Democratic Education Discussion Paper

Democratic Education Discussion Paper

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Democratic Education Discussion Paper

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Democratic, Education, Discussion, Paper

Please based on the first section of the paper and edit this second section to fit the influence of the paper. here is the criteria that the paper will be graded

So, please feel free to add to the second section from the references or add what you see is appropriate to add even from different articles.

First section:

A democratic education means an education free from any discrimination based on class, physical fitness, mental fitness, and race. Danforth (2001) explored the extent to which Deweyan perspective on democracy has been adopted in matters of special education. He explored several cases where this democratic perspective has been used to make decisions.

The result of this conclusion is that the Deweyan perspective on democracy has influenced so many decisions that have been made concerning special needs education. This study explores the Deweyan perspective in relation to special education. This study shows how much democracy has been adopted in special education.

On other hand, Stone et al (2016) analyzed Dewey’s philosophy and the part it plays in special education. Dewey’s philosophy encourages inclusivity which is a very important factor in special education. Inclusivity in children with special needs makes them feel appreciated as members of the larger community. This study outlines the aspects of equality and democracy in education. In this literature this study shows that disability is how we define it in order to achieve democracy in education, and how democracy in special education can be achieved.

When discussing the educational system, researchers seek justice within the schools as a part of representing the democratic values in education. In this study, Minton and Sullivan (2013) aimed at exploring the system of justice in schools to determine how much transformational leadership was applied especially in regard to students with special needs. With a sample of respondents from 26 schools and through surveys and interviewing methods, they embarked on their research.

The result of this research was that the adoption of transformative leadership depended on the behavior and nature of the leaders in the school. This study is addressed in this paper because it shows to what extent transformative leadership has included students with special needs. This paper could represent the roots of how we reform the educational system in Saudi Arabia, and trying to connect this study to shape the educational vision 2030 of Saudi Arabia.

In Einarsdittir et al (2015) study they explored how the Nordic policies concerning early childhood education supported the creation of important values such as democracy, caring, and competence in children. According to Einarsdittir et al (2015) it is through education that children learn values to assist them in life.

The policies in Nordic ECECs shape values of education in pre-schools, especially on the values of democracy, caring and competence These three are among the most important values that a child can learn. Through thematic research on the relevant documents, the research recommends that the education policies should provide a platform where children can learn these values.

This article shows how democratic education might be started from the early years of the students’ lives. One part of the special education features is inclusion. The partnership is important to have a successful inclusion, this partnership between teachers and families is quite important for children in early education.

Beneke and Cheatham (2016) explored how inclusivity helped teachers to achieve a democratic partnership with families. The relationship is supposed to be interdependent and a good relationship should be built between these two parties. The research explores how various researchers have defined inclusivity and how it has enabled people in interaction and achieving a healthy partnership.

This way the author concluded that inclusivity could have the same benefits to teachers who are trying to interact with cross-cultural families (Beneke and Cheatham, 2016). This helps to understand the culture conceptualizes partnerships and the meaning of a democratic partnership in education.

Second section: “edit here “

Democratic education should, therefore, ensure that all children can explore their lines of interest rather than being forced to repeat what others have done before.

Over the years, democratic education has been supported by international agencies such as the European Democratic Education Community, founded in 2008, and the Alliance for Self-Directed Education, which was established in 2016 to ensure that education is not an institution imposed on students but shaped by the realms of democracy, self-will, and assurance. Education should work to ensure cognitive and intellectual freedom, social freedom, political will, and equality in the provision of pedagogical services.

Incorporating Democracy in Education

Democratic Values in an Educational System

Education has the objective of instilling desirable values into its students. Democratic values are those values that individuals hold in common despite their differences (Amukugo, 2017). They develop from the historical encounters of a nation and depend largely on regulations. A democratic education system will incorporate these values into its operations so that students learn and practice them. These values include justice, equality, determination, and cooperation.

In the classroom, a teacher should ensure that all students are treated equitably without bias on any grounds. For instance, equality should be exercised in terms of learning conditions, examinations, and provision of resources. A teacher should not favor some students at the expense of others, as that will divide the students rather than teaching them to unite (Zeichner, 2017).

A teacher should also show equity. For example, in advanced schools, special needs students should be taken care of and provided with favorable learning aids and resources such as wheelchairs, braille devices, and hearing aids to ensure that they also receive the same quality education as others without feeling left out due to their disabilities.

Teachers should encourage a spirit of cooperation by organizing students for group work. Once students are in a group, they learn to respect one another’s views and give their input in an orderly manner without feeling either superior or inferior. Group work should be encouraged in both general and special needs education settings. In advanced schools, groups should be comprised of both special needs students and the general student population so that they learn to interact and understand one another without individuals with disabilities losing their dignity.

Students should also be taught the value of justice. For example, when students break a rule, they should be punished equally without partiality; conversely, credit should be given only to those students who deserve it rather than those who are favored by the teacher.

Democracy in Curriculum Content

The curriculum is the content that is intended for student consumption. It provides the foundation by which democracy is incorporated into educational systems. A democratic educational approach should have a curriculum that supports the democratic system and beliefs that the nation holds dear. Education aims to produce students who can think critically and solve problems through reflective thinking, cooperative activity, and rational debate (Dewey, 2001). The curriculum should, therefore, give students opportunities to think reflectively about the society in which they live, to find rational solutions to the problems they face.

For example, students who participate in science-based competitions have capabilities of identifying problems in society and seek solutions to them by involving their mental and physical processes (Castro, 2016). Unless curricula involve students in activities that demand reflective thinking, the society of tomorrow will lack democratic citizens who can solve problems systematically and rationally. The curriculum should also encourage both creativity and innovativeness among students so that they can come up with original plans and ideas to solve immediate human needs using the resources at their disposal (Zeichner, 2017).

