Reimagining American Education to Serve All Our Children: Why Should We Educate in a Democracy? examines and reevaluates the history and purpose of public education in the United States, in order to provide students of current and future generations with a robust and fulfilling learning experience. The authors approach knowledge from a critical perspective, with the intention of broadening the definition of knowledge and critical thinking, positioning education as a gateway to life’s endless possibilities and participation in a democratic society. In asking "why should we educate in a democracy rather than why do we educate in a democracy," the authors suggest directions that need to be taken to enhance democracy, social justice, and the positive effects of education for all.
Divided into ten concise chapters, this volume provides activities and strategies for developing meaning for often contentious concepts, illustrates concepts, and brings together new ideas as well as assessment ideas. Greenblatt and Michelli and their coauthors cover a diverse range of important topics allowing us to understand education in a democracy, including:
- Sociopolitical barriers to knowledge
- The importance of all subjects, including the arts, health and physical education
- Methods of fostering imaginative thinking
- The political nature of the effects of policies on education
Reimagining American Education to Serve All Our Children aims to provide practicing teachers, teacher educators, graduate education students—and all those interested in enhancing education, a discussion on the relationship between education and policy. A topical conversation, this book aids readers to develop a better understanding of the effects of social justice on American learners and the effects of education on social justice and democracy in order to take a position on these critical issues.
Table of Contents
List of Figures and Tables
Chapter 1: Why Should We Educate in a Democracy? The Moral Imperative
Chapter 2: What are the Different Meanings of Democracy and Social Justice?
Chapter 3: What is Knowledge and How Does it Lead to Power and Success?
Chapter 4: Critical Thinking as a Lifelong Tool
Chapter 5: The Role of Imagination and Confronting Life’s Chances
Chapter 6: Critical Democratic Education as a Way to Prepare for Civic Participation in a Social and Political Democracy
Chapter 7: Working in Educational Settings
Chapter 8: Accountability and Assessment
Chapter 9: Mobilizing for Change
Chapter 10: Conclusions and Some Hopeful Signs
Deborah Greenblatt is an Assistant Professor of Multicultural Early Childhood and Childhood Education and the Clinical Coordinator at Medgar Evers College, The City University of New York.
Nicholas M. Michelli is Professor of Education at Johns Hopkins University teaching in the doctoral programs at the School of Education. He was a Presidential Professor Emeritus in the City University of New York’s PhD program in urban education in the policy analysis, teacher education and leadership strand and Professor and Dean Emeritus at Montclair State University.
Lisa Auslander is the Principal Investigator and Project Director for Bridges to Academic Success. She also serves as an Adjunct Assistant Professor at Hunter College.
Stacey Campo is the Deputy Director for youth programs with Children’s Aid and a Senior Academic Advisor at Johns Hopkins University School of Education.
Sharon J. Hardy is the Director of Enrollment at The City University of New York’s School of Labor and Urban Studies. She is also an adjunct Assistant Professor at Hunter College in the Educational Foundations & Counselling Department and an adjunct Senior Academic Advisor at Johns Hopkins University School of Education.
Tina Jacobowitz is Professor Emerita at Montclair State University where she served as Chair, Department of Early Childhood, Elementary, and Literacy Education.
Audra M. Watson is the Director of WW Teaching Fellowship Programs at the Woodrow Wilson National Fellowship Foundation.