy requires a functioning, critically-engaged and literate populace, one that can participate in, cultivate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media and digital literacies, given the ubiquity and immersiveness of Media 2.0 in our lives. In Democracy 2.0, we feature a series of evocative, international case studies that document the impact of alternative and community use of media, in general, and Web 2.0 in particular. The aim is to foster critical reflection on social realities, developing the context for coalition-building in support of social change and social justice. The chapters herein examine activist uses of social and visual media within a broad and critical frame, underpinning the potential of alternative and DIY (Do It Yourself) media to impact and help forge community relationships, to foster engagement in the civic and social life of citizens across the globe and, ultimately, to support thicker forms of democratic participation, engagement and conscientization, beyond electoralist, representative, normative democracy. \r\n\r\n","more_info":"Published by Brill/Sense","ai_title_tag":"Democracy 2.0: Media, Literacy, and Engaged Citizenship","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Democracy 2.0: Media, Political Literacy and Critical Engagement"},"translated_abstract":"Participatory media 2.0 have shifted the terrain of public life. 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In Democracy 2.0, we feature a series of evocative, international case studies that document the impact of alternative and community use of media, in general, and Web 2.0 in particular. The aim is to foster critical reflection on social realities, developing the context for coalition-building in support of social change and social justice. The chapters herein examine activist uses of social and visual media within a broad and critical frame, underpinning the potential of alternative and DIY (Do It Yourself) media to impact and help forge community relationships, to foster engagement in the civic and social life of citizens across the globe and, ultimately, to support thicker forms of democratic participation, engagement and conscientization, beyond electoralist, representative, normative democracy. \r\n\r\n","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":55880350,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55880350/thumbnails/1.jpg","file_name":"DEM_2.0_FLYER.pdf","download_url":"https://www.academia.edu/attachments/55880350/download_file","bulk_download_file_name":"Democracy_2_0_Media_Political_Literacy_a.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55880350/DEM_2.0_FLYER-libre.pdf?1519399239=\u0026response-content-disposition=attachment%3B+filename%3DDemocracy_2_0_Media_Political_Literacy_a.pdf\u0026Expires=1741946802\u0026Signature=f3k6OxesQ1DQFglCPvHR7ELi-BL-p9BGf3Vv4RWcB2ymXvBUfPP-QbYEDg9kHOrmj3MTUMcE4jm8tPw-Pj8a2I7CunIywaxvLC6QxFbqgAakqxX2z1XF8RdqgdmL-LyuDIuR2LCZaA7XacoWbvcySkPz4VOKdG3q8LqiFHxs2RW5FJEMrh1z4LfzS3Vv4mlZeIH-m0fUmaEcaEqh3Ou0XYBBDv967GGtJFDKksDiE1CaX2gM5lD2WMYRzwJ5fuR3zUr0a-~eSmssMqBcV6ixyXotHyXUuH62c17t769lQiCiJ2wbAddqEbw8cFhCvmtYsawT6Qw6qLSduc5~4sIoog__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1591,"name":"Transformative Learning","url":"https://www.academia.edu/Documents/in/Transformative_Learning"},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media"},{"id":10466,"name":"Media and Democracy","url":"https://www.academia.edu/Documents/in/Media_and_Democracy"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[{"id":8439894,"url":"http://www.brill.com/products/book/democracy-20-0"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35952286"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/35952286/Critical_Multicultural_Perspectives_on_Whiteness_Views_from_the_Past_and_Present"><img alt="Research paper thumbnail of Critical Multicultural Perspectives on Whiteness: Views from the Past and Present" class="work-thumbnail" src="https://attachments.academia-assets.com/55972431/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/35952286/Critical_Multicultural_Perspectives_on_Whiteness_Views_from_the_Past_and_Present">Critical Multicultural Perspectives on Whiteness: Views from the Past and Present</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DarrenLund">Darren Lund</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Whiteness is a narrative. It is the privileged dimension of the complex story of "race" that was,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Whiteness is a narrative. It is the privileged dimension of the complex story of "race" that was, and continues to be, seminal in shaping the socio-economic structure and cultural climate of the United States and other Western nations. Without acknowledging this story, it is impossible to understand fully the current political and social contexts in which we live. Critical Multicultural Perspectives on Whiteness explores multiple analyses of whiteness, drawing on both past and current key sources to tell the story in a more comprehensive way. This book features both iconic essays that address the social construction of whiteness and critical resistance as well as excellent new critical perspectives. <br /> <br />--------- <br /> <br />La "Blanchitude", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de "privilège" et de "pouvoir" ancrées dans l'histoire complexe des "races", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018. <br /> <br /><a href="https://www.peterlang.com/view/product/82649?v=toc" rel="nofollow">https://www.peterlang.com/view/product/82649?v=toc</a> <br /> <br /> <br />Critical Multicultural Perspectives on Whiteness: Views from the Past and Present <br /> <br />Contents <br /> <br />Figures <br /> <br />Acknowledgements <br /> <br />Introduction: Critical Multicultural Perspectives on Whiteness <br />Virginia Lea, Darren E. Lund and Paul R. Carr <br /> <br />Section I The Social Construction of Whiteness and Critical Resistance <br /> <br />1. Romancing the Shadow <br />Toni Morrison <br /> <br />2. Whiteness as Property <br />Cheryl L. Harris <br /> <br />3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800 <br />D. R. Roediger <br /> <br />4.  Slavery and Race: The Southern Dilemma <br />G. M. Frederickson <br /> <br />5. The Invention of the White Race—And the Ordeal of America <br />T. W. Allen <br /> <br />6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms) <br />Trina Grillo and Stephanie M. Wildman <br /> <br />7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It <br />Heather W. Hackman and Susan Raffo <br /> <br />8. Deconstructing Whiteness: Discovering the Water <br />Kelly E. Maxwell <br /> <br />9. Disrupting Denial and White Privilege in Teacher Education <br />Darren E. Lund and Paul R. Carr <br /> <br />10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism <br />Virginia Lea and Erma Jean Sims <br /> <br />11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman <br />Gina Thésée <br /> <br />12. Nothing to Add: A Challenge to White Silence in Racial Discussions <br />Robin DiAngelo <br /> <br />13.  The Elephant in the Room: Picturebooks, Philosophy for Children and Racism <br />Darren Chetty <br /> <br />Section II - New Critical Perspectives on Whiteness <br /> <br />14. Stop Telling that Story! Danger Discourse and the White Racial Frame <br />Robin DiAngelo <br /> <br />15.  Whiteness and Intersectionality Theory <br />Cynthia Levine-Rasky <br /> <br />16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education <br />Melissa Winchell <br /> <br />17. Academic Advising and the Maintenance of Whiteness in Higher Education <br />Geneva L. Sarcedo and Cheryl E. Matias <br /> <br />18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom <br />Tana Mitchell Contents <br /> <br />19.  Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education <br />Paul R. Carr <br /> <br />20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People <br />John L. Hoben <br /> <br />21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum <br />Glen Parkes <br /> <br />22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis <br />Heather W. Hackman <br /> <br />23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like” <br />Nichole E. Grant <br /> <br />Contributors <br /> <br /> <br />Advance Praise <br />“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.” <br />–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco <br /> <br />“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.” <br /> –Christine Sleeter, Professor Emerita, California State University, Monterey Bay <br /> <br />“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.” <br />–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute <br /> <br />“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.” <br />–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education <br /> <br />“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!” <br />–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2424964338e484bdd9240ae0c3e06946" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55972431,"asset_id":35952286,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55972431/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35952286"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35952286"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35952286; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35952286]").text(description); $(".js-view-count[data-work-id=35952286]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35952286; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35952286']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2424964338e484bdd9240ae0c3e06946" } } $('.js-work-strip[data-work-id=35952286]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35952286,"title":"Critical Multicultural Perspectives on Whiteness: Views from the Past and Present","translated_title":"","metadata":{"doi":"10.3726/b11196","abstract":"Whiteness is a narrative. It is the privileged dimension of the complex story of \"race\" that was, and continues to be, seminal in shaping the socio-economic structure and cultural climate of the United States and other Western nations. Without acknowledging this story, it is impossible to understand fully the current political and social contexts in which we live. Critical Multicultural Perspectives on Whiteness explores multiple analyses of whiteness, drawing on both past and current key sources to tell the story in a more comprehensive way. This book features both iconic essays that address the social construction of whiteness and critical resistance as well as excellent new critical perspectives.\r\n\r\n---------\r\n\r\nLa \"Blanchitude\", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de \"privilège\" et de \"pouvoir\" ancrées dans l'histoire complexe des \"races\", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018.\r\n\r\nhttps://www.peterlang.com/view/product/82649?v=toc\r\n\r\n\r\nCritical Multicultural Perspectives on Whiteness: Views from the Past and Present\r\n\r\nContents \r\n\r\nFigures \r\n\r\nAcknowledgements \r\n\r\nIntroduction: Critical Multicultural Perspectives on Whiteness \r\nVirginia Lea, Darren E. Lund and Paul R. Carr \r\n\r\nSection I The Social Construction of Whiteness and Critical Resistance\r\n\r\n1. Romancing the Shadow \r\nToni Morrison \r\n\r\n2. Whiteness as Property \r\nCheryl L. Harris \r\n\r\n3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800 \r\nD. R. Roediger \r\n\r\n4. Slavery and Race: The Southern Dilemma \r\nG. M. Frederickson \r\n\r\n5. The Invention of the White Race—And the Ordeal of America \r\nT. W. Allen \r\n\r\n6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms) \r\nTrina Grillo and Stephanie M. Wildman \r\n\r\n7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It \r\nHeather W. Hackman and Susan Raffo \r\n\r\n8. Deconstructing Whiteness: Discovering the Water \r\nKelly E. Maxwell \r\n\r\n9. Disrupting Denial and White Privilege in Teacher Education \r\nDarren E. Lund and Paul R. Carr \r\n\r\n10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism \r\nVirginia Lea and Erma Jean Sims \r\n\r\n11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman \r\nGina Thésée \r\n\r\n12. Nothing to Add: A Challenge to White Silence in Racial Discussions \r\nRobin DiAngelo \r\n\r\n13. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism \r\nDarren Chetty \r\n\r\nSection II - New Critical Perspectives on Whiteness\r\n\r\n14. Stop Telling that Story! Danger Discourse and the White Racial Frame \r\nRobin DiAngelo \r\n\r\n15. Whiteness and Intersectionality Theory \r\nCynthia Levine-Rasky \r\n\r\n16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education \t\r\nMelissa Winchell \r\n\r\n17. Academic Advising and the Maintenance of Whiteness in Higher Education \r\nGeneva L. Sarcedo and Cheryl E. Matias \r\n\r\n18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom \r\nTana Mitchell Contents \r\n\r\n19. Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education \r\nPaul R. Carr \r\n\r\n20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People \r\nJohn L. Hoben \r\n\r\n21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum \r\nGlen Parkes \r\n\r\n22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis \r\nHeather W. Hackman \r\n\r\n23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like” \r\nNichole E. Grant \r\n\r\nContributors \r\n\r\n\r\nAdvance Praise\r\n“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.” \r\n–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco \r\n\r\n“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.”\r\n –Christine Sleeter, Professor Emerita, California State University, Monterey Bay \r\n\r\n“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.” \r\n–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute \r\n\r\n“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.” \r\n–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education \r\n\r\n“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!” \r\n–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?\r\n\r\n \r\n","more_info":"Lea, Virginia, Lund, Darren E., \u0026 Carr, Paul R. (eds.). (2018). Critical Multicultural Perspectives on Whiteness: Views from the Past and Present. New York: Peter Lang.","ai_title_tag":"Perspectives on Whiteness: Past and Present","publication_date":{"day":null,"month":null,"year":2018,"errors":{}}},"translated_abstract":"Whiteness is a narrative. It is the privileged dimension of the complex story of \"race\" that was, and continues to be, seminal in shaping the socio-economic structure and cultural climate of the United States and other Western nations. Without acknowledging this story, it is impossible to understand fully the current political and social contexts in which we live. Critical Multicultural Perspectives on Whiteness explores multiple analyses of whiteness, drawing on both past and current key sources to tell the story in a more comprehensive way. This book features both iconic essays that address the social construction of whiteness and critical resistance as well as excellent new critical perspectives.\r\n\r\n---------\r\n\r\nLa \"Blanchitude\", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de \"privilège\" et de \"pouvoir\" ancrées dans l'histoire complexe des \"races\", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018.\r\n\r\nhttps://www.peterlang.com/view/product/82649?v=toc\r\n\r\n\r\nCritical Multicultural Perspectives on Whiteness: Views from the Past and Present\r\n\r\nContents \r\n\r\nFigures \r\n\r\nAcknowledgements \r\n\r\nIntroduction: Critical Multicultural Perspectives on Whiteness \r\nVirginia Lea, Darren E. Lund and Paul R. Carr \r\n\r\nSection I The Social Construction of Whiteness and Critical Resistance\r\n\r\n1. Romancing the Shadow \r\nToni Morrison \r\n\r\n2. Whiteness as Property \r\nCheryl L. Harris \r\n\r\n3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800 \r\nD. R. Roediger \r\n\r\n4. Slavery and Race: The Southern Dilemma \r\nG. M. Frederickson \r\n\r\n5. The Invention of the White Race—And the Ordeal of America \r\nT. W. Allen \r\n\r\n6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms) \r\nTrina Grillo and Stephanie M. Wildman \r\n\r\n7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It \r\nHeather W. Hackman and Susan Raffo \r\n\r\n8. Deconstructing Whiteness: Discovering the Water \r\nKelly E. Maxwell \r\n\r\n9. Disrupting Denial and White Privilege in Teacher Education \r\nDarren E. Lund and Paul R. Carr \r\n\r\n10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism \r\nVirginia Lea and Erma Jean Sims \r\n\r\n11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman \r\nGina Thésée \r\n\r\n12. Nothing to Add: A Challenge to White Silence in Racial Discussions \r\nRobin DiAngelo \r\n\r\n13. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism \r\nDarren Chetty \r\n\r\nSection II - New Critical Perspectives on Whiteness\r\n\r\n14. Stop Telling that Story! Danger Discourse and the White Racial Frame \r\nRobin DiAngelo \r\n\r\n15. Whiteness and Intersectionality Theory \r\nCynthia Levine-Rasky \r\n\r\n16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education \t\r\nMelissa Winchell \r\n\r\n17. Academic Advising and the Maintenance of Whiteness in Higher Education \r\nGeneva L. Sarcedo and Cheryl E. Matias \r\n\r\n18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom \r\nTana Mitchell Contents \r\n\r\n19. Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education \r\nPaul R. Carr \r\n\r\n20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People \r\nJohn L. Hoben \r\n\r\n21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum \r\nGlen Parkes \r\n\r\n22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis \r\nHeather W. Hackman \r\n\r\n23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like” \r\nNichole E. Grant \r\n\r\nContributors \r\n\r\n\r\nAdvance Praise\r\n“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.” \r\n–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco \r\n\r\n“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.”\r\n –Christine Sleeter, Professor Emerita, California State University, Monterey Bay \r\n\r\n“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.” \r\n–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute \r\n\r\n“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.” \r\n–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education \r\n\r\n“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!” \r\n–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?\r\n\r\n \r\n","internal_url":"https://www.academia.edu/35952286/Critical_Multicultural_Perspectives_on_Whiteness_Views_from_the_Past_and_Present","translated_internal_url":"","created_at":"2018-02-18T13:14:13.051-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":31078359,"work_id":35952286,"tagging_user_id":38268,"tagged_user_id":3441357,"co_author_invite_id":null,"email":"l***v@uwstout.edu","affiliation":"University of Wisconsin - Stout","display_order":0,"name":"Virginia Lea","title":"Critical Multicultural Perspectives on Whiteness: Views from the Past and Present"},{"id":31078360,"work_id":35952286,"tagging_user_id":38268,"tagged_user_id":31522545,"co_author_invite_id":null,"email":"d***d@shaw.ca","display_order":4194304,"name":"Darren Lund","title":"Critical Multicultural Perspectives on Whiteness: Views from the Past and Present"}],"downloadable_attachments":[{"id":55972431,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55972431/thumbnails/1.jpg","file_name":"Flyer_Lea_Lund_Carr_1.pdf","download_url":"https://www.academia.edu/attachments/55972431/download_file","bulk_download_file_name":"Critical_Multicultural_Perspectives_on_W.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55972431/Flyer_Lea_Lund_Carr_1-libre.pdf?1520282330=\u0026response-content-disposition=attachment%3B+filename%3DCritical_Multicultural_Perspectives_on_W.pdf\u0026Expires=1741735958\u0026Signature=P8HusobroKLZvl5LDns8mdD1uR1dNCkVxYypv6scF~4Wzjeip2PsyVBRL47ExP8pczk9Ivxh25PhvBWfKqhcXiA8XsxxgfD4OYi87~JVxhMKhZT0P30VvDgvw8GptOX9weSwAjKEO4rKhOmTxzZFF8i2S9fljGRB5LK~BCeTnyprszGvNqEWasV2VdrH1SL3Zlqm-a37vgdj7PtKT0J8AbDQUr~HLxymq4QbqmlsESf2kmUmoBn0TCawxgSl4SoNdKSNsM5tUyJ1xM1EhmcLEVGlauvYQ25X0~yBUKCncZSbIeK-VlO4dEwWaqzqVZCtXCO0qdY-9tuB93qdaSFiWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Critical_Multicultural_Perspectives_on_Whiteness_Views_from_the_Past_and_Present","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":"Whiteness is a narrative. It is the privileged dimension of the complex story of \"race\" that was, and continues to be, seminal in shaping the socio-economic structure and cultural climate of the United States and other Western nations. Without acknowledging this story, it is impossible to understand fully the current political and social contexts in which we live. Critical Multicultural Perspectives on Whiteness explores multiple analyses of whiteness, drawing on both past and current key sources to tell the story in a more comprehensive way. This book features both iconic essays that address the social construction of whiteness and critical resistance as well as excellent new critical perspectives.\r\n\r\n---------\r\n\r\nLa \"Blanchitude\", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de \"privilège\" et de \"pouvoir\" ancrées dans l'histoire complexe des \"races\", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018.\r\n\r\nhttps://www.peterlang.com/view/product/82649?v=toc\r\n\r\n\r\nCritical Multicultural Perspectives on Whiteness: Views from the Past and Present\r\n\r\nContents \r\n\r\nFigures \r\n\r\nAcknowledgements \r\n\r\nIntroduction: Critical Multicultural Perspectives on Whiteness \r\nVirginia Lea, Darren E. Lund and Paul R. Carr \r\n\r\nSection I The Social Construction of Whiteness and Critical Resistance\r\n\r\n1. Romancing the Shadow \r\nToni Morrison \r\n\r\n2. Whiteness as Property \r\nCheryl L. Harris \r\n\r\n3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800 \r\nD. R. Roediger \r\n\r\n4. Slavery and Race: The Southern Dilemma \r\nG. M. Frederickson \r\n\r\n5. The Invention of the White Race—And the Ordeal of America \r\nT. W. Allen \r\n\r\n6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms) \r\nTrina Grillo and Stephanie M. Wildman \r\n\r\n7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It \r\nHeather W. Hackman and Susan Raffo \r\n\r\n8. Deconstructing Whiteness: Discovering the Water \r\nKelly E. Maxwell \r\n\r\n9. Disrupting Denial and White Privilege in Teacher Education \r\nDarren E. Lund and Paul R. Carr \r\n\r\n10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism \r\nVirginia Lea and Erma Jean Sims \r\n\r\n11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman \r\nGina Thésée \r\n\r\n12. Nothing to Add: A Challenge to White Silence in Racial Discussions \r\nRobin DiAngelo \r\n\r\n13. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism \r\nDarren Chetty \r\n\r\nSection II - New Critical Perspectives on Whiteness\r\n\r\n14. Stop Telling that Story! Danger Discourse and the White Racial Frame \r\nRobin DiAngelo \r\n\r\n15. Whiteness and Intersectionality Theory \r\nCynthia Levine-Rasky \r\n\r\n16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education \t\r\nMelissa Winchell \r\n\r\n17. Academic Advising and the Maintenance of Whiteness in Higher Education \r\nGeneva L. Sarcedo and Cheryl E. Matias \r\n\r\n18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom \r\nTana Mitchell Contents \r\n\r\n19. Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education \r\nPaul R. Carr \r\n\r\n20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People \r\nJohn L. Hoben \r\n\r\n21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum \r\nGlen Parkes \r\n\r\n22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis \r\nHeather W. Hackman \r\n\r\n23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like” \r\nNichole E. Grant \r\n\r\nContributors \r\n\r\n\r\nAdvance Praise\r\n“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.” \r\n–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco \r\n\r\n“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.”\r\n –Christine Sleeter, Professor Emerita, California State University, Monterey Bay \r\n\r\n“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.” \r\n–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute \r\n\r\n“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.” \r\n–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education \r\n\r\n“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!” \r\n–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?\r\n\r\n \r\n","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":55972431,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55972431/thumbnails/1.jpg","file_name":"Flyer_Lea_Lund_Carr_1.pdf","download_url":"https://www.academia.edu/attachments/55972431/download_file","bulk_download_file_name":"Critical_Multicultural_Perspectives_on_W.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55972431/Flyer_Lea_Lund_Carr_1-libre.pdf?1520282330=\u0026response-content-disposition=attachment%3B+filename%3DCritical_Multicultural_Perspectives_on_W.pdf\u0026Expires=1741735958\u0026Signature=P8HusobroKLZvl5LDns8mdD1uR1dNCkVxYypv6scF~4Wzjeip2PsyVBRL47ExP8pczk9Ivxh25PhvBWfKqhcXiA8XsxxgfD4OYi87~JVxhMKhZT0P30VvDgvw8GptOX9weSwAjKEO4rKhOmTxzZFF8i2S9fljGRB5LK~BCeTnyprszGvNqEWasV2VdrH1SL3Zlqm-a37vgdj7PtKT0J8AbDQUr~HLxymq4QbqmlsESf2kmUmoBn0TCawxgSl4SoNdKSNsM5tUyJ1xM1EhmcLEVGlauvYQ25X0~yBUKCncZSbIeK-VlO4dEwWaqzqVZCtXCO0qdY-9tuB93qdaSFiWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":10469,"name":"Whiteness Studies","url":"https://www.academia.edu/Documents/in/Whiteness_Studies"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory"},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies"},{"id":112639,"name":"Critical Race and Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Race_and_Whiteness_Studies"}],"urls":[{"id":8435625,"url":"https://www.peterlang.com/view/product/82649?tab=subjects"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="23841449"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/23841449/Democracy_and_decency_What_does_education_have_to_do_with_it"><img alt="Research paper thumbnail of Democracy and decency: What does education have to do with it?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/23841449/Democracy_and_decency_What_does_education_have_to_do_with_it">Democracy and decency: What does education have to do with it?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, gov...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. Democracy can also be translated into brute force, hegemony, docility, compliance and conformity, as in wars will be decided on the basis of the needs of elites, or major decisions about spending finite resources will be the domain of the few over the masses, or people will be divided along the lines of race, ethnicity, class, religion, etc. because it is advantageous for maintaining exploitative political systems in place to do so. Often, these frameworks are developed and reified based on the notion that elections give the right to societies, or segments of societies, to install regimes, institutions and operating systems that are then supposedly legitimated and rendered infinitely just because formal power resides in the hands of those dominating forces.<br /><br />This book is interested in advancing a critical analysis of the hegemonic paradigm described above, one that seeks higher levels of political literacy and consciousness, and one that makes the connection with education. What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be?<br /><br />This book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy?<br /><br />Throughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23841449"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23841449"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23841449; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23841449]").text(description); $(".js-view-count[data-work-id=23841449]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23841449; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23841449']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=23841449]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23841449,"title":"Democracy and decency: What does education have to do with it?","translated_title":"","metadata":{"abstract":"Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. 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What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy?\n\nThroughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.","more_info":"Published in 2016 in Carr, Paul R., Thomas, Paul, Porfilio, Brad, \u0026 Gorlewski, Julie,.(dir.). Democracy and decency: What does education have to do with it? (pp. xiii-xxxii). 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What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be?\n\nThis book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy?\n\nThroughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":199421,"name":"Tecaher Education","url":"https://www.academia.edu/Documents/in/Tecaher_Education"},{"id":323813,"name":"Transformative Education","url":"https://www.academia.edu/Documents/in/Transformative_Education"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[{"id":6960092,"url":"http://www.amazon.com/Democracy-Decency-Education-Critical-Constructions/dp/168123324X/ref=asap_bc?ie=UTF8"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="14954306"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/14954306/Pedagogies_of_Kindness_and_Respect_On_the_Lives_and_Education_of_Children"><img alt="Research paper thumbnail of Pedagogies of Kindness and Respect: On the Lives and Education of Children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/14954306/Pedagogies_of_Kindness_and_Respect_On_the_Lives_and_Education_of_Children">Pedagogies of Kindness and Respect: On the Lives and Education of Children</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://furman.academia.edu/PaulThomas">Paul Thomas</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://csustanislaus.academia.edu/BradleyPorfilio">Bradley J Porfilio</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practiti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. Pedagogies of Kindness and Respect investigates the issue of why this circumstance has continued and even worsened today.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14954306"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14954306"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14954306; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14954306]").text(description); $(".js-view-count[data-work-id=14954306]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14954306; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14954306']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=14954306]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14954306,"title":"Pedagogies of Kindness and Respect: On the Lives and Education of Children","translated_title":"","metadata":{"abstract":"Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. 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The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. 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Experimenting with, and experiencing, democracy in education. (2012)" class="work-thumbnail" src="https://attachments.academia-assets.com/37310046/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11951919/Can_teachers_make_a_difference_Experimenting_with_and_experiencing_democracy_in_education_2012_">Can teachers make a difference? Experimenting with, and experiencing, democracy in education. (2012)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://scu-au.academia.edu/DavidZyngier">David Zyngier</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://monash.academia.edu/MarcPruyn">Marc Pruyn</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As the title of this book suggests, how we understand, perceive and experience democracy may have...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5c572331623a72876ab9df37511e0ee3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37310046,"asset_id":11951919,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37310046/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11951919"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11951919"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11951919; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11951919]").text(description); $(".js-view-count[data-work-id=11951919]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11951919; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11951919']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5c572331623a72876ab9df37511e0ee3" } } $('.js-work-strip[data-work-id=11951919]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11951919,"title":"Can teachers make a difference? 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The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. Pedagogies of Kindness and Respect investigates the issue of why this circumstance has continued and even worsened today.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="13562627"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="13562627"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13562627; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13562627]").text(description); $(".js-view-count[data-work-id=13562627]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13562627; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='13562627']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=13562627]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":13562627,"title":"Pedagogies of Kindness and Respect On the Lives and Education of Children","translated_title":"","metadata":{"abstract":"Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. 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It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, education institutions today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in United States, and beyond – a dialogue that must seek the kind of change that represents hope for all students. <br /> <br />As for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10960823"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10960823"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10960823; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10960823]").text(description); $(".js-view-count[data-work-id=10960823]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10960823; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10960823']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=10960823]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10960823,"title":"The Phenomenon of Obama and the Agenda for Education: Can Hope (Still)Audaciously Trump Neoliberalism?","translated_title":"","metadata":{"abstract":"Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, education institutions today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in United States, and beyond – a dialogue that must seek the kind of change that represents hope for all students.\r\n\r\nAs for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.","more_info":"Co-edited by Carr, Paul R. \u0026 Porfilio, Brad ","publisher":"Information Age Publishing","publication_date":{"day":null,"month":null,"year":2015,"errors":{}}},"translated_abstract":"Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, education institutions today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in United States, and beyond – a dialogue that must seek the kind of change that represents hope for all students.\r\n\r\nAs for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.","internal_url":"https://www.academia.edu/10960823/The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Still_Audaciously_Trump_Neoliberalism","translated_internal_url":"","created_at":"2015-02-20T09:15:40.676-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Still_Audaciously_Trump_Neoliberalism","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. 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(Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":19966,"name":"Educational Leadership and Policy Analysis","url":"https://www.academia.edu/Documents/in/Educational_Leadership_and_Policy_Analysis"},{"id":24879,"name":"Hegemony","url":"https://www.academia.edu/Documents/in/Hegemony"},{"id":58640,"name":"Barack Obama","url":"https://www.academia.edu/Documents/in/Barack_Obama"}],"urls":[{"id":4391618,"url":"http://www.infoagepub.com/products/The-Phenomenon-of-Obama-and-the-Agenda-for-Education-2nd-Edition"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9403679"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/9403679/Revisiting_The_Great_White_North_Reframing_Whiteness_Privilege_and_Identity_in_Education"><img alt="Research paper thumbnail of Revisiting The Great White North? Reframing Whiteness, Privilege, and Identity in Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/9403679/Revisiting_The_Great_White_North_Reframing_Whiteness_Privilege_and_Identity_in_Education">Revisiting The Great White North? Reframing Whiteness, Privilege, and Identity in Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Returning seven years later to their original pieces from this landmark book, over 20 leading sch...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Returning seven years later to their original pieces from this landmark book, over 20 leading scholars and activists revisit and reframe their rich contributions to a burgeoning scholarship on Whiteness. With new reflective writings for each chapter, and valuable sections on relevant readings and resources, this volume refreshes and enhances the first text to pay critical and sustained attention to Whiteness in education, with implications far beyond national borders. Contributors include George Sefa Dei, Tracey Lindberg, Carl James, Cynthia Levine-Rasky, and the late Patrick Solomon. Courageously examining diverse perspectives, contexts, and institutional practices, contributors to this volume dismantle the underpinnings of inequitable power relations, privilege, and marginalization. The book’s relevance extends to those in a range of settings, with abundant and poignant lessons for enhancing and understanding transformative social justice work in education. <br /> <br />Revisiting The Great White North? offers terrific grist for examining the persistence of Whiteness even as it shape-shifts. Chapters are comprehensive, theoretically rich, and anchored in personal experience. Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it. <br /> <br />Christine Sleeter,Professor Emerita, California State University Monterey Bay <br /> <br />Our understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today. <br /> <br />Kevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education <br /> <br /> <br /> <br />Darren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work. <br /> <br />Sonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst <br /> <br />Lund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path. <br /> <br />Joel Westheimer, University Research Chair & Professor, Faculty of Education, University of Ottawa</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9403679"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9403679"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9403679; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9403679]").text(description); $(".js-view-count[data-work-id=9403679]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9403679; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9403679']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=9403679]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9403679,"title":"Revisiting The Great White North? 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The book’s relevance extends to those in a range of settings, with abundant and poignant lessons for enhancing and understanding transformative social justice work in education.\r\n\r\nRevisiting The Great White North? offers terrific grist for examining the persistence of Whiteness even as it shape-shifts. Chapters are comprehensive, theoretically rich, and anchored in personal experience. Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it.\r\n\r\nChristine Sleeter,Professor Emerita, California State University Monterey Bay\r\n \r\nOur understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today.\r\n\r\nKevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education\r\n\r\n \r\n\r\nDarren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work.\r\n\r\nSonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst\r\n\r\nLund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path.\r\n\r\nJoel Westheimer, University Research Chair \u0026 Professor, Faculty of Education, University of Ottawa","more_info":"Lund, Darren E. \u0026 Carr, Paul R. 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Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today.\r\n\r\nKevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education\r\n\r\n \r\n\r\nDarren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. 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Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it.\r\n\r\nChristine Sleeter,Professor Emerita, California State University Monterey Bay\r\n \r\nOur understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today.\r\n\r\nKevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education\r\n\r\n \r\n\r\nDarren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work.\r\n\r\nSonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst\r\n\r\nLund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path.\r\n\r\nJoel Westheimer, University Research Chair \u0026 Professor, Faculty of Education, University of Ottawa","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity"},{"id":10469,"name":"Whiteness Studies","url":"https://www.academia.edu/Documents/in/Whiteness_Studies"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory"},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies"},{"id":57929,"name":"Sociology of Education, Social Stratification and Inequality","url":"https://www.academia.edu/Documents/in/Sociology_of_Education_Social_Stratification_and_Inequality"},{"id":132736,"name":"Race and Education","url":"https://www.academia.edu/Documents/in/Race_and_Education"}],"urls":[{"id":3874580,"url":"https://www.sensepublishers.com/catalogs/bookseries/transgressions-cultural-studies-and-education/revisiting-the-great-white-north-second-edition/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7454199"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/7454199/Social_Context_Reform_A_Pedagogy_of_Equity_and_Opportunity"><img alt="Research paper thumbnail of Social Context Reform: A Pedagogy of Equity and Opportunity" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/7454199/Social_Context_Reform_A_Pedagogy_of_Equity_and_Opportunity">Social Context Reform: A Pedagogy of Equity and Opportunity</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Currently, both the status quo of public education and the "No Excuses" Reform policies are ident...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Currently, both the status quo of public education and the "No Excuses" Reform policies are identical. The reform offers a popular and compelling narrative based on the meritocracy and rugged individualism myths that are supposed to define American idealism. This volume will refute this ideology by proposing Social Context Reform, a term coined by Paul Thomas which argues for educational change within a larger plan to reform social inequity—such as access to health care, food, higher employment, better wages and job security. <br /> <br />Since the accountability era in the early 1980s, policy, public discourse, media coverage, and scholarly works have focused primarily on reforming schools themselves. Here, the evidence that school-only reform does not work is combined with a bold argument to expand the discourse and policy surrounding education reform to include how social, school, and classroom reform must work in unison to achieve goals of democracy, equity, and opportunity both in and through public education. <br /> <br />This volume will include a wide variety of essays from leading critical scholars addressing the complex elements of social context reform, all of which address the need to re-conceptualize accountability and to seek equity and opportunity in social and education reform.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7454199"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7454199"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7454199; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7454199]").text(description); $(".js-view-count[data-work-id=7454199]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7454199; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7454199']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7454199]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7454199,"title":"Social Context Reform: A Pedagogy of Equity and Opportunity","translated_title":"","metadata":{"abstract":"Currently, both the status quo of public education and the \"No Excuses\" Reform policies are identical. 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The reform offers a popular and compelling narrative based on the meritocracy and rugged individualism myths that are supposed to define American idealism. This volume will refute this ideology by proposing Social Context Reform, a term coined by Paul Thomas which argues for educational change within a larger plan to reform social inequity—such as access to health care, food, higher employment, better wages and job security.\r\n\r\nSince the accountability era in the early 1980s, policy, public discourse, media coverage, and scholarly works have focused primarily on reforming schools themselves. 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An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2282604"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2282604"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2282604; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2282604]").text(description); $(".js-view-count[data-work-id=2282604]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2282604; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2282604']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2282604]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2282604,"title":"Educating for Democratic Consciousness: Counter-hegemonic Possibilities","translated_title":"","metadata":{"abstract":"There is a widespread, but mainly untenable, assumption that education in Western societies (and elsewhere) intuitively and horizontally aids the democratic development of people. An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.","more_info":"Co-edited by Ali A. Abdi \u0026 Paul R. Carr","publisher":"Peter Lang","publication_date":{"day":null,"month":1,"year":2013,"errors":{}}},"translated_abstract":"There is a widespread, but mainly untenable, assumption that education in Western societies (and elsewhere) intuitively and horizontally aids the democratic development of people. An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.","internal_url":"https://www.academia.edu/2282604/Educating_for_Democratic_Consciousness_Counter_hegemonic_Possibilities","translated_internal_url":"","created_at":"2012-12-12T09:02:06.134-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Educating_for_Democratic_Consciousness_Counter_hegemonic_Possibilities","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"There is a widespread, but mainly untenable, assumption that education in Western societies (and elsewhere) intuitively and horizontally aids the democratic development of people. An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":24879,"name":"Hegemony","url":"https://www.academia.edu/Documents/in/Hegemony"},{"id":150067,"name":"Hegemony and Counter-Hegemony","url":"https://www.academia.edu/Documents/in/Hegemony_and_Counter-Hegemony"}],"urls":[{"id":415702,"url":"http://www.amazon.com/Educating-Democratic-Consciousness-Counter-hegemonic-Possibilities/dp/143311710X/ref=sr_1_9?s=books\u0026ie=UTF8\u0026qid=1355360134\u0026sr=1-9\u0026keywords=paul+r+carr"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1591076"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/1591076/Can_Educators_Make_a_Difference_Experimenting_With_and_Experiencing_Democracy_in_Education"><img alt="Research paper thumbnail of Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/1591076/Can_Educators_Make_a_Difference_Experimenting_With_and_Experiencing_Democracy_in_Education">Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://scu-au.academia.edu/DavidZyngier">David Zyngier</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As the title of this book suggests, how we understand, perceive and experience democracy may have...