Students should be allowed to choose the subjects they want to learn more about, instead of being forced to study all subjects assigned to them by the curriculum. Students should first seek to understand themselves and then select a line of study. For example, students in high school should be given free will to choose whether to proceed in humanities, arts, social sciences, or physical sciences so that they will learn to make sound decisions and be responsible for the decisions they make.

Students with special needs should only be thoughtfully advised about subjects that might be best for them; they should not simply have subjects chosen for them by their teachers. When special needs students are allowed to choose their destiny, they feel more respected (Stone et al., 2016). They could be individuals with disabilities, but that does not take away their freedom.

All teaching and learning methods should be student-centered and participatory. The teacher should not be authoritarian to students; instead, teachers should be symbols of control of classroom activities and ensure that students actively participate in something more powerful than mere rote learning. In a democratic classroom arrangement, the teacher should allow students to decide what to learn and choose the form in which that learning will take place. This will enable students to have control of their educational paths, which will profoundly influence their later lives.

Teaching methods should reflect fairness, sensitivity to individual student differences, and respect for students (Einarsdottir, Purola, Johansson, Broström, & Emilson, et al., 2015). Curriculum planners should involve teachers when selecting curriculum content since it is teachers who implement curricula in the classroom. Teachers will be more likely to feel obliged to teach competently and responsibly since they are teaching what they have already agreed to.

The kind of curriculum content given to students should reflect what they can relate to in their society. It should reflect their day-to-day lives rather than foreign content while incorporating the socially acceptable norms and values to which students can relate. The curriculum should be able to support both general education students and special needs students.

References

Allmnakrah, A., & Evers, C. (2019). The need for a fundamental shift in the Saudi education system: Implementing the Saudi Arabian economic vision 2030. Research in Education. https://doi.org/10.1177/0034523719851534

Alomi, Y. A. (2017). New pharmacy model for vision 2030 in Saudi Arabia. Journal of Pharmacy Practice and Community Medicine, 3(3), 194-1966.

Amukugo, E. M. (2017). Conclusion: Democracy, education, and social justice achieved? In E. M. Amukugo (Ed.), Democracy and education in Namibia and Beyond: A Critical Appraisal (pp. 147–152). University of Namibia Press.

Banks, J. A. (2014). Diversity, group identity, and citizenship education in a global age. Journal of Education, 194(3), 129–139.

Beneke, M. R., & Cheatham, G. A. (2016). Inclusive, democratic family–professional partnerships: (Re) conceptualizing culture and language in teacher preparation. Topics in Early Childhood Special Education, 35(4), 234–244.

Bremmer, I. (2004). The Saudi paradox. World Policy Journal, 21(3), 23–30.

Castro-Villarreal, F., & Nichols, S. L. (2016). Intersections of accountability and special education: the social justice implications of policy and practice. Teachers College Record, 118(14), n14.

Danforth, S. (2016). Social justice and technocracy: Tracing the narratives of inclusive education in the USA. Discourse: Studies in the Cultural Politics of Education, 37(4), 582-599.

Dewey, J. (1916/1997). Democracy and education: An introduction to the philosophy of education. New York, NY: The Free Press.

Dewey, J. (2001). Democracy and education.  Penn State Electronic Classics Series. State College: Pennsylvania State University. https://www.academia.edu/24704521/Democracy_and_Education_A_Penn_State_Electronic_Classics_Series_Publication

Einarsdottir, J., Purola, A. M., Johansson, E. M., Broström, S., & Emilson, A. (2015). Democracy, caring, and competence: Values perspectives in ECEC curricula in the Nordic countries. International Journal of Early Years Education, 23(1), 97–114.

Fortunato, M. W. (2017). Advancing educational diversity: Antifragility, standardization, democracy, and a multitude of education options. Cultural Studies of Science Education, 12(1), 177–187.

Generation Citizen. (2015, November 18). Returning to our roots: Educating for democracy. https://generationcitizen.org/wp-content/uploads/2016/06/Educating-for-Democracy-Final-Paper.pdf

Khashan, H. (2017). Saudi Arabia’s flawed “Vision 2030.” Middle East Quarterly, 24(1). https://www.meforum.org/middle-east-quarterly/pdfs/6397.pdf

Kovacs, A. (2014). Saudi Arabia exporting Salafi education and radicalizing Indonesia’s Muslims. GIGA Focus, 7. http://epub.sub.uni-hamburg.de/epub/volltexte/2016/54020/pdf/gf_international_1407.pdf

Minton, G., & Sullivan, M. A. (2013). Educational justice, transformative leadership practices, and special needs students. International Journal of Education, 5(4), 190–212.

Mullins, R. (2019). Using Dewey’s conception of democracy to problematize the notion of disability in public education. Journal of Culture and Values in Education, 2(1), 1–17.

Piller, I. (2016). Linguistic diversity in education. In Linguistic diversity, and social justice: An introduction to applied sociolinguistics (pp. 98–129). Oxford: Oxford University Press.

Stone, J. P., Sayman, D. M., Carrero, K., & Lusk, M. E. (2016). Thoughts on Dewey’s democracy and (special) education. Journal of Thought, 50(3-4), 3–17.

Zeichner, K. M. (2017). Advancing social justice and democracy in teacher education: Teacher preparation 1.0, 2.0, and 3.0. In The struggle for the soul of teacher education (pp. 268–275). New York: Routledge.

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Democratic Education Discussion Paper

Democratic Education Discussion Paper

Democratic Education Discussion Paper

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