Content Posted in 2013
A Call to Action: Why We Need More Practitioner Research. A Response to "A Teacher Educator Uses Action Research to Develop Culturally Conscious Curriculum Planners", Kimberly H. Campbell
An Ambitious Agenda for a Big Problem. A Book Review of Making Civics Count: Citizenship Education for a New Generation, Judith L. Pace
Appropriate Urban Teaching Philosophies. A Book Review of Sketches in Democracy: Notes from an Urban Classroom, Kirstin C. Busch
A Teacher-Educator Uses Action Research to Develop Culturally Conscious Curriculum Planners, Muriel Simms
Educating for a Critical Democracy: Civic Participation Reimagined in the Council of Youth Research, Nicole Mirra, Ernest D. Morrell, Ebony Cain, D'Artagnan Scorza, and Arlene Ford
Educational Leadership or Followership?, David Gabbard
Education as a Human Right in the 21st Century, Sharon E. Lee Dr
Emerson, Reading, and Democracy: Reading as Engaged Democratic Citizenship, Michael D. Boatright and Mark A. Faust
Imagination and Experience: An Integrative Framework, Mark Fettes
Pushing the Boundaries: What Youth Organizers at Boston's Hyde Square Task Force Have to Teach Us About Civic Engagement, Meredith L. Mira
Repair to the Lamps and Rake the Language, Daniel Malachuk
Resisting the Neoliberal Ambush of Public Education. A Book Review of Educational Courage: Resisting the Ambush of Public Education, Brandy S. Wilson
Social Justice, Deferred Complicity, and the Moral Plight of the Wealthy, Rubén A. Gaztambide-Fernández and Adam Howard
Taking People's History Back to the People: An Approach to Making History Popular, Relevant, and Intellectual, David H. Lempert
Teacher, Researcher, and Accountability Discourses: Creating Space for Democratic Science Teaching Practices in Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, and Martha Allexsaht-Snider
“The Diffusion of Light”: Jefferson’s Philosophy of Education, M. Andrew Holowchak
Thomas Jefferson and the Ideology of Democratic Schooling, James Carpenter
Toward Resonant, Imaginative Experiences in Ecological and Democratic Education. A Response to "Imagination and Experience: An Integrative Framework", Michael Derby, Sean Blenkinsop, John Telford, Laura Piersol, and Michael Caulkins
“With Great Power Comes Great Responsibility”: Privileged Students’ Conceptions of Justice-Oriented Citizenship, Katy Swalwell