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context. <br /> <br />Ultimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes. <br /> <br />This book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education. <br /> <br />REVIEWS <br /> <br />"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond." Antonia Darder Loyola Marymount University <br /> <br />"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program." Gustavo E. Fischman Arizona State University <br /> <br />"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done." Darren E. Lund University of Calgary <br /> <br />"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies <br /> <br />CONTENTS <br />Acknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1591076"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1591076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1591076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1591076]").text(description); $(".js-view-count[data-work-id=1591076]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1591076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1591076']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1591076]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1591076,"title":"Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education","translated_title":"","metadata":{"abstract":"As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context.\r\n\r\nUltimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.\r\n\r\nThis book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.\r\n\r\nREVIEWS\r\n\r\n\"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond.\" Antonia Darder Loyola Marymount University \r\n\r\n\"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program.\" Gustavo E. Fischman Arizona State University \r\n\r\n\"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done.\" Darren E. Lund University of Calgary \r\n\r\n\"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!\" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies\r\n\r\nCONTENTS\r\nAcknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.","more_info":"Co-edited with David Zyngier and Marc Pryun, published by Information Age Publishing (2012)"},"translated_abstract":"As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context.\r\n\r\nUltimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.\r\n\r\nThis book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.\r\n\r\nREVIEWS\r\n\r\n\"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond.\" Antonia Darder Loyola Marymount University \r\n\r\n\"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program.\" Gustavo E. Fischman Arizona State University \r\n\r\n\"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done.\" Darren E. Lund University of Calgary \r\n\r\n\"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!\" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies\r\n\r\nCONTENTS\r\nAcknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.","internal_url":"https://www.academia.edu/1591076/Can_Educators_Make_a_Difference_Experimenting_With_and_Experiencing_Democracy_in_Education","translated_internal_url":"","created_at":"2012-05-25T08:44:15.042-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":3284548,"work_id":1591076,"tagging_user_id":38268,"tagged_user_id":40024,"co_author_invite_id":null,"email":"d***r@scu.edu.au","affiliation":"Southern Cross University","display_order":0,"name":"David Zyngier","title":"Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education"},{"id":3284557,"work_id":1591076,"tagging_user_id":38268,"tagged_user_id":293414,"co_author_invite_id":null,"email":"m***n@monash.edu","affiliation":"Monash University","display_order":4194304,"name":"Marc Pruyn","title":"Can Educators Make a Difference?: Experimenting With and Experiencing Democracy in Education"}],"downloadable_attachments":[],"slug":"Can_Educators_Make_a_Difference_Experimenting_With_and_Experiencing_Democracy_in_Education","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"As the title of this book suggests, how we understand, perceive and experience democracy may have a significant effect on how we actually engage in, and with, democracy. Within the educational context, this is a key concern, and forms the basis of the research presented in this volume within a critical, comparative analysis. The Global Doing Democracy Research Project (GDDRP), which currently has some 70 scholars in over 20 countries examining how educators do democracy, provides the framework in which diverse scholars explore a host of concerns related to democracy and democratic education, including the impact of neoliberalism, political literacy, critical engagement, teaching and learning for and about democracy, social justice, and the meaning of power/power relations within the educational context.\r\n\r\nUltimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.\r\n\r\nThis book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.\r\n\r\nREVIEWS\r\n\r\n\"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond.\" Antonia Darder Loyola Marymount University \r\n\r\n\"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program.\" Gustavo E. Fischman Arizona State University \r\n\r\n\"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done.\" Darren E. Lund University of Calgary \r\n\r\n\"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!\" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies\r\n\r\nCONTENTS\r\nAcknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":1297,"name":"Democratic Education","url":"https://www.academia.edu/Documents/in/Democratic_Education"},{"id":5035,"name":"Comparative \u0026 International Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Education"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"}],"urls":[{"id":275452,"url":"http://www.infoagepub.com/products/Can-Educators-Make-a-Difference"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1591074"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/1591074/Educating_for_Peace_in_a_Time_of_Permanent_War_Are_Schools_Part_of_the_Solution_or_the_Problem"><img alt="Research paper thumbnail of Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/1591074/Educating_for_Peace_in_a_Time_of_Permanent_War_Are_Schools_Part_of_the_Solution_or_the_Problem">Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://csustanislaus.academia.edu/BradleyPorfilio">Bradley J Porfilio</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">What is the meaning of peace, why should we study it, and how should we achieve it? Although ther...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">What is the meaning of peace, why should we study it, and how should we achieve it? Although there are an increasing number of manuscripts, curricula and initiatives that grapple with some strand of peace education, there is, nonetheless, a dearth of critical, cross-disciplinary, international projects/books that examine peace education in conjunction with war and conflict. Within this volume, the authors contend that war/military conflict/violence are not a nebulous, far-away, mysterious venture; rather, they argue that we are all, collectively, involved in perpetrating and perpetuating militarization/conflict/violence inside and outside of our own social circles. Therefore, education about and against war can be as liberating as it is necessary. If war equates killing, can our schools avoid engaging in the examination of what war is all about? If education is not about peace, then is it about war? Can a society have education that willfully avoids considering peace as its central objective? Can a democracy exist if pivotal notions of war and peace are not understood, practiced, advocated and ensconced in public debate? These questions, according to Carr and Porfilio and the contributors they have assembled, merit a critical and extensive reflection. This book seeks to provide a range of epistemological, policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict and, significantly, the connection to peace.<br /><br />REVIEWS<br /><br />"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators."<br /><br />- Karen Anijar, Professor Emeritus, Arizona State University<br /><br />"In Educating for Peace in a Time of Permanent War" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!"<br /><br />- Marc Pruyn, Senior Lecturer, Monash University<br /><br />"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet."<br /><br />- A. G. Rud, Dean and Professor, Washington State University</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1591074"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1591074"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1591074; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1591074]").text(description); $(".js-view-count[data-work-id=1591074]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1591074; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1591074']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1591074]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1591074,"title":"Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem?","translated_title":"","metadata":{"abstract":"What is the meaning of peace, why should we study it, and how should we achieve it? Although there are an increasing number of manuscripts, curricula and initiatives that grapple with some strand of peace education, there is, nonetheless, a dearth of critical, cross-disciplinary, international projects/books that examine peace education in conjunction with war and conflict. Within this volume, the authors contend that war/military conflict/violence are not a nebulous, far-away, mysterious venture; rather, they argue that we are all, collectively, involved in perpetrating and perpetuating militarization/conflict/violence inside and outside of our own social circles. Therefore, education about and against war can be as liberating as it is necessary. If war equates killing, can our schools avoid engaging in the examination of what war is all about? If education is not about peace, then is it about war? Can a society have education that willfully avoids considering peace as its central objective? Can a democracy exist if pivotal notions of war and peace are not understood, practiced, advocated and ensconced in public debate? These questions, according to Carr and Porfilio and the contributors they have assembled, merit a critical and extensive reflection. This book seeks to provide a range of epistemological, policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict and, significantly, the connection to peace.\n\nREVIEWS\n\n\"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators.\"\n\n- Karen Anijar, Professor Emeritus, Arizona State University\n\n\"In Educating for Peace in a Time of Permanent War\" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!\"\n\n- Marc Pruyn, Senior Lecturer, Monash University\n\n\"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet.\"\n\n- A. G. Rud, Dean and Professor, Washington State University","more_info":"Co-edited with Brad Porfilio, published by Routledge (2012)"},"translated_abstract":"What is the meaning of peace, why should we study it, and how should we achieve it? Although there are an increasing number of manuscripts, curricula and initiatives that grapple with some strand of peace education, there is, nonetheless, a dearth of critical, cross-disciplinary, international projects/books that examine peace education in conjunction with war and conflict. Within this volume, the authors contend that war/military conflict/violence are not a nebulous, far-away, mysterious venture; rather, they argue that we are all, collectively, involved in perpetrating and perpetuating militarization/conflict/violence inside and outside of our own social circles. Therefore, education about and against war can be as liberating as it is necessary. If war equates killing, can our schools avoid engaging in the examination of what war is all about? If education is not about peace, then is it about war? Can a society have education that willfully avoids considering peace as its central objective? Can a democracy exist if pivotal notions of war and peace are not understood, practiced, advocated and ensconced in public debate? These questions, according to Carr and Porfilio and the contributors they have assembled, merit a critical and extensive reflection. This book seeks to provide a range of epistemological, policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict and, significantly, the connection to peace.\n\nREVIEWS\n\n\"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators.\"\n\n- Karen Anijar, Professor Emeritus, Arizona State University\n\n\"In Educating for Peace in a Time of Permanent War\" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!\"\n\n- Marc Pruyn, Senior Lecturer, Monash University\n\n\"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet.\"\n\n- A. G. Rud, Dean and Professor, Washington State University","internal_url":"https://www.academia.edu/1591074/Educating_for_Peace_in_a_Time_of_Permanent_War_Are_Schools_Part_of_the_Solution_or_the_Problem","translated_internal_url":"","created_at":"2012-05-25T08:41:03.578-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":28032420,"work_id":1591074,"tagging_user_id":38268,"tagged_user_id":38330,"co_author_invite_id":null,"email":"P***6@aol.com","affiliation":"Csu Stanislaus","display_order":0,"name":"Bradley J Porfilio","title":"Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem?"}],"downloadable_attachments":[],"slug":"Educating_for_Peace_in_a_Time_of_Permanent_War_Are_Schools_Part_of_the_Solution_or_the_Problem","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"What is the meaning of peace, why should we study it, and how should we achieve it? Although there are an increasing number of manuscripts, curricula and initiatives that grapple with some strand of peace education, there is, nonetheless, a dearth of critical, cross-disciplinary, international projects/books that examine peace education in conjunction with war and conflict. Within this volume, the authors contend that war/military conflict/violence are not a nebulous, far-away, mysterious venture; rather, they argue that we are all, collectively, involved in perpetrating and perpetuating militarization/conflict/violence inside and outside of our own social circles. Therefore, education about and against war can be as liberating as it is necessary. If war equates killing, can our schools avoid engaging in the examination of what war is all about? If education is not about peace, then is it about war? Can a society have education that willfully avoids considering peace as its central objective? Can a democracy exist if pivotal notions of war and peace are not understood, practiced, advocated and ensconced in public debate? These questions, according to Carr and Porfilio and the contributors they have assembled, merit a critical and extensive reflection. This book seeks to provide a range of epistemological, policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict and, significantly, the connection to peace.\n\nREVIEWS\n\n\"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators.\"\n\n- Karen Anijar, Professor Emeritus, Arizona State University\n\n\"In Educating for Peace in a Time of Permanent War\" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!\"\n\n- Marc Pruyn, Senior Lecturer, Monash University\n\n\"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet.\"\n\n- A. G. Rud, Dean and Professor, Washington State University","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":24048,"name":"Peace Studies","url":"https://www.academia.edu/Documents/in/Peace_Studies"},{"id":25411,"name":"Peace Education","url":"https://www.academia.edu/Documents/in/Peace_Education"},{"id":32865,"name":"War and Peace","url":"https://www.academia.edu/Documents/in/War_and_Peace"},{"id":45559,"name":"Peace","url":"https://www.academia.edu/Documents/in/Peace"},{"id":127515,"name":"Conflict Studies","url":"https://www.academia.edu/Documents/in/Conflict_Studies"}],"urls":[{"id":275451,"url":"http://www.routledge.com/books/details/9780415899208/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="596672"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/596672/The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Audaciously_Trump_Neoliberalism"><img alt="Research paper thumbnail of The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/596672/The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Audaciously_Trump_Neoliberalism">The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://csustanislaus.academia.edu/BradleyPorfilio">Bradley J Porfilio</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism?, Paul R. Carr and Brad J. Porfilio bring together some of the most well-respected transformative scholars and practitioners in order to provide a critical examination of the Obama administration’s educational agenda. The volume aims to go beyond the rhetoric generated by the mass media, political pundits, and large-scale corporations that suggests that neoliberal educational policies will ameliorate schools, a failing economy, and the social ills plaguing US society. The contributors to this book diagnose how the proposed and actual educational policies seek to bolster corporations in their quest to profit off youths’ bodies and minds as well as, importantly, producing, in many instances, compliant teachers and students who lack the fortitude and engagement to question the inequitable power relations that cause untold human suffering, misery and environmental degradation at today’s historical juncture. Some of the chapters examine how specific neoliberal educational policies embraced by the Obama administration, such as charter schools, standardized examinations, merit pay, and accountability schemes, are having an deleterious impact on minoritized students and communities across the US. Finally, several contributors design narratives of resistance for educators, caregivers, scholars, and other concerned citizens. Their visions and ideals give us hope that it is, indeed, possible to eradicate the commercial forces responsible for the proliferation of joblessness, homelessness, poverty, and militarized, underfunded, and commercialized educational spaces, as well as the school-to-prison pipeline within the US, which frames the intense suffering, misery, and oppression infiltrating most social contexts across the globe. As for the question contained in the title of the book--Can hope audaciously trump neoliberalism?--, Carr and Porfilio develop a framework that problematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.<br /><br />From the back-cover:<br /><br />The times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst<br /> <br /> Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles<br /> <br />The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz<br /> <br />The Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, & Faculty of Education, University of Washington – Bothell Campus<br /> <br />This urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="596672"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="596672"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 596672; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=596672]").text(description); $(".js-view-count[data-work-id=596672]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 596672; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='596672']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=596672]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":596672,"title":"The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?","translated_title":"","metadata":{"abstract":"In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism?, Paul R. Carr and Brad J. Porfilio bring together some of the most well-respected transformative scholars and practitioners in order to provide a critical examination of the Obama administration’s educational agenda. The volume aims to go beyond the rhetoric generated by the mass media, political pundits, and large-scale corporations that suggests that neoliberal educational policies will ameliorate schools, a failing economy, and the social ills plaguing US society. The contributors to this book diagnose how the proposed and actual educational policies seek to bolster corporations in their quest to profit off youths’ bodies and minds as well as, importantly, producing, in many instances, compliant teachers and students who lack the fortitude and engagement to question the inequitable power relations that cause untold human suffering, misery and environmental degradation at today’s historical juncture. Some of the chapters examine how specific neoliberal educational policies embraced by the Obama administration, such as charter schools, standardized examinations, merit pay, and accountability schemes, are having an deleterious impact on minoritized students and communities across the US. Finally, several contributors design narratives of resistance for educators, caregivers, scholars, and other concerned citizens. Their visions and ideals give us hope that it is, indeed, possible to eradicate the commercial forces responsible for the proliferation of joblessness, homelessness, poverty, and militarized, underfunded, and commercialized educational spaces, as well as the school-to-prison pipeline within the US, which frames the intense suffering, misery, and oppression infiltrating most social contexts across the globe. As for the question contained in the title of the book--Can hope audaciously trump neoliberalism?--, Carr and Porfilio develop a framework that problematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.\n\nFrom the back-cover:\n\nThe times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst\n \n Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles\n \nThe perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz\n \nThe Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, \u0026 Faculty of Education, University of Washington – Bothell Campus\n \nThis urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.","more_info":"Co-edited with Brad J. Porfilio, published in 2011 by Information Age Publishing."},"translated_abstract":"In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism?, Paul R. Carr and Brad J. Porfilio bring together some of the most well-respected transformative scholars and practitioners in order to provide a critical examination of the Obama administration’s educational agenda. The volume aims to go beyond the rhetoric generated by the mass media, political pundits, and large-scale corporations that suggests that neoliberal educational policies will ameliorate schools, a failing economy, and the social ills plaguing US society. The contributors to this book diagnose how the proposed and actual educational policies seek to bolster corporations in their quest to profit off youths’ bodies and minds as well as, importantly, producing, in many instances, compliant teachers and students who lack the fortitude and engagement to question the inequitable power relations that cause untold human suffering, misery and environmental degradation at today’s historical juncture. Some of the chapters examine how specific neoliberal educational policies embraced by the Obama administration, such as charter schools, standardized examinations, merit pay, and accountability schemes, are having an deleterious impact on minoritized students and communities across the US. Finally, several contributors design narratives of resistance for educators, caregivers, scholars, and other concerned citizens. Their visions and ideals give us hope that it is, indeed, possible to eradicate the commercial forces responsible for the proliferation of joblessness, homelessness, poverty, and militarized, underfunded, and commercialized educational spaces, as well as the school-to-prison pipeline within the US, which frames the intense suffering, misery, and oppression infiltrating most social contexts across the globe. As for the question contained in the title of the book--Can hope audaciously trump neoliberalism?--, Carr and Porfilio develop a framework that problematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.\n\nFrom the back-cover:\n\nThe times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst\n \n Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles\n \nThe perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz\n \nThe Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, \u0026 Faculty of Education, University of Washington – Bothell Campus\n \nThis urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.","internal_url":"https://www.academia.edu/596672/The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Audaciously_Trump_Neoliberalism","translated_internal_url":"","created_at":"2011-05-18T07:46:14.329-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":11342537,"work_id":596672,"tagging_user_id":38268,"tagged_user_id":38330,"co_author_invite_id":null,"email":"P***6@aol.com","affiliation":"Csu Stanislaus","display_order":0,"name":"Bradley J Porfilio","title":"The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?"}],"downloadable_attachments":[],"slug":"The_Phenomenon_of_Obama_and_the_Agenda_for_Education_Can_Hope_Audaciously_Trump_Neoliberalism","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"In The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism?, Paul R. Carr and Brad J. Porfilio bring together some of the most well-respected transformative scholars and practitioners in order to provide a critical examination of the Obama administration’s educational agenda. The volume aims to go beyond the rhetoric generated by the mass media, political pundits, and large-scale corporations that suggests that neoliberal educational policies will ameliorate schools, a failing economy, and the social ills plaguing US society. The contributors to this book diagnose how the proposed and actual educational policies seek to bolster corporations in their quest to profit off youths’ bodies and minds as well as, importantly, producing, in many instances, compliant teachers and students who lack the fortitude and engagement to question the inequitable power relations that cause untold human suffering, misery and environmental degradation at today’s historical juncture. Some of the chapters examine how specific neoliberal educational policies embraced by the Obama administration, such as charter schools, standardized examinations, merit pay, and accountability schemes, are having an deleterious impact on minoritized students and communities across the US. Finally, several contributors design narratives of resistance for educators, caregivers, scholars, and other concerned citizens. Their visions and ideals give us hope that it is, indeed, possible to eradicate the commercial forces responsible for the proliferation of joblessness, homelessness, poverty, and militarized, underfunded, and commercialized educational spaces, as well as the school-to-prison pipeline within the US, which frames the intense suffering, misery, and oppression infiltrating most social contexts across the globe. As for the question contained in the title of the book--Can hope audaciously trump neoliberalism?--, Carr and Porfilio develop a framework that problematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.\n\nFrom the back-cover:\n\nThe times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst\n \n Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles\n \nThe perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz\n \nThe Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, \u0026 Faculty of Education, University of Washington – Bothell Campus\n \nThis urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism"},{"id":30086,"name":"Critical sociology and politics of education","url":"https://www.academia.edu/Documents/in/Critical_sociology_and_politics_of_education"},{"id":58640,"name":"Barack Obama","url":"https://www.academia.edu/Documents/in/Barack_Obama"},{"id":291616,"name":"inclusion, neoliberalism in education, the impact of No Child Left Behind, and instruction and assessment in the literacy classroom.","url":"https://www.academia.edu/Documents/in/inclusion_neoliberalism_in_education_the_impact_of_No_Child_Left_Behind_and_instruction_and_asses"}],"urls":[{"id":67308,"url":"http://www.amazon.com/Phenomenon-Obama-Agenda-Education-Neoliberalism/dp/1617354503/ref=tmm_pap_title_0"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="386907"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/386907/Does_your_vote_count_Critical_pedagogy_and_democracy"><img alt="Research paper thumbnail of Does your vote count? Critical pedagogy and democracy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/386907/Does_your_vote_count_Critical_pedagogy_and_democracy">Does your vote count? Critical pedagogy and democracy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The public debate on democracy is often constrained within an alienating and disenfranchising nar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be developed.<br />.......<br />"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching."<br />--Tom Wilson, Chapman University<br />.......<br />"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical<br />perspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility."<br />--Zvi Bekerman, Hebrew University<br />.......<br />"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This<br />book covers a lot of ground and should inspire all those who dream of and work for a better world."<br />--Peter Mayo, University of Malta<br />.......<br />"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book."<br />--Sheila Macrine, New Jersey City University<br />.......<br />"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a<br />new, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience."<br />--Peter McLaren, UCLA<br />.......<br />"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library."<br />--Özlem Sensoy, Simon Fraser University<br />.......<br />"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created."<br />--John Portelli, Ontario Institute for Studies in Education at the University of Toronto<br />.......<br />"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality<br />consisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society."<br />--Brad Porfilio, Lewis University<br />........<br />"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere."<br />--Curry Stephenson Malott, D'Youville College</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="386907"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="386907"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 386907; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=386907]").text(description); $(".js-view-count[data-work-id=386907]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 386907; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='386907']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=386907]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":386907,"title":"Does your vote count? Critical pedagogy and democracy","translated_title":"","metadata":{"abstract":"The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be developed.\n.......\n\"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching.\"\n--Tom Wilson, Chapman University\n.......\n\"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical\nperspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility.\"\n--Zvi Bekerman, Hebrew University\n.......\n\"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This\nbook covers a lot of ground and should inspire all those who dream of and work for a better world.\"\n--Peter Mayo, University of Malta\n.......\n\"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book.\"\n--Sheila Macrine, New Jersey City University\n.......\n\"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a\nnew, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience.\"\n--Peter McLaren, UCLA\n.......\n\"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library.\"\n--Özlem Sensoy, Simon Fraser University\n.......\n\"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created.\"\n--John Portelli, Ontario Institute for Studies in Education at the University of Toronto\n.......\n\"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality\nconsisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society.\"\n--Brad Porfilio, Lewis University\n........\n\"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere.\"\n--Curry Stephenson Malott, D'Youville College","more_info":"Published by Peter Lang (2010)"},"translated_abstract":"The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be developed.\n.......\n\"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching.\"\n--Tom Wilson, Chapman University\n.......\n\"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical\nperspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility.\"\n--Zvi Bekerman, Hebrew University\n.......\n\"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This\nbook covers a lot of ground and should inspire all those who dream of and work for a better world.\"\n--Peter Mayo, University of Malta\n.......\n\"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book.\"\n--Sheila Macrine, New Jersey City University\n.......\n\"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a\nnew, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience.\"\n--Peter McLaren, UCLA\n.......\n\"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library.\"\n--Özlem Sensoy, Simon Fraser University\n.......\n\"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created.\"\n--John Portelli, Ontario Institute for Studies in Education at the University of Toronto\n.......\n\"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality\nconsisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society.\"\n--Brad Porfilio, Lewis University\n........\n\"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere.\"\n--Curry Stephenson Malott, D'Youville College","internal_url":"https://www.academia.edu/386907/Does_your_vote_count_Critical_pedagogy_and_democracy","translated_internal_url":"","created_at":"2010-12-09T11:45:11.898-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Does_your_vote_count_Critical_pedagogy_and_democracy","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be developed.\n.......\n\"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching.\"\n--Tom Wilson, Chapman University\n.......\n\"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical\nperspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility.\"\n--Zvi Bekerman, Hebrew University\n.......\n\"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This\nbook covers a lot of ground and should inspire all those who dream of and work for a better world.\"\n--Peter Mayo, University of Malta\n.......\n\"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book.\"\n--Sheila Macrine, New Jersey City University\n.......\n\"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a\nnew, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience.\"\n--Peter McLaren, UCLA\n.......\n\"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library.\"\n--Özlem Sensoy, Simon Fraser University\n.......\n\"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created.\"\n--John Portelli, Ontario Institute for Studies in Education at the University of Toronto\n.......\n\"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality\nconsisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society.\"\n--Brad Porfilio, Lewis University\n........\n\"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere.\"\n--Curry Stephenson Malott, D'Youville College","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":9868,"name":"Deliberative Democracy","url":"https://www.academia.edu/Documents/in/Deliberative_Democracy"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform"},{"id":30936,"name":"Elections and Voting Behavior","url":"https://www.academia.edu/Documents/in/Elections_and_Voting_Behavior"}],"urls":[{"id":25142,"url":"http://www.amazon.com/Count-Critical-Pedagogy-Democracy-Counterpoints/dp/1433108135/ref=ntt_at_ep_dpi_5"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="237745"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/237745/Youth_Culture_Education_and_Resistance_Subverting_the_Commercial_Ordering_of_Life"><img alt="Research paper thumbnail of Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/237745/Youth_Culture_Education_and_Resistance_Subverting_the_Commercial_Ordering_of_Life">Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life is a groundbr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life is a groundbreaking collection of essays that illustrate how youth culture has the potential to build solidarity amongst teachers, activists, scholars, and practitioners for the purposes of confronting the dominant ideological doctrine influencing life at today’s historical juncture—emblemized through neoliberalism—as well as building a society free from oppressive social formations. Several leading international scholars and educators provide empirically and theoretically rich portraits of youth challenging the commercialized status quo inside and outside K-12 classrooms. They also illustrate how cultural manifestations of youth speak directly against the social actors who continually vilify youth as the source of their own marginalization and the world’s suffering and misery.<br /><br />Youth Culture, Education and Resistance: Confronting Commerialization and Neo-Liberalism continues the important legacy of critical pedagogy by remaining defi ant in the face of what seems an unimpeachable foe. Given the daunting task faced by critical educators, it is heartening to see Brad Porfi lio and Paul Carr bringing together such a relentlessly creative and courageous group of critical educators, who refuse to give up the struggle to bring social justice to education and the world-at-large, a world increasingly eviscerated of social services on behalf of finance capital.<br />—Peter McLaren, UCLA ((from the Foreword)<br /><br />Youth Culture, Education and Resistance by Brad Porfilio and Paul Carr is a timely and powerful intervention in contemporary literature on youth, education, and neo-liberalism. Collectively, the authors and editors open up the discussion around young people today, offering us a new and richer language to think about the specifi c kinds of inequalities young people face today—and how they are being resisted.<br />—Greg Dimitriadis, University at Buffalo, The State University of New York (from the Afterword)<br /><br />What I find valuable about this volume is the way in which the authors look beyond tinkering with the policies of current or outgoing leaders. As this volume emphasizes, the real hope is to be found where it always has been found: in the resistance of youth. Our masters criminalize youth for the same basic reasons that they marginalize and racialize others: to divide and subjugate. I strongly recommend this volume to teachers and academics interested in looking beyond our immediate and <br />localized concerns.<br />—Douglas Fleming, University of Ottawa<br /><br />The contributors to this volume present both a theoretically complex analysis of neo-liberalism and the negative consequences for education, and a pedagogically rich portrayal of what is possible possible if we only placed people before profits. Engaging, critical, and ground-breaking.<br />—David Hursh, University of Rochester</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="237745"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="237745"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 237745; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=237745]").text(description); $(".js-view-count[data-work-id=237745]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 237745; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='237745']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=237745]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":237745,"title":"Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life","translated_title":"","metadata":{"abstract":"Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life is a groundbreaking collection of essays that illustrate how youth culture has the potential to build solidarity amongst teachers, activists, scholars, and practitioners for the purposes of confronting the dominant ideological doctrine influencing life at today’s historical juncture—emblemized through neoliberalism—as well as building a society free from oppressive social formations. Several leading international scholars and educators provide empirically and theoretically rich portraits of youth challenging the commercialized status quo inside and outside K-12 classrooms. They also illustrate how cultural manifestations of youth speak directly against the social actors who continually vilify youth as the source of their own marginalization and the world’s suffering and misery.\n\nYouth Culture, Education and Resistance: Confronting Commerialization and Neo-Liberalism continues the important legacy of critical pedagogy by remaining defi ant in the face of what seems an unimpeachable foe. Given the daunting task faced by critical educators, it is heartening to see Brad Porfi lio and Paul Carr bringing together such a relentlessly creative and courageous group of critical educators, who refuse to give up the struggle to bring social justice to education and the world-at-large, a world increasingly eviscerated of social services on behalf of finance capital.\n—Peter McLaren, UCLA ((from the Foreword)\n\nYouth Culture, Education and Resistance by Brad Porfilio and Paul Carr is a timely and powerful intervention in contemporary literature on youth, education, and neo-liberalism. Collectively, the authors and editors open up the discussion around young people today, offering us a new and richer language to think about the specifi c kinds of inequalities young people face today—and how they are being resisted.\n—Greg Dimitriadis, University at Buffalo, The State University of New York (from the Afterword)\n\nWhat I find valuable about this volume is the way in which the authors look beyond tinkering with the policies of current or outgoing leaders. As this volume emphasizes, the real hope is to be found where it always has been found: in the resistance of youth. Our masters criminalize youth for the same basic reasons that they marginalize and racialize others: to divide and subjugate. I strongly recommend this volume to teachers and academics interested in looking beyond our immediate and \nlocalized concerns.\n—Douglas Fleming, University of Ottawa\n\nThe contributors to this volume present both a theoretically complex analysis of neo-liberalism and the negative consequences for education, and a pedagogically rich portrayal of what is possible possible if we only placed people before profits. Engaging, critical, and ground-breaking.\n—David Hursh, University of Rochester","more_info":"Co-edited with Brad Porfilio, published by Sense Publishers (2010)"},"translated_abstract":"Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life is a groundbreaking collection of essays that illustrate how youth culture has the potential to build solidarity amongst teachers, activists, scholars, and practitioners for the purposes of confronting the dominant ideological doctrine influencing life at today’s historical juncture—emblemized through neoliberalism—as well as building a society free from oppressive social formations. Several leading international scholars and educators provide empirically and theoretically rich portraits of youth challenging the commercialized status quo inside and outside K-12 classrooms. They also illustrate how cultural manifestations of youth speak directly against the social actors who continually vilify youth as the source of their own marginalization and the world’s suffering and misery.\n\nYouth Culture, Education and Resistance: Confronting Commerialization and Neo-Liberalism continues the important legacy of critical pedagogy by remaining defi ant in the face of what seems an unimpeachable foe. Given the daunting task faced by critical educators, it is heartening to see Brad Porfi lio and Paul Carr bringing together such a relentlessly creative and courageous group of critical educators, who refuse to give up the struggle to bring social justice to education and the world-at-large, a world increasingly eviscerated of social services on behalf of finance capital.\n—Peter McLaren, UCLA ((from the Foreword)\n\nYouth Culture, Education and Resistance by Brad Porfilio and Paul Carr is a timely and powerful intervention in contemporary literature on youth, education, and neo-liberalism. Collectively, the authors and editors open up the discussion around young people today, offering us a new and richer language to think about the specifi c kinds of inequalities young people face today—and how they are being resisted.\n—Greg Dimitriadis, University at Buffalo, The State University of New York (from the Afterword)\n\nWhat I find valuable about this volume is the way in which the authors look beyond tinkering with the policies of current or outgoing leaders. As this volume emphasizes, the real hope is to be found where it always has been found: in the resistance of youth. Our masters criminalize youth for the same basic reasons that they marginalize and racialize others: to divide and subjugate. I strongly recommend this volume to teachers and academics interested in looking beyond our immediate and \nlocalized concerns.\n—Douglas Fleming, University of Ottawa\n\nThe contributors to this volume present both a theoretically complex analysis of neo-liberalism and the negative consequences for education, and a pedagogically rich portrayal of what is possible possible if we only placed people before profits. Engaging, critical, and ground-breaking.\n—David Hursh, University of Rochester","internal_url":"https://www.academia.edu/237745/Youth_Culture_Education_and_Resistance_Subverting_the_Commercial_Ordering_of_Life","translated_internal_url":"","created_at":"2010-05-19T06:21:41.454-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":8536629,"work_id":237745,"tagging_user_id":38268,"tagged_user_id":38330,"co_author_invite_id":null,"email":"P***6@aol.com","affiliation":"Csu Stanislaus","display_order":0,"name":"Bradley J Porfilio","title":"Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life"}],"downloadable_attachments":[],"slug":"Youth_Culture_Education_and_Resistance_Subverting_the_Commercial_Ordering_of_Life","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life is a groundbreaking collection of essays that illustrate how youth culture has the potential to build solidarity amongst teachers, activists, scholars, and practitioners for the purposes of confronting the dominant ideological doctrine influencing life at today’s historical juncture—emblemized through neoliberalism—as well as building a society free from oppressive social formations. Several leading international scholars and educators provide empirically and theoretically rich portraits of youth challenging the commercialized status quo inside and outside K-12 classrooms. They also illustrate how cultural manifestations of youth speak directly against the social actors who continually vilify youth as the source of their own marginalization and the world’s suffering and misery.\n\nYouth Culture, Education and Resistance: Confronting Commerialization and Neo-Liberalism continues the important legacy of critical pedagogy by remaining defi ant in the face of what seems an unimpeachable foe. Given the daunting task faced by critical educators, it is heartening to see Brad Porfi lio and Paul Carr bringing together such a relentlessly creative and courageous group of critical educators, who refuse to give up the struggle to bring social justice to education and the world-at-large, a world increasingly eviscerated of social services on behalf of finance capital.\n—Peter McLaren, UCLA ((from the Foreword)\n\nYouth Culture, Education and Resistance by Brad Porfilio and Paul Carr is a timely and powerful intervention in contemporary literature on youth, education, and neo-liberalism. Collectively, the authors and editors open up the discussion around young people today, offering us a new and richer language to think about the specifi c kinds of inequalities young people face today—and how they are being resisted.\n—Greg Dimitriadis, University at Buffalo, The State University of New York (from the Afterword)\n\nWhat I find valuable about this volume is the way in which the authors look beyond tinkering with the policies of current or outgoing leaders. As this volume emphasizes, the real hope is to be found where it always has been found: in the resistance of youth. Our masters criminalize youth for the same basic reasons that they marginalize and racialize others: to divide and subjugate. I strongly recommend this volume to teachers and academics interested in looking beyond our immediate and \nlocalized concerns.\n—Douglas Fleming, University of Ottawa\n\nThe contributors to this volume present both a theoretically complex analysis of neo-liberalism and the negative consequences for education, and a pedagogically rich portrayal of what is possible possible if we only placed people before profits. Engaging, critical, and ground-breaking.