Institutions and Organizations as Learning Environments for Participation and Democracy


Book Description

This book discusses opportunities and limitations to democratic participation in institutions and organizations across the life course. It demonstrates that democratic participation is not something that is learned once and for all and applied in formal political settings, but something that is lived every day throughout life in various contexts. Institutions and organizations frame human lives and strongly determine the ability to participate and co-determine their communities. They are places for learning, deliberation and the development of the common good. The book conceptually and empirically analyses the potential of democratic participation within various institutions. The contributions range from early childhood institutions, schools, youth programs, workplaces, and vocational education to cultural organizations and nursing homes for the elderly. The book thereby provides a cross-sectional and interdisciplinary knowledge base to inspire future research and practical efforts to promote democratic participation within and across institutions around the world.




Democracy and Education


Book Description

. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.




Civic Engagement and Technical Communication


Book Description

This special issue on civic engagement and technical communication focuses on the ways educators can help students become actively engaged members of society, particularly a "rhetorical democracy." The first essay examines the concept of community as a locus for civic engagement and question some of the definitions of community seen embedded in current pedagogical practices. The next article seeks to shape understanding of practice. The tension of developing students' civic awareness and engagement is the topic of the third paper. The fourth article helps students gain skills and organization awareness and improves the perceived relevance of the work. The final two essays approach the issue of civic engagement from slightly different angles--one examining the role of teacher as both rhetor and instructor and the other looking to the past for possible solutions for the future. By continuing the conversation about the relationship between technical communication and the public good and focusing specifically on pedagogical strategies and their theoretical and historical underpinnings, the authors in this special issue clarify roles that technical communication and technical communicators play in civil society, as well as ways curricula can be shaped to prepare students to fill those roles.




Democracy as Creative Practice


Book Description

Democracy as Creative Practice: Weaving a Culture of Civic Life offers arts-based solutions to the threats to democracies around the world, practices that can foster more just and equitable societies. Chapter authors are artists, activists, curators, and teachers applying creative and cultural practices in deliberate efforts to build democratic ways of working and interacting in their communities in a range of countries including the United States, Australia, Portugal, Nepal, the United Kingdom, and Canada. The book demonstrates how creativity is integrated in place-based actions, aesthetic strategies, learning environments, and civic processes. As long-time champions and observers of community-based creative and cultural practices, editors Tom Borrup and Andrew Zitcer elucidate work that not only responds to sociopolitical conditions but advances practice. They call on artists, funders, cultural organizations, community groups, educational institutions, government, and others to engage in and support this work that fosters a culture of democracy. This book is intended for undergraduate and graduate students in the humanities and social sciences, activists, funders, and artists who seek to understand and effect change on local and global scales to preserve, extend, and improve practices of democracy.




Women and Credit


Book Description

Credit can be instrumental in equalizing opportunity and alleviating poverty, yet historically men and women have not had the same access. Partly because of this, women have been excluded from many previous economic histories. This book fills a significant gap in exploring the vexed relationship between the women and credit across time and space.Providing examples of credit agencies and initiatives in both the developing and developed world, Women and Credit raises important policy issues and makes valuable suggestions for reconfiguring the relationship between women and credit. It also answers questions previously ignored by scholars, yet of vital significance to women's studies and economic history. What contribution did women make to the development of industrial capitalism? How does women's access to credit vary across time and cultures? How has the development of mico-credit initiatives affected women's economic position and what role will such initiatives play in the future?This book is an invaluable resource for anyone in the fields of Women's studies, economic history, anthropology or development.




The Adult Learner


Book Description

How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’s pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centered approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. This eighth edition has been thoughtfully updated in terms of structure, content, and style. On top of this, online material and added chapter-level reflection questions make this classic text more accessible than ever. The new edition includes: Two new chapters: Neuroscience and Andragogy, and Information Technology and Learning. Updates throughout the book to reflect the very latest advancements in the field. A companion website with instructor aids for each chapter. If you are a researcher, practitioner or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning that you should not be without.




Citizenship, Democracy and Higher Education in Europe, Canada and the USA


Book Description

Citizenship, democracy and human rights have always been central to higher education and increasing globalization has amplified their urgency and complexity. This volume explores conceptual, theoretical and policy implications for post-secondary education engaging with these topics, comparing the USA, Canada, Eastern Europe and Western Europe.




Curriculum Windows


Book Description

Curriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1970s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1970s by Norman Overly, Michael Apple, Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James MacDonald, and Joseph Schwab. The book's Foreword is by renowned curriculum theorist William H. Schubert.




The Oxford Handbook of Participation in Organizations


Book Description

Employee participation encompasses the range of mechanisms used to involve the workforce in decisions at all levels of the organization - whether direct or indirect - conducted with employees or through their representatives. In its various guises, the topic of employee participation has been a recurring theme in industrial relations and human resource management. One of the problems in trying to develop any analysis of participation is that there is potentially limited overlap between these different disciplinary traditions, and scholars from diverse traditions may know relatively little of the research that has been done elsewhere. Accordingly in this book, a number of the more significant disciplinary areas are analysed in greater depth in order to ensure that readers gain a better appreciation of what participation means from these quite different contextual perspectives. Not only is there a range of different traditions contributing to the research and literature on the subject, there is also an extremely diverse sets of practices that congregate under the banner of participation. The handbook discusses various arguments and schools of thought about employee participation, analyzes the range of forms that participation can take in practice, and examines the way in which it meets objectives that are set for it, either by employers, trade unions, individual workers, or, indeed, the state. In doing so, the Handbook brings together leading scholars from around the world who present and discuss fundamental theories and approaches to participation in organization as well as their connection to broader political forces. These selections address the changing contexts of employee participation, different cultural/ institutional models, old/'new' economy models, shifting social and political patterns, and the correspondence between industrial and political democracy and participation.




Interaction in Communication Technologies and Virtual Learning Environments: Human Factors


Book Description

"This international and interdisciplinary book presents research from a wide range of disciplines (business, communication, education, governance, law, marketing, microbiology, mining, music, nursing, pharmacy, philosophy, psychology and sociology) utilizing varied technologies to achieve high quality, practical and successful communication"--Provided by publisher.