1. 1 Doing democracy: Striving for political literacy and social justice Paul R. Carr Darren E. Lund Youngstown State UniversityUniversity of Calgary prcarr@ysu.edu dlund@ucalgary.ca

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3. 3 Focus  How education supports, cultivates and engages in/with democracy  Correlation between educational experience and engagement with democratic education  Importance of political literacy in educational experience  Potential for transformative democratic education  critical pedagogy  Thick vs. Thin democracy

4. 4 Context  Neo-liberal reforms in education  Signs of uncritical engagement (and disengagement) in schools and society  Conflation of democracy and citizenship with educational achievement  Globalization  Social justice Why is there exclusion, who defines it, how do we measure it, and what can be done to remedy it? What are the implications of sustained marginalization? What formal and informal processes are in place to effectively ensure constructive engagement between diverse groups and peoples? What is the responsibility of those who have access to power and decision making?

5. Context for interrogating democracy is crisis-like situation facing schools (Shapiro, 2005) “Issues such as the growing administrative control over teachers’ lives, allegations about mediocrity of American schools, the crisis of funding, concern about what is called educational excellence, the impoverishment of increasing numbers of children and adolescents, the influence of the media on young lives, fears about moral degeneration, school violence, bitter contention over the nature of the curriculum and of school knowledge, and widening disparities in educational achievement among ethnic and racial groups must all be seen, at the same time, as both critical issues in American education and as metaphors for the larger human and societal situation.” (p. ix) 5

6. Starting-points for Doing democracy  The salience of, and obsession with, elections  Concern with formal participation in politics/elections  The place of social justice in democracy  Cook and Westheimer (2006): “If people are not born democrats, then education surely has a significant role to play in ensuring that democrats are made” (p. 348).  “Democratic habits and values must be taught and communicated through life of our society, our legal institutions, our press, our religious life, our private associations, and the many other agencies that allow citizens to interact with each other and to have a sense of efficiency. The best protection for a democratic society is well-educated citizens.” (Ravitch & Viteritti, 2001, p. 28) 6

7. Starting-points for Doing democracy  Contesting the passive acceptance of majority rule  Resisting patriotism  Emphasis on individualism  Paulo Freire and critical pedagogy (Kincheloe, McLaren, Giroux, Macedo, Shore, etc.)  education as a political project  political literacy  banking of knowledge  critical engagement  The value of seeing democracy as a multi-layered project PhilosophyIdeologyEthos Operating systemCulture 7

8. Elections as a junction for critique  Are they democratic?  Who participates?  The role of money  The potential for democratic change  The media (manipulation, propaganda, enlightenment, journalism?)  The level of debate  The concentrated focus on personalities vs. the needs of society  The utility of political parties  The perpetuation of social inequities  The (dis)connection between elections and education  The enhancement of liberty and (critical) democratic engagement through elections? 8

9. 9 ODA in US $ millionsODA as % of GNI Country20052006200720082005200620072008 1Australia2,0052,4432,6693,0380.250.30.320.34 2Austria1,8051,6791,8081,5550.520.470.50.42 3Belgium2.2642,2091,9532,2140.530.50.430.47 4Canada4,4764,0084,0804,5770.340.29 0.32 5Denmark2,4102,4822,5622,5700.810.80.81.082 6Finland1,0379359811,0470.460.40.390.43 7France11,59911,8469,88410,1680.47 0.380,39 8Germany11,36911,59212,29112,9940.36 0.370.38 9Greece4504765016360.17 0.160.2 10Ireland8301,1291,1921,2690.420.540.550.58 11Italy5,8344,0613,9714,0590.290.20.190.2 12Japan12.05510,9187,6798,3100.280.250.170.18 13Luxembourg3023233763820.790.90.910.92 14Netherlands5,8186,0366,2246,5220.820.81 0.8 15New Zealand305 3203550.27 0.3 16Norway3,3733,2873,7283,6380.940.890.950.88 17Portugal4404454715700.21 0.220.27 18Spain3,5694,2915,1406,1380.270.320.370.43 19Sweden3,8844,4414,3394,5080.941.020.930.98 20Switzerland1,9041,7501,6851,7940.440.390.370.42 21UK12,51913,9389,84912.2170.470.510.350.43 22USA29.61124,16621,78725,4390.230.180.160.18 Official development assistance (ODA) (in millions of dollars)(GNI = Gross National Income)

