Content, Context, and Cultivation in Education for Democracy

1. Content, Context, and Cultivationin Education for Democracy Matthew Hiebert Creating a Culture of Democracy through Education: A Strategy for Policymakers Charlottesville, Virginia March 11, 2013

2. New Delhi Conference Basics • Asia-Pacific Conference of the Community of Democracies • Education for Democracy: Learning Together • Over 20 countries represented • Over 60 government representatives • Three main sessions: • Curriculum/ Teaching & Learning Materials • Pedagogy • Teacher Education

3. New Delhi Outcome Document

4. New Delhi Outcome Document Education, especially at the school level, should lay a firm foundation for a democratic culture. In turn, democracy should contribute to the provision of quality education for all, especially those from the disadvantaged sections of our societies. We underline the need to take into account the diversity in our societies, as well as the deprivation faced by many of our young citizens. Holistic education, including appropriate vocational education, is needed to make available multiple avenues to deal with these aspects of our societies.

5. New Delhi Outcome Document Education, especially at the school level, should lay a firm foundation for a democratic culture.In turn, democracy should contribute to the provision of quality education for all, especially those from the disadvantaged sections of our societies. We underline the need to take into account the diversity in our societies, as well as the deprivation faced by many of our young citizens. Holistic education, including appropriate vocational education, is needed to make available multiple avenues to deal with these aspects of our societies.

6. New Delhi Outcome Document We recognize that school is the primary site for planting the seeds of democracy. It is essential to promote enthusiasm for democracy among young citizens, from whose ranks the leaders of the future would emerge. It is necessary to regularly bring out innovative, effective, consciousness-raising school textbooks and other teaching-learning materials (TLMs) to promote the development of ‘democratic schools’. Developing age-appropriate and context-relevant TLMs for educating learners in democracy is a perennial challenge in both established and emerging democracies. TLMs on education for democracy must hold a mirror to the society in which they have been developed. We agree that developing commitments and capacities of learners for effective democratic citizenship through school curriculum is crucial for laying a firm foundation for democracy. This requires us to redesign our curricular frameworks to promote education for democracy.

7. New Delhi Outcome Document We recognize that school is the primary site for planting the seeds of democracy. It is essential to promote enthusiasm for democracyamong young citizens, from whose ranks the leaders of the future would emerge. It is necessary to regularly bring out innovative, effective, consciousness-raising school textbooks and other teaching-learning materials (TLMs) to promote the development of ‘democratic schools’. Developing age-appropriate and context-relevant TLMs for educating learners in democracy is a perennial challenge in both established and emerging democracies. TLMs on education for democracy must hold a mirror to the society in which they have been developed. We agree that developing commitments and capacitiesof learners for effective democratic citizenshipthrough school curriculum is crucial for laying a firm foundation for democracy. This requires us to redesign our curricular frameworksto promote education for democracy.

8. New Delhi Outcome Document We urge educators to pay greater attention to the pedagogical principles underlying the teaching of the basics of democratic governance. It is also essential to devise appropriate forms of assessment. Educational institutions need to create democratic learning environments to develop critical thinking skills and social sensitivity, including gender sensitivity. We stress the need to provide learners with opportunities to imbibe democratic temperament through the practise of democracy.

9. New Delhi Outcome Document We urge educators to pay greater attention to the pedagogical principlesunderlying the teaching of the basics of democratic governance.It is also essential to devise appropriate forms of assessment.Educational institutions need to create democratic learning environmentsto develop critical thinking skills and social sensitivity, including gender sensitivity. We stress the need to provide learners with opportunities to imbibe democratic temperamentthrough the practise of democracy.

10. New Delhi Outcome Document We appreciate the critical role of teachers, teacher educators and school administrators in providing education for democracy. It is essential to develop a shared understanding of these groups of how democratic schools need to function. Further, the teacher especially needs to possess pedagogical content knowledge, i.e. knowledge of both how and what to teach about democracy. We highlight the point that if teacher trainees are educated in democratic ways, they tend to replicate their experiences in their classrooms.

11. New Delhi Outcome Document We appreciate the critical role of teachers, teacher educators and school administrators in providing education for democracy. It is essential to develop a shared understanding of these groups of how democratic schools need to function. Further, the teacher especially needs to possess pedagogical content knowledge, i.e. knowledge of both how and what to teach about democracy. We highlight the point that if teacher trainees are educated in democratic ways, they tend to replicate their experiences in their classrooms.

12. New Delhi Outcome Document We call upon all concerned to explore how the basic values of a democratic political system can also be spread through multiple approaches, outside the formal school education system. Education for democracy has to touch everyday lives of citizens, as they have to make informed choices for making democracy work effectively. We highlight the utility of various non-formal, informal, out-of-school approaches, and we recognize that it is a field that requires life-long learning. We appreciate the huge potential of information and communication technologies (ICTs) to foster education for democracy for a wide range of learners, particularly for those who do not have access to the formal schooling system.

13. New Delhi Outcome Document We call upon all concerned to explore how the basic values of a democratic political system can also be spread through multiple approaches, outside the formal school education system. Education for democracy has to touch everyday livesof citizens, as they have to make informed choices for making democracy work effectively. We highlight the utility of various non-formal, informal, out-of-school approaches, and we recognize that it is a field that requires life-long learning. We appreciate the huge potential of information and communication technologies (ICTs) to foster education for democracy for a wide range of learners, particularly for those who do not have access to the formal schooling system.

14. New Delhi Outcome Document While education for all continues to be a major development goal for many nations, education for democracy for all has also emerged as an imperative in our times. We need to strengthen various organizations that have been working to promote and strengthen democratic principles and practices all over the world. We urge everyone to make education for democracy available, accessible, acceptable and adaptable to all.