\n—David Hursh, University of Rochester","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":8002,"name":"Youth Culture","url":"https://www.academia.edu/Documents/in/Youth_Culture"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":154002,"name":"Urban Education, Critical Theory/Pedagogy, Critical Literacies, Youth Culture, Hip Hop Culture, Curriculum \u0026 Development","url":"https://www.academia.edu/Documents/in/Urban_Education_Critical_Theory_Pedagogy_Critical_Literacies_Youth_Culture_Hip_Hop_Culture_Curr"},{"id":291616,"name":"inclusion, neoliberalism in education, the impact of No Child Left Behind, and instruction and assessment in the literacy classroom.","url":"https://www.academia.edu/Documents/in/inclusion_neoliberalism_in_education_the_impact_of_No_Child_Left_Behind_and_instruction_and_asses"}],"urls":[{"id":7616,"url":"http://www.amazon.com/Youth-Culture-Education-Resistance-Subverting/dp/9460911781/ref=ntt_at_ep_dpi_1"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="179078"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/179078/The_Great_White_North_Exploring_Whiteness_Privilege_and_Identity_in_Education"><img alt="Research paper thumbnail of The Great White North? Exploring Whiteness, Privilege and Identity in Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/179078/The_Great_White_North_Exploring_Whiteness_Privilege_and_Identity_in_Education">The Great White North? Exploring Whiteness, Privilege and Identity in Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DarrenLund">Darren Lund</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://csustanislaus.academia.edu/BradleyPorfilio">Bradley J Porfilio</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"This landmark book represents the first text to pay critical and sustained attention to Whitenes...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"This landmark book represents the first text to pay critical and sustained attention to Whiteness in Canada from an impressive line-up of leading scholars and activists. The burgeoning scholarship on Whiteness will benefit richly from this book’s timely inclusion of the insights of Canadian scholars, educators, activists and others working for social justice within and through the educational system, with implications far beyond national borders. <br /> <br />Over 20 leading scholars and activists have contributed a diversity of chapters offering a concerted scholarly analysis of how the complex problematic of Whiteness affects the structure, culture, content and achievement within education in Canada. Contributors include James Frideres, Carl James, Cynthia Levine-Rasky, and Patrick Solomon. <br /> <br />The book critically examines diverse perspectives, contexts, and the construction and application of societal and institutional practices, both formal and informal, that underpin inequitable power relations and disenfranchisement. Its relevance extends beyond the Canadian context, as those in other global settings will find abundant and poignant lessons for their own trans-formative work in education with a particular focus on social justice. <br /> <br />The Great White North? Exploring Whiteness, Privilege and Identity in Education has won two awards: the Canadian Race Relations Foundation's Award of Excellence (2008), and the Canadian Association of Foundations in Education's Publication Award (2009). <br /> <br />Several reviews have also been written on this book, and they can be accessed at <a href="http://www.paulrcarr.net" rel="nofollow">www.paulrcarr.net</a>."</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="179078"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="179078"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 179078; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=179078]").text(description); $(".js-view-count[data-work-id=179078]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 179078; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='179078']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=179078]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":179078,"title":"The Great White North? Exploring Whiteness, Privilege and Identity in Education","translated_title":"","metadata":{"abstract":"\"This landmark book represents the first text to pay critical and sustained attention to Whiteness in Canada from an impressive line-up of leading scholars and activists. The burgeoning scholarship on Whiteness will benefit richly from this book’s timely inclusion of the insights of Canadian scholars, educators, activists and others working for social justice within and through the educational system, with implications far beyond national borders.\r\n\r\nOver 20 leading scholars and activists have contributed a diversity of chapters offering a concerted scholarly analysis of how the complex problematic of Whiteness affects the structure, culture, content and achievement within education in Canada. Contributors include James Frideres, Carl James, Cynthia Levine-Rasky, and Patrick Solomon.\r\n\r\nThe book critically examines diverse perspectives, contexts, and the construction and application of societal and institutional practices, both formal and informal, that underpin inequitable power relations and disenfranchisement. Its relevance extends beyond the Canadian context, as those in other global settings will find abundant and poignant lessons for their own trans-formative work in education with a particular focus on social justice.\r\n\r\nThe Great White North? Exploring Whiteness, Privilege and Identity in Education has won two awards: the Canadian Race Relations Foundation's Award of Excellence (2008), and the Canadian Association of Foundations in Education's Publication Award (2009).\r\n\r\nSeveral reviews have also been written on this book, and they can be accessed at www.paulrcarr.net.\"","more_info":"Co-edited with Darren E. Lund, published by Sense Publishers (2007)"},"translated_abstract":"\"This landmark book represents the first text to pay critical and sustained attention to Whiteness in Canada from an impressive line-up of leading scholars and activists. The burgeoning scholarship on Whiteness will benefit richly from this book’s timely inclusion of the insights of Canadian scholars, educators, activists and others working for social justice within and through the educational system, with implications far beyond national borders.\r\n\r\nOver 20 leading scholars and activists have contributed a diversity of chapters offering a concerted scholarly analysis of how the complex problematic of Whiteness affects the structure, culture, content and achievement within education in Canada. Contributors include James Frideres, Carl James, Cynthia Levine-Rasky, and Patrick Solomon.\r\n\r\nThe book critically examines diverse perspectives, contexts, and the construction and application of societal and institutional practices, both formal and informal, that underpin inequitable power relations and disenfranchisement. Its relevance extends beyond the Canadian context, as those in other global settings will find abundant and poignant lessons for their own trans-formative work in education with a particular focus on social justice.\r\n\r\nThe Great White North? Exploring Whiteness, Privilege and Identity in Education has won two awards: the Canadian Race Relations Foundation's Award of Excellence (2008), and the Canadian Association of Foundations in Education's Publication Award (2009).\r\n\r\nSeveral reviews have also been written on this book, and they can be accessed at www.paulrcarr.net.\"","internal_url":"https://www.academia.edu/179078/The_Great_White_North_Exploring_Whiteness_Privilege_and_Identity_in_Education","translated_internal_url":"","created_at":"2009-04-28T05:45:33.448-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":3284549,"work_id":179078,"tagging_user_id":38268,"tagged_user_id":31522545,"co_author_invite_id":null,"email":"d***d@shaw.ca","display_order":0,"name":"Darren Lund","title":"The Great White North? Exploring Whiteness, Privilege and Identity in Education"},{"id":8097350,"work_id":179078,"tagging_user_id":31522545,"tagged_user_id":38330,"co_author_invite_id":null,"email":"P***6@aol.com","affiliation":"Csu Stanislaus","display_order":4194304,"name":"Bradley J Porfilio","title":"The Great White North? Exploring Whiteness, Privilege and Identity in Education"}],"downloadable_attachments":[],"slug":"The_Great_White_North_Exploring_Whiteness_Privilege_and_Identity_in_Education","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"\"This landmark book represents the first text to pay critical and sustained attention to Whiteness in Canada from an impressive line-up of leading scholars and activists. The burgeoning scholarship on Whiteness will benefit richly from this book’s timely inclusion of the insights of Canadian scholars, educators, activists and others working for social justice within and through the educational system, with implications far beyond national borders.\r\n\r\nOver 20 leading scholars and activists have contributed a diversity of chapters offering a concerted scholarly analysis of how the complex problematic of Whiteness affects the structure, culture, content and achievement within education in Canada. Contributors include James Frideres, Carl James, Cynthia Levine-Rasky, and Patrick Solomon.\r\n\r\nThe book critically examines diverse perspectives, contexts, and the construction and application of societal and institutional practices, both formal and informal, that underpin inequitable power relations and disenfranchisement. Its relevance extends beyond the Canadian context, as those in other global settings will find abundant and poignant lessons for their own trans-formative work in education with a particular focus on social justice.\r\n\r\nThe Great White North? Exploring Whiteness, Privilege and Identity in Education has won two awards: the Canadian Race Relations Foundation's Award of Excellence (2008), and the Canadian Association of Foundations in Education's Publication Award (2009).\r\n\r\nSeveral reviews have also been written on this book, and they can be accessed at www.paulrcarr.net.\"","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory"},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies"},{"id":125925,"name":"Whiteness","url":"https://www.academia.edu/Documents/in/Whiteness"}],"urls":[{"id":2405,"url":"http://www.amazon.com/Exploring-Whiteness-Privilege-Identity-Education/dp/9087901429/ref=tmm_pap_title_0"},{"id":1600827,"url":"https://www.sensepublishers.com/catalogs/bookseries/transgressions-cultural-studies-and-education/the-great-white-northr/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="5125" id="papers"><div class="js-work-strip profile--work_container" data-work-id="124511403"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124511403/Identit%C3%A9_culturelle_qu%C3%A9b%C3%A9coise_langue_fran%C3%A7aise_rapport_aux_autres_et_diversit%C3%A9"><img alt="Research paper thumbnail of Identité culturelle québécoise : langue française, rapport aux autres et diversité" class="work-thumbnail" src="https://attachments.academia-assets.com/118722068/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124511403/Identit%C3%A9_culturelle_qu%C3%A9b%C3%A9coise_langue_fran%C3%A7aise_rapport_aux_autres_et_diversit%C3%A9">Identité culturelle québécoise : langue française, rapport aux autres et diversité</a></div><div class="wp-workCard_item"><span>Journal of Belonging, Identity, Language, and Diversity (J-BILD) / Revue de langage, d’identité, de diversité et d’appartenance (R-LIDA)</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Résumé. Les débats politiques actuels au Québec se concentrent sur des questions identitaires tel...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Résumé. Les débats politiques actuels au Québec se concentrent sur des questions identitaires telles que la langue et l'immigration, suscitant un intérêt croissant pour l'identité culturelle québécoise. La préoccupation principale tourne autour de la préservation du français et de l'identité québécoise avec une majorité francophone qui se sent menacée. Dans ce contexte, les représentations sociales de l’identité québécoise sont essentielles pour comprendre les dynamiques interculturelles au Québec. Cette recherche vise à explorer les représentations sociales de l’identité culturelle québécoise chez des personnes étudiantes de deux universités francophones étant donné que ces individus évoluent dans un milieu propice à la réflexion identitaire en raison de sa diversité. Basée sur 23 entretiens semi-dirigés avec des étudiants âgés de 22 à 65 ans, l'étude examine leurs représentations de l'identité culturelle québécoise selon deux perspectives : celle des personnes nées au Québec et celle des personnes nées hors Québec. Pour ces personnes étudiantes, l'identité culturelle québécoise renvoie d'abord à la langue française, suivie du rapport aux autres et de la diversité culturelle, perçue comme une richesse. Des similitudes et des<br />différences entre les représentations émergent, mettant en lumière la complexité de l'identité culturelle québécoise dans un contexte multiculturel.<br /><br />Abstract. Current political debates in Quebec revolve around identity issues such as language and immigration, sparking growing interest in Quebec's cultural identity. The primary concern is the preservation of French and<br />Quebecois identity, with a majority of Francophones feeling threatened. In this context, social representations of Quebecois identity are crucial for understanding intercultural dynamics in Quebec. This research aims to explore representations of Quebec's cultural identity among students from two Francophone universities, who are immersed in an environment conducive to identity reflection due to its diversity. Based on 23 semi-structured interviews with students aged 22 to 65, the study examines their perceptions of Quebec's cultural identity from two perspectives: those born in Quebec and those born outside Quebec. For these student participants, Quebec's cultural identity is first and foremost associated with the French language, followed by their relationship with others and cultural diversity, seen as a richness. Similarities and differences between representations emerge, highlighting the complexity of Quebec's cultural identity in a multicultural context</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f6298f46f55d0c72d7c77659a394aa3c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118722068,"asset_id":124511403,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118722068/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124511403"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124511403"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124511403; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124511403]").text(description); $(".js-view-count[data-work-id=124511403]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124511403; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124511403']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f6298f46f55d0c72d7c77659a394aa3c" } } $('.js-work-strip[data-work-id=124511403]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124511403,"title":"Identité culturelle québécoise : langue française, rapport aux autres et diversité","translated_title":"","metadata":{"issue":"2","volume":"8","abstract":"Résumé. Les débats politiques actuels au Québec se concentrent sur des questions identitaires telles que la langue et l'immigration, suscitant un intérêt croissant pour l'identité culturelle québécoise. La préoccupation principale tourne autour de la préservation du français et de l'identité québécoise avec une majorité francophone qui se sent menacée. Dans ce contexte, les représentations sociales de l’identité québécoise sont essentielles pour comprendre les dynamiques interculturelles au Québec. Cette recherche vise à explorer les représentations sociales de l’identité culturelle québécoise chez des personnes étudiantes de deux universités francophones étant donné que ces individus évoluent dans un milieu propice à la réflexion identitaire en raison de sa diversité. Basée sur 23 entretiens semi-dirigés avec des étudiants âgés de 22 à 65 ans, l'étude examine leurs représentations de l'identité culturelle québécoise selon deux perspectives : celle des personnes nées au Québec et celle des personnes nées hors Québec. Pour ces personnes étudiantes, l'identité culturelle québécoise renvoie d'abord à la langue française, suivie du rapport aux autres et de la diversité culturelle, perçue comme une richesse. Des similitudes et des\ndifférences entre les représentations émergent, mettant en lumière la complexité de l'identité culturelle québécoise dans un contexte multiculturel.\n\nAbstract. Current political debates in Quebec revolve around identity issues such as language and immigration, sparking growing interest in Quebec's cultural identity. The primary concern is the preservation of French and\nQuebecois identity, with a majority of Francophones feeling threatened. In this context, social representations of Quebecois identity are crucial for understanding intercultural dynamics in Quebec. This research aims to explore representations of Quebec's cultural identity among students from two Francophone universities, who are immersed in an environment conducive to identity reflection due to its diversity. Based on 23 semi-structured interviews with students aged 22 to 65, the study examines their perceptions of Quebec's cultural identity from two perspectives: those born in Quebec and those born outside Quebec. For these student participants, Quebec's cultural identity is first and foremost associated with the French language, followed by their relationship with others and cultural diversity, seen as a richness. Similarities and differences between representations emerge, highlighting the complexity of Quebec's cultural identity in a multicultural context","more_info":"Deraîche, Myra, Doucerain, Marina M., Docteur Veve, A., Balde, Alhassane \u0026 Carr, Paul R. (2024). Identité culturelle québécoise : langue française, rapport aux autres et diversité. Journal of Belonging, Identity, Language, and Diversité/Revue de langage, d’identité, de diversité et d’appartenance, 8(2), 33-51. https://bild-lida.ca/journal/wp-content/uploads/2024/10/J-BILD_8-2_Deraiche_et-al.pdf ","page_numbers":"33-55","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Journal of Belonging, Identity, Language, and Diversity (J-BILD) / Revue de langage, d’identité, de diversité et d’appartenance (R-LIDA)"},"translated_abstract":"Résumé. Les débats politiques actuels au Québec se concentrent sur des questions identitaires telles que la langue et l'immigration, suscitant un intérêt croissant pour l'identité culturelle québécoise. La préoccupation principale tourne autour de la préservation du français et de l'identité québécoise avec une majorité francophone qui se sent menacée. Dans ce contexte, les représentations sociales de l’identité québécoise sont essentielles pour comprendre les dynamiques interculturelles au Québec. Cette recherche vise à explorer les représentations sociales de l’identité culturelle québécoise chez des personnes étudiantes de deux universités francophones étant donné que ces individus évoluent dans un milieu propice à la réflexion identitaire en raison de sa diversité. Basée sur 23 entretiens semi-dirigés avec des étudiants âgés de 22 à 65 ans, l'étude examine leurs représentations de l'identité culturelle québécoise selon deux perspectives : celle des personnes nées au Québec et celle des personnes nées hors Québec. Pour ces personnes étudiantes, l'identité culturelle québécoise renvoie d'abord à la langue française, suivie du rapport aux autres et de la diversité culturelle, perçue comme une richesse. Des similitudes et des\ndifférences entre les représentations émergent, mettant en lumière la complexité de l'identité culturelle québécoise dans un contexte multiculturel.\n\nAbstract. Current political debates in Quebec revolve around identity issues such as language and immigration, sparking growing interest in Quebec's cultural identity. The primary concern is the preservation of French and\nQuebecois identity, with a majority of Francophones feeling threatened. In this context, social representations of Quebecois identity are crucial for understanding intercultural dynamics in Quebec. This research aims to explore representations of Quebec's cultural identity among students from two Francophone universities, who are immersed in an environment conducive to identity reflection due to its diversity. Based on 23 semi-structured interviews with students aged 22 to 65, the study examines their perceptions of Quebec's cultural identity from two perspectives: those born in Quebec and those born outside Quebec. For these student participants, Quebec's cultural identity is first and foremost associated with the French language, followed by their relationship with others and cultural diversity, seen as a richness. Similarities and differences between representations emerge, highlighting the complexity of Quebec's cultural identity in a multicultural context","internal_url":"https://www.academia.edu/124511403/Identit%C3%A9_culturelle_qu%C3%A9b%C3%A9coise_langue_fran%C3%A7aise_rapport_aux_autres_et_diversit%C3%A9","translated_internal_url":"","created_at":"2024-10-07T07:00:58.934-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":42507065,"work_id":124511403,"tagging_user_id":38268,"tagged_user_id":37300577,"co_author_invite_id":null,"email":"d***a@uqam.ca","affiliation":"Université du Québec à Montréal","display_order":1,"name":"Marina M Doucerain","title":"Identité culturelle québécoise : langue française, rapport aux autres et diversité"}],"downloadable_attachments":[{"id":118722068,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118722068/thumbnails/1.jpg","file_name":"J_BILD_8_2_Deraiche_et_al.pdf","download_url":"https://www.academia.edu/attachments/118722068/download_file","bulk_download_file_name":"Identite_culturelle_quebecoise_langue_fr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118722068/J_BILD_8_2_Deraiche_et_al-libre.pdf?1728310484=\u0026response-content-disposition=attachment%3B+filename%3DIdentite_culturelle_quebecoise_langue_fr.pdf\u0026Expires=1741735958\u0026Signature=efD2R2BkqGnHwKLr1KCUraotjcBbEM45etzgL7n0fZxgWcLJMVr1luZJbO8lP~Cm5Btly7gDjGLDbwDr~Di4nvcuVy7EU3nAYbMyi9-d84Dni066cWi~MQfuagmuuchfTG9bmwvwZ4lJ~CJ25bL~McOEaUUKDuBv1Y032dbzcK~ZHwn~QfnpR4iMrEddjTo6wQz4bUcjVOIK8ayihdh5wQZRQ1ng7vNMfRQabmJ99K3iPs9sGdJcZI2bHaXX0XFCT6Q7wUI1ue2glu6R6EX5~~uhLrfKkrnF4yVA~FxfXGtnUOYA-NRGhRCJTqTdmu0Ll5dogJWhyNO0gytNIEMRDw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Identité_culturelle_québécoise_langue_française_rapport_aux_autres_et_diversité","translated_slug":"","page_count":19,"language":"fr","content_type":"Work","summary":"Résumé. Les débats politiques actuels au Québec se concentrent sur des questions identitaires telles que la langue et l'immigration, suscitant un intérêt croissant pour l'identité culturelle québécoise. La préoccupation principale tourne autour de la préservation du français et de l'identité québécoise avec une majorité francophone qui se sent menacée. Dans ce contexte, les représentations sociales de l’identité québécoise sont essentielles pour comprendre les dynamiques interculturelles au Québec. Cette recherche vise à explorer les représentations sociales de l’identité culturelle québécoise chez des personnes étudiantes de deux universités francophones étant donné que ces individus évoluent dans un milieu propice à la réflexion identitaire en raison de sa diversité. Basée sur 23 entretiens semi-dirigés avec des étudiants âgés de 22 à 65 ans, l'étude examine leurs représentations de l'identité culturelle québécoise selon deux perspectives : celle des personnes nées au Québec et celle des personnes nées hors Québec. Pour ces personnes étudiantes, l'identité culturelle québécoise renvoie d'abord à la langue française, suivie du rapport aux autres et de la diversité culturelle, perçue comme une richesse. Des similitudes et des\ndifférences entre les représentations émergent, mettant en lumière la complexité de l'identité culturelle québécoise dans un contexte multiculturel.\n\nAbstract. Current political debates in Quebec revolve around identity issues such as language and immigration, sparking growing interest in Quebec's cultural identity. The primary concern is the preservation of French and\nQuebecois identity, with a majority of Francophones feeling threatened. In this context, social representations of Quebecois identity are crucial for understanding intercultural dynamics in Quebec. This research aims to explore representations of Quebec's cultural identity among students from two Francophone universities, who are immersed in an environment conducive to identity reflection due to its diversity. Based on 23 semi-structured interviews with students aged 22 to 65, the study examines their perceptions of Quebec's cultural identity from two perspectives: those born in Quebec and those born outside Quebec. For these student participants, Quebec's cultural identity is first and foremost associated with the French language, followed by their relationship with others and cultural diversity, seen as a richness. 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There may be no other option" class="work-thumbnail" src="https://attachments.academia-assets.com/117139354/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122485495/Should_we_still_be_talking_about_interculturalism_There_may_be_no_other_option">Should we still be talking about interculturalism? There may be no other option</a></div><div class="wp-workCard_item"><span>Quaderni di Intercultura</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The world has the resources, capacity and ingenuity to (more) effectively address serious global ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The world has the resources, capacity and ingenuity to (more) effectively address serious global problems (including the environment, mass migration, warfare, feminicide, racism, inequalities, poverty), and there is no need to debase the “other”. No one is born racist but we can become racist, and no one is born focused on building a democracy but one can become engaged in democracy. These thoughts act as a preamble to my text, a reflection, on what interculturalism means for me at this time. I will briefly present my reading of two central themes (identity and social justice, and democracy and social change) in dialogue with interculturalism and cultural pluralism stances/perspectives, and then present a case study of interculturalism in Québec. The text seeks to, humbly, elucidate some of the complexity, the paradoxes, the political and socio-cultural nuances and implications of debates over identity in culturally diverse societies, and concludes with some thoughts on where we might be headed. <br /> <br />Il mondo dispone delle risorse, delle capacità e dell’ingegno necessari per affrontare in modo (più) efficace i gravi problemi globali (tra cui l'ambiente, la migrazione di massa, la guerra, il femminicidio, il razzismo, le disuguaglianze, la povertà), senza bisogno di denigrare l’“altro”. Nessuno nasce razzista, ma possiamo diventarlo, e nessuno nasce focalizzato sulla costruzione di una democrazia, ma possiamo impegnarci nella democrazia. Questi pensieri fungono da preambolo al mio testo, una riflessione su cosa significhi per me l'interculturalismo in questo momento. Presenterò brevemente la mia lettura di due temi centrali (identità e giustizia sociale, e democrazia e cambiamento sociale) in dialogo con le posizioni/prospettive dell'interculturalismo e del <br />pluralismo culturale, per poi presentare uno studio di caso sull'interculturalismo in Québec. Il testo cerca, umilmente, di chiarire alcune delle complessità, dei paradossi, delle sfumature politiche e socio-culturali e delle implicazioni relative ai dibattiti sull'identità nelle società culturalmente diverse. L’articolo conclude con alcune riflessioni su dove potremmo essere diretti.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b8c833da25d90d559e852a363d48d6a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117139354,"asset_id":122485495,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117139354/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122485495"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122485495"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122485495; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122485495]").text(description); $(".js-view-count[data-work-id=122485495]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122485495; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122485495']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0b8c833da25d90d559e852a363d48d6a" } } $('.js-work-strip[data-work-id=122485495]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122485495,"title":"Should we still be talking about interculturalism? 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The text seeks to, humbly, elucidate some of the complexity, the paradoxes, the political and socio-cultural nuances and implications of debates over identity in culturally diverse societies, and concludes with some thoughts on where we might be headed.\r\n\r\nIl mondo dispone delle risorse, delle capacità e dell’ingegno necessari per affrontare in modo (più) efficace i gravi problemi globali (tra cui l'ambiente, la migrazione di massa, la guerra, il femminicidio, il razzismo, le disuguaglianze, la povertà), senza bisogno di denigrare l’“altro”. Nessuno nasce razzista, ma possiamo diventarlo, e nessuno nasce focalizzato sulla costruzione di una democrazia, ma possiamo impegnarci nella democrazia. Questi pensieri fungono da preambolo al mio testo, una riflessione su cosa significhi per me l'interculturalismo in questo momento. 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The text seeks to, humbly, elucidate some of the complexity, the paradoxes, the political and socio-cultural nuances and implications of debates over identity in culturally diverse societies, and concludes with some thoughts on where we might be headed.\r\n\r\nIl mondo dispone delle risorse, delle capacità e dell’ingegno necessari per affrontare in modo (più) efficace i gravi problemi globali (tra cui l'ambiente, la migrazione di massa, la guerra, il femminicidio, il razzismo, le disuguaglianze, la povertà), senza bisogno di denigrare l’“altro”. Nessuno nasce razzista, ma possiamo diventarlo, e nessuno nasce focalizzato sulla costruzione di una democrazia, ma possiamo impegnarci nella democrazia. Questi pensieri fungono da preambolo al mio testo, una riflessione su cosa significhi per me l'interculturalismo in questo momento. Presenterò brevemente la mia lettura di due temi centrali (identità e giustizia sociale, e democrazia e cambiamento sociale) in dialogo con le posizioni/prospettive dell'interculturalismo e del\r\npluralismo culturale, per poi presentare uno studio di caso sull'interculturalismo in Québec. Il testo cerca, umilmente, di chiarire alcune delle complessità, dei paradossi, delle sfumature politiche e socio-culturali e delle implicazioni relative ai dibattiti sull'identità nelle società culturalmente diverse. L’articolo conclude con alcune riflessioni su dove potremmo essere diretti.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":117139354,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117139354/thumbnails/1.jpg","file_name":"Should_we_still_be_talking_about_interculturalism_There_may_be_no_other_option.pdf","download_url":"https://www.academia.edu/attachments/117139354/download_file","bulk_download_file_name":"Should_we_still_be_talking_about_intercu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117139354/Should_we_still_be_talking_about_interculturalism_There_may_be_no_other_option-libre.pdf?1722456705=\u0026response-content-disposition=attachment%3B+filename%3DShould_we_still_be_talking_about_intercu.pdf\u0026Expires=1741735958\u0026Signature=EXpaGe22ezuF9s3c8vlKNUKjlDrGTVA7zVLaVWaOKKslf4cAc60290JmuUuj7LrfKLEr733vjcWxvIvsTRvw5-cRsrGuh2fLDd5aRAzj2R5DQQfTrn~ODcz1L7qKvWJswSQX3AgOS8WPxFI-tTkp94u6RmKldvbHgu0mxRiuT5xZM5mDAhzHFF8je6B7U~vskNVkcdLBE1aRaCkZfbCziUJVEr9tMFjmPBwLr-tkAkR7FnawjmbLNzPGBueADxOS3BfZxu2Ez26-PSHrRlstHLyWqa~h4qbBF1XJfiNFEU6fleSta9f-AHXsl~vgF2K0zAOcLelFDDTF7M7VzeqQXQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change"},{"id":2089,"name":"Social Identity","url":"https://www.academia.edu/Documents/in/Social_Identity"},{"id":5272,"name":"Identity (Culture)","url":"https://www.academia.edu/Documents/in/Identity_Culture_"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":81991,"name":"Interculturalism","url":"https://www.academia.edu/Documents/in/Interculturalism"},{"id":1187977,"name":"Interculturalism and Multiculturalism","url":"https://www.academia.edu/Documents/in/Interculturalism_and_Multiculturalism"}],"urls":[{"id":43762025,"url":"https://cab.unime.it/journals/index.php/qdi/article/view/4300/pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121965313"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121965313/CONEXIONES_DIN%C3%81MICAS_Y_ARGUMENTOS_QUE_ENLAZAN_LAS_REDES_SOCIALES_LA_PARTICIPACI%C3%93N_CIUDADANA_Y_LA_EDUCACI%C3%93N"><img alt="Research paper thumbnail of CONEXIONES, DINÁMICAS Y ARGUMENTOS QUE ENLAZAN LAS REDES SOCIALES, LA PARTICIPACIÓN CIUDADANA Y LA EDUCACIÓN" class="work-thumbnail" src="https://attachments.academia-assets.com/116723828/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121965313/CONEXIONES_DIN%C3%81MICAS_Y_ARGUMENTOS_QUE_ENLAZAN_LAS_REDES_SOCIALES_LA_PARTICIPACI%C3%93N_CIUDADANA_Y_LA_EDUCACI%C3%93N">CONEXIONES, DINÁMICAS Y ARGUMENTOS QUE ENLAZAN LAS REDES SOCIALES, LA PARTICIPACIÓN CIUDADANA Y LA EDUCACIÓN</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este texto busca enmarcar el contexto para, con suerte, facilitar los diálogos y la emancipación ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este texto busca enmarcar el contexto para, con suerte, facilitar los diálogos y la emancipación que, potencialmente, conducirá a la democracia en busca, asimismo, de un cambio social tangible y transformador. El presente trabajo se inserta en un proyecto llevado a cabo por la Cátedra UNESCO en Democracia, Ciudadanía Mundial y Educación Transformadora (DCMÉT), alrededor de las Redes Sociales, Participación Ciudadana y Educación. Entre los años 2019-2022, desde diversas universidades, varias encuestas se difundieron en distintos puntos del globo para conocer cómo el estudiantado emplea y percibe las redes sociales, cuál es su participación en las sociedades a las que pertenecen, y cómo la educación influye de manera global en todos esos aspectos. Al resto de análisis e informes derivados de dicho proyecto, se suma el presente, pues al fin y al cabo se trata de una investigación colaborativa que, persiguiendo una perspectiva sociocrítica y ecológica, ofrece respuestas diversas y múltiples a las inquietudes que derivaron de la misma investigación. Es por ello por lo que las líneas que siguen brindan esta contribución, con el fin de contribuir a ese inmenso trabajo colaborativo y de cooperación en el que participan tantas gentes de tantos países. Es decir que este texto representa solamente una dimensión del proyecto, la parte en amarillo en la Ilustración 1 con respecto de una de las muestras en España. Hay varios libros, artículos, colaboraciones y proyectos que desarrollan el proyecto de investigación que pueden, untos, articular una perspectiva de las motivaciones, formas, implicaciones y consecuencias de la utilización de las redes sociales vinculada a la participación ciudadana.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2c90884562bc8b6fa440d11f0d3e9079" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116723828,"asset_id":121965313,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116723828/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121965313"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121965313"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121965313; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121965313]").text(description); $(".js-view-count[data-work-id=121965313]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121965313; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121965313']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2c90884562bc8b6fa440d11f0d3e9079" } } $('.js-work-strip[data-work-id=121965313]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121965313,"title":"CONEXIONES, DINÁMICAS Y ARGUMENTOS QUE ENLAZAN LAS REDES SOCIALES, LA PARTICIPACIÓN CIUDADANA Y LA EDUCACIÓN","translated_title":"","metadata":{"abstract":"Este texto busca enmarcar el contexto para, con suerte, facilitar los diálogos y la emancipación que, potencialmente, conducirá a la democracia en busca, asimismo, de un cambio social tangible y transformador. 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Es por ello por lo que las líneas que siguen brindan esta contribución, con el fin de contribuir a ese inmenso trabajo colaborativo y de cooperación en el que participan tantas gentes de tantos países. Es decir que este texto representa solamente una dimensión del proyecto, la parte en amarillo en la Ilustración 1 con respecto de una de las muestras en España. Hay varios libros, artículos, colaboraciones y proyectos que desarrollan el proyecto de investigación que pueden, untos, articular una perspectiva de las motivaciones, formas, implicaciones y consecuencias de la utilización de las redes sociales vinculada a la participación ciudadana.","more_info":"Carr, Paul R., Gómez, Sheila Parra \u0026 Théséé, Gina. (2024). Conexiones, dinámicas y argumentos que enlazan las redes sociales, la participación ciudadana y la educación. In Bernal Bravo, César \u0026 Gonzalez-Andrio Giménez, R. (Dir.). Participación ciudadana, redes sociales y educación para el siglo XXI (pp. 85-105). Dykinson, Madrid. ISBN. 978-84-1170-073-3.105","page_numbers":"85-105","publication_date":{"day":null,"month":null,"year":2024,"errors":{}}},"translated_abstract":"Este texto busca enmarcar el contexto para, con suerte, facilitar los diálogos y la emancipación que, potencialmente, conducirá a la democracia en busca, asimismo, de un cambio social tangible y transformador. El presente trabajo se inserta en un proyecto llevado a cabo por la Cátedra UNESCO en Democracia, Ciudadanía Mundial y Educación Transformadora (DCMÉT), alrededor de las Redes Sociales, Participación Ciudadana y Educación. Entre los años 2019-2022, desde diversas universidades, varias encuestas se difundieron en distintos puntos del globo para conocer cómo el estudiantado emplea y percibe las redes sociales, cuál es su participación en las sociedades a las que pertenecen, y cómo la educación influye de manera global en todos esos aspectos. 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Hay varios libros, artículos, colaboraciones y proyectos que desarrollan el proyecto de investigación que pueden, untos, articular una perspectiva de las motivaciones, formas, implicaciones y consecuencias de la utilización de las redes sociales vinculada a la participación ciudadana.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":116723828,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116723828/thumbnails/1.jpg","file_name":"Conexiones_CARRetal..pdf","download_url":"https://www.academia.edu/attachments/116723828/download_file","bulk_download_file_name":"CONEXIONES_DINAMICAS_Y_ARGUMENTOS_QUE_EN.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116723828/Conexiones_CARRetal..pdf?1720709932=\u0026response-content-disposition=attachment%3B+filename%3DCONEXIONES_DINAMICAS_Y_ARGUMENTOS_QUE_EN.pdf\u0026Expires=1741735958\u0026Signature=Yxs2uL9iphGWzm9Frk1iN91oj6Yt6kaID8OfgVHk0eDptAtbJDdlNmJLIW19lAOSUPYgOaxNkn9Xp0paaz5kdZZM-IcQK9o~ei~qbxtBkJ2cbwMelSH9Y3I2Dka2NNAuIlJzXo1e3QPjWeldO1oNNt5Do8mSX577eHCpMERY0UfNLRi-k1npFkXjSwU~zrUaeadJKF0WnWPFsMAyGX4sf14CHHXRNllcXOZavU~A4pEmD-~7bl41J4g5ypnBpt8hoQ1TWWr4WQncItFC~MMB7RdpQEIKACse5DsL4GjIhjM~Kfba18795B8o96FOTG5obuF-pgi1gKwqlMF4KzJSnA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":63362,"name":"Democracia Participativa","url":"https://www.academia.edu/Documents/in/Democracia_Participativa"},{"id":66675,"name":"Redes sociales","url":"https://www.academia.edu/Documents/in/Redes_sociales"},{"id":90105,"name":"Educación para el Desarrollo y la Ciudadanía Global","url":"https://www.academia.edu/Documents/in/Educacion_para_el_Desarrollo_y_la_Ciudadania_Global"},{"id":130397,"name":"Democracia","url":"https://www.academia.edu/Documents/in/Democracia"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="117158792"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/117158792/Conjuguer_D%C3%A9mocratie_et_%C3%89ducation_Perceptions_et_exp%C3%A9riences_de_futurs_es_enseignants_es_du_Qu%C3%A9bec"><img alt="Research paper thumbnail of Conjuguer Démocratie et Éducation: Perceptions et expériences de futurs-es enseignants-es du Québec" class="work-thumbnail" src="https://attachments.academia-assets.com/113089674/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/117158792/Conjuguer_D%C3%A9mocratie_et_%C3%89ducation_Perceptions_et_exp%C3%A9riences_de_futurs_es_enseignants_es_du_Qu%C3%A9bec">Conjuguer Démocratie et Éducation: Perceptions et expériences de futurs-es enseignants-es du Québec</a></div><div class="wp-workCard_item"><span>Citizenship Education Research Journal/Revue de recherche sur l'éducation à la citoyenneté</span><span>, Sep 17, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">en Outaouais** et Commission scolaire Marguerite-Bourgeoys*** Résumé : Le projet de recherche Dém...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">en Outaouais** et Commission scolaire Marguerite-Bourgeoys*** Résumé : Le projet de recherche Démocratie, alphabétisation politique et éducation transformatoire (DAPET) s'inscrit dans le cadre plus large du projet international Global Doing Democracy Research Project (GDDRP). Cet article présente les résultats d'un volet du projet DAPET mené au Québec auprès de futurs-es enseignants-es. La problématique présente les enjeux du « déficit de démocratie » en éducation formelle, tels qu'ils sont décrits dans des études menées aux échelles locale, nationale et internationale. Les concepts clés de la recherche sont analysés en tenant compte de leur ancrage dans un cadre théorique sociocritique qui vise la transformation des réalités sociales et l'émancipation des personnes. Le but de cette étude est de comprendre les perceptions et expériences de futurs-es enseignants-es en ce qui concerne les liens entre l'éducation et la démocratie. Selon une méthodologie qualitative, plus de 400 étudiants-es de programmes de formation à l'enseignement, primaire et secondaire, d'une université francophone montréalaise, ont répondu en 2008 et 2014 à un questionnaire en ligne portant sur les relations entre l'éducation et la démocratie. Les principaux résultats montrent en général : une perception normative de la démocratie ; une confirmation du déficit de démocratie en éducation formelle ; une expérience mince de la démocratie durant leur parcours scolaire et universitaire; une dissociation de l'éducation et de la démocratie dans le rôle des enseignants-es. De plus, la comparaison des résultats des échantillons de 2008 et de 2014 suggère un effet possible de la grève étudiante devenu mouvement social, appelé « Printemps érable », qui eut lieu au Québec au printemps 2012. Utilisant une herméneutique critique, l'interprétation met en évidence l'importance d'une éducation pour la démocratie critique (éthique, participative et engagée), dans la formation initiale des enseignants-es, pour mieux combattre le « déficit de démocratie » mais surtout pour mieux enraciner la démocratie dans l'éducation formelle des jeunes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="32d0090912a35d25905292c13868289c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113089674,"asset_id":117158792,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113089674/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="117158792"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="117158792"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 117158792; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=117158792]").text(description); $(".js-view-count[data-work-id=117158792]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 117158792; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='117158792']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "32d0090912a35d25905292c13868289c" } } $('.js-work-strip[data-work-id=117158792]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":117158792,"title":"Conjuguer Démocratie et Éducation: Perceptions et expériences de futurs-es enseignants-es du Québec","translated_title":"","metadata":{"grobid_abstract":"en Outaouais** et Commission scolaire Marguerite-Bourgeoys*** Résumé : Le projet de recherche Démocratie, alphabétisation politique et éducation transformatoire (DAPET) s'inscrit dans le cadre plus large du projet international Global Doing Democracy Research Project (GDDRP). 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Les principaux résultats montrent en général : une perception normative de la démocratie ; une confirmation du déficit de démocratie en éducation formelle ; une expérience mince de la démocratie durant leur parcours scolaire et universitaire; une dissociation de l'éducation et de la démocratie dans le rôle des enseignants-es. De plus, la comparaison des résultats des échantillons de 2008 et de 2014 suggère un effet possible de la grève étudiante devenu mouvement social, appelé « Printemps érable », qui eut lieu au Québec au printemps 2012. 