10. 10 CountryAidPurpose 1. Israel$2.4 B Virtually all of this money is used to buy weapons (up to 75% made in the U.S.). Beginning in 2009, the U.S. plans to give $30 billion over 10 years. 2. Egypt$1.7 B $1.3 billion to buy weapons; $103 million for education; $74 million for health care; $45 million to promote civic participation and human rights. 3. Pakistan$798 M $330 million for security efforts, including military-equipment upgrades and border security; $20 million for infrastructure. 4. Jordan$688 M $326 million to fight terrorism and promote regional stability through equipment upgrades and training; $163 million cash payment to the Jordanian government. 5. Kenya$586 M $501 million to fight HIV/AIDS through drug treatment and abstinence education and to combat malaria; $15 million for agricultural development; $5.4 million for programs that promote government accountability. 6. South Africa$574 M$557 million to fight TB and HIV/AIDS; $3 million for education. U.S. (military) foreign aid (the top six countries )

11. 11 DateCountryRegimeOutcome 1931-1944El SalvadorMaximiliano Hernandez Assassination of political officials/civilians; repression 1936-1980NicaraguaAnastasio Somoza & sonsPolitical repression; civilians attacked 1941-1979IranShah of IranRepression, corruption and instability 1954-1959CubaFulgencio BatistaTorture, women raped, repression, and killings 1954-1982GuatemalaArmas, Fuentes, Montt400 Mayan villages razed; rape and torture 1954-1989ParaguayStroessnerWide-spread torture; political repression 1957-1986HaitiPapa Doc Duvalier & son20,000-60,000 murdered; political repression 1965-1967BrazilBancoRebels executed; students tortured 1967-1998IndonesiaSuharto100,000-500,000 dead; violent repression 1969-1988ZaireMobutuStole $3-5B; repression leading to bloodshed 1970-1978BoliviaHugo BanzerDrug production and trafficking; repression 1973-1990ChileAugusto Pinochet3,000 murdered; 400,000 tortured 1975-1989AngolaJonas Savimbi/UNITAKilled/displaced millions 1976-1981ArgentinaJorge Rafael Videla30,000 murdered;repression 1978-presentEgyptSadat, Mubarak Civilians killed in rebellion; corruption; repression 1979-1988IraqSaddam HusseinRepression; 1 million killed in war with Iran 1983-1989PanamaNoriegaSupport to contras; repression 1990-presentUzbekistanKamirovRebels executed; conspirators tortured 1999-2007PakistanMusharaffRepression; political censorship; torture US foreign policy, democracy and un-democratic activity

12. 12 US Military spending U.S. Federal budget 2009 (fiscal year) (billions of dollars) Total Outlays (Federal Funds) - $2,659B MILITARY: 51% (details below) - Non-MILITARY: 49% Human Resources - $789B (30%) Health/Human Services Soc. Sec. Administration Education Dept. Food/Nutrition programs Housing & Urban Dev. Labor Dept. other H.R. Past Military - $484B (23%) Veterans ’ Benefits - $94B Interest on national-debt (80%) due to military spending, $390B General Government - $304B (13%) Treasury, including 20% interest on debt ($97B) Government personnel Justice Dept. State Dept. (partial) Homeland Security (15%) International Affairs NASA (50%) Judicial Legislative other general government. Physical Resources - $117B (6%) Agriculture Interior Transportation Homeland Security (15%) HUD Commerce Energy (non-military) Environmental Protection Nat. Science Found. Army Corps Engineers Fed. Commerce Com. other physical resources Current Military - $965B (28%) Military Personnel $129B Operation & Maintenance $241B Procurement $143B Research & Development $79B Construction $15B Family Housing $3B DoD miscellaneous $4B Retiree Pay/Healthcare $70B DoE nuclear weapons $17B NASA (50%) $9B International Security $9B Homeland Security (70% military) $35B State Dept. (partial) $6B other military (non-DoD) $5B “ Global War on Terror ” $200 billion

