Enculturation of Democratic Principles in the Young: A Vision of Equity Education in Public Schools

A primary challenge facing teacher educators is creating learning environments in which students learn to teach and model democracy, but also learn and model democratic principles more deeply while learning about the place of these subjects in the school curriculum and in the classroom. Here, Blake...

Full description

Saved in:
Bibliographic Details
Published inEducational research quarterly Vol. 28; no. 1; p. 48
Main Authors Blake, Sally, Brady, Tom, Sanchez, Steve
Format Journal Article
LanguageEnglish
Published West Monroe Educational Research Quarterly 01.09.2004
Subjects
Basic Skills
Beliefs
Child Development
Community Relations
Cultural Literacy
Curriculum development
Democracy
Educational activities
Educational Innovation
Elementary education
Elementary Schools
Emotional Development
Ethics
Experimental Schools
Government School Relationship
Learning environment
Moral Development
Perceptions
Politics
Preservice Teacher Education
Preservice Teachers
Professional Development
Professional Development Schools
Public schools
Quality of education
Researchers
Science Education
Science Instruction
Social Class
Social Environment
Student attitudes
Teacher attitudes
Teachers
New York
San Francisco California
United States > US
Online AccessGet full text

Cover

More Information
Summary:A primary challenge facing teacher educators is creating learning environments in which students learn to teach and model democracy, but also learn and model democratic principles more deeply while learning about the place of these subjects in the school curriculum and in the classroom. Here, Blake et al present the perceptions of students, teachers, and researchers concerning school emphasis on enculturation of the young into a social and political democracy. Moreover, university faculty must work to integrate their individual course curriculum and class activities to build strong content and pedagogical bases necessary for a strong foundation in democracy.
ISSN:0196-5042