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The popular imaginary/imagination is already inhabited by pre-packaged soundbites of common-sense wisdom derived from hegemonic sources, and the mainstream corporate media has long skillfully demonstrated its ability to incorporate, coopt and sublimate yesterday’s radical or alternative ideas into today’s slogans and products. Nonetheless, we have witnessed over the last decade a profound transformation in who shapes the media and how it is shaped. The emergence and consolidation of Web 2.0 has irrevocably transformed a number of media functions, particularly in relation to news reporting, advertising and music and film production, and it has opened and created spaces where anyone with a cell-phone, a computer and Internet access can, potentially, become a global change-maker (Fuchs, 2017). Activist media in the era of digital citizen participation has flourished, sometimes resulting in profound new alliances and social change, though often transforming into superficial forms of “clicktivism” that are feel-good but relatively ineffectual forms of social activism. With the exponential growth in technological platforms and social media, the need to understand, contextualize, and problematize the meaning of the media in and through Education, especially as it relates to democracy, is increasingly necessary (Ranson, 2017). The focus of our presentation involves this intertwined nexus of activity and inter-change, linking together media, democracy and education in their diverse, contested, nuanced and paradoxical forms. Democracy makes less and less sense to us without a thorough interrogation of how our sense of power, social justice, political literacy, transformative change and inequitable power relations pass through the sieve of the media, notably contemporary, internet-based, communicative forms of media. Democracy requires a functioning, engaged and literate populace, one that can participate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists (McChesney &amp; Nichols, 2016). Education for democracy, therefore, requires not only political literacy but also media literacy, given the immersive ubiquity of media and their prolific consumption and use by students and citizens of all ages today. Media literacy combines the analysis of media texts, institutions, audiences and contexts, on the one hand, with the theory and hands-on production of media material on the other</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="117158791"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="117158791"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 117158791; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=117158791]").text(description); $(".js-view-count[data-work-id=117158791]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 117158791; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='117158791']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=117158791]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":117158791,"title":"Democracy 2.0, Old and New Media, and the Quest for Engaged Participation","translated_title":"","metadata":{"abstract":"It is virtually impossible to imagine a society or world that is not already (re) presented through media forms. The popular imaginary/imagination is already inhabited by pre-packaged soundbites of common-sense wisdom derived from hegemonic sources, and the mainstream corporate media has long skillfully demonstrated its ability to incorporate, coopt and sublimate yesterday’s radical or alternative ideas into today’s slogans and products. Nonetheless, we have witnessed over the last decade a profound transformation in who shapes the media and how it is shaped. The emergence and consolidation of Web 2.0 has irrevocably transformed a number of media functions, particularly in relation to news reporting, advertising and music and film production, and it has opened and created spaces where anyone with a cell-phone, a computer and Internet access can, potentially, become a global change-maker (Fuchs, 2017). Activist media in the era of digital citizen participation has flourished, sometimes resulting in profound new alliances and social change, though often transforming into superficial forms of “clicktivism” that are feel-good but relatively ineffectual forms of social activism. With the exponential growth in technological platforms and social media, the need to understand, contextualize, and problematize the meaning of the media in and through Education, especially as it relates to democracy, is increasingly necessary (Ranson, 2017). The focus of our presentation involves this intertwined nexus of activity and inter-change, linking together media, democracy and education in their diverse, contested, nuanced and paradoxical forms. Democracy makes less and less sense to us without a thorough interrogation of how our sense of power, social justice, political literacy, transformative change and inequitable power relations pass through the sieve of the media, notably contemporary, internet-based, communicative forms of media. Democracy requires a functioning, engaged and literate populace, one that can participate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists (McChesney \u0026amp; Nichols, 2016). Education for democracy, therefore, requires not only political literacy but also media literacy, given the immersive ubiquity of media and their prolific consumption and use by students and citizens of all ages today. Media literacy combines the analysis of media texts, institutions, audiences and contexts, on the one hand, with the theory and hands-on production of media material on the other","publication_date":{"day":null,"month":null,"year":2018,"errors":{}}},"translated_abstract":"It is virtually impossible to imagine a society or world that is not already (re) presented through media forms. The popular imaginary/imagination is already inhabited by pre-packaged soundbites of common-sense wisdom derived from hegemonic sources, and the mainstream corporate media has long skillfully demonstrated its ability to incorporate, coopt and sublimate yesterday’s radical or alternative ideas into today’s slogans and products. Nonetheless, we have witnessed over the last decade a profound transformation in who shapes the media and how it is shaped. The emergence and consolidation of Web 2.0 has irrevocably transformed a number of media functions, particularly in relation to news reporting, advertising and music and film production, and it has opened and created spaces where anyone with a cell-phone, a computer and Internet access can, potentially, become a global change-maker (Fuchs, 2017). Activist media in the era of digital citizen participation has flourished, sometimes resulting in profound new alliances and social change, though often transforming into superficial forms of “clicktivism” that are feel-good but relatively ineffectual forms of social activism. With the exponential growth in technological platforms and social media, the need to understand, contextualize, and problematize the meaning of the media in and through Education, especially as it relates to democracy, is increasingly necessary (Ranson, 2017). The focus of our presentation involves this intertwined nexus of activity and inter-change, linking together media, democracy and education in their diverse, contested, nuanced and paradoxical forms. Democracy makes less and less sense to us without a thorough interrogation of how our sense of power, social justice, political literacy, transformative change and inequitable power relations pass through the sieve of the media, notably contemporary, internet-based, communicative forms of media. Democracy requires a functioning, engaged and literate populace, one that can participate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists (McChesney \u0026amp; Nichols, 2016). Education for democracy, therefore, requires not only political literacy but also media literacy, given the immersive ubiquity of media and their prolific consumption and use by students and citizens of all ages today. Media literacy combines the analysis of media texts, institutions, audiences and contexts, on the one hand, with the theory and hands-on production of media material on the other","internal_url":"https://www.academia.edu/117158791/Democracy_2_0_Old_and_New_Media_and_the_Quest_for_Engaged_Participation","translated_internal_url":"","created_at":"2024-04-06T15:29:30.903-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Democracy_2_0_Old_and_New_Media_and_the_Quest_for_Engaged_Participation","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"It is virtually impossible to imagine a society or world that is not already (re) presented through media forms. The popular imaginary/imagination is already inhabited by pre-packaged soundbites of common-sense wisdom derived from hegemonic sources, and the mainstream corporate media has long skillfully demonstrated its ability to incorporate, coopt and sublimate yesterday’s radical or alternative ideas into today’s slogans and products. Nonetheless, we have witnessed over the last decade a profound transformation in who shapes the media and how it is shaped. The emergence and consolidation of Web 2.0 has irrevocably transformed a number of media functions, particularly in relation to news reporting, advertising and music and film production, and it has opened and created spaces where anyone with a cell-phone, a computer and Internet access can, potentially, become a global change-maker (Fuchs, 2017). Activist media in the era of digital citizen participation has flourished, sometimes resulting in profound new alliances and social change, though often transforming into superficial forms of “clicktivism” that are feel-good but relatively ineffectual forms of social activism. With the exponential growth in technological platforms and social media, the need to understand, contextualize, and problematize the meaning of the media in and through Education, especially as it relates to democracy, is increasingly necessary (Ranson, 2017). The focus of our presentation involves this intertwined nexus of activity and inter-change, linking together media, democracy and education in their diverse, contested, nuanced and paradoxical forms. Democracy makes less and less sense to us without a thorough interrogation of how our sense of power, social justice, political literacy, transformative change and inequitable power relations pass through the sieve of the media, notably contemporary, internet-based, communicative forms of media. Democracy requires a functioning, engaged and literate populace, one that can participate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists (McChesney \u0026amp; Nichols, 2016). Education for democracy, therefore, requires not only political literacy but also media literacy, given the immersive ubiquity of media and their prolific consumption and use by students and citizens of all ages today. Media literacy combines the analysis of media texts, institutions, audiences and contexts, on the one hand, with the theory and hands-on production of media material on the other","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media"},{"id":10466,"name":"Media and Democracy","url":"https://www.academia.edu/Documents/in/Media_and_Democracy"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":19004,"name":"Participatory Democracy","url":"https://www.academia.edu/Documents/in/Participatory_Democracy"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="117158768"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/117158768/Social_Media_and_the_Quest_for_Democracy"><img alt="Research paper thumbnail of Social Media and the Quest for Democracy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/117158768/Social_Media_and_the_Quest_for_Democracy">Social Media and the Quest for Democracy</a></div><div class="wp-workCard_item"><span>Handbook of Theory and Research in Cultural Studies and Education</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="117158768"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="117158768"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 117158768; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115512055"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115512055/CONEXIONES_DIN%C3%81MICAS_Y_ARGUMENTOS_QUE_ENLAZAN_LAS_REDES_SOCIALES_LA_PARTICIPACI%C3%93N_CIUDADANA_Y_LA_EDUCACI%C3%93N"><img alt="Research paper thumbnail of CONEXIONES, DINÁMICAS Y ARGUMENTOS QUE ENLAZAN LAS REDES SOCIALES, LA PARTICIPACIÓN CIUDADANA Y LA EDUCACIÓN" class="work-thumbnail" src="https://attachments.academia-assets.com/111898095/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115512055/CONEXIONES_DIN%C3%81MICAS_Y_ARGUMENTOS_QUE_ENLAZAN_LAS_REDES_SOCIALES_LA_PARTICIPACI%C3%93N_CIUDADANA_Y_LA_EDUCACI%C3%93N">CONEXIONES, DINÁMICAS Y ARGUMENTOS QUE ENLAZAN LAS REDES SOCIALES, LA PARTICIPACIÓN CIUDADANA Y LA EDUCACIÓN</a></div><div class="wp-workCard_item"><span>Participación ciudadana, redes sociales y educación para el siglo XXI </span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este texto busca enmarcar el contexto para, con suerte, facilitar los diálogos y la emancipación ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este texto busca enmarcar el contexto para, con suerte, facilitar los diálogos y la emancipación que, potencialmente, conducirá a la democracia en busca, asimismo, de un cambio social tangible y transformador. El presente trabajo se inserta en un proyecto llevado a cabo por la Cátedra UNESCO en Democracia, Ciudadanía Mundial y Educación Transformadora (DCMÉT), alrededor de las Redes Sociales, Participación Ciudadana y Educación. Entre los años 2019-2022, desde diversas universidades, varias encuestas se difundieron en distintos puntos del globo para conocer cómo el estudiantado emplea y percibe las redes sociales, cuál es su participación en las sociedades a las que pertenecen, y cómo la educación influye de manera global en todos esos aspectos. Al resto de análisis e informes derivados de dicho proyecto, se suma el presente, pues al fin y al cabo se trata de una investigación colaborativa que, persiguiendo una perspectiva sociocrítica y ecológica, ofrece respuestas diversas y múltiples a las inquietudes que derivaron de la misma investigación. Es por ello por lo que las líneas que siguen brindan esta contribución, con el fin de contribuir a ese inmenso trabajo<br />colaborativo y de cooperación en el que participan tantas gentes de tantos países. Es decir que este texto representa solamente una dimensión del proyecto, la parte en amarillo en la Ilustración 1 con respecto de una de las muestras en España. Hay varios libros, artículos, colaboraciones y proyectos que desarrollan el proyecto de investigación que pueden, untos, articular una perspectiva de las motivaciones, formas, implicaciones y<br />consecuencias de la utilización de las redes sociales vinculada a la participación ciudadana.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bca68b4bb8c1f11812790a7362071f56" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111898095,"asset_id":115512055,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111898095/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115512055"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115512055"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115512055; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115512055]").text(description); $(".js-view-count[data-work-id=115512055]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115512055; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115512055']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bca68b4bb8c1f11812790a7362071f56" } } $('.js-work-strip[data-work-id=115512055]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115512055,"title":"CONEXIONES, DINÁMICAS Y ARGUMENTOS QUE ENLAZAN LAS REDES SOCIALES, LA PARTICIPACIÓN CIUDADANA Y LA EDUCACIÓN","translated_title":"","metadata":{"abstract":"Este texto busca enmarcar el contexto para, con suerte, facilitar los diálogos y la emancipación que, potencialmente, conducirá a la democracia en busca, asimismo, de un cambio social tangible y transformador. El presente trabajo se inserta en un proyecto llevado a cabo por la Cátedra UNESCO en Democracia, Ciudadanía Mundial y Educación Transformadora (DCMÉT), alrededor de las Redes Sociales, Participación Ciudadana y Educación. Entre los años 2019-2022, desde diversas universidades, varias encuestas se difundieron en distintos puntos del globo para conocer cómo el estudiantado emplea y percibe las redes sociales, cuál es su participación en las sociedades a las que pertenecen, y cómo la educación influye de manera global en todos esos aspectos. Al resto de análisis e informes derivados de dicho proyecto, se suma el presente, pues al fin y al cabo se trata de una investigación colaborativa que, persiguiendo una perspectiva sociocrítica y ecológica, ofrece respuestas diversas y múltiples a las inquietudes que derivaron de la misma investigación. Es por ello por lo que las líneas que siguen brindan esta contribución, con el fin de contribuir a ese inmenso trabajo\ncolaborativo y de cooperación en el que participan tantas gentes de tantos países. Es decir que este texto representa solamente una dimensión del proyecto, la parte en amarillo en la Ilustración 1 con respecto de una de las muestras en España. Hay varios libros, artículos, colaboraciones y proyectos que desarrollan el proyecto de investigación que pueden, untos, articular una perspectiva de las motivaciones, formas, implicaciones y\nconsecuencias de la utilización de las redes sociales vinculada a la participación ciudadana.","more_info":"Carr, Paul R., Gómez, Sheila Parra \u0026 Théséé, Gina. (2024). Conexiones, dinámicas y argumentos que enlazan las redes sociales, la participación ciudadana y la educación. In Bernal Bravo, César \u0026 Gonzalez-Andrio Giménez, R. (Dir.). Participación ciudadana, redes sociales y educación para el siglo XXI (pp. 85-105). Dykinson, Madrid. ISBN. 978-84-1170-073-3.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Participación ciudadana, redes sociales y educación para el siglo XXI "},"translated_abstract":"Este texto busca enmarcar el contexto para, con suerte, facilitar los diálogos y la emancipación que, potencialmente, conducirá a la democracia en busca, asimismo, de un cambio social tangible y transformador. El presente trabajo se inserta en un proyecto llevado a cabo por la Cátedra UNESCO en Democracia, Ciudadanía Mundial y Educación Transformadora (DCMÉT), alrededor de las Redes Sociales, Participación Ciudadana y Educación. Entre los años 2019-2022, desde diversas universidades, varias encuestas se difundieron en distintos puntos del globo para conocer cómo el estudiantado emplea y percibe las redes sociales, cuál es su participación en las sociedades a las que pertenecen, y cómo la educación influye de manera global en todos esos aspectos. Al resto de análisis e informes derivados de dicho proyecto, se suma el presente, pues al fin y al cabo se trata de una investigación colaborativa que, persiguiendo una perspectiva sociocrítica y ecológica, ofrece respuestas diversas y múltiples a las inquietudes que derivaron de la misma investigación. Es por ello por lo que las líneas que siguen brindan esta contribución, con el fin de contribuir a ese inmenso trabajo\ncolaborativo y de cooperación en el que participan tantas gentes de tantos países. Es decir que este texto representa solamente una dimensión del proyecto, la parte en amarillo en la Ilustración 1 con respecto de una de las muestras en España. Hay varios libros, artículos, colaboraciones y proyectos que desarrollan el proyecto de investigación que pueden, untos, articular una perspectiva de las motivaciones, formas, implicaciones y\nconsecuencias de la utilización de las redes sociales vinculada a la participación ciudadana.","internal_url":"https://www.academia.edu/115512055/CONEXIONES_DIN%C3%81MICAS_Y_ARGUMENTOS_QUE_ENLAZAN_LAS_REDES_SOCIALES_LA_PARTICIPACI%C3%93N_CIUDADANA_Y_LA_EDUCACI%C3%93N","translated_internal_url":"","created_at":"2024-02-27T13:43:18.183-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":41156184,"work_id":115512055,"tagging_user_id":38268,"tagged_user_id":297229946,"co_author_invite_id":null,"email":"s***a@uji.es","display_order":1,"name":"Sheila Parra Gomez","title":"CONEXIONES, DINÁMICAS Y ARGUMENTOS QUE ENLAZAN LAS REDES SOCIALES, LA PARTICIPACIÓN CIUDADANA Y LA EDUCACIÓN"},{"id":41156185,"work_id":115512055,"tagging_user_id":38268,"tagged_user_id":4149733,"co_author_invite_id":null,"email":"t***a@uqam.ca","affiliation":"Université du Québec à Montréal","display_order":2,"name":"Gina Thésée","title":"CONEXIONES, DINÁMICAS Y ARGUMENTOS QUE ENLAZAN LAS REDES SOCIALES, LA PARTICIPACIÓN CIUDADANA Y LA EDUCACIÓN"}],"downloadable_attachments":[{"id":111898095,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/111898095/thumbnails/1.jpg","file_name":"Conexiones_CARR_et_al..pdf","download_url":"https://www.academia.edu/attachments/111898095/download_file","bulk_download_file_name":"CONEXIONES_DINAMICAS_Y_ARGUMENTOS_QUE_EN.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/111898095/Conexiones_CARR_et_al.-libre.pdf?1709070940=\u0026response-content-disposition=attachment%3B+filename%3DCONEXIONES_DINAMICAS_Y_ARGUMENTOS_QUE_EN.pdf\u0026Expires=1741735959\u0026Signature=X29xebzzfbk~Ff~xMNFGbDMRB8JeYUsqYAmq5QrX7kT~8CH1Z4uzuuvfGZJxBMnOIxT6m6a-tS6DB3qTVl0DHY6KNi5fEkLFUKKkVePV2OoNHtcXBNLz8xDkWwb~7aQWuUfj8U6rctnO~ybEKT8KOkHlwFLh~G3pl6Xw3TsZkQfaM7jLsRlkSv1ZL~TKep75hep3AIQTklxELTf9SDY8cQT8ZCVsH39IqVMrDngZa04SB3UjcynkOxVZg-wEz6KjYlHZm5IiIKqOYi5leDzVFS2sj2WhHerm4~j~-UxnzldU5EU-fjgFvsJ0dI0a9ah-nOjK9VKE4LDtuFKVWTs5dQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"CONEXIONES_DINÁMICAS_Y_ARGUMENTOS_QUE_ENLAZAN_LAS_REDES_SOCIALES_LA_PARTICIPACIÓN_CIUDADANA_Y_LA_EDUCACIÓN","translated_slug":"","page_count":22,"language":"es","content_type":"Work","summary":"Este texto busca enmarcar el contexto para, con suerte, facilitar los diálogos y la emancipación que, potencialmente, conducirá a la democracia en busca, asimismo, de un cambio social tangible y transformador. El presente trabajo se inserta en un proyecto llevado a cabo por la Cátedra UNESCO en Democracia, Ciudadanía Mundial y Educación Transformadora (DCMÉT), alrededor de las Redes Sociales, Participación Ciudadana y Educación. Entre los años 2019-2022, desde diversas universidades, varias encuestas se difundieron en distintos puntos del globo para conocer cómo el estudiantado emplea y percibe las redes sociales, cuál es su participación en las sociedades a las que pertenecen, y cómo la educación influye de manera global en todos esos aspectos. Al resto de análisis e informes derivados de dicho proyecto, se suma el presente, pues al fin y al cabo se trata de una investigación colaborativa que, persiguiendo una perspectiva sociocrítica y ecológica, ofrece respuestas diversas y múltiples a las inquietudes que derivaron de la misma investigación. Es por ello por lo que las líneas que siguen brindan esta contribución, con el fin de contribuir a ese inmenso trabajo\ncolaborativo y de cooperación en el que participan tantas gentes de tantos países. Es decir que este texto representa solamente una dimensión del proyecto, la parte en amarillo en la Ilustración 1 con respecto de una de las muestras en España. Hay varios libros, artículos, colaboraciones y proyectos que desarrollan el proyecto de investigación que pueden, untos, articular una perspectiva de las motivaciones, formas, implicaciones y\nconsecuencias de la utilización de las redes sociales vinculada a la participación ciudadana.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":111898095,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/111898095/thumbnails/1.jpg","file_name":"Conexiones_CARR_et_al..pdf","download_url":"https://www.academia.edu/attachments/111898095/download_file","bulk_download_file_name":"CONEXIONES_DINAMICAS_Y_ARGUMENTOS_QUE_EN.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/111898095/Conexiones_CARR_et_al.-libre.pdf?1709070940=\u0026response-content-disposition=attachment%3B+filename%3DCONEXIONES_DINAMICAS_Y_ARGUMENTOS_QUE_EN.pdf\u0026Expires=1741735959\u0026Signature=X29xebzzfbk~Ff~xMNFGbDMRB8JeYUsqYAmq5QrX7kT~8CH1Z4uzuuvfGZJxBMnOIxT6m6a-tS6DB3qTVl0DHY6KNi5fEkLFUKKkVePV2OoNHtcXBNLz8xDkWwb~7aQWuUfj8U6rctnO~ybEKT8KOkHlwFLh~G3pl6Xw3TsZkQfaM7jLsRlkSv1ZL~TKep75hep3AIQTklxELTf9SDY8cQT8ZCVsH39IqVMrDngZa04SB3UjcynkOxVZg-wEz6KjYlHZm5IiIKqOYi5leDzVFS2sj2WhHerm4~j~-UxnzldU5EU-fjgFvsJ0dI0a9ah-nOjK9VKE4LDtuFKVWTs5dQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":66675,"name":"Redes sociales","url":"https://www.academia.edu/Documents/in/Redes_sociales"},{"id":76324,"name":"Participación ciudadana","url":"https://www.academia.edu/Documents/in/Participaci%C3%B3n_ciudadana"},{"id":130397,"name":"Democracia","url":"https://www.academia.edu/Documents/in/Democracia"},{"id":725593,"name":"Educación para la ciudadania","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_para_la_ciudadania"},{"id":1729482,"name":"Educación Transformadora","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Transformadora"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111281260"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111281260/EL_MOVIMIENTO_DE_LAS_PERSONAS_CON_DISCAPACIDAD_EN_LAS_REDES_SOCIALES_UNA_EXPLORACION_EN_CLAVE_ECO_DEMOPEDAG%C3%93GICA"><img alt="Research paper thumbnail of EL MOVIMIENTO DE LAS PERSONAS CON DISCAPACIDAD EN LAS REDES SOCIALES, UNA EXPLORACION EN CLAVE ECO/DEMOPEDAGÓGICA" class="work-thumbnail" src="https://attachments.academia-assets.com/108861722/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111281260/EL_MOVIMIENTO_DE_LAS_PERSONAS_CON_DISCAPACIDAD_EN_LAS_REDES_SOCIALES_UNA_EXPLORACION_EN_CLAVE_ECO_DEMOPEDAG%C3%93GICA">EL MOVIMIENTO DE LAS PERSONAS CON DISCAPACIDAD EN LAS REDES SOCIALES, UNA EXPLORACION EN CLAVE ECO/DEMOPEDAGÓGICA</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SheilaParraGomez">Sheila Parra Gomez</a></span></div><div class="wp-workCard_item"><span>La innovación en el ámbito socioeducativo a través de las tecnologías y la atención a la diversidad </span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El movimiento de personas con discapacidad en las redes sociales es un fenómeno imparable más que...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El movimiento de personas con discapacidad en las redes sociales es un<br />fenómeno imparable más que evidente, y aunque pueda ser estudiado<br />desde un ámbito propio de la Sociología y/o de la Comunicación, en el<br />presente trabajo se hace desde la Educación, como campos multi-/inter-<br />/transdisciplinarios. Como parte de una tesis doctoral, se inicia la exploración partiendo de la suposición de que el movimiento en sí puede ser una fuente de aprendizaje hacia la diferencia, como se tratará de demostrar a lo largo de estas páginas, humildemente.<br />  No cabe duda en estos momentos del poder educativo de las redes sociales,<br />y es que llegan donde no lo hace la educación formal (Arriaga et<br />al., 2016), esto es, alcanzando un público amplísimo, contribuyendo al<br />conectivismo (Siemens, 2007; Reyna et al., 2021) como modelo de<br />aprendizaje, y convirtiéndose en parte de uno de los principales agentes<br />de socialización (Pulido, 2007; Mejía, 2018). Evidentemente, existe<br />toda una serie de elementos nocivos también asociados a la utilización<br />de las redes sociales. Sin embargo, eso escapa a este análisis, por lo que<br />simplemente se advierte que, mientras se trate de paliar dichos perjuicios<br />y se logre una efectiva alfabetización mediática, no se debe obviar todolo positivo que tienen para ofrecer a la sociedad, sobre todo en cuanto a<br />la educación de calidad y reducción de desigualdades, metas cuarta y<br />décima de los ODS de la Agenda 2030 (Organización de las Naciones<br />Unidas, 2015), que todo el mundo debería tener en su horizonte.<br />  A continuación, a modo de introducción se aborda, primeramente, el<br />tema de la eco/demopedagogía (Carr et al., 2018; Carr, 2021; 2022), que<br />trabaja de manera fuerte y específica ese objetivo décimo de la Agenda<br />2030, pero que también es útil reforzando otros, para mencionar sus<br />principios. Posteriormente, se expone la cuestión de la cultura de la discapacidad, desplegando sus tres dimensiones, aspecto que tendrá un hilo conector esencial en el resto del trabajo. Terminamos el mismo estableciendo un paralelismo entre el movimiento social de la discapacidad en las redes sociales y la mencionada eco/demopedagogía.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="663c72308829801746c0a5199a815add" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108861722,"asset_id":111281260,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108861722/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111281260"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111281260"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111281260; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111281260]").text(description); $(".js-view-count[data-work-id=111281260]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111281260; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111281260']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "663c72308829801746c0a5199a815add" } } $('.js-work-strip[data-work-id=111281260]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111281260,"title":"EL MOVIMIENTO DE LAS PERSONAS CON DISCAPACIDAD EN LAS REDES SOCIALES, UNA EXPLORACION EN CLAVE ECO/DEMOPEDAGÓGICA","translated_title":"","metadata":{"abstract":"El movimiento de personas con discapacidad en las redes sociales es un\nfenómeno imparable más que evidente, y aunque pueda ser estudiado\ndesde un ámbito propio de la Sociología y/o de la Comunicación, en el\npresente trabajo se hace desde la Educación, como campos multi-/inter-\n/transdisciplinarios. Como parte de una tesis doctoral, se inicia la exploración partiendo de la suposición de que el movimiento en sí puede ser una fuente de aprendizaje hacia la diferencia, como se tratará de demostrar a lo largo de estas páginas, humildemente.\n No cabe duda en estos momentos del poder educativo de las redes sociales,\ny es que llegan donde no lo hace la educación formal (Arriaga et\nal., 2016), esto es, alcanzando un público amplísimo, contribuyendo al\nconectivismo (Siemens, 2007; Reyna et al., 2021) como modelo de\naprendizaje, y convirtiéndose en parte de uno de los principales agentes\nde socialización (Pulido, 2007; Mejía, 2018). Evidentemente, existe\ntoda una serie de elementos nocivos también asociados a la utilización\nde las redes sociales. Sin embargo, eso escapa a este análisis, por lo que\nsimplemente se advierte que, mientras se trate de paliar dichos perjuicios\ny se logre una efectiva alfabetización mediática, no se debe obviar todolo positivo que tienen para ofrecer a la sociedad, sobre todo en cuanto a\nla educación de calidad y reducción de desigualdades, metas cuarta y\ndécima de los ODS de la Agenda 2030 (Organización de las Naciones\nUnidas, 2015), que todo el mundo debería tener en su horizonte.\n A continuación, a modo de introducción se aborda, primeramente, el\ntema de la eco/demopedagogía (Carr et al., 2018; Carr, 2021; 2022), que\ntrabaja de manera fuerte y específica ese objetivo décimo de la Agenda\n2030, pero que también es útil reforzando otros, para mencionar sus\nprincipios. Posteriormente, se expone la cuestión de la cultura de la discapacidad, desplegando sus tres dimensiones, aspecto que tendrá un hilo conector esencial en el resto del trabajo. Terminamos el mismo estableciendo un paralelismo entre el movimiento social de la discapacidad en las redes sociales y la mencionada eco/demopedagogía.","more_info":"Gómez, Sheila Parra \u0026 Carr, Paul R. (2023). El movimiento de las personas con discapacidad en las redes sociales, una exploración en clave eco/demopedagógica. In Vico Bosh, Alba \u0026 Vega Caro, Luisa (Eds.). La innovación en el ámbito socioeducativo a través de las tecnologías y la atención a la diversidad (pp. 484-499). Dykinson.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"La innovación en el ámbito socioeducativo a través de las tecnologías y la atención a la diversidad "},"translated_abstract":"El movimiento de personas con discapacidad en las redes sociales es un\nfenómeno imparable más que evidente, y aunque pueda ser estudiado\ndesde un ámbito propio de la Sociología y/o de la Comunicación, en el\npresente trabajo se hace desde la Educación, como campos multi-/inter-\n/transdisciplinarios. Como parte de una tesis doctoral, se inicia la exploración partiendo de la suposición de que el movimiento en sí puede ser una fuente de aprendizaje hacia la diferencia, como se tratará de demostrar a lo largo de estas páginas, humildemente.\n No cabe duda en estos momentos del poder educativo de las redes sociales,\ny es que llegan donde no lo hace la educación formal (Arriaga et\nal., 2016), esto es, alcanzando un público amplísimo, contribuyendo al\nconectivismo (Siemens, 2007; Reyna et al., 2021) como modelo de\naprendizaje, y convirtiéndose en parte de uno de los principales agentes\nde socialización (Pulido, 2007; Mejía, 2018). Evidentemente, existe\ntoda una serie de elementos nocivos también asociados a la utilización\nde las redes sociales. Sin embargo, eso escapa a este análisis, por lo que\nsimplemente se advierte que, mientras se trate de paliar dichos perjuicios\ny se logre una efectiva alfabetización mediática, no se debe obviar todolo positivo que tienen para ofrecer a la sociedad, sobre todo en cuanto a\nla educación de calidad y reducción de desigualdades, metas cuarta y\ndécima de los ODS de la Agenda 2030 (Organización de las Naciones\nUnidas, 2015), que todo el mundo debería tener en su horizonte.\n A continuación, a modo de introducción se aborda, primeramente, el\ntema de la eco/demopedagogía (Carr et al., 2018; Carr, 2021; 2022), que\ntrabaja de manera fuerte y específica ese objetivo décimo de la Agenda\n2030, pero que también es útil reforzando otros, para mencionar sus\nprincipios. Posteriormente, se expone la cuestión de la cultura de la discapacidad, desplegando sus tres dimensiones, aspecto que tendrá un hilo conector esencial en el resto del trabajo. Terminamos el mismo estableciendo un paralelismo entre el movimiento social de la discapacidad en las redes sociales y la mencionada eco/demopedagogía.","internal_url":"https://www.academia.edu/111281260/EL_MOVIMIENTO_DE_LAS_PERSONAS_CON_DISCAPACIDAD_EN_LAS_REDES_SOCIALES_UNA_EXPLORACION_EN_CLAVE_ECO_DEMOPEDAG%C3%93GICA","translated_internal_url":"","created_at":"2023-12-12T18:46:01.324-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":40703729,"work_id":111281260,"tagging_user_id":38268,"tagged_user_id":297229946,"co_author_invite_id":7987732,"email":"s***a@uji.es","display_order":1,"name":"Sheila Parra Gomez","title":"EL MOVIMIENTO DE LAS PERSONAS CON DISCAPACIDAD EN LAS REDES SOCIALES, UNA EXPLORACION EN CLAVE ECO/DEMOPEDAGÓGICA"}],"downloadable_attachments":[{"id":108861722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108861722/thumbnails/1.jpg","file_name":"TEXTO_con_Sheila.pdf","download_url":"https://www.academia.edu/attachments/108861722/download_file","bulk_download_file_name":"EL_MOVIMIENTO_DE_LAS_PERSONAS_CON_DISCAP.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108861722/TEXTO_con_Sheila-libre.pdf?1702436440=\u0026response-content-disposition=attachment%3B+filename%3DEL_MOVIMIENTO_DE_LAS_PERSONAS_CON_DISCAP.pdf\u0026Expires=1741735959\u0026Signature=fzD2hjv2EMc2UM6ZRNXAZ42~pJZkhD-dXOQpDYuYPZcDVUT8Dq8Z2GjBdJxoV5LHnz9q3MrfiEkHSjoXgHuISsB9Y8ybV8VSsRMljEBrJhCHVWFyp4oY7vKQMyoTPZYAo11ijlASp1ZfCW1OKMevEKcXG2kikQuciB0p5PRPXZ0sX5s-WNu--2DCanEEH~DTEMF9QdOeiZYLnJhOvgZbOeQyUM5VYnjzEIx0FBaH3AaBZb0mdA81feRJw0c4ev8ppzMH4RDoOps7F8-YPA5Jpv09zXFHWfTYvtkjPE3aA5XkM5KA4zlVAlu4KFaxSjzlOabshQeh4ft~AsNdOlC5wQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"EL_MOVIMIENTO_DE_LAS_PERSONAS_CON_DISCAPACIDAD_EN_LAS_REDES_SOCIALES_UNA_EXPLORACION_EN_CLAVE_ECO_DEMOPEDAGÓGICA","translated_slug":"","page_count":16,"language":"es","content_type":"Work","summary":"El movimiento de personas con discapacidad en las redes sociales es un\nfenómeno imparable más que evidente, y aunque pueda ser estudiado\ndesde un ámbito propio de la Sociología y/o de la Comunicación, en el\npresente trabajo se hace desde la Educación, como campos multi-/inter-\n/transdisciplinarios. Como parte de una tesis doctoral, se inicia la exploración partiendo de la suposición de que el movimiento en sí puede ser una fuente de aprendizaje hacia la diferencia, como se tratará de demostrar a lo largo de estas páginas, humildemente.\n No cabe duda en estos momentos del poder educativo de las redes sociales,\ny es que llegan donde no lo hace la educación formal (Arriaga et\nal., 2016), esto es, alcanzando un público amplísimo, contribuyendo al\nconectivismo (Siemens, 2007; Reyna et al., 2021) como modelo de\naprendizaje, y convirtiéndose en parte de uno de los principales agentes\nde socialización (Pulido, 2007; Mejía, 2018). Evidentemente, existe\ntoda una serie de elementos nocivos también asociados a la utilización\nde las redes sociales. Sin embargo, eso escapa a este análisis, por lo que\nsimplemente se advierte que, mientras se trate de paliar dichos perjuicios\ny se logre una efectiva alfabetización mediática, no se debe obviar todolo positivo que tienen para ofrecer a la sociedad, sobre todo en cuanto a\nla educación de calidad y reducción de desigualdades, metas cuarta y\ndécima de los ODS de la Agenda 2030 (Organización de las Naciones\nUnidas, 2015), que todo el mundo debería tener en su horizonte.\n A continuación, a modo de introducción se aborda, primeramente, el\ntema de la eco/demopedagogía (Carr et al., 2018; Carr, 2021; 2022), que\ntrabaja de manera fuerte y específica ese objetivo décimo de la Agenda\n2030, pero que también es útil reforzando otros, para mencionar sus\nprincipios. Posteriormente, se expone la cuestión de la cultura de la discapacidad, desplegando sus tres dimensiones, aspecto que tendrá un hilo conector esencial en el resto del trabajo. Terminamos el mismo estableciendo un paralelismo entre el movimiento social de la discapacidad en las redes sociales y la mencionada eco/demopedagogía.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":108861722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108861722/thumbnails/1.jpg","file_name":"TEXTO_con_Sheila.pdf","download_url":"https://www.academia.edu/attachments/108861722/download_file","bulk_download_file_name":"EL_MOVIMIENTO_DE_LAS_PERSONAS_CON_DISCAP.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108861722/TEXTO_con_Sheila-libre.pdf?1702436440=\u0026response-content-disposition=attachment%3B+filename%3DEL_MOVIMIENTO_DE_LAS_PERSONAS_CON_DISCAP.pdf\u0026Expires=1741735959\u0026Signature=fzD2hjv2EMc2UM6ZRNXAZ42~pJZkhD-dXOQpDYuYPZcDVUT8Dq8Z2GjBdJxoV5LHnz9q3MrfiEkHSjoXgHuISsB9Y8ybV8VSsRMljEBrJhCHVWFyp4oY7vKQMyoTPZYAo11ijlASp1ZfCW1OKMevEKcXG2kikQuciB0p5PRPXZ0sX5s-WNu--2DCanEEH~DTEMF9QdOeiZYLnJhOvgZbOeQyUM5VYnjzEIx0FBaH3AaBZb0mdA81feRJw0c4ev8ppzMH4RDoOps7F8-YPA5Jpv09zXFHWfTYvtkjPE3aA5XkM5KA4zlVAlu4KFaxSjzlOabshQeh4ft~AsNdOlC5wQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":63362,"name":"Democracia Participativa","url":"https://www.academia.edu/Documents/in/Democracia_Participativa"},{"id":66675,"name":"Redes sociales","url":"https://www.academia.edu/Documents/in/Redes_sociales"},{"id":203892,"name":"Ética y Política - Democracia y Ciudadanía","url":"https://www.academia.edu/Documents/in/Etica_y_Politica_-_Democracia_y_Ciudadania"},{"id":424528,"name":"Discapacidad","url":"https://www.academia.edu/Documents/in/Discapacidad"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99869280"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/99869280/_Pero_qu%C3%A9_puedo_hacer_YO_Quince_propuestas_auto_transformadoras_para_estudiantes_de_educaci%C3%B3n"><img alt="Research paper thumbnail of ¿ Pero qué puedo hacer YO?" Quince propuestas auto/transformadoras para estudiantes de educación" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/99869280/_Pero_qu%C3%A9_puedo_hacer_YO_Quince_propuestas_auto_transformadoras_para_estudiantes_de_educaci%C3%B3n">¿ Pero qué puedo hacer YO?" Quince propuestas auto/transformadoras para estudiantes de educación</a></div><div class="wp-workCard_item"><span>POSTCONVENCIONALES: Ética, Universidad, Democracia</span><span>, Jan 4, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen Los estudiantes de educación a menudo se han preguntado:“¿ Pero qué puedo hacer yo?” Esta...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen Los estudiantes de educación a menudo se han preguntado:“¿ Pero qué puedo hacer yo?” Esta noción de que la experiencia educativa tiene que ver sobre todo con transmitir destrezas y conocimientos a los estudiantes, y no sobre algún proceso de transformación, empoderamiento o compromiso con el mundo, es el foco del presente artículo. El argumento central es que los educadores pueden hacer algo para facilitar, inculcar y cultivar el cambio, y que los actos individuales pueden conducir a cambios ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99869280"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99869280"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99869280; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99869280]").text(description); $(".js-view-count[data-work-id=99869280]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99869280; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99869280']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=99869280]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99869280,"title":"¿ Pero qué puedo hacer YO?\" Quince propuestas auto/transformadoras para estudiantes de educación","translated_title":"","metadata":{"abstract":"Resumen Los estudiantes de educación a menudo se han preguntado:“¿ Pero qué puedo hacer yo?” Esta noción de que la experiencia educativa tiene que ver sobre todo con transmitir destrezas y conocimientos a los estudiantes, y no sobre algún proceso de transformación, empoderamiento o compromiso con el mundo, es el foco del presente artículo. El argumento central es que los educadores pueden hacer algo para facilitar, inculcar y cultivar el cambio, y que los actos individuales pueden conducir a cambios ...","publication_date":{"day":4,"month":1,"year":2011,"errors":{}},"publication_name":"POSTCONVENCIONALES: Ética, Universidad, Democracia"},"translated_abstract":"Resumen Los estudiantes de educación a menudo se han preguntado:“¿ Pero qué puedo hacer yo?” Esta noción de que la experiencia educativa tiene que ver sobre todo con transmitir destrezas y conocimientos a los estudiantes, y no sobre algún proceso de transformación, empoderamiento o compromiso con el mundo, es el foco del presente artículo. El argumento central es que los educadores pueden hacer algo para facilitar, inculcar y cultivar el cambio, y que los actos individuales pueden conducir a cambios ...","internal_url":"https://www.academia.edu/99869280/_Pero_qu%C3%A9_puedo_hacer_YO_Quince_propuestas_auto_transformadoras_para_estudiantes_de_educaci%C3%B3n","translated_internal_url":"","created_at":"2023-04-08T07:37:06.923-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"_Pero_qué_puedo_hacer_YO_Quince_propuestas_auto_transformadoras_para_estudiantes_de_educación","translated_slug":"","page_count":null,"language":"es","content_type":"Work","summary":"Resumen Los estudiantes de educación a menudo se han preguntado:“¿ Pero qué puedo hacer yo?” Esta noción de que la experiencia educativa tiene que ver sobre todo con transmitir destrezas y conocimientos a los estudiantes, y no sobre algún proceso de transformación, empoderamiento o compromiso con el mundo, es el foco del presente artículo. El argumento central es que los educadores pueden hacer algo para facilitar, inculcar y cultivar el cambio, y que los actos individuales pueden conducir a cambios ...","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[],"urls":[{"id":30463199,"url":"http://www.postconvencionales.org.ve/index.php/ethikos/article/viewPDFInterstitial/62/83"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="96680322"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/96680322/Insurrectional_and_Pandoran_Democracy_Military_Perversion_and_The_Quest_for_Environmental_Peace_The_Last_Frontiers_of_Ecopedagogy_Before_Us"><img alt="Research paper thumbnail of Insurrectional and Pandoran Democracy, Military Perversion and The Quest for Environmental Peace: The Last Frontiers of Ecopedagogy Before Us" class="work-thumbnail" src="https://attachments.academia-assets.com/98511758/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96680322/Insurrectional_and_Pandoran_Democracy_Military_Perversion_and_The_Quest_for_Environmental_Peace_The_Last_Frontiers_of_Ecopedagogy_Before_Us">Insurrectional and Pandoran Democracy, Military Perversion and The Quest for Environmental Peace: The Last Frontiers of Ecopedagogy Before Us</a></div><div class="wp-workCard_item"><span>Postdigital Ecopedagogies </span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter explores the intersection between (insurrectional and Pandoran) democracy, the postd...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter explores the intersection between (insurrectional and Pandoran) democracy, the postdigital context, (pervasive) militarization and ecopedagogy. Can we achieve meaningful ecopedagogy within dysfunctional forms of anti-democratic democracy? Is the appetite to build and use killing machines the consequence or the instigator of thin, docile, neutered democracy? What will it take to achieve broad-based engagement with/for the environment, which can counter and override nebulous, supposedly democratic systems that are reluctant to act? While many people around the world are preoccupied with the environment, including in education, social movements, solidarity groups, animal rights groups and others, why are national and international institutions still seemingly lagging behind? These questions underpin a critical analysis of where ecopedagogy might be headed within the postdigital context.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0ca8348e77fe2d78f41a0e155ac026d1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98511758,"asset_id":96680322,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98511758/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96680322"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96680322"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96680322; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=96680322]").text(description); $(".js-view-count[data-work-id=96680322]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 96680322; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='96680322']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0ca8348e77fe2d78f41a0e155ac026d1" } } $('.js-work-strip[data-work-id=96680322]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":96680322,"title":"Insurrectional and Pandoran Democracy, Military Perversion and The Quest for Environmental Peace: The Last Frontiers of Ecopedagogy Before Us","translated_title":"","metadata":{"doi":"10.1007/978-3-030-97262-2_5","abstract":"This chapter explores the intersection between (insurrectional and Pandoran) democracy, the postdigital context, (pervasive) militarization and ecopedagogy. Can we achieve meaningful ecopedagogy within dysfunctional forms of anti-democratic democracy? Is the appetite to build and use killing machines the consequence or the instigator of thin, docile, neutered democracy? What will it take to achieve broad-based engagement with/for the environment, which can counter and override nebulous, supposedly democratic systems that are reluctant to act? While many people around the world are preoccupied with the environment, including in education, social movements, solidarity groups, animal rights groups and others, why are national and international institutions still seemingly lagging behind? These questions underpin a critical analysis of where ecopedagogy might be headed within the postdigital context.","more_info":"PRE-PUBLISHED VERSION: Carr, Paul R. (2022). Insurrectional and Pandoran Democracy, Military Perversion and The Quest for Environmental Peace: The Last Frontiers of Ecopedagogy Before Us. In Jandrić, P. \u0026 Ford, D. R. 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(2015). Reframing Whiteness. In Lund, Darren E. & Carr, Paul R. (eds.). Revisiting The Great White North? Reframing Whiteness, Privilege and Identity in Education (pp. 1-10). Rotterdam: Sense Publishers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/95261674/Lund_Darren_E_and_Carr_Paul_R_2015_Reframing_Whiteness_In_Lund_Darren_E_and_Carr_Paul_R_eds_Revisiting_The_Great_White_North_Reframing_Whiteness_Privilege_and_Identity_in_Education_pp_1_10_Rotterdam_Sense_Publishers">Lund, Darren E. & Carr, Paul R. (2015). Reframing Whiteness. In Lund, Darren E. & Carr, Paul R. (eds.). Revisiting The Great White North? Reframing Whiteness, Privilege and Identity in Education (pp. 1-10). Rotterdam: Sense Publishers</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="95261674"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="95261674"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 95261674; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=95261674]").text(description); $(".js-view-count[data-work-id=95261674]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 95261674; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='95261674']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=95261674]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":95261674,"title":"Lund, Darren E. \u0026 Carr, Paul R. 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Rotterdam: Sense Publishers","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/95261674/Lund_Darren_E_and_Carr_Paul_R_2015_Reframing_Whiteness_In_Lund_Darren_E_and_Carr_Paul_R_eds_Revisiting_The_Great_White_North_Reframing_Whiteness_Privilege_and_Identity_in_Education_pp_1_10_Rotterdam_Sense_Publishers","translated_internal_url":"","created_at":"2023-01-18T16:53:44.276-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Lund_Darren_E_and_Carr_Paul_R_2015_Reframing_Whiteness_In_Lund_Darren_E_and_Carr_Paul_R_eds_Revisiting_The_Great_White_North_Reframing_Whiteness_Privilege_and_Identity_in_Education_pp_1_10_Rotterdam_Sense_Publishers","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":null,"owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="89524249"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/89524249/Social_Justice_i_and_Whiteness_in_Education_Color_blind_Policymaking_and_Racism"><img alt="Research paper thumbnail of Social Justice i and Whiteness in Education: Color-blind Policymaking and Racism" class="work-thumbnail" src="https://attachments.academia-assets.com/93314438/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/89524249/Social_Justice_i_and_Whiteness_in_Education_Color_blind_Policymaking_and_Racism">Social Justice i and Whiteness in Education: Color-blind Policymaking and Racism</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Few studies have been undertaken on the conceptualization of policy frameworks aiming to (re-)str...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Few studies have been undertaken on the conceptualization of policy frameworks aiming to (re-)structure, oversee and promote (specifically) social justice in education. While there is much formal discussion on the need for social justice in education, the required action has not materialized, and notably absent is a strong, demonstrable commitment to accountability in this area. This paper examines the educational policymaking process from a critical vantage-point based on the author&#39;s experience in government working on social justice issues, exposing how White power and privilege undermine the myriad efforts, initiatives and policies aimed at addressing the social justice domain. When inequitable power relations characterize and shape the educational policymaking process, the implications for marginalized groups are significant. The paper questions the legitimacy of governments and their educational systems to focus on accountability and democracy if social justice is not an i...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc4711dbe9931914dc6236fa84fa3af1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":93314438,"asset_id":89524249,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/93314438/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89524249"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89524249"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89524249; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=89524249]").text(description); $(".js-view-count[data-work-id=89524249]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 89524249; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='89524249']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dc4711dbe9931914dc6236fa84fa3af1" } } $('.js-work-strip[data-work-id=89524249]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":89524249,"title":"Social Justice i and Whiteness in Education: Color-blind Policymaking and Racism","translated_title":"","metadata":{"abstract":"Few studies have been undertaken on the conceptualization of policy frameworks aiming to (re-)structure, oversee and promote (specifically) social justice in education. 