To take another example, in the United States, the two major political parties have supported gutting social rights for its citizens, such as full employment, public housing, public transportation, public education, and health care (Giroux 2012b Porfilio & Carr 2011). For instance, corporate conglomerates continually lower their labor costs by forcing millions of children to toil in sweatshops amid inhumane conditions across sections of China, Haiti, India, Nicaragua, Bangladesh, Vietnam, and Indonesia (Bigelow and Peterson 2002). The results, analyses and conclusions of the research have implications for critical conceptualizations, and engagement with, the curriculum, pedagogy, educational policy, institutional culture, epistemology, leadership, and lived experiences within the education realm in relation to democracy. Over the course of the research project, our findings were further examined, teased out and triangulated through deeper, critical, comparative analyses involving data from divergent contexts and in different languages, and problematizing diverse relationships between political, social and institutional actors concerning how democracy plays out in the classroom and schools as well as within communities that are inextricably linked to the educational project. The research also provides a range of analyses that serve to elucidate the need for broad-based thinking and conceptualization that encompasses institutional, cultural and praxis-based considerations of education, with explicit/implicit, formal/informal and nuanced interpretations of how power relations are inter-woven into the educational project. The linkage between democratic experience and the interest in engaging with thick(er), social justice-based education is developed throughout the research, and underscores the potential for critical engagement and participation in and through education. With the culmination of the DPTLE research schedule, the overarching aims and themes of the project led to and endure through the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT). The Global Doing Democracy Research Project (GDDRP), founded by the Principal Investigator and one of the Collaborators in 2008, laid the groundwork for the DPLTE project, and continued at a parallel level throughout its existence, connecting with researchers and projects in some fifteen countries, and involving more than 4,000 additional participants. With research sites in three countries-Canada, USA and Australia-the study engaged with numerous research collaborators and over 1,000 research participants. The primary aim of the project was to better understand how democracy-and, ultimately, education for democracy (EfD)-is conceptualized, cultivated, implemented, and experienced in and through education. Support of the corporate takeover of US schools gives those interested in education the power to strive forĭemocratic and transformative experiences for all students. We believe our critical analysis of US political leaders’ and their constituents’ In this essay, we illustrate how the ObamaĪdministration’s educational vision is a manifestation of the dominance of neoliberal ideology over most elements of The Obama administration’s active involvement in shaping educational circles, there has been a dearth of criticalĪnalysis in relation to Obama’s leadership and his educational agenda. Performance on high-stakes examinations, firing teachers, gutting teacher unions and closing schools, openingĬharter schools, and tying teachers’ evaluations to students’ performance on standardized examinations. Reform measures, including increasing the length of the school year, tying school funding to K-12 students’ This period of time, the Obama administration has implemented, proposed, and supported a spate of educational It has been over eighteen months since Barack Obama defeated John McCain in the US presidential election.
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