13. Principles from Democracy and diversity: Checklist for teaching for, and about, democracy (Banks et al., 2005)  Are students taught about the complex relationships between unity and diversity in their local communities, the nation, and the world?  Do students learn about the ways in which people in their community, nation, and region are increasingly interdependent with other people around the world and are connected to the economic, political, cultural, environmental, and technological changes taking place across the planet?  Does the teaching of human rights underpin citizenship education courses and programs?  Are students taught knowledge about democracy and democratic institutions and provided opportunities to practice democracy? 13

14. Concepts from Democracy and diversity: Checklist for teaching for, and about, democracy (Banks et al., 2005)  Democracy : Do students develop a deep understanding of the meaning of democracy and what it means to be a citizen in a democratic society?  Diversity : Is the diversity of cultures and groups within all multicultural societies explicitly recognized in the formal and informal curriculum?  Globalization : Do students develop an understanding of globalization that encompasses its history, the multiple dimensions and sites of globalization, as well as the complex outcomes of globalization?  Sustainable Development : Is the need for sustainable development an explicit part of the curriculum?  Empire, Imperialism, and Power : Are students grappling with how relationships among nations can be more democratic and equitable by discussing the concepts of imperialism and power?  Prejudice, Discrimination, and Racism : Does the curriculum help students to understand the nature of prejudice, discrimination, and racism, and how they operate at interpersonal, intergroup, and institutional levels?  Migration : Do students understand the history and the forces that cause the movement of people?  Identity/Diversity : Does the curriculum nurture an understanding of the multiplicity, fluidity, and contextuality of identity?  Multiple Perspectives : Are students exposed to a range of perspectives on varying issues?  Patriotism and Cosmopolitanism : Do students develop a rich and complex understanding of patriotism and cosmopolitanism? 14

15. Parker (2003): conceptualization of democratic education First, democratic education is not a neutral project, but one that tries to predispose citizens to principled reasoning and just ways of being with one another. Second, educators need simultaneously to engage in multicultural education and citizenship education…. Third, the diversity that schools contain makes extraordinarily fertile soil for democratic education…. Fourth, this dialogue plays an essential and vital role in democratic education, moral development, and public policy…. Fifth, the access/inclusion problem that we (still) face today is one of extending democratic education to students who are not typically afforded it. (pp. xvi–xvii)  Dewey: democratic education as enabling people to live together and also as a vehicle to resolve social problems 15

16. Progressive (thick) vs minimalist (thin) interpretations of democracy (Portelli and Solomon, 2001) “common elements such as critical thinking, dialogue and discussion, tolerance, free and reasoned choices, and public participation … which are associated with equity, community, creativity, and taking difference seriously … [a] conception [that] is contrasted with the notion of democracy that is minimalist, protectionist, and marginalist and hence promotes a narrow notion of individualism and spectacular citizenship.” (p. 17) 16