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Sostengo que la manipulación de los medios y las noticias falsas no son un fenómeno nuevo, pero que el contexto de las redes sociales ha complicado la diseminación y sofisticación de los procesos hegemónicos que cubren todos los rincones del mundo. Las conspiraciones que sustentan el movimiento anti-vax, que impugnan la derrota del presidente Trump, la xenofobia y muchas otras proporcionan algunos contextos de cómo el medio ambiente es y puede ser distorsionado a través de mensajes virales, mitos urbanos, comentarios, videos, textos y otros medios dentro de un torrente de ideología anti-ciencia. El texto concluye con algunas reflexiones sobre obstáculos, implicaciones y consecuencias particulares, así como innovaciones que pueden ser útiles para hacer avanzar un diálogo significativo en ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="705e40cfba13809fe9f1a584d7d31503" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":93314437,"asset_id":89524248,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/93314437/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89524248"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89524248"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89524248; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=89524248]").text(description); $(".js-view-count[data-work-id=89524248]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 89524248; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='89524248']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "705e40cfba13809fe9f1a584d7d31503" } } $('.js-work-strip[data-work-id=89524248]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":89524248,"title":"Algunos pensamientos sobre la tormenta que se avecina en las redes sociales, el medio ambiente y la necesidad de un diálogo transformador y democrático","translated_title":"","metadata":{"abstract":"Este texto presenta algunos argumentos que vinculan las redes sociales, el medio ambiente y la necesidad de un diálogo transformador, en el contexto de marcos teóricos superpuestos de la democracia. 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El texto concluye con algunas reflexiones sobre obstáculos, implicaciones y consecuencias particulares, así como innovaciones que pueden ser útiles para hacer avanzar un diálogo significativo en ...","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":93314437,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/93314437/thumbnails/1.jpg","file_name":"17530.pdf","download_url":"https://www.academia.edu/attachments/93314437/download_file","bulk_download_file_name":"Algunos_pensamientos_sobre_la_tormenta_q.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/93314437/17530-libre.pdf?1667132726=\u0026response-content-disposition=attachment%3B+filename%3DAlgunos_pensamientos_sobre_la_tormenta_q.pdf\u0026Expires=1741946802\u0026Signature=WCbeSkET~2Jy-R4zwN22DWCjYmXHzQprNfirZSy7zDg7Xzr0ayOHrq6LXHvXVI-TWfJh7BZIoBTeW5lVx72-24hgyI8y2C1xxUmRG5Rr3Blz3DLeXUEeqZfEOh4hgVbzX-4IBaRXRJKWDF24YY9pxNUxNYlyDbzyPF1Q7z4uNnD~FF5EVq5Xhe-EHcXBPiJUvy9WN~WJc-MAbkh1ZXH-mJFc-dsNQXAlHLWiIBG1QYkVFoMRPrkUldfze~fJeFuycrsZxQIvkH5k4Qx7kV5j9SUPQLS~wxuABsiFhCvQLXBNtErEhdFI9gUXx40RuyashnwVzvYAkhb~KjBPIPZ0rQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"},{"id":63362,"name":"Democracia Participativa","url":"https://www.academia.edu/Documents/in/Democracia_Participativa"},{"id":66675,"name":"Redes sociales","url":"https://www.academia.edu/Documents/in/Redes_sociales"},{"id":105667,"name":"Medio Ambiente","url":"https://www.academia.edu/Documents/in/Medio_Ambiente"},{"id":130397,"name":"Democracia","url":"https://www.academia.edu/Documents/in/Democracia"},{"id":819498,"name":"Diálogo Intercultural","url":"https://www.academia.edu/Documents/in/Dialogo_Intercultural"}],"urls":[{"id":25306722,"url":"https://revistasinvestigacion.unmsm.edu.pe/index.php/sociologia/article/download/21796/17530"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="89524247"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/89524247/Seeking_Democracy_Inside_and_Outside_of_Education_Re_Conceptualizing_Perceptions_and_Experiences_Related_to_Democracy_and_Education"><img alt="Research paper thumbnail of Seeking Democracy Inside, and Outside, of Education: Re-Conceptualizing Perceptions and Experiences Related to Democracy and Education" class="work-thumbnail" src="https://attachments.academia-assets.com/93314435/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/89524247/Seeking_Democracy_Inside_and_Outside_of_Education_Re_Conceptualizing_Perceptions_and_Experiences_Related_to_Democracy_and_Education">Seeking Democracy Inside, and Outside, of Education: Re-Conceptualizing Perceptions and Experiences Related to Democracy and Education</a></div><div class="wp-workCard_item"><span>Democracy education</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This conceptual article underscores the importance of critical engagement in and through educatio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This conceptual article underscores the importance of critical engagement in and through education with a view to enhancing education for democracy (EfD). As a centerpiece to illustrating this connection, we refer to our research project, which engages international actors through an analysis of the perceptions, experiences and perspectives of education students, educators and others in relation to EfD. The article presents the ThickThin Spectrum of EfD and a Spectrum for Critical Engagement for EfD to re(present) the problematic of political engagement and literacy on the part of teachereducation students. The findings of our study highlight a necessity for education to be connected and linked to deliberative and participatory democracy in a critical manner in order to create positive, progressive, and transformative educational opportunities, especially in relation to inequitable power relations and social justice. In sum, we seek to re(conceptualize) the meaning of democracy with...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6aa72a96909d89676c6085b4406c3e25" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":93314435,"asset_id":89524247,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/93314435/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89524247"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89524247"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89524247; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=89524247]").text(description); $(".js-view-count[data-work-id=89524247]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 89524247; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='89524247']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6aa72a96909d89676c6085b4406c3e25" } } $('.js-work-strip[data-work-id=89524247]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":89524247,"title":"Seeking Democracy Inside, and Outside, of Education: Re-Conceptualizing Perceptions and Experiences Related to Democracy and Education","translated_title":"","metadata":{"abstract":"This conceptual article underscores the importance of critical engagement in and through education with a view to enhancing education for democracy (EfD). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="89524246"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/89524246/Teaching_in_the_Age_of_Covid_19"><img alt="Research paper thumbnail of Teaching in the Age of Covid-19" class="work-thumbnail" src="https://attachments.academia-assets.com/93314440/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/89524246/Teaching_in_the_Age_of_Covid_19">Teaching in the Age of Covid-19</a></div><div class="wp-workCard_item"><span>Postdigital Science and Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">After several months of personal journey towards accepting that the coronavirus pandemic is real ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">After several months of personal journey towards accepting that the coronavirus pandemic is real (see Jandrić 2020a, b), in early March, it dawned on me that the pandemic does not need only so-called essential workers. Self-quarantined after returning from abroad weeks before the Croatian government locked down the country, I immediately wrote an editorial for Postdigital Science and Education and argued that 'While doctors, nurses, politicians, food suppliers, and many other brave people self-sacrifice to support our daily survival, this editorial argues that academics have a unique opportunity, and a moral duty, to immediately start conducting in-depth studies of current events.' (Jandrić 2020c: 234) I had no idea how to even approach these studies, yet I had a strong feeling that something needed to be done urgently. So, I just did what I know best and issued calls for 3 different types of Covid-19-related material to be published in Postdigital Science and Education: short testimonies, longer commentary articles, and full-length original articles. I had no idea how much material I would receive, what this material would look like, and what I would do with this material. I just had a deep gut feeling that we are witnessing a unique time in human history, a once-in-a-lifetime event, that needs to be recorded as it unfolds. For better or for worse, I decided to follow that feeling. This general vision, without a clear idea of what I was doing, paved a bumpy road for the development of this collection. On 17 March 2020, I shared the Call for Testimonies on Postdigital Science and Education social network sites and I emailed it to the journal's mailing list. Based on my previous experience with similar calls, I expected to receive 10 to 15 contributions and produce a standard-length collective article aiming at postdigital dialogue (Jandrić et al. 2019) about the pandemic. Yet my call went 'viral', at least for academic standards, and a couple of weeks later, I had more than 50,000 words written by more than 80 authors. So how do I make sense of all that material? My dear friend and Associate Editor of Postdigital Science and Education, Sarah Hayes, came to my rescue. We first tried to make sense of the contributions using critical discourse</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4a80d4f5f836e411aa74a2051effebfc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":93314440,"asset_id":89524246,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/93314440/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89524246"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89524246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89524246; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=89524246]").text(description); $(".js-view-count[data-work-id=89524246]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 89524246; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='89524246']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4a80d4f5f836e411aa74a2051effebfc" } } $('.js-work-strip[data-work-id=89524246]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":89524246,"title":"Teaching in the Age of Covid-19","translated_title":"","metadata":{"publisher":"Springer Science and Business Media LLC","ai_title_tag":"Academics' Role in Covid-19 Insights","grobid_abstract":"After several months of personal journey towards accepting that the coronavirus pandemic is real (see Jandrić 2020a, b), in early March, it dawned on me that the pandemic does not need only so-called essential workers. Self-quarantined after returning from abroad weeks before the Croatian government locked down the country, I immediately wrote an editorial for Postdigital Science and Education and argued that 'While doctors, nurses, politicians, food suppliers, and many other brave people self-sacrifice to support our daily survival, this editorial argues that academics have a unique opportunity, and a moral duty, to immediately start conducting in-depth studies of current events.' (Jandrić 2020c: 234) I had no idea how to even approach these studies, yet I had a strong feeling that something needed to be done urgently. So, I just did what I know best and issued calls for 3 different types of Covid-19-related material to be published in Postdigital Science and Education: short testimonies, longer commentary articles, and full-length original articles. I had no idea how much material I would receive, what this material would look like, and what I would do with this material. I just had a deep gut feeling that we are witnessing a unique time in human history, a once-in-a-lifetime event, that needs to be recorded as it unfolds. For better or for worse, I decided to follow that feeling. This general vision, without a clear idea of what I was doing, paved a bumpy road for the development of this collection. On 17 March 2020, I shared the Call for Testimonies on Postdigital Science and Education social network sites and I emailed it to the journal's mailing list. Based on my previous experience with similar calls, I expected to receive 10 to 15 contributions and produce a standard-length collective article aiming at postdigital dialogue (Jandrić et al. 2019) about the pandemic. Yet my call went 'viral', at least for academic standards, and a couple of weeks later, I had more than 50,000 words written by more than 80 authors. So how do I make sense of all that material? My dear friend and Associate Editor of Postdigital Science and Education, Sarah Hayes, came to my rescue. 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Self-quarantined after returning from abroad weeks before the Croatian government locked down the country, I immediately wrote an editorial for Postdigital Science and Education and argued that 'While doctors, nurses, politicians, food suppliers, and many other brave people self-sacrifice to support our daily survival, this editorial argues that academics have a unique opportunity, and a moral duty, to immediately start conducting in-depth studies of current events.' (Jandrić 2020c: 234) I had no idea how to even approach these studies, yet I had a strong feeling that something needed to be done urgently. So, I just did what I know best and issued calls for 3 different types of Covid-19-related material to be published in Postdigital Science and Education: short testimonies, longer commentary articles, and full-length original articles. I had no idea how much material I would receive, what this material would look like, and what I would do with this material. I just had a deep gut feeling that we are witnessing a unique time in human history, a once-in-a-lifetime event, that needs to be recorded as it unfolds. For better or for worse, I decided to follow that feeling. This general vision, without a clear idea of what I was doing, paved a bumpy road for the development of this collection. On 17 March 2020, I shared the Call for Testimonies on Postdigital Science and Education social network sites and I emailed it to the journal's mailing list. Based on my previous experience with similar calls, I expected to receive 10 to 15 contributions and produce a standard-length collective article aiming at postdigital dialogue (Jandrić et al. 2019) about the pandemic. Yet my call went 'viral', at least for academic standards, and a couple of weeks later, I had more than 50,000 words written by more than 80 authors. So how do I make sense of all that material? My dear friend and Associate Editor of Postdigital Science and Education, Sarah Hayes, came to my rescue. We first tried to make sense of the contributions using critical discourse","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":93314440,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/93314440/thumbnails/1.jpg","file_name":"s42438-020-00169-6.pdf","download_url":"https://www.academia.edu/attachments/93314440/download_file","bulk_download_file_name":"Teaching_in_the_Age_of_Covid_19.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/93314440/s42438-020-00169-6-libre.pdf?1667132740=\u0026response-content-disposition=attachment%3B+filename%3DTeaching_in_the_Age_of_Covid_19.pdf\u0026Expires=1741735959\u0026Signature=gk5RyztderB6XA9frN8SZmX89OxsdJB4eFnQM5UwUB5PFOnPXMoKBf2iMLrrFWYwTzI~FAJG6tR3d5hJC9bGajR6yWefS2hkrjQ8fi7QnZO5pMZStFZEbIbE7pgQ~2xOqYpuxFZcTZDBz2mXjPU3sz2H9ZI6wdZVRXNqAfCjMHsM5bpk0mr-uKi5IeudtsbECLznfE084KYvG2ZjBCYhEvjyUiUTAoYKTRK9pw8pDwum5TsmaTt~WMVAviF0VPJYoMvxHoijwMFsSVJ7dMvCtH3I58JlAwPwNmP7nHWylHEixtMz7Hx1MSiFy30ZPSXaB-GRgxLlEcnw4E0CMyOi2g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History"},{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":850,"name":"Testimony","url":"https://www.academia.edu/Documents/in/Testimony"},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching"},{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing"},{"id":17770,"name":"Online and Distance Education","url":"https://www.academia.edu/Documents/in/Online_and_Distance_Education"},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching"},{"id":40067,"name":"Academia","url":"https://www.academia.edu/Documents/in/Academia"},{"id":476626,"name":"Curriculum and Social Inquiry","url":"https://www.academia.edu/Documents/in/Curriculum_and_Social_Inquiry"},{"id":2780830,"name":"Educational methods","url":"https://www.academia.edu/Documents/in/Educational_methods"},{"id":3686510,"name":"Coronavirus Disease 2019 (COVID-19)","url":"https://www.academia.edu/Documents/in/Coronavirus_Disease_2019_COVID-19_"}],"urls":[{"id":25306720,"url":"https://link.springer.com/content/pdf/10.1007/s42438-020-00169-6.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="89524245"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/89524245/Engagement_with_the_Mainstream_Media_and_the_Relationship_to_Political_Literacy"><img alt="Research paper thumbnail of Engagement with the Mainstream Media and the Relationship to Political Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/93314487/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/89524245/Engagement_with_the_Mainstream_Media_and_the_Relationship_to_Political_Literacy">Engagement with the Mainstream Media and the Relationship to Political Literacy</a></div><div class="wp-workCard_item"><span>Democracy 2.0</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article focuses on teacher candidates' perspectives of media literacy in the context of educ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article focuses on teacher candidates' perspectives of media literacy in the context of education for democracy as a possibility to enlighten students to address the mainstream media's predisposition towards the neoliberal privatization and corporatization of education. Drawing on qualitative and quantitative data from research at two campuses of a university in Ontario, Canada, we illustrate how this sample of future educators demonstrates a normative inclination to embed media literacy in their teaching; however, real barriers exist that can diminish their engagement with controversial issues, alternative media, and, even, democratic education, and education for democracy, itself. This contradiction, we argue, underscores the difference between media awareness that many teacher candidates possess, and media literacy, a quality that requires greater focus at education institutions. Set against the backdrop of the television news media's largely imperceptible neoliberal predisposition towards education, education for democracy must necessarily incorporate a critical approach that enables future teachers to identify and critique the mainstream media's support of, and entanglement with, the neoliberal cooptation of education. The article ends with several proposals to address the democratic deficits created through limited engagement with media literacy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6e2fc8783883121b8f7dc6e5c88e1281" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":93314487,"asset_id":89524245,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/93314487/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89524245"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89524245"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89524245; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=89524245]").text(description); $(".js-view-count[data-work-id=89524245]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 89524245; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='89524245']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6e2fc8783883121b8f7dc6e5c88e1281" } } $('.js-work-strip[data-work-id=89524245]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":89524245,"title":"Engagement with the Mainstream Media and the Relationship to Political Literacy","translated_title":"","metadata":{"publisher":"BRILL","ai_title_tag":"Teacher Candidates, Media Literacy, and Democracy","grobid_abstract":"This article focuses on teacher candidates' perspectives of media literacy in the context of education for democracy as a possibility to enlighten students to address the mainstream media's predisposition towards the neoliberal privatization and corporatization of education. Drawing on qualitative and quantitative data from research at two campuses of a university in Ontario, Canada, we illustrate how this sample of future educators demonstrates a normative inclination to embed media literacy in their teaching; however, real barriers exist that can diminish their engagement with controversial issues, alternative media, and, even, democratic education, and education for democracy, itself. This contradiction, we argue, underscores the difference between media awareness that many teacher candidates possess, and media literacy, a quality that requires greater focus at education institutions. Set against the backdrop of the television news media's largely imperceptible neoliberal predisposition towards education, education for democracy must necessarily incorporate a critical approach that enables future teachers to identify and critique the mainstream media's support of, and entanglement with, the neoliberal cooptation of education. 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Drawing on qualitative and quantitative data from research at two campuses of a university in Ontario, Canada, we illustrate how this sample of future educators demonstrates a normative inclination to embed media literacy in their teaching; however, real barriers exist that can diminish their engagement with controversial issues, alternative media, and, even, democratic education, and education for democracy, itself. This contradiction, we argue, underscores the difference between media awareness that many teacher candidates possess, and media literacy, a quality that requires greater focus at education institutions. Set against the backdrop of the television news media's largely imperceptible neoliberal predisposition towards education, education for democracy must necessarily incorporate a critical approach that enables future teachers to identify and critique the mainstream media's support of, and entanglement with, the neoliberal cooptation of education. 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I highlight three central arguments: (1) Social media, and, consequently, citizen engagement are becoming a significant filter that can potentially re-imagine the political, economic, and social worlds, which increasingly bleed over to how we might develop and engage with ‘democracy’; to this end, I introduce a brief case study on the nefarious interpretation of the killing of Jamal Khashoggi in 2018 to underscore the tension points in normative democracy; (2) Capitalism, or neoliberalism, needs to be more fully exposed, interrogated, and confronted if ‘normative, representative, hegemonic, electoral democracy’ is to be re-considered, re-imagined, and re-invented; the perpetuation of social inequalities lays bare the frailty of normative democratic institutions; (3) Covid-19 has exposed the fault lines and fissures of normative democra...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="899c6ee8308d089b8fd1dab68e5586d0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":93314433,"asset_id":89524244,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/93314433/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89524244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89524244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89524244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=89524244]").text(description); $(".js-view-count[data-work-id=89524244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 89524244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='89524244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "899c6ee8308d089b8fd1dab68e5586d0" } } $('.js-work-strip[data-work-id=89524244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":89524244,"title":"Shooting Yourself First in the Foot, then in the Head: Normative Democracy Is Suffocating, and then the Coronavirus Came to Light","translated_title":"","metadata":{"abstract":"This text starts with the premise that ‘normative democracy’ has rendered our societies vulnerable and burdened with unaddressed social inequalities. 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href="https://www.academia.edu/89524243/L_environnement_et_l_identit%C3%A9_%C3%A9cologique_dans_le_roman_Gouverneurs_de_la_ros%C3%A9e_de_Jacques_Roumain">L’environnement et l’identité écologique dans le roman « Gouverneurs de la rosée » de Jacques Roumain</a></div><div class="wp-workCard_item"><span>Éducation relative à l'environnement</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Identités et engagements : Enjeux pour l'éducation relative à l'environnement L'environnement et ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Identités et engagements : Enjeux pour l'éducation relative à l'environnement L'environnement et l'identité écologique dans le roman « Gouverneurs de la rosée » de 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Carr par Mélissa Guillemette En 1949, La colombe de Picasso devenait un symb...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Entrevue de Paul R. Carr par Mélissa Guillemette<br /><br />En 1949, La colombe de Picasso devenait un symbole de paix. Quelque 75 ans plus tard, son vol n’est malheureusement pas terminé. Au cours de la<br />dernière année, la planète a été le théâtre de 56 conflits, soit le pire bilan<br />depuis la Seconde Guerre mondiale, selon le Global Peace Index 2024.<br />  Pour inverser la tendance, il faut miser sur la justice sociale et l’éducation<br />à la démocratie, affirme le professeur de l’Université du Québec en Outaouais (UQO) Paul R. Carr. Titulaire de la Chaire UNESCO en démocratie,<br />citoyenneté mondiale et éducation transformatoire (DCMÉT), il travaille<br />avec des collègues de plusieurs pays pour trouver des façons de « cultiver<br />la paix ».</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d57ac4196ab396db460a90d942261ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120154071,"asset_id":126247991,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120154071/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126247991"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126247991"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126247991; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126247991]").text(description); $(".js-view-count[data-work-id=126247991]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126247991; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126247991']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1d57ac4196ab396db460a90d942261ce" } } $('.js-work-strip[data-work-id=126247991]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":126247991,"title":"Comment rétablir la paix ?","translated_title":"","metadata":{"abstract":"Entrevue de Paul R. 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Carr par Mélissa Guillemette\n\nEn 1949, La colombe de Picasso devenait un symbole de paix. Quelque 75 ans plus tard, son vol n’est malheureusement pas terminé. Au cours de la\ndernière année, la planète a été le théâtre de 56 conflits, soit le pire bilan\ndepuis la Seconde Guerre mondiale, selon le Global Peace Index 2024.\n Pour inverser la tendance, il faut miser sur la justice sociale et l’éducation\nà la démocratie, affirme le professeur de l’Université du Québec en Outaouais (UQO) Paul R. Carr. Titulaire de la Chaire UNESCO en démocratie,\ncitoyenneté mondiale et éducation transformatoire (DCMÉT), il travaille\navec des collègues de plusieurs pays pour trouver des façons de « cultiver\nla paix ».","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":120154071,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/120154071/thumbnails/1.jpg","file_name":"Quebec_Science.pdf","download_url":"https://www.academia.edu/attachments/120154071/download_file","bulk_download_file_name":"Comment_retablir_la_paix.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/120154071/Quebec_Science-libre.pdf?1733945541=\u0026response-content-disposition=attachment%3B+filename%3DComment_retablir_la_paix.pdf\u0026Expires=1741946803\u0026Signature=WjGjbeBolxFr5hSyV7AY8sgpOyW6qQ3o3n6~6tqoryW1er9gbfexz86624i~4VE9aBXfR0rChYVr-hF0GmDxV5IS6axCEQfJ-9tjSkW8QlR4sWQMNpXA3v6rUiTwy1ucrvGzUxbBSPJ8wg6-KfGDnPGM~1eoG871ZxWTcCFZWxnYAUIG71Ngrvh62r7u5DKRbBofx17BMugRO7uA~TDknJ9B6OyJJS1B4VEvoSlzUbzTCecu8qPAKdUj9rOTDE3gw0BWa3F6db24LY0mL1c44BqFLUOywoOOJeC6FbU5j55IU4DTXs-lMs-oWEAgUU46HNAyWdDW7~89fzjj26XOtw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":6915,"name":"Unesco","url":"https://www.academia.edu/Documents/in/Unesco"},{"id":521985,"name":"Démocratie","url":"https://www.academia.edu/Documents/in/D%C3%A9mocratie"},{"id":613766,"name":"Service Civique éducation Civique éducation à La Citoyenneté","url":"https://www.academia.edu/Documents/in/Service_Civique_education_Civique_education_a_La_Citoyennete"},{"id":970995,"name":"De La Guerre Et De La Paix","url":"https://www.academia.edu/Documents/in/De_La_Guerre_Et_De_La_Paix"}],"urls":[{"id":46023774,"url":"https://www.education4democracy.net/post/une-entrevue-sur-la-paix-dans-la-revue-qu%C3%A9bec-science"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115047896"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115047896/Global_Citizenship_Education_Interview_Series_of_Paul_R_Carr_by_Emiliano_Bosio"><img alt="Research paper thumbnail of Global Citizenship Education Interview Series of Paul R. Carr by Emiliano Bosio" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115047896/Global_Citizenship_Education_Interview_Series_of_Paul_R_Carr_by_Emiliano_Bosio">Global Citizenship Education Interview Series of Paul R. Carr by Emiliano Bosio</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">#globalcitizens #globalcitizenship #UNESCO #peace #solidarity #socialchange Prof. Paul R. Carr di...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">#globalcitizens #globalcitizenship #UNESCO #peace #solidarity #socialchange Prof. Paul R. Carr discusses with Emiliano Bosio ‘Peace, Solidarity, Social Change, Environment, and Love’ in Global Citizenship Education. Paul R. Carr is a Full Professor in the Department of Education at the Université du Québec en Outaouais, which is in the national capital region of Canada. He is the Chair-holder of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMET). Specializing in political sociology, his fields of research include democracy, global citizenship, anti-racism, transformative education, media literacy, peace studies and the environment. He is the Principal Investigator of two research projects funded by the Social Sciences and Humanities Research Council (SSHRC) of Canada entitled “Democracy, political literacy and transformative education” and “Social media, civic participation and education”. He is the editor, co-editor, author or co-author of some twenty books, several series of books and multiple scientific articles, several of which have earned him awards and distinctions. Prior to his university career, for several years he held the position of Senior Policy Advisor at the Ontario Ministry of Education, where he worked with various stakeholders on anti-racist education programs, Aboriginal education, special education, citizenship education, linguistic minority contexts, and social justice education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115047896"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115047896"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115047896; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115047896]").text(description); $(".js-view-count[data-work-id=115047896]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115047896; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115047896']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115047896]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115047896,"title":"Global Citizenship Education Interview Series of Paul R. 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Carr discusses with Emiliano Bosio ‘Peace, Solidarity, Social Change, Environment, and Love’ in Global Citizenship Education. Paul R. Carr is a Full Professor in the Department of Education at the Université du Québec en Outaouais, which is in the national capital region of Canada. He is the Chair-holder of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMET). Specializing in political sociology, his fields of research include democracy, global citizenship, anti-racism, transformative education, media literacy, peace studies and the environment. He is the Principal Investigator of two research projects funded by the Social Sciences and Humanities Research Council (SSHRC) of Canada entitled “Democracy, political literacy and transformative education” and “Social media, civic participation and education”. He is the editor, co-editor, author or co-author of some twenty books, several series of books and multiple scientific articles, several of which have earned him awards and distinctions. 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Carr discusses with Emiliano Bosio ‘Peace, Solidarity, Social Change, Environment, and Love’ in Global Citizenship Education. Paul R. Carr is a Full Professor in the Department of Education at the Université du Québec en Outaouais, which is in the national capital region of Canada. He is the Chair-holder of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMET). Specializing in political sociology, his fields of research include democracy, global citizenship, anti-racism, transformative education, media literacy, peace studies and the environment. He is the Principal Investigator of two research projects funded by the Social Sciences and Humanities Research Council (SSHRC) of Canada entitled “Democracy, political literacy and transformative education” and “Social media, civic participation and education”. He is the editor, co-editor, author or co-author of some twenty books, several series of books and multiple scientific articles, several of which have earned him awards and distinctions. 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(dir.)","publication_date":{"day":null,"month":null,"year":2011,"errors":{}},"publication_name":"Postconvenionales"},"translated_abstract":null,"internal_url":"https://www.academia.edu/2484460/La_democracia_y_la_pedagog%C3%ADa_cr%C3%ADtica","translated_internal_url":"","created_at":"2013-01-29T10:54:37.884-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"La_democracia_y_la_pedagogía_crítica","translated_slug":"","page_count":null,"language":"es","content_type":"Work","summary":null,"owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":388,"name":"Latin American Studies","url":"https://www.academia.edu/Documents/in/Latin_American_Studies"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[{"id":4627240,"url":"http://saber.ucv.ve/ojs/index.php/rev_post/issue/view/774/showToc#.VRMPQWSG_tU"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1145922" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="111871494"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111871494/The_Crisis_of_in_Global_Democracy_and_the_quest_for_Peace_What_should_we_do"><img alt="Research paper thumbnail of The Crisis of/in Global Democracy and the quest for Peace : What should we do?" class="work-thumbnail" src="https://attachments.academia-assets.com/109277139/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111871494/The_Crisis_of_in_Global_Democracy_and_the_quest_for_Peace_What_should_we_do">The Crisis of/in Global Democracy and the quest for Peace : What should we do?</a></div><div class="wp-workCard_item"><span>International Symposium on Democracy, Global Citizenship and Transformative Education: Peace, culture and social justice</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There are multiple, entrenched and far-reaching crises at the local level as well as at the natio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There are multiple, entrenched and far-reaching crises at the local level as well as at the nation-state level. The realities of war/conflict, the environment, mass migration, social inequalities, xenophobia, discrimination and crude economics pock-mock weakly structured and administered democratic systems within countries. But what about the global level? How do local realities and experiences spill over to the world scene? Is it possible to have world democracy/peace/social justice if we cannot achieve local democracy/peace/social justice? For the good of the planet and humanity, there are no options other than to attempt (to vigorously) bring everyone together, despite all of the arduous, debilitating and overwhelming situations that we have created. The silver lining to this equation is that many people around the world are engaged in this process, and solidarity and social change can (and are) happening. Rather than being individually isolated, it’s time to decrease the threat-level on engaging with “others” (who are the “others”?). Re-imagining democracy should be one of the pillars in this process, and is necessary to cultivating the conditions for meaningful peace for meaningful living together.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cae09abb6c26263215a6cce78478102f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109277139,"asset_id":111871494,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109277139/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111871494"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111871494"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111871494; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111871494]").text(description); $(".js-view-count[data-work-id=111871494]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111871494; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111871494']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cae09abb6c26263215a6cce78478102f" } } $('.js-work-strip[data-work-id=111871494]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111871494,"title":"The Crisis of/in Global Democracy and the quest for Peace : What should we do?","translated_title":"","metadata":{"abstract":"There are multiple, entrenched and far-reaching crises at the local level as well as at the nation-state level. 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Re-imagining democracy should be one of the pillars in this process, and is necessary to cultivating the conditions for meaningful peace for meaningful living together.","internal_url":"https://www.academia.edu/111871494/The_Crisis_of_in_Global_Democracy_and_the_quest_for_Peace_What_should_we_do","translated_internal_url":"","created_at":"2023-12-19T20:38:05.886-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[{"id":109277139,"title":"","file_type":"pptx","scribd_thumbnail_url":"https://attachments.academia-assets.com/109277139/thumbnails/1.jpg","file_name":"Paul_Keynote_final_version.pptx","download_url":"https://www.academia.edu/attachments/109277139/download_file","bulk_download_file_name":"The_Crisis_of_in_Global_Democracy_and_th.pptx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/109277139/Paul_Keynote_final_version.pptx?1703047080=\u0026response-content-disposition=attachment%3B+filename%3DThe_Crisis_of_in_Global_Democracy_and_th.pptx\u0026Expires=1741946803\u0026Signature=H1ryF1FrHAcYFX6snXcUG38oH5YEFo~Q12Q3tKOEHSNLfKkpYJDw3-WXCdJQ~m6HtVarF~cCiVASPcWAGHBLYa2FmG6~gOp5x1hxF-MGpEupM2ORtWOgin-BzjcnCbKqaxBSFXIV9001~2Y-Sd~tRw8dw0~Pdp5MWuNkkPr74Id7aAQwk~jKQvIAeck5nhTnTS3n~20k~MDgSa7AsDxzn3iVLiR4PiWcSSHbXmDhtAzWuBcMNdqsybtreb5Ltvlci-KU1mN9zeutgkqzT1~Q7MtzXzkY2eh~bnT9Stm0AJplPKN1GqdCUf9N5zKoDzs3Yv1z5cUH-TjmNgjou-PE6Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Crisis_of_in_Global_Democracy_and_the_quest_for_Peace_What_should_we_do","translated_slug":"","page_count":52,"language":"en","content_type":"Work","summary":"There are multiple, entrenched and far-reaching crises at the local level as well as at the nation-state level. The realities of war/conflict, the environment, mass migration, social inequalities, xenophobia, discrimination and crude economics pock-mock weakly structured and administered democratic systems within countries. But what about the global level? How do local realities and experiences spill over to the world scene? Is it possible to have world democracy/peace/social justice if we cannot achieve local democracy/peace/social justice? For the good of the planet and humanity, there are no options other than to attempt (to vigorously) bring everyone together, despite all of the arduous, debilitating and overwhelming situations that we have created. The silver lining to this equation is that many people around the world are engaged in this process, and solidarity and social change can (and are) happening. Rather than being individually isolated, it’s time to decrease the threat-level on engaging with “others” (who are the “others”?). Re-imagining democracy should be one of the pillars in this process, and is necessary to cultivating the conditions for meaningful peace for meaningful living together.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":109277139,"title":"","file_type":"pptx","scribd_thumbnail_url":"https://attachments.academia-assets.com/109277139/thumbnails/1.jpg","file_name":"Paul_Keynote_final_version.pptx","download_url":"https://www.academia.edu/attachments/109277139/download_file","bulk_download_file_name":"The_Crisis_of_in_Global_Democracy_and_th.pptx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/109277139/Paul_Keynote_final_version.pptx?1703047080=\u0026response-content-disposition=attachment%3B+filename%3DThe_Crisis_of_in_Global_Democracy_and_th.pptx\u0026Expires=1741946803\u0026Signature=H1ryF1FrHAcYFX6snXcUG38oH5YEFo~Q12Q3tKOEHSNLfKkpYJDw3-WXCdJQ~m6HtVarF~cCiVASPcWAGHBLYa2FmG6~gOp5x1hxF-MGpEupM2ORtWOgin-BzjcnCbKqaxBSFXIV9001~2Y-Sd~tRw8dw0~Pdp5MWuNkkPr74Id7aAQwk~jKQvIAeck5nhTnTS3n~20k~MDgSa7AsDxzn3iVLiR4PiWcSSHbXmDhtAzWuBcMNdqsybtreb5Ltvlci-KU1mN9zeutgkqzT1~Q7MtzXzkY2eh~bnT9Stm0AJplPKN1GqdCUf9N5zKoDzs3Yv1z5cUH-TjmNgjou-PE6Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1198,"name":"Peace and Conflict Studies","url":"https://www.academia.edu/Documents/in/Peace_and_Conflict_Studies"},{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":25411,"name":"Peace Education","url":"https://www.academia.edu/Documents/in/Peace_Education"},{"id":84773,"name":"Global Citizenship Education","url":"https://www.academia.edu/Documents/in/Global_Citizenship_Education"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106397546"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/106397546/D%C3%A9mocratie_avec_ou_sans_%C3%A9ducation_Les_m%C3%A9dias_sociaux_et_la_participation_citoyenne_comme_leviers_de_changement"><img alt="Research paper thumbnail of Démocratie avec ou sans éducation ?Les médias sociaux et la participation citoyenne comme leviers de changement" class="work-thumbnail" src="https://attachments.academia-assets.com/105606056/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/106397546/D%C3%A9mocratie_avec_ou_sans_%C3%A9ducation_Les_m%C3%A9dias_sociaux_et_la_participation_citoyenne_comme_leviers_de_changement">Démocratie avec ou sans éducation ?Les médias sociaux et la participation citoyenne comme leviers de changement</a></div><div class="wp-workCard_item"><span>Colloque international annuel de la Société francophone de philosophie de l'éducation (Bordeaux)</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Il semblerait que tout le monde veuille la démocratie, mais comment savons-nous ce qu'elle est et...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Il semblerait que tout le monde veuille la démocratie, mais comment savons-nous ce qu'elle est et, surtout, comment pouvons-nous y parvenir ? Une grande partie de ce que nous faisons dépend du fait de vivre dans une démocratie, consciemment ou inconsciemment. Nos notions de droits, de responsabilités, de lois, de participation citoyenne, d'éducation, de relations et même de déclaration de guerre, ouvertement ou secrètement, sont en quelque sorte liées à la croyance que nous vivons dans une démocratie. Mais vivons-nous dans une démocratie et, si oui, quelles en sont les preuves ? La pauvreté, le racisme, le sexisme, la xénophobie, l'itinérance, le génocide, les conflits, la corruption, l'avarice, le maintien continu des droits et de l'existence des peuples autochtones, et l'assaut suffocant et débilitant sur la planète et toutes les espèces par la catastrophe environnementale nous obligent à considérer ce type de démocratie que nous avons créé et, surtout, est-ce très démocratique? Pourtant, nous pouvons également voir de nombreuses manifestations de solidarité, d'activisme, de transformation, de développement culturel, de médias créatifs et autres innovations à travers le monde. Les élections normatives et les partis politiques traditionnels sont de plus en plus contestés, et le besoin de processus, de systèmes, d'institutions et d'actions plus inclusifs, engageants, réactifs et percutants en matière de justice sociale est palpable. L'éducation, à tous les niveaux et sous toutes ses formes, doit être repensée et également recalibrée afin de développer, cultiver et maintenir des dialogues significatifs, critiques et engageants. L'émancipation est liée au processus de dialogue dialectique et de conscientisation, problématisant, contextualisant et soutenant l'engagement, la délibération et l'agentivité individuels et collectifs. Cela pourrait-il et cela mènera-t-il à la démocratie, au déplacement des paradigmes culturels qui nous aident à reconsidérer notre existence même, comment nous sommes et comment nous vivons par rapport aux autres ? La démocratie est-elle alors quelque chose qui pourrait se développer à travers les expériences, les débats, les actions et les manières d'être infinies, ce qui nous permettrait alors d'avoir des relations plus humaines avec chacunE tout en abordant les problèmes les plus urgents auxquels nous sommes confrontés en tant qu'humains, à l'intérieur et à l'extérieur de États-nations – l'environnement, la migration, les conflits et la violence débridée, les inégalités sociales, la haine, la marginalisation, le dénigrement des peuples autochtones, entre autres ? Ainsi, un changement social significatif peut-il être l'un des nombreux résultats chaotiques, décousus et désordonnés de l'engagement sociétal qui sous-tend et développe des formes critiques de démocratie ? Beaucoup peut être fait, malgré les défis presque insurmontables, et il y a des raisons de croire que la solidarité, l'action, l'éducation transformatoire et l'engagement créatif peuvent conduire à la démocratie. Cette présentation cherche à encadrer ce contexte, ce débat et cette série de questions afin, espérons-le, de faciliter le(s) dialogue(s) et l'émancipation menant potentiellement à la démocratie qui aboutira à un changement social tangible et transformateur.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a95df44291069363bdaf6992c465846e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105606056,"asset_id":106397546,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105606056/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106397546"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106397546"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106397546; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106397546]").text(description); $(".js-view-count[data-work-id=106397546]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106397546; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106397546']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a95df44291069363bdaf6992c465846e" } } $('.js-work-strip[data-work-id=106397546]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106397546,"title":"Démocratie avec ou sans éducation ?