Educating for What Kind of Democracy? Examining the Potential of Educating for Participatory Democracy with a Case Study of Drexel University's First-Year Civic Engagement Program

Autor/in	Bartch, Catherine E. M.
Titel	Educating for What Kind of Democracy? Examining the Potential of Educating for Participatory Democracy with a Case Study of Drexel University's First-Year Civic Engagement Program
Quelle	(2016), (307 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Temple University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-4558-9
Schlagwörter	Hochschulschrift; Dissertation; Democracy; Democratic Values; Case Studies; Surveys; Civics; Higher Education; Citizenship Education; Student Attitudes; Political Issues; Theories; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Demokratie; Case study; Fallstudie; Case Study; Survey; Umfrage; Befragung; Staatsbürgerkunde; Hochschulbildung; Hochschulsystem; Hochschulwesen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Schülerverhalten; Politischer Faktor; Theory; Theorie
Abstract	Youth today are participating in political and civic life in new and emerging ways--some positive and some negative--but there is scant evidence that these new forms of engagement spawn enduring forms of participation to enhance democratization at all levels in society. How, then, do we educate for democracy and for what type of democracy, especially in a society that struggles with persistent inequality and injustice? Universities clearly have an important role--and, some insist, an obligation--in guiding the so-called millennial generation into civic pathways that can produce meaningful advancement of democracy. Adopting a participatory democratic theoretical framework, this work presents a case-history study of and survey data from a civic education program at Drexel University, in Philadelphia, PA, an institution that strives to be the "most civically engaged university" in the U.S, according to its President. In addition, and arguably equally important, this study examines the assumptions and conceptions students bring to the table when they are first exposed to civic education in college. How do students conceptualize democracy and civic and political engagement now and in the future? On what foundation are we building concepts of civic education for democracy when we design curricula? Do students view democracy in participatory democratic ways and does Drexel educate students for a participatory democracy, albeit implicitly? The study finds both the students and the program embrace participatory democratic norms, strengthening normative theoretical arguments that participatory democratic theory is increasingly relevant, useful and salient to understand and nourish democracy in the U.S. today. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01