New Perspectives on Education for Democracy
Creative Responses to Local and Global Challenges
New Perspectives on Education for Democracy brings together diverse communities of education research in an innovative way to develop a nuanced understanding of the relationship between education and democracy. This book synthesises a range of theoretical, conceptual, and empirical approaches to address the complex challenges faced by young people and societies in the 21st century. Each chapter provides accounts of local democratic encounters in education, while engaging with global debates and issues, such as de-democratisation and growing social, economic, and educational inequality. This book presents new ways of thinking about democracy, local–global enactments of democracy through teaching and learning, and future thinking for a new era of democracy. This book will be relevant for educators, researchers, and policymakers who are interested in educational sociology, critical pedagogy, and democratic education.
Table of Contents
PART I—New ways of thinking about democracy 1. On the need for a new democracy of education in a post-pandemic world, Stewart Riddle, Amanda Heffernan and David Bright 2. Democracy in decline? Developing democratic re-orientations through plurality and deliberation, Bev Rogers 3. This is what isonomy looks like! Howard Prosser 4. Re-imagining aspirations: A new transition planning framework supporting inclusive and democratic actions in schools, Lara Maia-Pike PART II—Enacting democracy through teaching and learning 5. Country as teacher: Using stories from and for Country in Australian education for social and ecological renewal, Benny Wilson and David Spillman 6. The ordinary everyday: Centring the embodied practice of classroom teaching., Stephanie Wescott 7. Encountering a pedagogy of the world in a university setting, Sarah Healy, Kathryn Coleman, Richard Johnson Sallis and Amanda Belton 8. Students’ experiences of overt data-talk in the classroom: "It’s all just this stupid system", Rafaan Daliri-Ngametua 9. Teacher workload in Australia: National reports of intensification and its threats to democracy, Mihajla Gavin, Susan McGrath-Champ, Rachel Wilson, Scott Fitzgerald and Meghan Stacey 10. Education for democracy: Culturally responsive practices and curriculum in teacher education, Alison Wrench, Jenni Carter and Kathryn Paige 11. Critical affective literacy, feminist pedagogies, and democracy: Exploring possibilities for the high school English classroom, Alice Elwell PART III—Future thinking for a new era of democracy 12. Combating crisis and despair: Voice, choice, and agency for active, resilient citizenship, Fiona Longmuir 13. The certainty of nationalism in uncertain times: Disrupting the national givens of citizenship education, Bryan Smith 14. Passion as politics: An analysis of Australian newspaper reporting of institutional responses to the School Strikes for Climate, Eve Mayes and Michael Everitt Hartup 15. Relational pedagogy and democratic education, Andrew Hickey, Stewart Riddle, Janean Robinson, Robert Hattam, Barry Down, and Alison Wrench
Stewart Riddle is an Associate Professor in the School of Education at the University of Southern Queensland. His research examines the democratisation of schooling systems, increasing access and equity in education, and how schooling can respond to critical social issues in complex contemporary times.
Amanda Heffernan is a Senior Lecturer in Leadership in the Faculty of Education at Monash University in Melbourne, Australia. Amanda’s work takes a critical perspective toward school leadership, education policy, and the everyday experiences of educational leaders’ work. She has a particular interest in the work of principals in complex school settings, including those in rural and remote areas. Her research focuses on the contemporary challenges of principals’ work, and what that means for how we can better attract, support, and keep school leaders within the profession.
David Bright is a Senior Lecturer in the Faculty of Education at Monash University in Melbourne, Australia. His research investigates how educational practices are mediated by perceptions of social, cultural and linguistic difference, and explores how difference can be re-imagined to create new possibilities for democratic education. David has a particular interest in the cultural politics of English language teaching, international schooling, and international student programs.