\u000bLes médias sociaux et la participation citoyenne comme leviers de changement","translated_title":"","metadata":{"abstract":"Il semblerait que tout le monde veuille la démocratie, mais comment savons-nous ce qu'elle est et, surtout, comment pouvons-nous y parvenir ? Une grande partie de ce que nous faisons dépend du fait de vivre dans une démocratie, consciemment ou inconsciemment. Nos notions de droits, de responsabilités, de lois, de participation citoyenne, d'éducation, de relations et même de déclaration de guerre, ouvertement ou secrètement, sont en quelque sorte liées à la croyance que nous vivons dans une démocratie. Mais vivons-nous dans une démocratie et, si oui, quelles en sont les preuves ? La pauvreté, le racisme, le sexisme, la xénophobie, l'itinérance, le génocide, les conflits, la corruption, l'avarice, le maintien continu des droits et de l'existence des peuples autochtones, et l'assaut suffocant et débilitant sur la planète et toutes les espèces par la catastrophe environnementale nous obligent à considérer ce type de démocratie que nous avons créé et, surtout, est-ce très démocratique? Pourtant, nous pouvons également voir de nombreuses manifestations de solidarité, d'activisme, de transformation, de développement culturel, de médias créatifs et autres innovations à travers le monde. Les élections normatives et les partis politiques traditionnels sont de plus en plus contestés, et le besoin de processus, de systèmes, d'institutions et d'actions plus inclusifs, engageants, réactifs et percutants en matière de justice sociale est palpable. L'éducation, à tous les niveaux et sous toutes ses formes, doit être repensée et également recalibrée afin de développer, cultiver et maintenir des dialogues significatifs, critiques et engageants. L'émancipation est liée au processus de dialogue dialectique et de conscientisation, problématisant, contextualisant et soutenant l'engagement, la délibération et l'agentivité individuels et collectifs. Cela pourrait-il et cela mènera-t-il à la démocratie, au déplacement des paradigmes culturels qui nous aident à reconsidérer notre existence même, comment nous sommes et comment nous vivons par rapport aux autres ? La démocratie est-elle alors quelque chose qui pourrait se développer à travers les expériences, les débats, les actions et les manières d'être infinies, ce qui nous permettrait alors d'avoir des relations plus humaines avec chacunE tout en abordant les problèmes les plus urgents auxquels nous sommes confrontés en tant qu'humains, à l'intérieur et à l'extérieur de États-nations – l'environnement, la migration, les conflits et la violence débridée, les inégalités sociales, la haine, la marginalisation, le dénigrement des peuples autochtones, entre autres ? Ainsi, un changement social significatif peut-il être l'un des nombreux résultats chaotiques, décousus et désordonnés de l'engagement sociétal qui sous-tend et développe des formes critiques de démocratie ? Beaucoup peut être fait, malgré les défis presque insurmontables, et il y a des raisons de croire que la solidarité, l'action, l'éducation transformatoire et l'engagement créatif peuvent conduire à la démocratie. Cette présentation cherche à encadrer ce contexte, ce débat et cette série de questions afin, espérons-le, de faciliter le(s) dialogue(s) et l'émancipation menant potentiellement à la démocratie qui aboutira à un changement social tangible et transformateur.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Colloque international annuel de la Société francophone de philosophie de l'éducation (Bordeaux)"},"translated_abstract":"Il semblerait que tout le monde veuille la démocratie, mais comment savons-nous ce qu'elle est et, surtout, comment pouvons-nous y parvenir ? Une grande partie de ce que nous faisons dépend du fait de vivre dans une démocratie, consciemment ou inconsciemment. Nos notions de droits, de responsabilités, de lois, de participation citoyenne, d'éducation, de relations et même de déclaration de guerre, ouvertement ou secrètement, sont en quelque sorte liées à la croyance que nous vivons dans une démocratie. Mais vivons-nous dans une démocratie et, si oui, quelles en sont les preuves ? La pauvreté, le racisme, le sexisme, la xénophobie, l'itinérance, le génocide, les conflits, la corruption, l'avarice, le maintien continu des droits et de l'existence des peuples autochtones, et l'assaut suffocant et débilitant sur la planète et toutes les espèces par la catastrophe environnementale nous obligent à considérer ce type de démocratie que nous avons créé et, surtout, est-ce très démocratique? Pourtant, nous pouvons également voir de nombreuses manifestations de solidarité, d'activisme, de transformation, de développement culturel, de médias créatifs et autres innovations à travers le monde. Les élections normatives et les partis politiques traditionnels sont de plus en plus contestés, et le besoin de processus, de systèmes, d'institutions et d'actions plus inclusifs, engageants, réactifs et percutants en matière de justice sociale est palpable. L'éducation, à tous les niveaux et sous toutes ses formes, doit être repensée et également recalibrée afin de développer, cultiver et maintenir des dialogues significatifs, critiques et engageants. L'émancipation est liée au processus de dialogue dialectique et de conscientisation, problématisant, contextualisant et soutenant l'engagement, la délibération et l'agentivité individuels et collectifs. Cela pourrait-il et cela mènera-t-il à la démocratie, au déplacement des paradigmes culturels qui nous aident à reconsidérer notre existence même, comment nous sommes et comment nous vivons par rapport aux autres ? La démocratie est-elle alors quelque chose qui pourrait se développer à travers les expériences, les débats, les actions et les manières d'être infinies, ce qui nous permettrait alors d'avoir des relations plus humaines avec chacunE tout en abordant les problèmes les plus urgents auxquels nous sommes confrontés en tant qu'humains, à l'intérieur et à l'extérieur de États-nations – l'environnement, la migration, les conflits et la violence débridée, les inégalités sociales, la haine, la marginalisation, le dénigrement des peuples autochtones, entre autres ? Ainsi, un changement social significatif peut-il être l'un des nombreux résultats chaotiques, décousus et désordonnés de l'engagement sociétal qui sous-tend et développe des formes critiques de démocratie ? Beaucoup peut être fait, malgré les défis presque insurmontables, et il y a des raisons de croire que la solidarité, l'action, l'éducation transformatoire et l'engagement créatif peuvent conduire à la démocratie. Cette présentation cherche à encadrer ce contexte, ce débat et cette série de questions afin, espérons-le, de faciliter le(s) dialogue(s) et l'émancipation menant potentiellement à la démocratie qui aboutira à un changement social tangible et transformateur.","internal_url":"https://www.academia.edu/106397546/D%C3%A9mocratie_avec_ou_sans_%C3%A9ducation_Les_m%C3%A9dias_sociaux_et_la_participation_citoyenne_comme_leviers_de_changement","translated_internal_url":"","created_at":"2023-09-08T10:55:39.153-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[{"id":105606056,"title":"","file_type":"pptx","scribd_thumbnail_url":"https://attachments.academia-assets.com/105606056/thumbnails/1.jpg","file_name":"BORDEAUX_pp.pptx","download_url":"https://www.academia.edu/attachments/105606056/download_file","bulk_download_file_name":"Democratie_avec_ou_sans_education_Les_me.pptx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105606056/BORDEAUX_pp.pptx?1694195581=\u0026response-content-disposition=attachment%3B+filename%3DDemocratie_avec_ou_sans_education_Les_me.pptx\u0026Expires=1741735959\u0026Signature=Dan9jHcKks0sz50i4TELf9bL~jeR6WJiC1quRItsxBHPUpuDrY0aHTCLepgp6~dX5A0H3uYd2T-fE6P83vpl~mrO011h~prYM3oCFVV9yxRLRDnbhU7gvMnG6gb6jnpNBO9YdqvAMB0M-9FM6ulYv5DFIjb7AH5q9K-1rW3ChmjKY7QlGGoTr8JzdQZIkyWULyT2JVbbL0Apm0Kd07SC6aZ6Yr1btQ28WHpwOLwSZPMTBs0~ZQYYUL78MvNn4ftTBDyFvRaWMF9fh3jVWL1GzKyV1dXr-TxQKn98cd~SsIK5WuRxMGQiNx7tk~zEp3BOgt1m2S7oj-i~QhsGrXFx9Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Démocratie_avec_ou_sans_éducation_Les_médias_sociaux_et_la_participation_citoyenne_comme_leviers_de_changement","translated_slug":"","page_count":32,"language":"fr","content_type":"Work","summary":"Il semblerait que tout le monde veuille la démocratie, mais comment savons-nous ce qu'elle est et, surtout, comment pouvons-nous y parvenir ? Une grande partie de ce que nous faisons dépend du fait de vivre dans une démocratie, consciemment ou inconsciemment. Nos notions de droits, de responsabilités, de lois, de participation citoyenne, d'éducation, de relations et même de déclaration de guerre, ouvertement ou secrètement, sont en quelque sorte liées à la croyance que nous vivons dans une démocratie. Mais vivons-nous dans une démocratie et, si oui, quelles en sont les preuves ? La pauvreté, le racisme, le sexisme, la xénophobie, l'itinérance, le génocide, les conflits, la corruption, l'avarice, le maintien continu des droits et de l'existence des peuples autochtones, et l'assaut suffocant et débilitant sur la planète et toutes les espèces par la catastrophe environnementale nous obligent à considérer ce type de démocratie que nous avons créé et, surtout, est-ce très démocratique? Pourtant, nous pouvons également voir de nombreuses manifestations de solidarité, d'activisme, de transformation, de développement culturel, de médias créatifs et autres innovations à travers le monde. Les élections normatives et les partis politiques traditionnels sont de plus en plus contestés, et le besoin de processus, de systèmes, d'institutions et d'actions plus inclusifs, engageants, réactifs et percutants en matière de justice sociale est palpable. L'éducation, à tous les niveaux et sous toutes ses formes, doit être repensée et également recalibrée afin de développer, cultiver et maintenir des dialogues significatifs, critiques et engageants. L'émancipation est liée au processus de dialogue dialectique et de conscientisation, problématisant, contextualisant et soutenant l'engagement, la délibération et l'agentivité individuels et collectifs. Cela pourrait-il et cela mènera-t-il à la démocratie, au déplacement des paradigmes culturels qui nous aident à reconsidérer notre existence même, comment nous sommes et comment nous vivons par rapport aux autres ? La démocratie est-elle alors quelque chose qui pourrait se développer à travers les expériences, les débats, les actions et les manières d'être infinies, ce qui nous permettrait alors d'avoir des relations plus humaines avec chacunE tout en abordant les problèmes les plus urgents auxquels nous sommes confrontés en tant qu'humains, à l'intérieur et à l'extérieur de États-nations – l'environnement, la migration, les conflits et la violence débridée, les inégalités sociales, la haine, la marginalisation, le dénigrement des peuples autochtones, entre autres ? Ainsi, un changement social significatif peut-il être l'un des nombreux résultats chaotiques, décousus et désordonnés de l'engagement sociétal qui sous-tend et développe des formes critiques de démocratie ? Beaucoup peut être fait, malgré les défis presque insurmontables, et il y a des raisons de croire que la solidarité, l'action, l'éducation transformatoire et l'engagement créatif peuvent conduire à la démocratie. Cette présentation cherche à encadrer ce contexte, ce débat et cette série de questions afin, espérons-le, de faciliter le(s) dialogue(s) et l'émancipation menant potentiellement à la démocratie qui aboutira à un changement social tangible et transformateur.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":105606056,"title":"","file_type":"pptx","scribd_thumbnail_url":"https://attachments.academia-assets.com/105606056/thumbnails/1.jpg","file_name":"BORDEAUX_pp.pptx","download_url":"https://www.academia.edu/attachments/105606056/download_file","bulk_download_file_name":"Democratie_avec_ou_sans_education_Les_me.pptx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105606056/BORDEAUX_pp.pptx?1694195581=\u0026response-content-disposition=attachment%3B+filename%3DDemocratie_avec_ou_sans_education_Les_me.pptx\u0026Expires=1741735959\u0026Signature=Dan9jHcKks0sz50i4TELf9bL~jeR6WJiC1quRItsxBHPUpuDrY0aHTCLepgp6~dX5A0H3uYd2T-fE6P83vpl~mrO011h~prYM3oCFVV9yxRLRDnbhU7gvMnG6gb6jnpNBO9YdqvAMB0M-9FM6ulYv5DFIjb7AH5q9K-1rW3ChmjKY7QlGGoTr8JzdQZIkyWULyT2JVbbL0Apm0Kd07SC6aZ6Yr1btQ28WHpwOLwSZPMTBs0~ZQYYUL78MvNn4ftTBDyFvRaWMF9fh3jVWL1GzKyV1dXr-TxQKn98cd~SsIK5WuRxMGQiNx7tk~zEp3BOgt1m2S7oj-i~QhsGrXFx9Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9868,"name":"Deliberative Democracy","url":"https://www.academia.edu/Documents/in/Deliberative_Democracy"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="78638466"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/78638466/_Cambiarse_con_o_sin_las_redes_sociales"><img alt="Research paper thumbnail of ¿Cambiarse con o sin las redes sociales?" class="work-thumbnail" src="https://attachments.academia-assets.com/85617065/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/78638466/_Cambiarse_con_o_sin_las_redes_sociales">¿Cambiarse con o sin las redes sociales?</a></div><div class="wp-workCard_item"><span>Conferencia plenaria: Congreso Internacional de Comunicación y Redes en la Sociedad de la Información, España</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">¿Es posible vivir sin conectarse con las redes sociales? ¿Podemos aislarnos de alguna manera de l...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">¿Es posible vivir sin conectarse con las redes sociales? ¿Podemos aislarnos de alguna manera de lo que se produce, comenta, comparte y genera a través de las redes sociales? ¿Tenemos siquiera la opción de no ser influenciados por el mundo en línea, con las infinitas interconexiones, memes virales, videos, programas, comentarios y similares, todo lo cual trasciende las barreras culturales, lingüísticas, políticas y económicas? <br /><br />Todo esto para decir que las redes sociales ahora impregnan, invaden y dominan nuestra vida social y nuestra conciencia. El efecto es explícito e implícito, formal e informal, visible e invisible. Al mismo tiempo, estamos cambiando de los paradigmas tradicionales de medios y comunicaciones limitados, controlados y hegemónicos a espacios y voces de acceso más abierto, abiertos y potencialmente democráticos (y también con mucha vigilancia y algoritmos). <br /><br />Podría decirse que los movimientos sociales, por ejemplo, como Black Lives Matter, #YoTambien, Occupy, Idle No More, Indignados (15-M), la Primavera árabe y otros habrían estado mucho más limitados sin las redes sociales. A pesar de las contradicciones y paradojas, las redes sociales han impactado nuestras formas de conocer, interactuar y ser. <br /><br />¿Y la educación? ¿Cómo debemos entender y relacionarnos con las redes sociales en ya través de la educación?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b7b0b84daa77db00cd6c741f926ad7ba" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85617065,"asset_id":78638466,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85617065/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78638466"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78638466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78638466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78638466]").text(description); $(".js-view-count[data-work-id=78638466]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78638466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='78638466']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b7b0b84daa77db00cd6c741f926ad7ba" } } $('.js-work-strip[data-work-id=78638466]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":78638466,"title":"¿Cambiarse con o sin las redes sociales?","translated_title":"","metadata":{"abstract":"¿Es posible vivir sin conectarse con las redes sociales? ¿Podemos aislarnos de alguna manera de lo que se produce, comenta, comparte y genera a través de las redes sociales? ¿Tenemos siquiera la opción de no ser influenciados por el mundo en línea, con las infinitas interconexiones, memes virales, videos, programas, comentarios y similares, todo lo cual trasciende las barreras culturales, lingüísticas, políticas y económicas? \n\nTodo esto para decir que las redes sociales ahora impregnan, invaden y dominan nuestra vida social y nuestra conciencia. El efecto es explícito e implícito, formal e informal, visible e invisible. Al mismo tiempo, estamos cambiando de los paradigmas tradicionales de medios y comunicaciones limitados, controlados y hegemónicos a espacios y voces de acceso más abierto, abiertos y potencialmente democráticos (y también con mucha vigilancia y algoritmos). \n\nPodría decirse que los movimientos sociales, por ejemplo, como Black Lives Matter, #YoTambien, Occupy, Idle No More, Indignados (15-M), la Primavera árabe y otros habrían estado mucho más limitados sin las redes sociales. A pesar de las contradicciones y paradojas, las redes sociales han impactado nuestras formas de conocer, interactuar y ser. \n\n¿Y la educación? ¿Cómo debemos entender y relacionarnos con las redes sociales en ya través de la educación? \n","more_info":"Conferencia plenaria: Congreso Internacional de Comunicación y Redes en la Sociedad de la Información, España","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Conferencia plenaria: Congreso Internacional de Comunicación y Redes en la Sociedad de la Información, España"},"translated_abstract":"¿Es posible vivir sin conectarse con las redes sociales? ¿Podemos aislarnos de alguna manera de lo que se produce, comenta, comparte y genera a través de las redes sociales? ¿Tenemos siquiera la opción de no ser influenciados por el mundo en línea, con las infinitas interconexiones, memes virales, videos, programas, comentarios y similares, todo lo cual trasciende las barreras culturales, lingüísticas, políticas y económicas? \n\nTodo esto para decir que las redes sociales ahora impregnan, invaden y dominan nuestra vida social y nuestra conciencia. El efecto es explícito e implícito, formal e informal, visible e invisible. Al mismo tiempo, estamos cambiando de los paradigmas tradicionales de medios y comunicaciones limitados, controlados y hegemónicos a espacios y voces de acceso más abierto, abiertos y potencialmente democráticos (y también con mucha vigilancia y algoritmos). \n\nPodría decirse que los movimientos sociales, por ejemplo, como Black Lives Matter, #YoTambien, Occupy, Idle No More, Indignados (15-M), la Primavera árabe y otros habrían estado mucho más limitados sin las redes sociales. A pesar de las contradicciones y paradojas, las redes sociales han impactado nuestras formas de conocer, interactuar y ser. \n\n¿Y la educación? ¿Cómo debemos entender y relacionarnos con las redes sociales en ya través de la educación? \n","internal_url":"https://www.academia.edu/78638466/_Cambiarse_con_o_sin_las_redes_sociales","translated_internal_url":"","created_at":"2022-05-06T18:22:10.824-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[{"id":38185743,"work_id":78638466,"tagging_user_id":38268,"tagged_user_id":null,"co_author_invite_id":7113852,"email":"p***r@uqo.ca","display_order":1,"name":"Paul Carr","title":"¿Cambiarse con o sin las redes sociales?"}],"downloadable_attachments":[{"id":85617065,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/85617065/thumbnails/1.jpg","file_name":"CARR_MEDIAS_SOCIALES_PP_28_FEB_2022.pdf","download_url":"https://www.academia.edu/attachments/85617065/download_file","bulk_download_file_name":"Cambiarse_con_o_sin_las_redes_sociales.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/85617065/CARR_MEDIAS_SOCIALES_PP_28_FEB_2022-libre.pdf?1651887209=\u0026response-content-disposition=attachment%3B+filename%3DCambiarse_con_o_sin_las_redes_sociales.pdf\u0026Expires=1741946803\u0026Signature=E3Vou64nKW6MPcONy45I2PEFdJw1YV7wQSPJGHS7y0mqeb6iz3qIE~1V6lYR8zwJzWviGbob8aCbB9eLT4Qps0tTfjx7rhenzUZOkAeA0MACkabZLwx0MnQTQX-vlZguRuCl1B-KHS3RuI8gImQnl3mSQzen61Iw79Lx0eKtfkJhO85vPWLV0YSxDtLcqYjg9qinalHIH-x1PfbA4PpiqXrk5Vj27lNfOnn0HEdz-UVqNnxmK6tflWNmPFMtUSuo-Ie~iOG~M5aPSmylXyAgurOOcrTMQl53SDJshXvRC77smH9R0Fi627KZi5JFX1ZSTLkYnJVkz65VhlrmMlWkUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_Cambiarse_con_o_sin_las_redes_sociales","translated_slug":"","page_count":51,"language":"es","content_type":"Work","summary":"¿Es posible vivir sin conectarse con las redes sociales? ¿Podemos aislarnos de alguna manera de lo que se produce, comenta, comparte y genera a través de las redes sociales? ¿Tenemos siquiera la opción de no ser influenciados por el mundo en línea, con las infinitas interconexiones, memes virales, videos, programas, comentarios y similares, todo lo cual trasciende las barreras culturales, lingüísticas, políticas y económicas? \n\nTodo esto para decir que las redes sociales ahora impregnan, invaden y dominan nuestra vida social y nuestra conciencia. El efecto es explícito e implícito, formal e informal, visible e invisible. Al mismo tiempo, estamos cambiando de los paradigmas tradicionales de medios y comunicaciones limitados, controlados y hegemónicos a espacios y voces de acceso más abierto, abiertos y potencialmente democráticos (y también con mucha vigilancia y algoritmos). \n\nPodría decirse que los movimientos sociales, por ejemplo, como Black Lives Matter, #YoTambien, Occupy, Idle No More, Indignados (15-M), la Primavera árabe y otros habrían estado mucho más limitados sin las redes sociales. A pesar de las contradicciones y paradojas, las redes sociales han impactado nuestras formas de conocer, interactuar y ser. \n\n¿Y la educación? ¿Cómo debemos entender y relacionarnos con las redes sociales en ya través de la educación? \n","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":85617065,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/85617065/thumbnails/1.jpg","file_name":"CARR_MEDIAS_SOCIALES_PP_28_FEB_2022.pdf","download_url":"https://www.academia.edu/attachments/85617065/download_file","bulk_download_file_name":"Cambiarse_con_o_sin_las_redes_sociales.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/85617065/CARR_MEDIAS_SOCIALES_PP_28_FEB_2022-libre.pdf?1651887209=\u0026response-content-disposition=attachment%3B+filename%3DCambiarse_con_o_sin_las_redes_sociales.pdf\u0026Expires=1741946803\u0026Signature=E3Vou64nKW6MPcONy45I2PEFdJw1YV7wQSPJGHS7y0mqeb6iz3qIE~1V6lYR8zwJzWviGbob8aCbB9eLT4Qps0tTfjx7rhenzUZOkAeA0MACkabZLwx0MnQTQX-vlZguRuCl1B-KHS3RuI8gImQnl3mSQzen61Iw79Lx0eKtfkJhO85vPWLV0YSxDtLcqYjg9qinalHIH-x1PfbA4PpiqXrk5Vj27lNfOnn0HEdz-UVqNnxmK6tflWNmPFMtUSuo-Ie~iOG~M5aPSmylXyAgurOOcrTMQl53SDJshXvRC77smH9R0Fi627KZi5JFX1ZSTLkYnJVkz65VhlrmMlWkUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":59715,"name":"Sociología De La Educación","url":"https://www.academia.edu/Documents/in/Sociolog%C3%ADa_De_La_Educaci%C3%B3n"},{"id":66675,"name":"Redes sociales","url":"https://www.academia.edu/Documents/in/Redes_sociales"},{"id":67136,"name":"Alfabetización Informacional","url":"https://www.academia.edu/Documents/in/Alfabetizaci%C3%B3n_Informacional"},{"id":126749,"name":"Ciudadanía","url":"https://www.academia.edu/Documents/in/Ciudadan%C3%ADa"},{"id":130397,"name":"Democracia","url":"https://www.academia.edu/Documents/in/Democracia"},{"id":147853,"name":"Educación en valores y para una ciudadanía activa","url":"https://www.academia.edu/Documents/in/Educacion_en_valores_y_para_una_ciudadania_activa"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="59067698"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/59067698/_C%C3%B3mo_educar_para_la_paz_el_di%C3%A1logo_y_la_escucha_activa_en_la_era_digital"><img alt="Research paper thumbnail of ¿Cómo educar para la paz, el diálogo y la escucha activa en la era digital?" class="work-thumbnail" src="https://attachments.academia-assets.com/73498507/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/59067698/_C%C3%B3mo_educar_para_la_paz_el_di%C3%A1logo_y_la_escucha_activa_en_la_era_digital">¿Cómo educar para la paz, el diálogo y la escucha activa en la era digital?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">¿Qué es la paz? ¿Realmente queremos vivir en un mundo pacífico? Si lo hacemos, ¿De qué modo debem...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">¿Qué es la paz? ¿Realmente queremos vivir en un mundo pacífico? Si lo hacemos, ¿De qué modo debemos dedicarnos a cultivar la paz? ¿Debería la educación para la paz ser una piedra angular de todas las iniciativas encaminadas a lograr una sociedad pacífica? <br /><br />Por un lado, vivimos en un mundo con multitud de conflictos militares abiertos, genocidios, luchas religiosas / raciales / etnoculturales y terrorismo, y feminicidio, violencia de pandillas, microagresiones, violencia policial, violencia en el deporte, bullying, racismo, sexismo y otras formas de la violencia, En cambio, estamos constantemente enredados en la violencia simbólica, material, inferida y real. <br /><br />Las redes sociales tienen un potencial infinito de participación, difusión, inclusión, pero también de igual modo, en la red se fomentan conflictos sociales como es la xenofobia, porque las redes sociales están intensamente impregnadas de memos, videos, juegos, discusiones, comentarios y una serie de innovaciones, posibilidades de creatividad, de interconectividad con un potencial de movilización que lleva en muchos casos a la tergiversación de las ideas. <br /><br />Nos planteamos dos preguntas: ¿Cómo leemos la palabra y el mundo? como lo expresó Freire, y ¿Cómo la educación nos ayuda a comprender e interactuar con las redes sociales, que han suplantado en gran medida las noticias normativas y dominantes? <br /><br />Esta presentación busca unir estos temas para subrayar la relevancia y la necesidad de la alfabetización mediática crítica para cultivar la paz y la educación para la paz, que están indisolublemente conectados con la noción de democracia. ¿Qué es la alfabetización mediática?<br /><br />Un componente central del desarrollo de una democracia es la capacidad, la oportunidad y la manifestación de un diálogo comprometido críticamente, sin violencia entre las personas. En la era digital, nos encontramos con temas que pueden preocupar, como es la sofisticación de Internet, la “tiranía” de los algoritmos, los públicos desconocidos, la difusión de "noticias falsas", el control y la vigilancia, pero es la difusión, la interacción y el compromiso transfronterizos / lingüísticos / culturales otra parte del lado positivo de este tipo de interconexiones. <br /><br />La hegemonía y las relaciones de poder juegan un papel importante en este proyecto, y la educación para la paz debe cultivarse, entenderse y apoyarse dentro de ese filtro.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="42ac428019635c73ca43b96339615e42" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73498507,"asset_id":59067698,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73498507/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="59067698"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="59067698"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 59067698; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=59067698]").text(description); $(".js-view-count[data-work-id=59067698]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 59067698; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='59067698']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "42ac428019635c73ca43b96339615e42" } } $('.js-work-strip[data-work-id=59067698]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":59067698,"title":"¿Cómo educar para la paz, el diálogo y la escucha activa en la era digital?","translated_title":"","metadata":{"abstract":"¿Qué es la paz? ¿Realmente queremos vivir en un mundo pacífico? 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Our international research project, employing a Freirian theoretical framework, explores the impact of social media on citizen participation. We acknowledge the decreasing salience of normative democracy, based on elections, political parties and elite-based processes that marginalize and diminish critically-engaged citizen participation. Similarly, we are concerned about the neoliberal domination of education, and how this diminishes and obfuscates how youth envisage and engage in social change and social movements. Thus, the focus on social media allows us to tie together democracy, education and citizen participation in a critical and, hopefully, transformative way.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6fb3a27a86c9f84ab0ebf6d47a36435" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66250375,"asset_id":46716689,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66250375/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46716689"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46716689"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46716689; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46716689]").text(description); $(".js-view-count[data-work-id=46716689]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46716689; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='46716689']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b6fb3a27a86c9f84ab0ebf6d47a36435" } } $('.js-work-strip[data-work-id=46716689]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":46716689,"title":"The Influence of Social Media Usage on \u000bCitizen Participation and Engagement","translated_title":"","metadata":{"abstract":"Social media has altered the political, socio-cultural, economic and educational landscapes, impacting on the potential for social change. 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CARR Titulaire / Chair / Titular Chaire UNESCO en démocratie, citoyenneté mondiale et édu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PAUL R. CARR Titulaire / Chair / Titular Chaire UNESCO en démocratie, citoyenneté mondiale et éducation transformatoire UNESCO Chair in Democracy, Global Citizenship and Transformative Education Cátedra UNESCO en Democracia, Ciudadania Mundial y Educación Transformadora Université du Québec en Outaouais uqo.ca/dcmet La démocratie et les veines toujours ouvertes en Amérique latine : Nous, eux et l'éducation pour la démocratie Democracy and the veins still open in Latin America: Us, them and education for democracy La democracia y las venas todavía abiertas en América Latina: Nosotros, ellos y la educación para la democracia 1 Quelques mots sur la Chaire UNESCO DCMÉT A few words on the UNESCO Chair DCMÉT Algunas palabras sobre la Cátedra UNESCO DCMÉT</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e4e054324e245bfea81c7c6611655ef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56373488,"asset_id":36457872,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56373488/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36457872"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36457872"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36457872; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36457872]").text(description); $(".js-view-count[data-work-id=36457872]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36457872; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36457872']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4e4e054324e245bfea81c7c6611655ef" } } $('.js-work-strip[data-work-id=36457872]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36457872,"title":"Democracy and the veins still open in Latin America: Us, them and education for democracy / La democracia y las venas todavía abiertas en América Latina: Nosotros, ellos y la educación para la democracia","translated_title":"","metadata":{"more_info":"Latin American Studies Group annual meeting, held at the Université du Québec en Outaouais (21-04-2018)","grobid_abstract":"PAUL R. CARR Titulaire / Chair / Titular Chaire UNESCO en démocratie, citoyenneté mondiale et éducation transformatoire UNESCO Chair in Democracy, Global Citizenship and Transformative Education Cátedra UNESCO en Democracia, Ciudadania Mundial y Educación Transformadora Université du Québec en Outaouais uqo.ca/dcmet La démocratie et les veines toujours ouvertes en Amérique latine : Nous, eux et l'éducation pour la démocratie Democracy and the veins still open in Latin America: Us, them and education for democracy La democracia y las venas todavía abiertas en América Latina: Nosotros, ellos y la educación para la democracia 1 Quelques mots sur la Chaire UNESCO DCMÉT A few words on the UNESCO Chair DCMÉT Algunas palabras sobre la Cátedra UNESCO DCMÉT","grobid_abstract_attachment_id":56373488},"translated_abstract":null,"internal_url":"https://www.academia.edu/36457872/Democracy_and_the_veins_still_open_in_Latin_America_Us_them_and_education_for_democracy_La_democracia_y_las_venas_todav%C3%ADa_abiertas_en_Am%C3%A9rica_Latina_Nosotros_ellos_y_la_educaci%C3%B3n_para_la_democracia","translated_internal_url":"","created_at":"2018-04-21T08:00:37.741-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[{"id":56373488,"title":"","file_type":"pptx","scribd_thumbnail_url":"https://attachments.academia-assets.com/56373488/thumbnails/1.jpg","file_name":"La_democracia_y_las_venas_todavia_abiertas_en_America_Latina_.pptx","download_url":"https://www.academia.edu/attachments/56373488/download_file","bulk_download_file_name":"Democracy_and_the_veins_still_open_in_La.pptx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56373488/La_democracia_y_las_venas_todavia_abiertas_en_America_Latina_.pptx?1738373955=\u0026response-content-disposition=attachment%3B+filename%3DDemocracy_and_the_veins_still_open_in_La.pptx\u0026Expires=1741946803\u0026Signature=bktH7D7KCthyw5olqwPg-TAucy9YDkDIrE7mA7I496EtQFJGQwNHul7mUhaKNpbQJOS1UBjq7Bi1Od0XxIk9QeIBKoBzCBH06a6idUiRjhKlzjrMvQrwTtA-wVBAZ1cHdRRYBi8Lz2tl-NP~hwhFmC8OSf~gbPnCZKgAXlkzpsXoaiLjSLrrzyTeuJV9Qeah5U8iHND0xcB25al9D3myPKiNJdsOR5X~atOBYs8Qc2MJL5O4XF5LQFciLrq~a37W9KdGa5D~JTlEGOTE4IvYZagqgwT5WorHL-XDdtkd-irzPqPdzOgvUq9Hky~dC2-umNREuf4XTaljUVQ5A24izw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Democracy_and_the_veins_still_open_in_Latin_America_Us_them_and_education_for_democracy_La_democracia_y_las_venas_todavía_abiertas_en_América_Latina_Nosotros_ellos_y_la_educación_para_la_democracia","translated_slug":"","page_count":79,"language":"en","content_type":"Work","summary":"PAUL R. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36772536"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36772536/SOCIAL_JUSTICE_AND_EDUCATION_FOR_DEMOCRACY_BUT_WHAT_CAN_I_DO_LA_JUSTICE_SOCIALE_ET_L_%C3%89DUCATION_POUR_LA_D%C3%89MOCRATIE_MAIS_QUE_PUIS_JE_FAIRE_"><img alt="Research paper thumbnail of SOCIAL JUSTICE AND EDUCATION FOR DEMOCRACY: "BUT WHAT CAN I DO?” / LA JUSTICE SOCIALE ET L’ÉDUCATION POUR LA DÉMOCRATIE : “MAIS QUE PUIS-JE FAIRE ?”" class="work-thumbnail" src="https://attachments.academia-assets.com/56720197/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36772536/SOCIAL_JUSTICE_AND_EDUCATION_FOR_DEMOCRACY_BUT_WHAT_CAN_I_DO_LA_JUSTICE_SOCIALE_ET_L_%C3%89DUCATION_POUR_LA_D%C3%89MOCRATIE_MAIS_QUE_PUIS_JE_FAIRE_">SOCIAL JUSTICE AND EDUCATION FOR DEMOCRACY: "BUT WHAT CAN I DO?” / LA JUSTICE SOCIALE ET L’ÉDUCATION POUR LA DÉMOCRATIE : “MAIS QUE PUIS-JE FAIRE ?”</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PROGRAM DESCRIPTION: In this session, Dr. Carr asks how we can develop and cultivate democracy, a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PROGRAM DESCRIPTION: In this session, Dr. Carr asks how we can develop and cultivate democracy, and investigates its connection to education, which should be tethered to social justice and political/media literacy.  He suggests that it is extremely difficult, if not impossible, to have a functioning, relevant, engaged, and critical democracy without a functioning, relevant, engaged and critical education. In order to lay the groundwork, Dr. Carr will begin his presentation by elucidating some notions of democracy, some myths and debates. Dr. Carr will then present three digressions (racism, the environment and social media) that may appear to be disconnected and out-of-sync. The last section of the presentation focuses on education for democracy, and, significantly, what I/we can do or might think about doing. Some proposals based on the research Dr. Carr has been involved in related to education for democracy are also presented. Dr. Carr will discuss the complex enterprise that education encompasses, including the fundamental role played by the educator/teacher, with a view to facilitating and cultivating a “thicker” education for democracy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4f770563e7e97fba43ba1d4f8bb8fbc8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56720197,"asset_id":36772536,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56720197/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36772536"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36772536"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36772536; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36772536]").text(description); $(".js-view-count[data-work-id=36772536]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36772536; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36772536']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4f770563e7e97fba43ba1d4f8bb8fbc8" } } $('.js-work-strip[data-work-id=36772536]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36772536,"title":"SOCIAL JUSTICE AND EDUCATION FOR DEMOCRACY: \"BUT WHAT CAN I DO?” / LA JUSTICE SOCIALE ET L’ÉDUCATION POUR LA DÉMOCRATIE : “MAIS QUE PUIS-JE FAIRE ?”","translated_title":"","metadata":{"abstract":"PROGRAM DESCRIPTION: In this session, Dr. Carr asks how we can develop and cultivate democracy, and investigates its connection to education, which should be tethered to social justice and political/media literacy. 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CARR Titulaire / Chair / Titular Chaire UNESCO en démocratie, citoyenneté mondiale et édu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PAUL R. CARR Titulaire / Chair / Titular Chaire UNESCO en démocratie, citoyenneté mondiale et éducation transformatoire UNESCO Chair in Democracy, Global Citizenship and Transformative Education Cátedra UNESCO en Democracia, Ciudadania Mundial y Educación Transformadora Université du Québec en Outaouais uqo.ca/dcmet La démocratie et les veines toujours ouvertes en Amérique latine : Nous, eux et l'éducation pour la démocratie Democracy and the veins still open in Latin America: Us, them and education for democracy La democracia y las venas todavía abiertas en América Latina: Nosotros, ellos y la educación para la democracia 1 Quelques mots sur la Chaire UNESCO DCMÉT A few words on the UNESCO Chair DCMÉT Algunas palabras sobre la Cátedra UNESCO DCMÉT</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="89f24ebbd9e7f9457fa9794223749c78" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56373521,"asset_id":36457907,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56373521/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36457907"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36457907"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36457907; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36457907]").text(description); $(".js-view-count[data-work-id=36457907]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36457907; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36457907']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "89f24ebbd9e7f9457fa9794223749c78" } } $('.js-work-strip[data-work-id=36457907]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36457907,"title":"Democracy and the veins still open in Latin America: Us, them and education for democracy / La democracia y las venas todavía abiertas en América Latina: Nosotros, ellos y la educación para la democracia","translated_title":"","metadata":{"ai_title_tag":"Education for Democracy in Open Veins of Latin America","grobid_abstract":"PAUL R. 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CARR Titulaire / Chair / Titular Chaire UNESCO en démocratie, citoyenneté mondiale et éducation transformatoire UNESCO Chair in Democracy, Global Citizenship and Transformative Education Cátedra UNESCO en Democracia, Ciudadania Mundial y Educación Transformadora Université du Québec en Outaouais uqo.ca/dcmet La démocratie et les veines toujours ouvertes en Amérique latine : Nous, eux et l'éducation pour la démocratie Democracy and the veins still open in Latin America: Us, them and education for democracy La democracia y las venas todavía abiertas en América Latina: Nosotros, ellos y la educación para la democracia 1 Quelques mots sur la Chaire UNESCO DCMÉT A few words on the UNESCO Chair DCMÉT Algunas palabras sobre la Cátedra UNESCO DCMÉT","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":56373521,"title":"","file_type":"pptx","scribd_thumbnail_url":"https://attachments.academia-assets.com/56373521/thumbnails/1.jpg","file_name":"La_democracia_y_las_venas_todavia_abiertas_en_America_Latina_.pptx","download_url":"https://www.academia.edu/attachments/56373521/download_file","bulk_download_file_name":"Democracy_and_the_veins_still_open_in_La.pptx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56373521/La_democracia_y_las_venas_todavia_abiertas_en_America_Latina_.pptx?1738373956=\u0026response-content-disposition=attachment%3B+filename%3DDemocracy_and_the_veins_still_open_in_La.pptx\u0026Expires=1741735960\u0026Signature=UQPArfQoRlmRHFUtSBKzj1R5TJaJrOVX~sn6fiyYnuQlxFjhTw-5UbyHi13AHYA22gzjdQUaXOV4VwLzF793A-VKg7phhwGRM9C8VSwkrbIiNBge4TH~wikKLG3I4f0iJZtqw0Oey71Fn1aWCajuLjVCw7Mrefk6u54oPDIIY74KM~WPu6eyMcEt4XU4Z0xipSN9Hae2nr0ywK4k5WVU0kz~gDOvbp0ggnZLxjUD71nffctNjFJ4uD9YUkSRTWqTRt9Aves2MljtpBF0HLqsp5537Sml~MF~esrEU5pcG~7sNxJKT8RUoYQlRk6BJKMPhvArEqf4Fp8i94uMaTUtHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":10466,"name":"Media and Democracy","url":"https://www.academia.edu/Documents/in/Media_and_Democracy"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":19004,"name":"Participatory Democracy","url":"https://www.academia.edu/Documents/in/Participatory_Democracy"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36022030"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/36022030/Democracy_2_0_Old_and_New_Media_and_the_Quest_for_Engaged_Participation"><img alt="Research paper thumbnail of Democracy 2.0, Old and New Media, and the Quest for Engaged Participation" class="work-thumbnail" src="https://attachments.academia-assets.com/55908788/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/36022030/Democracy_2_0_Old_and_New_Media_and_the_Quest_for_Engaged_Participation">Democracy 2.0, Old and New Media, and the Quest for Engaged Participation</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/GinaTh%C3%A9s%C3%A9e">Gina Thésée</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">1. A symposium with three presentations: “And they call it democracy…”: “There is a crack in ever...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">1. A symposium with three presentations:<br />“And they call it democracy…”: “There is a crack in everything, That's how the light gets in” (PAUL R. CARR) <br /><br />2. Playing a critical epistemology card: Building a meta-model for media literacy (GINA THÉSÉE)<br /><br />3. Where to, Web 2.0 ??? (MICHAEL HOECHSMANN)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b1169ff1c332ddc8e8172357511015ab" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55908788,"asset_id":36022030,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55908788/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36022030"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36022030"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36022030; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36022030]").text(description); $(".js-view-count[data-work-id=36022030]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36022030; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36022030']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b1169ff1c332ddc8e8172357511015ab" } } $('.js-work-strip[data-work-id=36022030]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36022030,"title":"Democracy 2.0, Old and New Media, \u000band the Quest for Engaged Participation","translated_title":"","metadata":{"abstract":"1. 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A symposium with three presentations:\n“And they call it democracy…”: “There is a crack in everything, That's how the light gets in” (PAUL R. CARR) \n\n2. Playing a critical epistemology card: Building a meta-model for media literacy (GINA THÉSÉE)\n\n3. Where to, Web 2.0 ??? 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These same technologies have provoked a terrific amount of confusion and contestation in education settings. On the surface, the emergence and adoption of new communication technologies in education present unique and potentially transformative challenges and opportunities to educators that allow us to either carry on as usual or to creatively rethink educations practices and purposes. The challenges have ranged from scrambling to adapt technologies to classroom purposes, to providing pre-service and in-service professional development to teachers, and to deciding what is worth knowing and teaching and what can be left to chance. Early adopters put the focus on technical proficiency (ICT literacy) and prevention of harm (cyberbullying, in particular), which further mystified the new tools as belonging to a realm that required technical mastery and extreme caution. This, in turn, caused the tools to remain in the control of local experts and techno-pros, often those whose biography involved considerable hobbyist interest in communications technologies. As the work with new digital technologies has mainstreamed into the heart of diverse cultures of teaching and learning, it has been picked up piecemeal and still luck-of-the-draw: the notion being that good teaching and learning with the new tools still tends to rely on an inspired teacher, a thoughtful program launched locally or internationally, or a technology or platform that draws interest in a particular space and time. At the same time, production-oriented pedagogies in contemporary participatory media 2.0 offer emancipatory opportunities to provide individuals and communities the tools to speak with and back to power through alternative and social media forms. Democracy requires a functioning, critically-engaged and literate populace, one that can participate, cultivate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media and digital literacies, given the immersive ubiquity of new communications technologies and their prolific consumption, interplay and use by students and citizens of all ages today. Thus, the focus of this book is to develop frameworks that locate the new digital literacies and technologies in relation to education and democracy, and, particularly, education for democracy. The theoretical core of this volume crosses the fences between Media Studies and Education, both of which cover interdisciplinary and epistemologically diverse spaces and traditions. Media Studies examines a range of issues, concerns, methods, and concepts related to the history, political economy, production, textual properties, reception, influence, and impact of old and new media. The role of education within the broad formal and informal senses is fundamental in relation to frameworks of media and digital literacies</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a1a0f5463a97e89fd6f7c1cb6f2a36b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53291872,"asset_id":33213657,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53291872/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33213657"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33213657"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33213657; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33213657]").text(description); $(".js-view-count[data-work-id=33213657]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33213657; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33213657']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a1a0f5463a97e89fd6f7c1cb6f2a36b" } } $('.js-work-strip[data-work-id=33213657]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33213657,"title":"CALL FOR SUBMISSIONS Book chapters for a Book on Digital Media, Transformative Education and Democratic Praxis BOOK TITLE: Media Literacy 2.0: From techno-fetishism and moral panic to critical democratic classroom praxis","translated_title":"","metadata":{"abstract":"Description New digital communication technologies offer great promise as tools, platforms and spaces for the cultivation of empowering, liberatory educational practices as well as for the development and circulation of diverse and counter-hegemonic perspectives. