Democracy and Citizenship Education

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

A VERY SENSIBLE ANALYSIS AND COMMENTARY NOW WITH A 200 PAGES BOOK ON THE SUBJECT
BLOOMBERG OPINION, 2019 HARRIS ( K O N S T A N T I N O S ) NOTTAS

It took 70 years to build the interagency process that brought structure and discipline to U.S. leadership. It took less than three years for one man to shred it. Donald Trump's presidency represents a real-time experiment in the durability of the U.S.-led international order-the norms, alliances and other arrangements put into place since World War II that have made this an age of unprecedented global growth and stability. It is equally a test of the national security decision-making process. That system was created in the wake of World War II, as a means of bringing structure and discipline to U.S. policy. It has had its ups and downs over the decades, but has rarely been challenged as severely as during the Trump presidency. So far, Trump's two longest-serving national security advisers-H.R. McMaster and John Bolton-have pursued very different approaches to decision-making under a decidedly undisciplined president. Their experiences show that American presidents ultimately get the decision-making system they want-but not necessarily the one they, and the country, need.
THE BOOK  see separate post
ADVANCE PRAISE FOR HENRY GIROUX’S
AMERICAN NIGHTMARE FACING THE CHALLENGE OF FASCISM
“In frightening times like these, what is desperately needed is an informed and
wise voice that speaks clearly and with conviction about the situation we are in,
and what can be done. Henry Giroux is one of the great public intellectuals of
our times, and American Nightmare is exactly the book for people grappling
with how to understand the Trump era and how to proceed. This is precisely the
book that needs to be shared with friends and acquaintances. It will provoke hard
thinking, bring clarity, and stimulate much-needed conversation and action.”
—Robert W. McChesney, co-author of People Get Ready:
The Fight Against a Jobless Economy and a
Citizenless Democracy
“At a moment when the news cycle presents the dangers of Trumpian
authoritarianism through disjointed and discrete hottakes, Giroux’s wide reaching analysis accounts for our current American nightmare with necessary
historical context, and in so doing creates an aperture for resistance more
meaningful than a hashtag.”
—Natasha Lennard, contributing writer for The Intercept,
co-editor of Violence: Humans in Dark Times
“We have no greater chronicler of these dystopian times. Giroux’s critique cuts
to the crux of today’s authoritarian crisis, yet his voice remains one of hope that
the people may collectively regain control. Even while living though systemic
efforts to privatize hope, Giroux’s critique enacts the sort of shared resistance
that can effectively challenge authoritarianism. American Nightmare
demonstrates how we can resist the normalization of hate, authoritarianism and
alienation in Trump’s America. He shows us that not only are we not alone, but
we are among a majority who oppose the cruelties of American social policies.”
—David H. Price, author of Cold War Anthropology:
The CIA and the Growth of Dual Use Anthropology
“In this passionately argued volume, Henry Giroux, long known for his critical
commentaries on the de-democratization of the U.S.A., on its rising inequ(al)ity
and neoliberal excesses, reflects very thoughtfully on the specter of Trump’s
America: on its violence, cruelty, and incivility, its burgeoning authoritarianism,
its inexorable edging toward a Grave Neo World: in short, a rising specter that
demands to be countered at all cost if the U.S. is to be rescued from itself.”
—John Comaroff, Professor of African and
African American Studies and of Anthropology,
Harvard University

A revised version of this paper is now published in:

Woodin, T. (2014) Co-operation, Learning and Co-operative Values.  Contemporary Issues in Education.  Routledge.

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"Education involves drawing out the powers of individuals to think, imagine, feel and act. In particular it is about the development of the powers of communication, debate, decision and the power to form associations between people to create organisations for the achievement of common projects. How those powers to organise are shaped through social, cultural, economic, political and legal processes, practices and procedures is critical to what kind of society results. In this sense, then, education directly addresses the question of what kind of society people want.

We explore the contribution of cooperative ideas and practices to achieve such an idea."

In this paper we explore how student teachers’ participation in grassroots community organising groups may help to enhance teacher education programmes for Citizenship. In order to do this, we draw from the experiences and research projects of seven student teachers who participated in a community organising group and produced assignments related to critical analysis of their participation. In order to address the central question, we analyse the students’ assignments, identifying key assumptions that underpin their accounts of their work, and examine the insights they gained into the nature of facilitating active citizenship through school-based citizenship education programmes. We conclude by identifying an agenda for us as teacher educators to ensure such experiences can be used most effectively.

ÖZ Bu araştırma; Vatandaşlık ve Demokrasi Eğitimi dersinde yer alan değerlerin öğrenilme düzeylerinin öğrencilerin içinde yaşadığı çevre ile olan ilişkisini öğretmen görüşlerine göre değerlendirmek amacıyla yapılmıştır. Araştırmanın katılımcıları Kars ilinin merkez okullarında, Kağızman ilçesinde ve Kağızman'a ait köylerde bu dersi veren toplam 32 öğretmendendir. Araştırmada nitel araştırma yöntemlerinden bütüncül çoklu durum deseni kullanılmıştır. Katılımcıları belirlemek için ise amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi yöntemi kullanılmıştır. Elde edilen veriler daha önceden belirlenmiş temalara göre yorumlandığı için betimsel analiz yöntemi kullanılmıştır. Bulgular öğretmen görüşleri arasında neden-sonuç ilişkisi kurularak yorumlanmıştır. Yapılan değerlendirmelerin ardından bazı önerilerde bulunulmuştur. ABSTRACT The purpose of this research is to determine the relation between learning levels of values in Citizenship and Human Rights course and the role of environment where students live based on the teachers' perceptions. Participants of the research are selected among teachers who teach this lesson in central schools, district and village schools in Kars. The service zones of schools determined by the Ministry of National Education based on the development level of the schools are considered. Among purposeful sampling methods, maximum variety sampling method is used to reflect individual variety in a small setting. The reason why we chose this sampling method in this study is to detect whether common features are observed in various situations in the targeted * Bu çalışma Marmara Üniversitesi tarafından 20-22 Nisan2012 tarihleri arasında düzenlenen I. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu'nda sözlü bildiri olarak sunulmuştur.