17. 17 Voting and elections are the key to democracyVoting and elections are but one component to democracy, and must be problematized Studying mainstream political parties, processes and structures forms the core of teaching about democracy Studying about democracy necessarily involves preparing (and engaging) for democracy, including dialectical critique, and a focus on power Democratic education is generally concentrated within a single class or subject (i.e., Government, and/or Social Studies) Democratic education is infused across the curriculum, and involves all aspects of how education is organized (i.e., assemblies, extra-curricular, staff meetings…) Weak connection between democracy and education Explicit, engaged connection; democracy must involve a politically literate populace Support for democracy involves uncritical assessment of foreign policy, militarization, conflicts, patriotism Foreign interventions, war, conflicts, racism, injustice and human rights abuses are critically interrogated, linking local issues/concerns with the international/global context Politics generally pertains to elections, the predominant political parties, and the agenda set by the mainstream media Politics pertains to all aspects of education, including decisionmaking, oppression, marginalization and power (what is omitted is as equally important) Concern that teaching for and about democracy may be contentious, and could even be considered indoctrination To not teach about and for democracy in a critical fashion is to privilege dominant hegemony; avoiding contentious matter and concepts can lead to great harm (racism, war, injustice, poverty, etc.) Weak linkage between school experience and the broader societal experience Education is linked to society, and should seek to understand, and, in some cases, to transform it Limited formal curriculum on the vastness, richness, and complexity of democracy, with limited opportunities to experience democracy outside of the voting process Formal and informal opportunities to cultivate, stimulate and inculcate democracy and democratic practices; what is most important here is that knowledge is constructed, not merely conveyed or transmitted (as in the “banking model”) Thick-thin spectrum of democracy and democratic education THIN  -------------------------------------------------------------  THICK

18. 18 Narrow engagement with alternative visions, movements, concepts and phenomena outside of formal curriculum and mainstream hegemony Seeking to understand political and social movements not mentioned in mainstream media and the formal curriculum is important; linking what we know with what we do is encouraged Diversity is generally understood in essentialized way, with limited linkages to White power/privilege, and inequities Democracy cannot be understood without a critical linkage to social justice, which problematizes identity/diversity and social change, including power and privilege Curriculum is generally prescriptive, with limited emphasis on critical analysis and engagement, and assessment often suffocates dynamic and complex interplay between groups and power-structures; formal democratic education avoids political nature of education Assessment is not the focus of thick democratic education; seeking critical engagement with authentic encounters, understanding that knowledge is constructed, and accepting that teachers do not have all of the answers are key; Freire’s generative themes and Dewey’s progressive education underscore notion that education is a political project Discussion about and for democracy is limited, contrived and aims for comfort and reassurance rather than questioning complicity, change, and power Deliberative democracy must be made more authentic with engagement with a broad range of groups/interests/concerns; students should be encouraged to question and challenge problems Literacy is constructed in a limited way, often focused on skills and knowledge considered relevant for employment Political and media literacy are fundamental pillars, seeking what Giroux calls “emancipatory literacy” and democratic conscientization Thick-thin spectrum of democracy and democratic education THIN  -------------------------------------------------------------  THICK

19. 19 Discussion  The commonality of the North American and Western experience can be explained, in part, by the prevalence of neo-liberal policies and realities that broadly affect youth, students and educators on both sides of the border.  Research supports the introduction of a critical pedagogical approach in education to better prepare future educators for the challenge of engaging students in the classroom AND also to frame their experiences so as be able to confront diverse political realities themselves.  Importance of political literacy and media literacy  thick democracy  Peace as an objective of education

20. 20 Discussion  HEGEMONIC PERSPECTIVES: What are the implications for society if critical, democratic engagement (a “thicker” interpretation of democracy) is not the focus of public education?  EDUCATION AS TRAINING (NEO-LIBERALISM): HEGEMONIC PERSPECTIVES: Why are many educators and students reluctant to critically deconstruct and assess the merits of democracy, or why do they more freely and seemingly instinctively conceptualize democracy in a more formal sense of electoral processes and formal representation?  ACCOUNTABILITY: Incorporating a vision, a curriculum, a pedagogy, a policy framework and an institutional culture conducive to cultivating political literacy and social justice in education can assist in establishing a more accountable, democratic educational system and experience for all students.

21. 21 Merci Gracias Thank You