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="22616843"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/22616843/Call_for_Chapters_Book_on_Media_Democracy_and_Education_"><img alt="Research paper thumbnail of Call for Chapters (Book on Media, Democracy and Education)" class="work-thumbnail" src="https://attachments.academia-assets.com/43215264/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/22616843/Call_for_Chapters_Book_on_Media_Democracy_and_Education_">Call for Chapters (Book on Media, Democracy and Education)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/GinaTh%C3%A9s%C3%A9e">Gina Thésée</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Description With the emergence of social and (potentially) participatory media 2.0 in a period of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Description With the emergence of social and (potentially) participatory media 2.0 in a period of continued and increasing corporate control of the institutions and instruments of media comes a need to re-evaluate existing paradigms for teaching and learning about the impact and potential of media for democratic processes. The mainstream, corporate-controlled media undoubtedly continue to exert a powerful influence upon the thinking, agenda and actions of students and educators today; what we know, how we know it, and how we understand our identities, power, agency, change and society is (still) shaped or influenced, to varying degrees, by the powerful hegemonic machinations of the mass media. These media are undergoing ruptured transitions of their own, in particular consolidating and downsizing the " fourth estate " of " objective " journalistic news-gathering. At the same time, production-oriented pedagogies in contemporary participatory media 2.0 offer emancipatory opportunities to provide individuals and communities the tools to speak back to power through alternative and social media forms. Democracy requires a functioning, engaged and literate populace, one that can participate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media literacy, given the immersive ubiquity of media and their prolific consumption and use by students and citizens of all ages today. Thus, the focus of this book is to develop frameworks that locate the old and new media in relation to education and democracy, and, particularly, education for democracy. The theoretical core of this volume crosses the fences between Media Studies and Education, both of which cover interdisciplinary and epistemologically diverse spaces and traditions. Media Studies examines a range of issues, concerns, methods, and concepts related to the history, political economy, production, textual properties, reception, influence, and impact of old and new media. The role of Education is fundamental in relation to frameworks of media literacy that support both how we teach and learn about the media and how we produce and disseminate it. Moreover, with, in, through and in conjunction with Education, especially in relation to Education for democracy, formal Education can play an important role in preparing students as citizens and potentially activists to engage with media in a critical way. Thus, this book aims to bring together, in a critical manner, the media, education and democracy, and offers educators, students, researchers, scholars, and others in the media, the government, the non-governmental and other sectors an interwoven and dynamic collection of texts that present both a scholarly and practical resource that will fill the gap in the literature related to the salience of the media as a force for building a more vibrant, inclusive, participatory and counter-hegemonic democracy. Statement of Aims It is virtually impossible to imagine a society or world that is not always already represented through media forms. The popular imaginary is already inhabited by prepackaged soundbites of common sense wisdom derived from hegemonic sources and the mainstream corporate media has long skilfully demonstrated its ability to incorporate and sublimate yesterday's radical or alternative ideas into today's slogans and products. Nonetheless, we have witnessed over the last decade a profound transformation in how and who shapes the media. The emergence and consolidation of Web 2.0 has irrevocably transformed a number of media functions, particularly in relation to news reporting, advertising and music production, and it has opened spaces where anyone with a video camera, a computer and Internet access can become a global changemaker. Activist media in the era of participation have flourished, sometimes resulting in profound new alliances and social change though</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7b89cc3fbb0171f0d30ca78f5d8c126f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43215264,"asset_id":22616843,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43215264/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="22616843"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="22616843"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22616843; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22616843]").text(description); $(".js-view-count[data-work-id=22616843]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22616843; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='22616843']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7b89cc3fbb0171f0d30ca78f5d8c126f" } } $('.js-work-strip[data-work-id=22616843]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":22616843,"title":"Call for Chapters (Book on Media, Democracy and Education)","translated_title":"","metadata":{"abstract":"Description With the emergence of social and (potentially) participatory media 2.0 in a period of continued and increasing corporate control of the institutions and instruments of media comes a need to re-evaluate existing paradigms for teaching and learning about the impact and potential of media for democratic processes. The mainstream, corporate-controlled media undoubtedly continue to exert a powerful influence upon the thinking, agenda and actions of students and educators today; what we know, how we know it, and how we understand our identities, power, agency, change and society is (still) shaped or influenced, to varying degrees, by the powerful hegemonic machinations of the mass media. These media are undergoing ruptured transitions of their own, in particular consolidating and downsizing the \" fourth estate \" of \" objective \" journalistic news-gathering. At the same time, production-oriented pedagogies in contemporary participatory media 2.0 offer emancipatory opportunities to provide individuals and communities the tools to speak back to power through alternative and social media forms. Democracy requires a functioning, engaged and literate populace, one that can participate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media literacy, given the immersive ubiquity of media and their prolific consumption and use by students and citizens of all ages today. Thus, the focus of this book is to develop frameworks that locate the old and new media in relation to education and democracy, and, particularly, education for democracy. The theoretical core of this volume crosses the fences between Media Studies and Education, both of which cover interdisciplinary and epistemologically diverse spaces and traditions. Media Studies examines a range of issues, concerns, methods, and concepts related to the history, political economy, production, textual properties, reception, influence, and impact of old and new media. The role of Education is fundamental in relation to frameworks of media literacy that support both how we teach and learn about the media and how we produce and disseminate it. Moreover, with, in, through and in conjunction with Education, especially in relation to Education for democracy, formal Education can play an important role in preparing students as citizens and potentially activists to engage with media in a critical way. Thus, this book aims to bring together, in a critical manner, the media, education and democracy, and offers educators, students, researchers, scholars, and others in the media, the government, the non-governmental and other sectors an interwoven and dynamic collection of texts that present both a scholarly and practical resource that will fill the gap in the literature related to the salience of the media as a force for building a more vibrant, inclusive, participatory and counter-hegemonic democracy. Statement of Aims It is virtually impossible to imagine a society or world that is not always already represented through media forms. The popular imaginary is already inhabited by prepackaged soundbites of common sense wisdom derived from hegemonic sources and the mainstream corporate media has long skilfully demonstrated its ability to incorporate and sublimate yesterday's radical or alternative ideas into today's slogans and products. Nonetheless, we have witnessed over the last decade a profound transformation in how and who shapes the media. The emergence and consolidation of Web 2.0 has irrevocably transformed a number of media functions, particularly in relation to news reporting, advertising and music production, and it has opened spaces where anyone with a video camera, a computer and Internet access can become a global changemaker. 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These media are undergoing ruptured transitions of their own, in particular consolidating and downsizing the \" fourth estate \" of \" objective \" journalistic news-gathering. At the same time, production-oriented pedagogies in contemporary participatory media 2.0 offer emancipatory opportunities to provide individuals and communities the tools to speak back to power through alternative and social media forms. Democracy requires a functioning, engaged and literate populace, one that can participate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media literacy, given the immersive ubiquity of media and their prolific consumption and use by students and citizens of all ages today. Thus, the focus of this book is to develop frameworks that locate the old and new media in relation to education and democracy, and, particularly, education for democracy. 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Thus, this book aims to bring together, in a critical manner, the media, education and democracy, and offers educators, students, researchers, scholars, and others in the media, the government, the non-governmental and other sectors an interwoven and dynamic collection of texts that present both a scholarly and practical resource that will fill the gap in the literature related to the salience of the media as a force for building a more vibrant, inclusive, participatory and counter-hegemonic democracy. Statement of Aims It is virtually impossible to imagine a society or world that is not always already represented through media forms. The popular imaginary is already inhabited by prepackaged soundbites of common sense wisdom derived from hegemonic sources and the mainstream corporate media has long skilfully demonstrated its ability to incorporate and sublimate yesterday's radical or alternative ideas into today's slogans and products. 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The mainstream, corporate-controlled media undoubtedly continue to exert a powerful influence upon the thinking, agenda and actions of students and educators today; what we know, how we know it, and how we understand our identities, power, agency, change and society is (still) shaped or influenced, to varying degrees, by the powerful hegemonic machinations of the mass media. These media are undergoing ruptured transitions of their own, in particular consolidating and downsizing the \" fourth estate \" of \" objective \" journalistic news-gathering. At the same time, production-oriented pedagogies in contemporary participatory media 2.0 offer emancipatory opportunities to provide individuals and communities the tools to speak back to power through alternative and social media forms. Democracy requires a functioning, engaged and literate populace, one that can participate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media literacy, given the immersive ubiquity of media and their prolific consumption and use by students and citizens of all ages today. Thus, the focus of this book is to develop frameworks that locate the old and new media in relation to education and democracy, and, particularly, education for democracy. The theoretical core of this volume crosses the fences between Media Studies and Education, both of which cover interdisciplinary and epistemologically diverse spaces and traditions. Media Studies examines a range of issues, concerns, methods, and concepts related to the history, political economy, production, textual properties, reception, influence, and impact of old and new media. The role of Education is fundamental in relation to frameworks of media literacy that support both how we teach and learn about the media and how we produce and disseminate it. Moreover, with, in, through and in conjunction with Education, especially in relation to Education for democracy, formal Education can play an important role in preparing students as citizens and potentially activists to engage with media in a critical way. Thus, this book aims to bring together, in a critical manner, the media, education and democracy, and offers educators, students, researchers, scholars, and others in the media, the government, the non-governmental and other sectors an interwoven and dynamic collection of texts that present both a scholarly and practical resource that will fill the gap in the literature related to the salience of the media as a force for building a more vibrant, inclusive, participatory and counter-hegemonic democracy. Statement of Aims It is virtually impossible to imagine a society or world that is not always already represented through media forms. The popular imaginary is already inhabited by prepackaged soundbites of common sense wisdom derived from hegemonic sources and the mainstream corporate media has long skilfully demonstrated its ability to incorporate and sublimate yesterday's radical or alternative ideas into today's slogans and products. Nonetheless, we have witnessed over the last decade a profound transformation in how and who shapes the media. The emergence and consolidation of Web 2.0 has irrevocably transformed a number of media functions, particularly in relation to news reporting, advertising and music production, and it has opened spaces where anyone with a video camera, a computer and Internet access can become a global changemaker. Activist media in the era of participation have flourished, sometimes resulting in profound new alliances and social change though","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":43215264,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43215264/thumbnails/1.jpg","file_name":"PRC_Call_for_chapters_-1_march_2016.pdf","download_url":"https://www.academia.edu/attachments/43215264/download_file","bulk_download_file_name":"Call_for_Chapters_Book_on_Media_Democrac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43215264/PRC_Call_for_chapters_-1_march_2016-libre.pdf?1456785286=\u0026response-content-disposition=attachment%3B+filename%3DCall_for_Chapters_Book_on_Media_Democrac.pdf\u0026Expires=1741735960\u0026Signature=YGchrABnZZ12WLx7MgvaARRp-KAWk7oSN4W8KJSKuJ68yKllV7pStgusGTrjyweVWL0CUVe26g8M6uCK1wwqQlYb4BhEsCUJOtPTy4U3Bx2lE9diW~3yKhLfCVKQAhgK~N-GiaEIvz9uWAnYUahQ4wl7QqgXwm9K4y8UjY0XQU6mwFL9yrFQo0NxULhJx-kCwLB3RHoek4j3g5UQ9sHu8fkPVkcAUXn2ivC-15T9caDYTv0TVAM-TplqzHfgN0zJFZRXkUhDFyG9AP0ew4L88-i6usuBbG5N0V28mjbhPHYivyBucLxG8PqR1olmz8Xh3LprkZhSiCy0e-ADjDgwIA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy"},{"id":15735,"name":"Media Literacy Education","url":"https://www.academia.edu/Documents/in/Media_Literacy_Education"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":30086,"name":"Critical sociology and politics of education","url":"https://www.academia.edu/Documents/in/Critical_sociology_and_politics_of_education"},{"id":102718,"name":"Critical Education","url":"https://www.academia.edu/Documents/in/Critical_Education"},{"id":280121,"name":"Social Media and Web 2.0 Applications in Education and learning","url":"https://www.academia.edu/Documents/in/Social_Media_and_Web_2.0_Applications_in_Education_and_learning"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9432283"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/9432283/CALL_FOR_PROPOSALS_BOOK_SERIES_Counter_Hegemonic_Democracy_and_Social_Change"><img alt="Research paper thumbnail of CALL FOR PROPOSALS: BOOK SERIES: Counter-Hegemonic Democracy and Social Change" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/9432283/CALL_FOR_PROPOSALS_BOOK_SERIES_Counter_Hegemonic_Democracy_and_Social_Change">CALL FOR PROPOSALS: BOOK SERIES: Counter-Hegemonic Democracy and Social Change</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The word “democracy” is increasingly attached to an array of concepts, themes and political and s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The word “democracy” is increasingly attached to an array of concepts, themes and political and social realities and visions, yet there are currently a number of groups, movements, interests and actors around the world who are contesting the normative, hegemonic meaning and manifestation of formal democracy. Many people do not see their interests served by electoral, representative democracy, that which concerns political parties, voting and tightly controlled electoral processes. Rather, there is visible concern in many quarters with not only the formal process of how elections are shaped and governments are formed but, also, with the political, economic, cultural, social and militaristic outcomes of such institutionalized configurations. There is widespread cynicism, decreasing voter participation, the general sentiment of disenfranchisement and marginalization, and increasing levels of resistance and mobilization in the form of alternatives to the formal “democratic” model, which could be characterized as “counter-hegemonic democracy”. Counter-hegemonic democracy concerns lived realities inside of as well as outside of the formal political vacuum, touching on how people seek to build a more resilient, deeper, thicker, more critically engaged and meaningful democracy. Some examples could by the mass anti-war, pro-environment, Occupy, World Social Forum and other social movements that have sought to remove some governments and make others more accountable, or to make the world bodies that frame international politics more aligned with the needs of the masses that do not control the levers of power. There are also many other movements that start and cultivate causes through social media, or which seek some form of change at the local level. While often omitted from the mainstream media, many people are not perturbed from seeking social and political change outside of the formal strictures and structures of power, often influencing them as well as carving out terrain for those not considered within the strictly defined and formalized elite decisionmaking circles. This book series connects with this notion of counter-hegemonic democracy, and seeks out debates, ideas, concerns, examples and proposals that extend and construct knowledge within an inter- and multi-disciplinary vantage-point, including sociology, political science, political economy, economics, education, cultural studies and other connected areas. The books in this series will speak to educators, researchers, scholars, and students interested in democracy, political sociology, multicultural education, social movements, decolonization, media studies and peace studies as well as other connected areas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9432283"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9432283"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9432283; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9432283]").text(description); $(".js-view-count[data-work-id=9432283]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9432283; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9432283']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=9432283]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9432283,"title":"CALL FOR PROPOSALS: BOOK SERIES: Counter-Hegemonic Democracy and Social Change","translated_title":"","metadata":{"abstract":"The word “democracy” is increasingly attached to an array of concepts, themes and political and social realities and visions, yet there are currently a number of groups, movements, interests and actors around the world who are contesting the normative, hegemonic meaning and manifestation of formal democracy. Many people do not see their interests served by electoral, representative democracy, that which concerns political parties, voting and tightly controlled electoral processes. Rather, there is visible concern in many quarters with not only the formal process of how elections are shaped and governments are formed but, also, with the political, economic, cultural, social and militaristic outcomes of such institutionalized configurations. There is widespread cynicism, decreasing voter participation, the general sentiment of disenfranchisement and marginalization, and increasing levels of resistance and mobilization in the form of alternatives to the formal “democratic” model, which could be characterized as “counter-hegemonic democracy”. Counter-hegemonic democracy concerns lived realities inside of as well as outside of the formal political vacuum, touching on how people seek to build a more resilient, deeper, thicker, more critically engaged and meaningful democracy. Some examples could by the mass anti-war, pro-environment, Occupy, World Social Forum and other social movements that have sought to remove some governments and make others more accountable, or to make the world bodies that frame international politics more aligned with the needs of the masses that do not control the levers of power. There are also many other movements that start and cultivate causes through social media, or which seek some form of change at the local level. While often omitted from the mainstream media, many people are not perturbed from seeking social and political change outside of the formal strictures and structures of power, often influencing them as well as carving out terrain for those not considered within the strictly defined and formalized elite decisionmaking circles. 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Many people do not see their interests served by electoral, representative democracy, that which concerns political parties, voting and tightly controlled electoral processes. Rather, there is visible concern in many quarters with not only the formal process of how elections are shaped and governments are formed but, also, with the political, economic, cultural, social and militaristic outcomes of such institutionalized configurations. There is widespread cynicism, decreasing voter participation, the general sentiment of disenfranchisement and marginalization, and increasing levels of resistance and mobilization in the form of alternatives to the formal “democratic” model, which could be characterized as “counter-hegemonic democracy”. Counter-hegemonic democracy concerns lived realities inside of as well as outside of the formal political vacuum, touching on how people seek to build a more resilient, deeper, thicker, more critically engaged and meaningful democracy. Some examples could by the mass anti-war, pro-environment, Occupy, World Social Forum and other social movements that have sought to remove some governments and make others more accountable, or to make the world bodies that frame international politics more aligned with the needs of the masses that do not control the levers of power. There are also many other movements that start and cultivate causes through social media, or which seek some form of change at the local level. While often omitted from the mainstream media, many people are not perturbed from seeking social and political change outside of the formal strictures and structures of power, often influencing them as well as carving out terrain for those not considered within the strictly defined and formalized elite decisionmaking circles. This book series connects with this notion of counter-hegemonic democracy, and seeks out debates, ideas, concerns, examples and proposals that extend and construct knowledge within an inter- and multi-disciplinary vantage-point, including sociology, political science, political economy, economics, education, cultural studies and other connected areas. The books in this series will speak to educators, researchers, scholars, and students interested in democracy, political sociology, multicultural education, social movements, decolonization, media studies and peace studies as well as other connected areas.","internal_url":"https://www.academia.edu/9432283/CALL_FOR_PROPOSALS_BOOK_SERIES_Counter_Hegemonic_Democracy_and_Social_Change","translated_internal_url":"","created_at":"2014-11-21T06:52:49.075-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"CALL_FOR_PROPOSALS_BOOK_SERIES_Counter_Hegemonic_Democracy_and_Social_Change","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The word “democracy” is increasingly attached to an array of concepts, themes and political and social realities and visions, yet there are currently a number of groups, movements, interests and actors around the world who are contesting the normative, hegemonic meaning and manifestation of formal democracy. Many people do not see their interests served by electoral, representative democracy, that which concerns political parties, voting and tightly controlled electoral processes. Rather, there is visible concern in many quarters with not only the formal process of how elections are shaped and governments are formed but, also, with the political, economic, cultural, social and militaristic outcomes of such institutionalized configurations. There is widespread cynicism, decreasing voter participation, the general sentiment of disenfranchisement and marginalization, and increasing levels of resistance and mobilization in the form of alternatives to the formal “democratic” model, which could be characterized as “counter-hegemonic democracy”. Counter-hegemonic democracy concerns lived realities inside of as well as outside of the formal political vacuum, touching on how people seek to build a more resilient, deeper, thicker, more critically engaged and meaningful democracy. Some examples could by the mass anti-war, pro-environment, Occupy, World Social Forum and other social movements that have sought to remove some governments and make others more accountable, or to make the world bodies that frame international politics more aligned with the needs of the masses that do not control the levers of power. There are also many other movements that start and cultivate causes through social media, or which seek some form of change at the local level. While often omitted from the mainstream media, many people are not perturbed from seeking social and political change outside of the formal strictures and structures of power, often influencing them as well as carving out terrain for those not considered within the strictly defined and formalized elite decisionmaking circles. This book series connects with this notion of counter-hegemonic democracy, and seeks out debates, ideas, concerns, examples and proposals that extend and construct knowledge within an inter- and multi-disciplinary vantage-point, including sociology, political science, political economy, economics, education, cultural studies and other connected areas. The books in this series will speak to educators, researchers, scholars, and students interested in democracy, political sociology, multicultural education, social movements, decolonization, media studies and peace studies as well as other connected areas.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[],"research_interests":[{"id":9868,"name":"Deliberative Democracy","url":"https://www.academia.edu/Documents/in/Deliberative_Democracy"},{"id":10466,"name":"Media and Democracy","url":"https://www.academia.edu/Documents/in/Media_and_Democracy"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":18228,"name":"New Models Of Participatory And Direct Democracy","url":"https://www.academia.edu/Documents/in/New_Models_Of_Participatory_And_Direct_Democracy"},{"id":31886,"name":"Radical Democracy","url":"https://www.academia.edu/Documents/in/Radical_Democracy"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[{"id":3885647,"url":"http://www.infoagepub.com/series/Counter-Hegemonic-Democracy-and-Social-Change"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8590428"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/8590428/Call_for_Proposals_New_Book_Series_Cultural_Pluralism_Democracy_Socio_environmental_justice_and_Education"><img alt="Research paper thumbnail of Call for Proposals: New Book Series - Cultural Pluralism Democracy, Socio-environmental justice & Education" class="work-thumbnail" src="https://attachments.academia-assets.com/34957978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/8590428/Call_for_Proposals_New_Book_Series_Cultural_Pluralism_Democracy_Socio_environmental_justice_and_Education">Call for Proposals: New Book Series - Cultural Pluralism Democracy, Socio-environmental justice & Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book series aims to develop a field of overlapping research that crosses and integrates the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book series aims to develop a field of overlapping research that crosses and integrates the domains, disciplines, subjects and themes of cultural pluralism, democracy and social justice. Each theme is taken up individually in many debates but our focus is to bring together advanced and critical analyses that transcend boundaries, languages, disciplines and theoretical and conceptual approaches. We are interested in books that can problematize cultural pluralism in relation to, with and around democracy and socioenvironmental justice, especially in relation to education. Our focus on cultural pluralism is intentional, and we aim to move the debate on identity, difference and lived experience forward within a critical lens, seeking to create new, varied and meaningful discussions that go beyond the normative labels of multiculturalism and interculturalism. The literature around education for democracy that underscores political literacy, critical engagement and transformative education is also highly relevant here as is the field of social justice, which examines power relations, laws and policies, structures and experiences at myriad levels. The guiding principles for books in this series include: critical analysis; interdisciplinary; nuanced and complexified thinking; epistemological interrogation; varied research approaches; innovation; openness to international and comparative studies. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6737010" id="drafts"><div class="js-work-strip profile--work_container" data-work-id="32067947"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32067947/Communiquei_de_presse_Chaire_Unesco_DCMET_27_mars_2017"><img alt="Research paper thumbnail of Communiquei de presse Chaire Unesco DCMET 27 mars 2017" class="work-thumbnail" src="https://attachments.academia-assets.com/52325600/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32067947/Communiquei_de_presse_Chaire_Unesco_DCMET_27_mars_2017">Communiquei de presse Chaire Unesco DCMET 27 mars 2017</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/GinaTh%C3%A9s%C3%A9e">Gina Thésée</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L'UQO accueille une première Chaire UNESCO : « Démocratie, citoyenneté mondiale et éducation tran...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L'UQO accueille une première Chaire UNESCO : « Démocratie, citoyenneté mondiale et éducation transformatoire (DCMÉT) » Gatineau – Le lundi 27 mars 2017 – Une grande première dans l'histoire de l'Université du Québec en Outaouais : l'UQO accueille une prestigieuse Chaire UNESCO qui se penchera sur les questions interreliées de démocratie, de citoyenneté mondiale et d'éducation transformatoire (DCMÉT). La Chaire UNESCO DCMÉT, la 20 e au Canada, a été octroyée à Paul R. Carr, sociologue de l'éducation et professeur au Département des sciences de l'éducation de l'UQO, dont les recherches portent entre autres sur la justice sociale, l'éducation pour la démocratie, les études de la paix et les relations interculturelles. Le professeur Carr dirigera la Chaire UNESCO DCMÉT de concert avec Gina Thésée, la co-titulaire de la Chaire qui est professeure au Département de didactique de la Faculté des sciences de l'éducation à l'Université du Québec à Montréal (UQAM). La Chaire UNESCO de l'UQO a pour but le développement de réseaux oeuvrant pour la démocratie, la citoyenneté mondiale et l'éducation transformatoire. En lien avec ces thèmes interreliés, elle poursuit cinq objectifs : 1) Développer des partenariats internationaux, qui réunissent des pays du Sud et du Nord, au sein de projets de collaboration en recherche et en formation; 2) Animer un programme d'activités de dialogue social et de partage de savoirs réunissant divers acteurs sociaux (ateliers populaires, conférences et symposiums, écoles d'été); 3) Concevoir un programme de recherche transdisciplinaire ayant pour cadre des thèmes associés; 4) Offrir un programme court international de deuxième cycle; 5) Assurer la dissémination de savoirs et pratiques via de multiples modalités et plateformes de communications (publications, présentations, site web, capsules vidéos, médias sociaux, webinaires, etc.). Pour le recteur de l'UQO, monsieur Denis Harrisson, « l'obtention d'une Chaire UNESCO est une excellente nouvelle qui vient confirmer la qualité de la recherche qui se fait à l'UQO et la renommée de nos professeurs. La Chaire DCMÉT pourra certainement miser sur la très grande expertise du professeur Carr et celle de ses collaborateurs ainsi que sur les réseaux déjà en place pour contribuer de façon significative à l'enrichissement du savoir à l'échelle internationale ». La mise sur pied de cette chaire UNESCO contribuera au rayonnement de l'UQO à l'international.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="add16dc93e2c2e9d9dcbabe420893627" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52325600,"asset_id":32067947,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52325600/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32067947"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32067947"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32067947; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32067947]").text(description); $(".js-view-count[data-work-id=32067947]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32067947; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32067947']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "add16dc93e2c2e9d9dcbabe420893627" } } $('.js-work-strip[data-work-id=32067947]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32067947,"title":"Communiquei de presse Chaire Unesco DCMET 27 mars 2017","translated_title":"","metadata":{"abstract":"L'UQO accueille une première Chaire UNESCO : « Démocratie, citoyenneté mondiale et éducation transformatoire (DCMÉT) » Gatineau – Le lundi 27 mars 2017 – Une grande première dans l'histoire de l'Université du Québec en Outaouais : l'UQO accueille une prestigieuse Chaire UNESCO qui se penchera sur les questions interreliées de démocratie, de citoyenneté mondiale et d'éducation transformatoire (DCMÉT). La Chaire UNESCO DCMÉT, la 20 e au Canada, a été octroyée à Paul R. Carr, sociologue de l'éducation et professeur au Département des sciences de l'éducation de l'UQO, dont les recherches portent entre autres sur la justice sociale, l'éducation pour la démocratie, les études de la paix et les relations interculturelles. Le professeur Carr dirigera la Chaire UNESCO DCMÉT de concert avec Gina Thésée, la co-titulaire de la Chaire qui est professeure au Département de didactique de la Faculté des sciences de l'éducation à l'Université du Québec à Montréal (UQAM). La Chaire UNESCO de l'UQO a pour but le développement de réseaux oeuvrant pour la démocratie, la citoyenneté mondiale et l'éducation transformatoire. En lien avec ces thèmes interreliés, elle poursuit cinq objectifs : 1) Développer des partenariats internationaux, qui réunissent des pays du Sud et du Nord, au sein de projets de collaboration en recherche et en formation; 2) Animer un programme d'activités de dialogue social et de partage de savoirs réunissant divers acteurs sociaux (ateliers populaires, conférences et symposiums, écoles d'été); 3) Concevoir un programme de recherche transdisciplinaire ayant pour cadre des thèmes associés; 4) Offrir un programme court international de deuxième cycle; 5) Assurer la dissémination de savoirs et pratiques via de multiples modalités et plateformes de communications (publications, présentations, site web, capsules vidéos, médias sociaux, webinaires, etc.). Pour le recteur de l'UQO, monsieur Denis Harrisson, « l'obtention d'une Chaire UNESCO est une excellente nouvelle qui vient confirmer la qualité de la recherche qui se fait à l'UQO et la renommée de nos professeurs. La Chaire DCMÉT pourra certainement miser sur la très grande expertise du professeur Carr et celle de ses collaborateurs ainsi que sur les réseaux déjà en place pour contribuer de façon significative à l'enrichissement du savoir à l'échelle internationale ». La mise sur pied de cette chaire UNESCO contribuera au rayonnement de l'UQO à l'international."},"translated_abstract":"L'UQO accueille une première Chaire UNESCO : « Démocratie, citoyenneté mondiale et éducation transformatoire (DCMÉT) » Gatineau – Le lundi 27 mars 2017 – Une grande première dans l'histoire de l'Université du Québec en Outaouais : l'UQO accueille une prestigieuse Chaire UNESCO qui se penchera sur les questions interreliées de démocratie, de citoyenneté mondiale et d'éducation transformatoire (DCMÉT). La Chaire UNESCO DCMÉT, la 20 e au Canada, a été octroyée à Paul R. Carr, sociologue de l'éducation et professeur au Département des sciences de l'éducation de l'UQO, dont les recherches portent entre autres sur la justice sociale, l'éducation pour la démocratie, les études de la paix et les relations interculturelles. Le professeur Carr dirigera la Chaire UNESCO DCMÉT de concert avec Gina Thésée, la co-titulaire de la Chaire qui est professeure au Département de didactique de la Faculté des sciences de l'éducation à l'Université du Québec à Montréal (UQAM). La Chaire UNESCO de l'UQO a pour but le développement de réseaux oeuvrant pour la démocratie, la citoyenneté mondiale et l'éducation transformatoire. En lien avec ces thèmes interreliés, elle poursuit cinq objectifs : 1) Développer des partenariats internationaux, qui réunissent des pays du Sud et du Nord, au sein de projets de collaboration en recherche et en formation; 2) Animer un programme d'activités de dialogue social et de partage de savoirs réunissant divers acteurs sociaux (ateliers populaires, conférences et symposiums, écoles d'été); 3) Concevoir un programme de recherche transdisciplinaire ayant pour cadre des thèmes associés; 4) Offrir un programme court international de deuxième cycle; 5) Assurer la dissémination de savoirs et pratiques via de multiples modalités et plateformes de communications (publications, présentations, site web, capsules vidéos, médias sociaux, webinaires, etc.). Pour le recteur de l'UQO, monsieur Denis Harrisson, « l'obtention d'une Chaire UNESCO est une excellente nouvelle qui vient confirmer la qualité de la recherche qui se fait à l'UQO et la renommée de nos professeurs. La Chaire DCMÉT pourra certainement miser sur la très grande expertise du professeur Carr et celle de ses collaborateurs ainsi que sur les réseaux déjà en place pour contribuer de façon significative à l'enrichissement du savoir à l'échelle internationale ». 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La Chaire UNESCO DCMÉT, la 20 e au Canada, a été octroyée à Paul R. Carr, sociologue de l'éducation et professeur au Département des sciences de l'éducation de l'UQO, dont les recherches portent entre autres sur la justice sociale, l'éducation pour la démocratie, les études de la paix et les relations interculturelles. Le professeur Carr dirigera la Chaire UNESCO DCMÉT de concert avec Gina Thésée, la co-titulaire de la Chaire qui est professeure au Département de didactique de la Faculté des sciences de l'éducation à l'Université du Québec à Montréal (UQAM). La Chaire UNESCO de l'UQO a pour but le développement de réseaux oeuvrant pour la démocratie, la citoyenneté mondiale et l'éducation transformatoire. En lien avec ces thèmes interreliés, elle poursuit cinq objectifs : 1) Développer des partenariats internationaux, qui réunissent des pays du Sud et du Nord, au sein de projets de collaboration en recherche et en formation; 2) Animer un programme d'activités de dialogue social et de partage de savoirs réunissant divers acteurs sociaux (ateliers populaires, conférences et symposiums, écoles d'été); 3) Concevoir un programme de recherche transdisciplinaire ayant pour cadre des thèmes associés; 4) Offrir un programme court international de deuxième cycle; 5) Assurer la dissémination de savoirs et pratiques via de multiples modalités et plateformes de communications (publications, présentations, site web, capsules vidéos, médias sociaux, webinaires, etc.). Pour le recteur de l'UQO, monsieur Denis Harrisson, « l'obtention d'une Chaire UNESCO est une excellente nouvelle qui vient confirmer la qualité de la recherche qui se fait à l'UQO et la renommée de nos professeurs. La Chaire DCMÉT pourra certainement miser sur la très grande expertise du professeur Carr et celle de ses collaborateurs ainsi que sur les réseaux déjà en place pour contribuer de façon significative à l'enrichissement du savoir à l'échelle internationale ». 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108105873"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108105873/SYMPOSIUM_2023_poster"><img alt="Research paper thumbnail of SYMPOSIUM 2023 poster" class="work-thumbnail" src="https://attachments.academia-assets.com/106578575/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108105873/SYMPOSIUM_2023_poster">SYMPOSIUM 2023 poster</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Announcing the UNESCO Chair DCMÉT International Symposium October 25-27, 2023 Open access onl...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Announcing the UNESCO Chair DCMÉT International Symposium <br />October 25-27, 2023 <br /> <br />Open access online, free for all to attend <br /> <br />Some in-person sessions in Seoul, South Korea <br /> <br />Join the conversation in English, French, Spanish and Korean. <br />Seek positive change in dialogue with academics, educators, <br />organizations, activists & civil society members from around the <br />world. <br /> <br />● Free to attend, open to all <br />● Registration: <a href="http://www.dcmetsymposium.com" rel="nofollow">www.dcmetsymposium.com</a> <br />● Location: Online via Zoom and Facebook Live, and all sessions uploaded within 24 hours via YouTube <br />● Dates: October 25-27, 2023 | 3 days <br />● 4 Languages: Spanish, French, English and Korean <br />● Over 150 presenters from more than 35 countries <br />● 50 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary <br />● Simultaneous interpretation for several sessions <br />● Organized by UNESCO Chair DCMÉT, Kyung Hee University, Korean Democracy Foundation, UQO and UQAM with partners, including UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE, AQOCI, Lakehead University Coop L'Argot, Seoul National University CAUS, Jeju National University RCCS, UDLA, PUCV. <br /> <br />The UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT) has announced a three-day online symposium under the theme of Peace, Culture & Social Justice. Now in its third annual iteration, the event welcomes researchers, educators, students, organizations, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Chair-holder, and Dr. Gina Thésée (UQAM), CoChair-holder, in collaboration with colleagues at Kyung Hee University and the Korea Democracy Foundation, have brought this event to life with the support of the organizing committee and event partners. In describing the goals of the event, Dr. Carr explained: <br />“This Symposium attempts to bring people together from a range of backgrounds, disciplines, identities and perspectives in order to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 50 sessions in English, French, Spanish and Korean that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling experience to organize such an event online, with some wonderful live sessions in Seoul, and there are many engaged colleagues and organizations associated with it. We are honoured to be able to do so with our colleagues at Kyung Hee University and the Korea Democracy Foundation. The theme of Peace, Culture and Social Justice allows us to reconsider some of the fundamental issues and ways of developing our societies to be more inclusive, equitable and compassionate, beyond the cliché to create meaningful social change. We welcome and look forward to engaging with everyone at the Symposium.” <br /> <br />International attendees are encouraged to register through the website to gain access to the relevant Zoom links so they can participate in the Q&A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Seoul, South Korea, should also register through the website to receive event updates and instructions. <br /> <br />There are two schedules for participants to consult based on their time zone preference. The schedule following the Seoul (KST) time zone will begin at 09:30 on October 25th with an opening ceremony followed by the first two plenary sessions. Plenary speakers include the Vice President of Kyung Hee University, followed by Dr. Gina Thésée (October 25), Dr. Paul R. Carr (October 26), and Bae-Gyoon Park (October 27). The KST schedule includes multiple sessions in both Korean and English, including simultaneous interpretation. The schedule, which follows the Montreal time zone (EDT), will begin on October 25th at 09:00 with an introductory session led by Julie Bergeron, followed by a series of engaging sessions in Spanish, French and English, many of which will also be simultaneously interpreted. For more information and to register for free to attend, visit the symposium website.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="09a58b0bf90f2df47fa1e30ad136c2ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106578575,"asset_id":108105873,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106578575/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108105873"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108105873"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108105873; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108105873]").text(description); $(".js-view-count[data-work-id=108105873]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108105873; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108105873']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "09a58b0bf90f2df47fa1e30ad136c2ad" } } $('.js-work-strip[data-work-id=108105873]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108105873,"title":"SYMPOSIUM 2023 poster","translated_title":"","metadata":{"abstract":"Announcing the UNESCO Chair DCMÉT International Symposium\r\nOctober 25-27, 2023\r\n\r\nOpen access online, free for all to attend\r\n\r\nSome in-person sessions in Seoul, South Korea\r\n\r\nJoin the conversation in English, French, Spanish and Korean.\r\nSeek positive change in dialogue with academics, educators,\r\norganizations, activists \u0026 civil society members from around the\r\nworld.\r\n\r\n● Free to attend, open to all\r\n● Registration: www.dcmetsymposium.com\r\n● Location: Online via Zoom and Facebook Live, and all sessions uploaded within 24 hours via YouTube\r\n● Dates: October 25-27, 2023 | 3 days\r\n● 4 Languages: Spanish, French, English and Korean\r\n● Over 150 presenters from more than 35 countries\r\n● 50 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary\r\n● Simultaneous interpretation for several sessions\r\n● Organized by UNESCO Chair DCMÉT, Kyung Hee University, Korean Democracy Foundation, UQO and UQAM with partners, including UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE, AQOCI, Lakehead University Coop L'Argot, Seoul National University CAUS, Jeju National University RCCS, UDLA, PUCV.\r\n\r\nThe UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT) has announced a three-day online symposium under the theme of Peace, Culture \u0026 Social Justice. Now in its third annual iteration, the event welcomes researchers, educators, students, organizations, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Chair-holder, and Dr. Gina Thésée (UQAM), CoChair-holder, in collaboration with colleagues at Kyung Hee University and the Korea Democracy Foundation, have brought this event to life with the support of the organizing committee and event partners. In describing the goals of the event, Dr. Carr explained:\r\n“This Symposium attempts to bring people together from a range of backgrounds, disciplines, identities and perspectives in order to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 50 sessions in English, French, Spanish and Korean that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling experience to organize such an event online, with some wonderful live sessions in Seoul, and there are many engaged colleagues and organizations associated with it. We are honoured to be able to do so with our colleagues at Kyung Hee University and the Korea Democracy Foundation. The theme of Peace, Culture and Social Justice allows us to reconsider some of the fundamental issues and ways of developing our societies to be more inclusive, equitable and compassionate, beyond the cliché to create meaningful social change. We welcome and look forward to engaging with everyone at the Symposium.”\r\n\r\nInternational attendees are encouraged to register through the website to gain access to the relevant Zoom links so they can participate in the Q\u0026A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Seoul, South Korea, should also register through the website to receive event updates and instructions.\r\n\r\nThere are two schedules for participants to consult based on their time zone preference. The schedule following the Seoul (KST) time zone will begin at 09:30 on October 25th with an opening ceremony followed by the first two plenary sessions. Plenary speakers include the Vice President of Kyung Hee University, followed by Dr. Gina Thésée (October 25), Dr. Paul R. Carr (October 26), and Bae-Gyoon Park (October 27). The KST schedule includes multiple sessions in both Korean and English, including simultaneous interpretation. The schedule, which follows the Montreal time zone (EDT), will begin on October 25th at 09:00 with an introductory session led by Julie Bergeron, followed by a series of engaging sessions in Spanish, French and English, many of which will also be simultaneously interpreted. For more information and to register for free to attend, visit the symposium website.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}}},"translated_abstract":"Announcing the UNESCO Chair DCMÉT International Symposium\r\nOctober 25-27, 2023\r\n\r\nOpen access online, free for all to attend\r\n\r\nSome in-person sessions in Seoul, South Korea\r\n\r\nJoin the conversation in English, French, Spanish and Korean.\r\nSeek positive change in dialogue with academics, educators,\r\norganizations, activists \u0026 civil society members from around the\r\nworld.