15. New Delhi Outcome Document Whileeducation for allcontinues to be a major development goal for many nations, education for democracyfor all has also emerged as an imperative in our times. We need to strengthen various organizations that have been working to promote and strengthen democratic principles and practices all over the world. We urge everyone to make education for democracy available, accessible, acceptable and adaptable to all.

16. New Delhi Outcome Document

17. New Delhi Outcome Document Education, especially at the school level, should lay a firm foundation for a democratic culture. In turn, democracy should contribute to the provision of quality education for all, especially those from the disadvantaged sections of our societies. We underline the need to take into account the diversity in our societies, as well as the deprivation faced by many of our young citizens. Holistic education, including appropriate vocational education, is needed to make available multiple avenues to deal with these aspects of our societies. We appreciate the critical role of teachers, teacher educators and school administrators in providing education for democracy. It is essential to develop a shared understanding of these groups of how democratic schools need to function. Further, the teacher especially needs to possess pedagogical content knowledge, i.e. knowledge of both how and what to teach about democracy. We highlight the point that if teacher trainees are educated in democratic ways, they tend to replicate their experiences in their classrooms. We urge educators to pay greater attention to the pedagogical principlesunderlying the teaching of the basics of democratic governance.It is also essential to devise appropriate forms of assessment.Educational institutions need to create democratic learning environmentsto develop critical thinking skills and social sensitivity, including gender sensitivity. We stress the need to provide learners with opportunities to imbibe democratic temperamentthrough the practise of democracy. We recognize that school is the primary site for planting the seeds of democracy. It is essential to promote enthusiasm for democracyamong young citizens, from whose ranks the leaders of the future would emerge. It is necessary to regularly bring out innovative, effective, consciousness-raising school textbooks and other teaching-learning materials (TLMs) to promote the development of ‘democratic schools’. Developing age-appropriate and context-relevant TLMs for educating learners in democracy is a perennial challenge in both established and emerging democracies. TLMs on education for democracy must hold a mirror to the society in which they have been developed. We agree that developing commitments and capacitiesof learners for effective democratic citizenshipthrough school curriculum is crucial for laying a firm foundation for democracy. This requires us to redesign our curricular frameworksto promote education for democracy. Whileeducation for allcontinues to be a major development goal for many nations, education for democracyfor all has also emerged as an imperative in our times. We need to strengthen various organizations that have been working to promote and strengthen democratic principles and practices all over the world. We urge everyone to make education for democracy available, accessible, acceptable and adaptable to all. We call upon all concerned to explore how the basic values of a democratic political system can also be spread through multiple approaches, outside the formal school education system. Education for democracy has to touch everyday livesof citizens, as they have to make informed choices for making democracy work effectively. We highlight the utility of various non-formal, informal, out-of-school approaches, and we recognize that it is a field that requires life-long learning. We appreciate the huge potential of information and communication technologies (ICTs) to foster education for democracy for a wide range of learners, particularly for those who do not have access to the formal schooling system.

18. Mongolia Project Basics • Purpose: To develop an internationally relevant curriculum resource on education for democracy • Partners • MFAT Mongolia, Office of Community of Democracies Presidency • DFAIT Canada, Global Peace and Security Fund • MoEMongolia • Mongolian Civil Society Organizations • Agriteam Canada

19. Starting Points Why yet another “curriculum” on democracy?

20. Starting Points • There is so much already out there.. • But the more detailed.. the more contextually constrained • Needs to be general enough to be broadly relevant.. • But specific enough to have practical value • Knowing “what” and “how” are not enough.. • The way we “are” and the things we “do” also matter • Democracy is about more than elections.. • And EfD should be based on first principles • Much of what is important falls into the “hidden curriculum”.. • So we need to unhide it and reorient it

21. Conceptual Approach The Basis for the Curriculum Framework

22. Conceptual Approach

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24. Conceptual Approach

25. Conceptual Approach

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27. Conceptual Approach

28. Conceptual Approach Conventional Approach

29. Conceptual Approach

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31. Conceptual Approach

32. Conceptual Approach Content • explicit • direct Context • tacit • indirect

33. Conceptual Approach

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36. Curriculum Objectives Learning what, how to, to be, and together

37. Curriculum Objectives • Education for democracy versus education about democracy • Conventional Curricula • Knowledge • Skills • (Attitudes) • Issues in Education for Democracy • KSAs are insufficient • Content-focused curricula do little to support actual civic engagement • Need to go beyond individual learning

38. Curriculum Framework

39. Curriculum Framework

40. Curriculum Framework

41. Curriculum Framework

42. Curriculum Framework • Political Systems and Government • Culture and Society • Rights and Responsibilities • Issues and Current Affairs

43. Curriculum Framework • Critical Thinking • Systems Thinking • Critical Literacy and Communication • Working Through Ambiguity • Conflict Resolution

44. Curriculum Framework

45. Curriculum Framework • Autonomy • Justice and Care • Integrity • Reciprocity • Local and Global Citizenship • Reasonableness • Mutual Civic Respect • Civic Engagement

46. Curriculum Framework

47. Curriculum Framework • Sense of Connectedness • Democratically Engaged Teachers • School and Community Partnerships • Parental and Community Involvement • Democratic School Governance

48. Curriculum Framework • EfD Curriculum Framework Learning Outcomes: • Knowledge (learning about) • Skills (learning how to) • Dispositions (learning to be) • School Outcomes (learning together)

49. Populating the Curriculum Providing Content and Creating Democratic Experiences

50. Curriculum Content