\r\n\r\n● Free to attend, open to all\r\n● Registration: www.dcmetsymposium.com\r\n● Location: Online via Zoom and Facebook Live, and all sessions uploaded within 24 hours via YouTube\r\n● Dates: October 25-27, 2023 | 3 days\r\n● 4 Languages: Spanish, French, English and Korean\r\n● Over 150 presenters from more than 35 countries\r\n● 50 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary\r\n● Simultaneous interpretation for several sessions\r\n● Organized by UNESCO Chair DCMÉT, Kyung Hee University, Korean Democracy Foundation, UQO and UQAM with partners, including UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE, AQOCI, Lakehead University Coop L'Argot, Seoul National University CAUS, Jeju National University RCCS, UDLA, PUCV.\r\n\r\nThe UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT) has announced a three-day online symposium under the theme of Peace, Culture \u0026 Social Justice. Now in its third annual iteration, the event welcomes researchers, educators, students, organizations, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Chair-holder, and Dr. Gina Thésée (UQAM), CoChair-holder, in collaboration with colleagues at Kyung Hee University and the Korea Democracy Foundation, have brought this event to life with the support of the organizing committee and event partners. In describing the goals of the event, Dr. Carr explained:\r\n“This Symposium attempts to bring people together from a range of backgrounds, disciplines, identities and perspectives in order to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 50 sessions in English, French, Spanish and Korean that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling experience to organize such an event online, with some wonderful live sessions in Seoul, and there are many engaged colleagues and organizations associated with it. We are honoured to be able to do so with our colleagues at Kyung Hee University and the Korea Democracy Foundation. The theme of Peace, Culture and Social Justice allows us to reconsider some of the fundamental issues and ways of developing our societies to be more inclusive, equitable and compassionate, beyond the cliché to create meaningful social change. We welcome and look forward to engaging with everyone at the Symposium.”\r\n\r\nInternational attendees are encouraged to register through the website to gain access to the relevant Zoom links so they can participate in the Q\u0026A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Seoul, South Korea, should also register through the website to receive event updates and instructions.\r\n\r\nThere are two schedules for participants to consult based on their time zone preference. The schedule following the Seoul (KST) time zone will begin at 09:30 on October 25th with an opening ceremony followed by the first two plenary sessions. Plenary speakers include the Vice President of Kyung Hee University, followed by Dr. Gina Thésée (October 25), Dr. Paul R. Carr (October 26), and Bae-Gyoon Park (October 27). The KST schedule includes multiple sessions in both Korean and English, including simultaneous interpretation. The schedule, which follows the Montreal time zone (EDT), will begin on October 25th at 09:00 with an introductory session led by Julie Bergeron, followed by a series of engaging sessions in Spanish, French and English, many of which will also be simultaneously interpreted. For more information and to register for free to attend, visit the symposium website.","internal_url":"https://www.academia.edu/108105873/SYMPOSIUM_2023_poster","translated_internal_url":"","created_at":"2023-10-13T15:41:22.062-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[{"id":106578575,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106578575/thumbnails/1.jpg","file_name":"SYMPOSIUM_2023_poster.pdf","download_url":"https://www.academia.edu/attachments/106578575/download_file","bulk_download_file_name":"SYMPOSIUM_2023_poster.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106578575/SYMPOSIUM_2023_poster-libre.pdf?1697238777=\u0026response-content-disposition=attachment%3B+filename%3DSYMPOSIUM_2023_poster.pdf\u0026Expires=1741735960\u0026Signature=gdUkv5NTWoq0Hfg8Hj43CepVkH2izZNAiKJquWdtNFZQO5Dao-SwrfQ5EKC1w2yEoVmYHRrASXKOKu-voz9asdtJtwvyoPYNAemcskA4Neu6AnxxyjzarFL~rrV9Z987iXjB9u2XovvFc1ICKQPAPwppPXj3mXC9M6Pek79KjQW3~W1RFCPRgt9zY21o4X7El6a1LvNe0L6dCAdBzjcasLd0WF18bKCKWoZPlpDTUIvV9etT0B5Vbn-Dwo7ApR2Owk70Jt~Kk7lR8HpDXLikSsmOSzGUoLwaMv6f~6qn-owdEzZ3JSdct~MM5RJY~jaGIekNG9EqsoEHvfz4gQd-KA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"SYMPOSIUM_2023_poster","translated_slug":"","page_count":1,"language":"en","content_type":"Work","summary":"Announcing the UNESCO Chair DCMÉT International Symposium\r\nOctober 25-27, 2023\r\n\r\nOpen access online, free for all to attend\r\n\r\nSome in-person sessions in Seoul, South Korea\r\n\r\nJoin the conversation in English, French, Spanish and Korean.\r\nSeek positive change in dialogue with academics, educators,\r\norganizations, activists \u0026 civil society members from around the\r\nworld.\r\n\r\n● Free to attend, open to all\r\n● Registration: www.dcmetsymposium.com\r\n● Location: Online via Zoom and Facebook Live, and all sessions uploaded within 24 hours via YouTube\r\n● Dates: October 25-27, 2023 | 3 days\r\n● 4 Languages: Spanish, French, English and Korean\r\n● Over 150 presenters from more than 35 countries\r\n● 50 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary\r\n● Simultaneous interpretation for several sessions\r\n● Organized by UNESCO Chair DCMÉT, Kyung Hee University, Korean Democracy Foundation, UQO and UQAM with partners, including UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE, AQOCI, Lakehead University Coop L'Argot, Seoul National University CAUS, Jeju National University RCCS, UDLA, PUCV.\r\n\r\nThe UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT) has announced a three-day online symposium under the theme of Peace, Culture \u0026 Social Justice. Now in its third annual iteration, the event welcomes researchers, educators, students, organizations, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Chair-holder, and Dr. Gina Thésée (UQAM), CoChair-holder, in collaboration with colleagues at Kyung Hee University and the Korea Democracy Foundation, have brought this event to life with the support of the organizing committee and event partners. In describing the goals of the event, Dr. Carr explained:\r\n“This Symposium attempts to bring people together from a range of backgrounds, disciplines, identities and perspectives in order to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 50 sessions in English, French, Spanish and Korean that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling experience to organize such an event online, with some wonderful live sessions in Seoul, and there are many engaged colleagues and organizations associated with it. We are honoured to be able to do so with our colleagues at Kyung Hee University and the Korea Democracy Foundation. The theme of Peace, Culture and Social Justice allows us to reconsider some of the fundamental issues and ways of developing our societies to be more inclusive, equitable and compassionate, beyond the cliché to create meaningful social change. We welcome and look forward to engaging with everyone at the Symposium.”\r\n\r\nInternational attendees are encouraged to register through the website to gain access to the relevant Zoom links so they can participate in the Q\u0026A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Seoul, South Korea, should also register through the website to receive event updates and instructions.\r\n\r\nThere are two schedules for participants to consult based on their time zone preference. The schedule following the Seoul (KST) time zone will begin at 09:30 on October 25th with an opening ceremony followed by the first two plenary sessions. Plenary speakers include the Vice President of Kyung Hee University, followed by Dr. Gina Thésée (October 25), Dr. Paul R. Carr (October 26), and Bae-Gyoon Park (October 27). The KST schedule includes multiple sessions in both Korean and English, including simultaneous interpretation. The schedule, which follows the Montreal time zone (EDT), will begin on October 25th at 09:00 with an introductory session led by Julie Bergeron, followed by a series of engaging sessions in Spanish, French and English, many of which will also be simultaneously interpreted. For more information and to register for free to attend, visit the symposium website.","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":106578575,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106578575/thumbnails/1.jpg","file_name":"SYMPOSIUM_2023_poster.pdf","download_url":"https://www.academia.edu/attachments/106578575/download_file","bulk_download_file_name":"SYMPOSIUM_2023_poster.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106578575/SYMPOSIUM_2023_poster-libre.pdf?1697238777=\u0026response-content-disposition=attachment%3B+filename%3DSYMPOSIUM_2023_poster.pdf\u0026Expires=1741735960\u0026Signature=gdUkv5NTWoq0Hfg8Hj43CepVkH2izZNAiKJquWdtNFZQO5Dao-SwrfQ5EKC1w2yEoVmYHRrASXKOKu-voz9asdtJtwvyoPYNAemcskA4Neu6AnxxyjzarFL~rrV9Z987iXjB9u2XovvFc1ICKQPAPwppPXj3mXC9M6Pek79KjQW3~W1RFCPRgt9zY21o4X7El6a1LvNe0L6dCAdBzjcasLd0WF18bKCKWoZPlpDTUIvV9etT0B5Vbn-Dwo7ApR2Owk70Jt~Kk7lR8HpDXLikSsmOSzGUoLwaMv6f~6qn-owdEzZ3JSdct~MM5RJY~jaGIekNG9EqsoEHvfz4gQd-KA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1198,"name":"Peace and Conflict Studies","url":"https://www.academia.edu/Documents/in/Peace_and_Conflict_Studies"},{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":24048,"name":"Peace Studies","url":"https://www.academia.edu/Documents/in/Peace_Studies"},{"id":25411,"name":"Peace Education","url":"https://www.academia.edu/Documents/in/Peace_Education"},{"id":45559,"name":"Peace","url":"https://www.academia.edu/Documents/in/Peace"},{"id":323813,"name":"Transformative Education","url":"https://www.academia.edu/Documents/in/Transformative_Education"},{"id":374844,"name":"Democracy and Citizenship Education","url":"https://www.academia.edu/Documents/in/Democracy_and_Citizenship_Education"}],"urls":[{"id":34685207,"url":"https://www.dcmetsymposium.com/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87898120"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/87898120/UNESCO_Chair_DCM%C3%89T_International_Symposium_on_Dialogue_and_Emancipation_October_25_28_2022_"><img alt="Research paper thumbnail of UNESCO Chair DCMÉT International Symposium on Dialogue and Emancipation (October 25-28, 2022)" class="work-thumbnail" src="https://attachments.academia-assets.com/91994769/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/87898120/UNESCO_Chair_DCM%C3%89T_International_Symposium_on_Dialogue_and_Emancipation_October_25_28_2022_">UNESCO Chair DCMÉT International Symposium on Dialogue and Emancipation (October 25-28, 2022)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Announcing the UNESCO Chair DCMÉT International Symposium on Dialogue and Emancipation October 25...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Announcing the UNESCO Chair DCMÉT International Symposium on<br />Dialogue and Emancipation October 25-28, 2022<br /><br />Open access online and in person in Valparaíso, Chile.<br /><br />Join the conversation in Spanish, French, and English to discuss, reflect and engage in dialogue with academics, activists and civil society members seeking positive change.<br /><br />Essential Information:<br />● Free to attend, open to all<br />● Website & Registration: unesco-dcmet.com<br />● Location: Online via Zoom, Facebook Live and YouTube<br />● Dates: October 25-28, 2022 | 4 days<br />● Languages: Spanish, French, and English<br />● Over 125 presenters from 25+ countries<br />● 40 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary<br />● Simultaneous interpretation for several sessions<br />● Organized by UNESCO Chair DCMÉT, PUCV, UQO and UQAM with several partners,<br />including UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE,<br />AQOCI, and Coop L'Argot.<br /><br />The UNESCO Chair in Democracy, Global Citizenship and Transformative Education<br />(DCMÉT) has announced a four-day, online symposium entitled Dialogue and Emancipation, exploring democracy, global citizenship and transformative education. The event welcomes researchers, educators, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Professor & Chair-holder, and, Dr. Gina Thésée (UQAM), Professor & Co-Chair-holder, in collaboration with colleagues at UPCV in Chile, have brought this event to life with the support of the organizing committee and event partners.<br /><br />In describing the goals of the event, Dr. Carr explained:<br />“This Symposium attempts to bring people together from a range of backgrounds,<br />disciplines, identities and perspectives, to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 40 sessions in English, French and Spanish that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling<br />experience to organize such an event online, with some wonderful live sessions in Chile,<br />and there are many engaged colleagues and organizations associated with it. We are<br />honored to be able to do so with our colleagues at the Pontificia Universidad Católica de<br />Valparaíso. We welcome and look forward to engaging with everyone at the<br />Symposium.”<br />From the organizing team in Chile, Dr. Silvia Redón explains, "a relevant point to highlight is the dynamics of the free symposium, which is shaped by round-table discussion and panels that prioritize dialogue, collaboration and solidarity, aligning with the objectives of the UNESCO Chair in democracy, global citizenship and transformative education. Within this framework, the symposium, at the end of each day, will also host Happy Hour discussions to freely discuss what was addressed by the panelists during the day, with the aim of cultivating a solidarity network that supports diverse identities, territories and worldviews. We hope all of this will lead to a robust, critical, participatory, dialogic and deliberative democracy, far from the mercantile and<br />instrumental logic that sometimes underlies these academic spaces”.<br /><br />International attendees are encouraged to register through Zoom, via the website, so<br />they have access and can participate in the Q&A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event, or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Valparaíso should also register through the website to receive event updates and instructions.<br /><br />A selection of sessions, including all four plenaries, will be presented with simultaneous<br />interpretation in Spanish, French and English on Zoom and Facebook Live. Plenary speakers include Paul R. Carr (October 25), Gina Thésée (October 26), Manuel Muñoz Millalonco (October 27), and Lilia Concha (October 28). There are several sessions related to Indigenous Peoples, the environment, global citizenship, democracy, media, transformative change, diaspora relations and social inequality, and other issues.<br />Important Links<br /><br />More Information: unesco-dcmet.com<br /><br />About <br />UNESCO Chair DCMÉT DCMÉT, in French, stands for Democracy, Global Citizenship and Transformative Education; the UNESCO Chair DCMÉT was founded in 2016. A UNESCO Chair involves a defined research program, engaged teaching and learning, civil society participation, networking with partners in the Global South, and a direct connection to UNESCO values, orientations and goals. The UNESCO Chair DCMÉT specifically connects to/with human rights, democracy, global citizenship, environmental and eco-citizenship education, peace, anti-racism, and transformative and emancipatory education within a critical, political, and ecological lens. Working with UNESCO and other UNESCO Chairs around the world is a unique feature of the work undertaken by a UNESCO Chair</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3741ccd173616d8ee5314ddbbc849e1d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91994769,"asset_id":87898120,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91994769/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87898120"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87898120"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87898120; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87898120]").text(description); $(".js-view-count[data-work-id=87898120]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 87898120; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='87898120']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3741ccd173616d8ee5314ddbbc849e1d" } } $('.js-work-strip[data-work-id=87898120]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":87898120,"title":"UNESCO Chair DCMÉT International Symposium on Dialogue and Emancipation (October 25-28, 2022)","translated_title":"","metadata":{"abstract":"Announcing the UNESCO Chair DCMÉT International Symposium on\nDialogue and Emancipation October 25-28, 2022\n\nOpen access online and in person in Valparaíso, Chile.\n\nJoin the conversation in Spanish, French, and English to discuss, reflect and engage in dialogue with academics, activists and civil society members seeking positive change.\n\nEssential Information:\n● Free to attend, open to all\n● Website \u0026 Registration: unesco-dcmet.com\n● Location: Online via Zoom, Facebook Live and YouTube\n● Dates: October 25-28, 2022 | 4 days\n● Languages: Spanish, French, and English\n● Over 125 presenters from 25+ countries\n● 40 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary\n● Simultaneous interpretation for several sessions\n● Organized by UNESCO Chair DCMÉT, PUCV, UQO and UQAM with several partners,\nincluding UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE,\nAQOCI, and Coop L'Argot.\n\nThe UNESCO Chair in Democracy, Global Citizenship and Transformative Education\n(DCMÉT) has announced a four-day, online symposium entitled Dialogue and Emancipation, exploring democracy, global citizenship and transformative education. The event welcomes researchers, educators, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Professor \u0026 Chair-holder, and, Dr. Gina Thésée (UQAM), Professor \u0026 Co-Chair-holder, in collaboration with colleagues at UPCV in Chile, have brought this event to life with the support of the organizing committee and event partners.\n\nIn describing the goals of the event, Dr. Carr explained:\n“This Symposium attempts to bring people together from a range of backgrounds,\ndisciplines, identities and perspectives, to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 40 sessions in English, French and Spanish that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling\nexperience to organize such an event online, with some wonderful live sessions in Chile,\nand there are many engaged colleagues and organizations associated with it. We are\nhonored to be able to do so with our colleagues at the Pontificia Universidad Católica de\nValparaíso. We welcome and look forward to engaging with everyone at the\nSymposium.”\nFrom the organizing team in Chile, Dr. Silvia Redón explains, \"a relevant point to highlight is the dynamics of the free symposium, which is shaped by round-table discussion and panels that prioritize dialogue, collaboration and solidarity, aligning with the objectives of the UNESCO Chair in democracy, global citizenship and transformative education. Within this framework, the symposium, at the end of each day, will also host Happy Hour discussions to freely discuss what was addressed by the panelists during the day, with the aim of cultivating a solidarity network that supports diverse identities, territories and worldviews. We hope all of this will lead to a robust, critical, participatory, dialogic and deliberative democracy, far from the mercantile and\ninstrumental logic that sometimes underlies these academic spaces”.\n\nInternational attendees are encouraged to register through Zoom, via the website, so\nthey have access and can participate in the Q\u0026A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event, or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Valparaíso should also register through the website to receive event updates and instructions.\n\nA selection of sessions, including all four plenaries, will be presented with simultaneous\ninterpretation in Spanish, French and English on Zoom and Facebook Live. Plenary speakers include Paul R. Carr (October 25), Gina Thésée (October 26), Manuel Muñoz Millalonco (October 27), and Lilia Concha (October 28). There are several sessions related to Indigenous Peoples, the environment, global citizenship, democracy, media, transformative change, diaspora relations and social inequality, and other issues.\nImportant Links\n\nMore Information: unesco-dcmet.com\n\nAbout \nUNESCO Chair DCMÉT DCMÉT, in French, stands for Democracy, Global Citizenship and Transformative Education; the UNESCO Chair DCMÉT was founded in 2016. A UNESCO Chair involves a defined research program, engaged teaching and learning, civil society participation, networking with partners in the Global South, and a direct connection to UNESCO values, orientations and goals. The UNESCO Chair DCMÉT specifically connects to/with human rights, democracy, global citizenship, environmental and eco-citizenship education, peace, anti-racism, and transformative and emancipatory education within a critical, political, and ecological lens. Working with UNESCO and other UNESCO Chairs around the world is a unique feature of the work undertaken by a UNESCO Chair\n","publication_date":{"day":null,"month":null,"year":2022,"errors":{}}},"translated_abstract":"Announcing the UNESCO Chair DCMÉT International Symposium on\nDialogue and Emancipation October 25-28, 2022\n\nOpen access online and in person in Valparaíso, Chile.\n\nJoin the conversation in Spanish, French, and English to discuss, reflect and engage in dialogue with academics, activists and civil society members seeking positive change.\n\nEssential Information:\n● Free to attend, open to all\n● Website \u0026 Registration: unesco-dcmet.com\n● Location: Online via Zoom, Facebook Live and YouTube\n● Dates: October 25-28, 2022 | 4 days\n● Languages: Spanish, French, and English\n● Over 125 presenters from 25+ countries\n● 40 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary\n● Simultaneous interpretation for several sessions\n● Organized by UNESCO Chair DCMÉT, PUCV, UQO and UQAM with several partners,\nincluding UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE,\nAQOCI, and Coop L'Argot.\n\nThe UNESCO Chair in Democracy, Global Citizenship and Transformative Education\n(DCMÉT) has announced a four-day, online symposium entitled Dialogue and Emancipation, exploring democracy, global citizenship and transformative education. The event welcomes researchers, educators, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Professor \u0026 Chair-holder, and, Dr. Gina Thésée (UQAM), Professor \u0026 Co-Chair-holder, in collaboration with colleagues at UPCV in Chile, have brought this event to life with the support of the organizing committee and event partners.\n\nIn describing the goals of the event, Dr. Carr explained:\n“This Symposium attempts to bring people together from a range of backgrounds,\ndisciplines, identities and perspectives, to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 40 sessions in English, French and Spanish that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling\nexperience to organize such an event online, with some wonderful live sessions in Chile,\nand there are many engaged colleagues and organizations associated with it. We are\nhonored to be able to do so with our colleagues at the Pontificia Universidad Católica de\nValparaíso. We welcome and look forward to engaging with everyone at the\nSymposium.”\nFrom the organizing team in Chile, Dr. Silvia Redón explains, \"a relevant point to highlight is the dynamics of the free symposium, which is shaped by round-table discussion and panels that prioritize dialogue, collaboration and solidarity, aligning with the objectives of the UNESCO Chair in democracy, global citizenship and transformative education. Within this framework, the symposium, at the end of each day, will also host Happy Hour discussions to freely discuss what was addressed by the panelists during the day, with the aim of cultivating a solidarity network that supports diverse identities, territories and worldviews. We hope all of this will lead to a robust, critical, participatory, dialogic and deliberative democracy, far from the mercantile and\ninstrumental logic that sometimes underlies these academic spaces”.\n\nInternational attendees are encouraged to register through Zoom, via the website, so\nthey have access and can participate in the Q\u0026A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event, or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Valparaíso should also register through the website to receive event updates and instructions.\n\nA selection of sessions, including all four plenaries, will be presented with simultaneous\ninterpretation in Spanish, French and English on Zoom and Facebook Live. Plenary speakers include Paul R. Carr (October 25), Gina Thésée (October 26), Manuel Muñoz Millalonco (October 27), and Lilia Concha (October 28). There are several sessions related to Indigenous Peoples, the environment, global citizenship, democracy, media, transformative change, diaspora relations and social inequality, and other issues.\nImportant Links\n\nMore Information: unesco-dcmet.com\n\nAbout \nUNESCO Chair DCMÉT DCMÉT, in French, stands for Democracy, Global Citizenship and Transformative Education; the UNESCO Chair DCMÉT was founded in 2016. A UNESCO Chair involves a defined research program, engaged teaching and learning, civil society participation, networking with partners in the Global South, and a direct connection to UNESCO values, orientations and goals. The UNESCO Chair DCMÉT specifically connects to/with human rights, democracy, global citizenship, environmental and eco-citizenship education, peace, anti-racism, and transformative and emancipatory education within a critical, political, and ecological lens. Working with UNESCO and other UNESCO Chairs around the world is a unique feature of the work undertaken by a UNESCO Chair\n","internal_url":"https://www.academia.edu/87898120/UNESCO_Chair_DCM%C3%89T_International_Symposium_on_Dialogue_and_Emancipation_October_25_28_2022_","translated_internal_url":"","created_at":"2022-10-04T17:50:24.843-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":38268,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":38879287,"work_id":87898120,"tagging_user_id":38268,"tagged_user_id":4149733,"co_author_invite_id":null,"email":"t***a@uqam.ca","affiliation":"Université du Québec à Montréal","display_order":1,"name":"Gina Thésée","title":"UNESCO Chair DCMÉT International Symposium on Dialogue and Emancipation (October 25-28, 2022)"}],"downloadable_attachments":[{"id":91994769,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/91994769/thumbnails/1.jpg","file_name":"POSTER_PDF.pdf","download_url":"https://www.academia.edu/attachments/91994769/download_file","bulk_download_file_name":"UNESCO_Chair_DCMET_International_Symposi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/91994769/POSTER_PDF-libre.pdf?1664931816=\u0026response-content-disposition=attachment%3B+filename%3DUNESCO_Chair_DCMET_International_Symposi.pdf\u0026Expires=1741735960\u0026Signature=Z7vS8eTPNlBupvcMe6HNnh0knK5-vqA2DltSspw718r3Y5Q-B3iK5Fa-Q~LHw3Q4EeCMplFwy6qocWxu77~P~BFAUPqfc0E4lBIDiz59iQ0SeiTGltEg-gQB4Y5GNDoOtcqTNLiU8OsbyA9cgNM4LHFjUsHcevJxbTipVuctIIu3gp4N3VDTagngO0GvLorQEICkgigUk92X~Ew3qe8~lSfvJsdyk4ZFzeaOVbadfPIfagJ1C8gNItC8r6R19nOUdLt9BGHD3lSmE-QNn9zgaj3Ov8buWrrVw6lKPdb7yhMjrhcEY9gb1nItDlTV~WQRf92WrUJhQmYdktD0qQJngw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"UNESCO_Chair_DCMÉT_International_Symposium_on_Dialogue_and_Emancipation_October_25_28_2022_","translated_slug":"","page_count":1,"language":"en","content_type":"Work","summary":"Announcing the UNESCO Chair DCMÉT International Symposium on\nDialogue and Emancipation October 25-28, 2022\n\nOpen access online and in person in Valparaíso, Chile.\n\nJoin the conversation in Spanish, French, and English to discuss, reflect and engage in dialogue with academics, activists and civil society members seeking positive change.\n\nEssential Information:\n● Free to attend, open to all\n● Website \u0026 Registration: unesco-dcmet.com\n● Location: Online via Zoom, Facebook Live and YouTube\n● Dates: October 25-28, 2022 | 4 days\n● Languages: Spanish, French, and English\n● Over 125 presenters from 25+ countries\n● 40 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary\n● Simultaneous interpretation for several sessions\n● Organized by UNESCO Chair DCMÉT, PUCV, UQO and UQAM with several partners,\nincluding UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE,\nAQOCI, and Coop L'Argot.\n\nThe UNESCO Chair in Democracy, Global Citizenship and Transformative Education\n(DCMÉT) has announced a four-day, online symposium entitled Dialogue and Emancipation, exploring democracy, global citizenship and transformative education. The event welcomes researchers, educators, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Professor \u0026 Chair-holder, and, Dr. Gina Thésée (UQAM), Professor \u0026 Co-Chair-holder, in collaboration with colleagues at UPCV in Chile, have brought this event to life with the support of the organizing committee and event partners.\n\nIn describing the goals of the event, Dr. Carr explained:\n“This Symposium attempts to bring people together from a range of backgrounds,\ndisciplines, identities and perspectives, to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 40 sessions in English, French and Spanish that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling\nexperience to organize such an event online, with some wonderful live sessions in Chile,\nand there are many engaged colleagues and organizations associated with it. We are\nhonored to be able to do so with our colleagues at the Pontificia Universidad Católica de\nValparaíso. We welcome and look forward to engaging with everyone at the\nSymposium.”\nFrom the organizing team in Chile, Dr. Silvia Redón explains, \"a relevant point to highlight is the dynamics of the free symposium, which is shaped by round-table discussion and panels that prioritize dialogue, collaboration and solidarity, aligning with the objectives of the UNESCO Chair in democracy, global citizenship and transformative education. Within this framework, the symposium, at the end of each day, will also host Happy Hour discussions to freely discuss what was addressed by the panelists during the day, with the aim of cultivating a solidarity network that supports diverse identities, territories and worldviews. We hope all of this will lead to a robust, critical, participatory, dialogic and deliberative democracy, far from the mercantile and\ninstrumental logic that sometimes underlies these academic spaces”.\n\nInternational attendees are encouraged to register through Zoom, via the website, so\nthey have access and can participate in the Q\u0026A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event, or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Valparaíso should also register through the website to receive event updates and instructions.\n\nA selection of sessions, including all four plenaries, will be presented with simultaneous\ninterpretation in Spanish, French and English on Zoom and Facebook Live. Plenary speakers include Paul R. Carr (October 25), Gina Thésée (October 26), Manuel Muñoz Millalonco (October 27), and Lilia Concha (October 28). There are several sessions related to Indigenous Peoples, the environment, global citizenship, democracy, media, transformative change, diaspora relations and social inequality, and other issues.\nImportant Links\n\nMore Information: unesco-dcmet.com\n\nAbout \nUNESCO Chair DCMÉT DCMÉT, in French, stands for Democracy, Global Citizenship and Transformative Education; the UNESCO Chair DCMÉT was founded in 2016. A UNESCO Chair involves a defined research program, engaged teaching and learning, civil society participation, networking with partners in the Global South, and a direct connection to UNESCO values, orientations and goals. The UNESCO Chair DCMÉT specifically connects to/with human rights, democracy, global citizenship, environmental and eco-citizenship education, peace, anti-racism, and transformative and emancipatory education within a critical, political, and ecological lens. Working with UNESCO and other UNESCO Chairs around the world is a unique feature of the work undertaken by a UNESCO Chair\n","owner":{"id":38268,"first_name":"Paul","middle_initials":"R","last_name":"Carr","page_name":"PaulRCarr","domain_name":"uqo","created_at":"2009-04-06T01:21:30.279-07:00","display_name":"Paul R Carr","url":"https://uqo.academia.edu/PaulRCarr"},"attachments":[{"id":91994769,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/91994769/thumbnails/1.jpg","file_name":"POSTER_PDF.pdf","download_url":"https://www.academia.edu/attachments/91994769/download_file","bulk_download_file_name":"UNESCO_Chair_DCMET_International_Symposi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/91994769/POSTER_PDF-libre.pdf?1664931816=\u0026response-content-disposition=attachment%3B+filename%3DUNESCO_Chair_DCMET_International_Symposi.pdf\u0026Expires=1741735960\u0026Signature=Z7vS8eTPNlBupvcMe6HNnh0knK5-vqA2DltSspw718r3Y5Q-B3iK5Fa-Q~LHw3Q4EeCMplFwy6qocWxu77~P~BFAUPqfc0E4lBIDiz59iQ0SeiTGltEg-gQB4Y5GNDoOtcqTNLiU8OsbyA9cgNM4LHFjUsHcevJxbTipVuctIIu3gp4N3VDTagngO0GvLorQEICkgigUk92X~Ew3qe8~lSfvJsdyk4ZFzeaOVbadfPIfagJ1C8gNItC8r6R19nOUdLt9BGHD3lSmE-QNn9zgaj3Ov8buWrrVw6lKPdb7yhMjrhcEY9gb1nItDlTV~WQRf92WrUJhQmYdktD0qQJngw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1591,"name":"Transformative Learning","url":"https://www.academia.edu/Documents/in/Transformative_Learning"},{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship"},{"id":5175,"name":"Dialogue","url":"https://www.academia.edu/Documents/in/Dialogue"},{"id":5344,"name":"Paulo Freire","url":"https://www.academia.edu/Documents/in/Paulo_Freire"},{"id":12972,"name":"Emancipation","url":"https://www.academia.edu/Documents/in/Emancipation"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy"},{"id":33562,"name":"Intercultural dialogue","url":"https://www.academia.edu/Documents/in/Intercultural_dialogue"},{"id":84773,"name":"Global Citizenship Education","url":"https://www.academia.edu/Documents/in/Global_Citizenship_Education"},{"id":130397,"name":"Democracia","url":"https://www.academia.edu/Documents/in/Democracia"}],"urls":[{"id":34685189,"url":"https://www.dcmetsymposium.com/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="29279913"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/29279913/APPEL_A_CONTRIBUTIONS_Version_17_octobre_2016_docx"><img alt="Research paper thumbnail of APPEL À CONTRIBUTIONS Version 17 octobre 2016.docx" class="work-thumbnail" src="https://attachments.academia-assets.com/49725559/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/29279913/APPEL_A_CONTRIBUTIONS_Version_17_octobre_2016_docx">APPEL À CONTRIBUTIONS Version 17 octobre 2016.docx</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Les enjeux de la démocratie, de l’alphabétisation politique et de l’éducation transformatoire son...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Les enjeux de la démocratie, de l’alphabétisation politique et de l’éducation transformatoire sont multiples, complexes et cruciaux pour les sociétés. Ils sont à la fois d’ordres éthique, politique, historique, social, environnemental, économique, géographique, culturel, éducatif et pédagogique. Ils se fondent sur des valeurs d’égalité en droits, de justice sociale, de diversité, d’inclusion, de solidarité, d’équité, de paix et de bien-vivre-ensemble. Pourtant, les sociétés contemporaines sont agitées de graves problématiques socio-environnementales qui découlent des dynamiques systémiques de discriminations, de logiques économiques prédatrices, de marginalisation, d’exclusion sociale, de racismes, de violences de toutes sortes et de vulnérabilités multiples. <br />L’analphabétisme politique donne lieu à une « démocratie mince » réduite à sa seule dimension normative basée sur des modalités électorales. L’éducation non transformatoire est semblable à l’« éducation bancaire » que dénonce Paulo Freire, parce qu’elle contribue à maintenir, à renforcer et à reproduire les dynamiques systémiques oppressives. L’éducation « transformatoire », dont le moteur est interne aux collectivités et aux individus, suppose une conscience critique dans l’exercice d’une « démocratie ample » qui conduit à la transformation des réalités socio-environnementales oppressives et à l’émancipation des personnes. Or, les assauts continus sur l’éducation éloignent la possibilité de cette éducation transformatoire.<br /> Dans ces contextes, comment penser l’articulation de la démocratie, de l’alphabétisation politique et de l’éducation transformatoire? De plus, cette articulation peut-elle contribuer à l’émergence de citoyenneté(s) ancrées dans une diversité d’appartenances? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="39802222"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39802222/Second_Info_Letter_Deuxi%C3%A8me_Info_lettre_Segundo_Bolet%C3%ADn_UNESCO_Chair_DCM%C3%89T_"><img alt="Research paper thumbnail of Second Info-Letter / Deuxième Info-lettre / Segundo Boletín (UNESCO Chair DCMÉT)" class="work-thumbnail" src="https://attachments.academia-assets.com/59986774/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39802222/Second_Info_Letter_Deuxi%C3%A8me_Info_lettre_Segundo_Bolet%C3%ADn_UNESCO_Chair_DCM%C3%89T_">Second Info-Letter / Deuxième Info-lettre / Segundo Boletín (UNESCO Chair DCMÉT)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/GinaTh%C3%A9s%C3%A9e">Gina Thésée</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Very happy to introduce the UNESCO Chair DCMÉT's second Info-Lettre / Très heureux de présenter l...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Very happy to introduce the UNESCO Chair DCMÉT's second Info-Lettre /<br />Très heureux de présenter la deuxième Info-lettre de la Chaire UNESCO DCMÉT / Muy felices de compartir el segundo Boletín de la Cátedra UNESCO DCMÉT<br /><br />Paul R. Carr & Gina Thésée<br /> <br />Info-Letter / Info-lettre / Boletín <br /><a href="http://docs.wixstatic.com/ugd/bcff79_907ba80610914c88ad8a909530e20796.pdf" rel="nofollow">http://docs.wixstatic.com/ugd/bcff79_907ba80610914c88ad8a909530e20796.pdf</a><br /> <br />Contenu / Contents<br />Lettre aux membres (1) <br />Letter to members  (3) <br />Colloque de l’ACFAS (5) <br />Projet avec la communauté haïtienne  (7) <br />Announcing a new book (8) <br />Affiche : journées québécoises de la solidarité internationale (9) <br />Photo : des étudiantEs et des assistantEs de recherche et des participantes à l’ACFAS (9) <br />Engagement in social media and “fake news” . 10 Participation in UNESCO forums (10) <br />Numéro thématique en langue française dans la revue de recherche sur l’éducation à la citoyenneté / Citizenship Education Research Journal (CERJ) (11) <br />Global Citizenship Education workshops in South Korea  (12) <br />Retrouvailles jumelages interculturels (13) <br />Un membre du comité exécutif honoré (14) <br />Keynote address at the annual conference of the Ontario Society for the Protection of Cruelty Against Animals (14) <br />Some thoughts on the time spent in Norway (on sabbatical) (14) <br />Some images from the time spent in Buenos Aires (on sabbatical)  (16) <br />Membres des comités de la Chaire UNESCO DCMÉT  (17)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8bb284f36c817619ec695d7ccc40b2c0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59986774,"asset_id":39802222,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59986774/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39802222"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39802222"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39802222; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39802222]").text(description); $(".js-view-count[data-work-id=39802222]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39802222; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39802222']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8bb284f36c817619ec695d7ccc40b2c0" } } $('.js-work-strip[data-work-id=39802222]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39802222,"title":"Second Info-Letter / Deuxième Info-lettre / Segundo Boletín (UNESCO Chair DCMÉT)","translated_title":"","metadata":{"abstract":"Very happy to introduce the UNESCO Chair DCMÉT's second Info-Lettre /\nTrès heureux de présenter la deuxième Info-lettre de la Chaire UNESCO DCMÉT / Muy felices de compartir el segundo Boletín de la Cátedra UNESCO DCMÉT\n\nPaul R. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37541229"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37541229/RESEARCH_REPORT_DEMOCRACY_POLITICAL_LITERACY_AND_TRANSFORMATIVE_EDUCATION_DPLTE_RAPPORT_DE_RECHERHCE_D%C3%89MOCRACIE_ALPHAB%C3%89TISATION_POLITIQUE_ET_%C3%89DUCATION_TRANSFORMATOIRE_DAP%C3%89T_"><img alt="Research paper thumbnail of RESEARCH REPORT - DEMOCRACY, POLITICAL LITERACY AND TRANSFORMATIVE EDUCATION (DPLTE) / RAPPORT DE RECHERHCE - DÉMOCRACIE, ALPHABÉTISATION POLITIQUE ET ÉDUCATION TRANSFORMATOIRE (DAPÉT)" class="work-thumbnail" src="https://attachments.academia-assets.com/57515987/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37541229/RESEARCH_REPORT_DEMOCRACY_POLITICAL_LITERACY_AND_TRANSFORMATIVE_EDUCATION_DPLTE_RAPPORT_DE_RECHERHCE_D%C3%89MOCRACIE_ALPHAB%C3%89TISATION_POLITIQUE_ET_%C3%89DUCATION_TRANSFORMATOIRE_DAP%C3%89T_">RESEARCH REPORT - DEMOCRACY, POLITICAL LITERACY AND TRANSFORMATIVE EDUCATION (DPLTE) / RAPPORT DE RECHERHCE - DÉMOCRACIE, ALPHABÉTISATION POLITIQUE ET ÉDUCATION TRANSFORMATOIRE (DAPÉT)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/GinaTh%C3%A9s%C3%A9e">Gina Thésée</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> The primary aim of the project was to better understand how democracy—and, ultimately, education...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The primary aim of the project was to better understand how democracy—and, ultimately, education for democracy (EfD)—is conceptualized, cultivated, implemented, and experienced in and through education. With research sites in three countries—Canada, USA and Australia—the study engaged with numerous research collaborators and over 1,000 research participants. The Global Doing Democracy Research Project (GDDRP), founded by the Principal Investigator and one of the Collaborators in 2008, laid the groundwork for the DPLTE project, and continued at a parallel level throughout its existence, connecting with researchers and projects in some fifteen countries, and involving more than 4,000 additional participants. With the culmination of the DPTLE research schedule, the overarching aims and themes of the project led to and endure through the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT).<br /> <br />The linkage between democratic experience and the interest in engaging with thick(er), social justice-based education is developed throughout the research, and underscores the potential for critical engagement and participation in and through education. The research also provides a range of analyses that serve to elucidate the need for broad-based thinking and conceptualization that encompasses institutional, cultural and praxis-based considerations of education, with explicit/implicit, formal/informal and nuanced interpretations of how power relations are inter-woven into the educational project. Over the course of the research project, our findings were further examined, teased out and triangulated through deeper, critical, comparative analyses involving data from divergent contexts and in different languages, and problematizing diverse relationships between political, social and institutional actors concerning how democracy plays out in the classroom and schools as well as within communities that are inextricably linked to the educational project. The results, analyses and conclusions of the research have implications for critical conceptualizations, and engagement with, the curriculum, pedagogy, educational policy, institutional culture, epistemology, leadership, and lived experiences within the education realm in relation to democracy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fc5e0359541a470bf3dfb1279cdb0ea2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57515987,"asset_id":37541229,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57515987/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37541229"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37541229"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37541229; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37541229]").text(description); $(".js-view-count[data-work-id=37541229]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37541229; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37541229']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fc5e0359541a470bf3dfb1279cdb0ea2" } } $('.js-work-strip[data-work-id=37541229]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37541229,"title":"RESEARCH REPORT - DEMOCRACY, POLITICAL LITERACY AND TRANSFORMATIVE EDUCATION (DPLTE) / RAPPORT DE RECHERHCE - DÉMOCRACIE, ALPHABÉTISATION POLITIQUE ET ÉDUCATION TRANSFORMATOIRE (DAPÉT)","translated_title":"","metadata":{"abstract":"\nThe primary aim of the project was to better understand how democracy—and, ultimately, education for democracy (EfD)—is conceptualized, cultivated, implemented, and experienced in and through education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="33514284"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33514284/Research_models_laying_the_foundation_for_the_UNESCO_Chair_Democracy_Global_Citizenship_and_Transformative_Education_DCM%C3%89T_"><img alt="Research paper thumbnail of Research models laying the foundation for the UNESCO Chair Democracy, Global Citizenship and Transformative Education (DCMÉT)" class="work-thumbnail" src="https://attachments.academia-assets.com/53550640/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33514284/Research_models_laying_the_foundation_for_the_UNESCO_Chair_Democracy_Global_Citizenship_and_Transformative_Education_DCM%C3%89T_">Research models laying the foundation for the UNESCO Chair Democracy, Global Citizenship and Transformative Education (DCMÉT)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uqo.academia.edu/PaulRCarr">Paul R Carr</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uqam.academia.edu/GinaTh%C3%A9s%C3%A9e">Gina Thésée</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The conceptual and theoretical models presented in this document were developed over a roughly tw...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The conceptual and theoretical models presented in this document were developed over a roughly twelve-year period, starting in 2005, by the Chair (Paul R. Carr, Université du Québec en Outaouais) and Co-Chair (Gina Thésée, Université du Québec à Montréal) of the UNESCO Chair DCMÉT. These models have been published in diverse academic journals in either English or French, and have been translated and adapted herein to produce an updated and bilingual representation of the Education for Democracy research that Carr and Thésée have produced. 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It will promote dialogue among a variety of social actors from the formal, non-formal and informal educational and civil society contexts in relation to the socio-educational challenges facing contemporary societies. By doing so, it seeks to contribute to the collective efforts to build, through educational engagement, societies of peace, social justice, openness, inclusion and sustainable development. The Chair also aims to consolidate networks of local, national and international actors working for democracy, global citizenship and transformative education. To this end, it will create partnerships and collaborative projects involved in research, training, civil society engagement and knowledge dissemination. By working in French, English and Spanish, the UNESCO Chair DCMÉT strives to transcend hegemonic, uni-disciplinary and fixed conceptualizations, opening itself up to a great diversity of partners while striving to facilitate their inclusion and active participation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="613bd3f775ca7e85f310d6f608843229" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52680736,"asset_id":32494664,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52680736/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32494664"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32494664"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32494664; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32494664]").text(description); $(".js-view-count[data-work-id=32494664]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32494664; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32494664']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "613bd3f775ca7e85f310d6f608843229" } } $('.js-work-strip[data-work-id=32494664]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32494664,"title":"Introduction: UNESCO CHAIR IN DEMOCRACY, GLOBAL CITIZENSHIP AND TRANSFORMATIVE EDUCATION (DCMÉT)","translated_title":"","metadata":{"abstract":"This very first UNESCO Chair at the Université du Québec en Outaouais (UQO) aims to be a dynamic hub of activities, research and interaction. 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