Doing Democracy in Education: Conceptualizing a Social Justice Role for Educators

1. Doing Democracy in Education: Conceptualizing a Social Justice Role for Educators Paul R. Carr Gina Thésée Youngstown State University Université du Québec à Montréal AERA Chicago, April 9-13, 2007

2. Overview • Key concepts • Political literacy • Epistemological literacy • Framework • Neo-liberalism • Democracy • Social Justice • Methodology • Study on College of Education students re: democracy • Analysis on teacher education in Montreal • Proposals

3. Political literacy • Do we teach for political literacy (Schugurensky)? • Must political literacy be taught in an explicit way, or can it be learned through osmosis (Davies & Hogarth)? • What are the considerations for teaching, or not, political literacy (Giroux)? • How are educators and students engaged in cultivating political literacy, and how does this relate to democracy and social justice (Carr)? • What are the implications for neglecting political literacy in education (Parker)? • How does political literacy relate to patriotism and critical engagement in schools (Westheimer and Kahne; Parker)? • How does political literacy relate to neoliberalism (McLaren)?

4. Critical literacy as a precondition for self- and social-empowerment (Giroux) • “the language of literacy is almost exclusively linked to popular forms of liberal and right-wing discourse that reduce it to either a functional perspective tied to narrowly coerced economic interests or to a logic designed to initiate the poor, the underprivileged, and minorities into the ideology of a unitary, dominant cultural tradition. In the first instance, the crisis in literacy is predicated on the need to train more workers for occupational jobs that demand ‘functional’ reading and writing skills…. In the second instance, literacy becomes the ideological vehicle through which to legitimate schooling as a site for character development; in this case, literacy is associated with the transmission and mastery of a unitary Western tradition based on the virtues of hard work, industry, respect for family, institutional authority, and an unquestioning respect for the nation”. • “emancipatory pedagogy”

5. Thick vs Thin democracy (Gandin & Apple) • Freire: • link between humanization and dehumanization as well as between oppressors and oppressed; • the “banking concept of education as an instrument of oppression”; • the process of liberation and critical consciousness (“conscientizacao”) through/in education; and • the fundamental importance of culture in shaping the educational and political experience; • power inside and outside of the classroom.

6. Neo-liberalism • Political economy • devotion to the market place • homogenization of culture • disregard of human rights • concentration of power • Kyoto, International Criminal Court, World Bank, Iraq… • fear of not participating in war (“alliance in the war against terrorism”) enhanced patriotism • role of media • diminished distribution of resources (“Wall Mart(ization)”)

7. Neo-liberalism • “The most flagrant and widely deplored contradiction is between American’s self image as a force of democracy and human rights and a reality in which many rights at home are sharply limited, the death penalty continues along with torture of “enemy combatants,” while the US repudiates the international laws of war. Abroad the US support of dictators and its failure to protect victims of genocide in Rwanda and Darfur have contributed greatly to anti-Americanism. Foreigners can observe for themselves, on the one hand, the weakness of public services throughout the US, the cult of low taxes, and the distrust of any redistributive role of government and, on the other hand, the formidable apparatus of American military and intelligence services throughout the world and in the US itself” (Hoffman).

8. Neo-liberalism in education • Free-market support and ideology • Standardization of testing, curriculum, outcomes • Privatization • Efficiency • Employability as an ideology • Business involvement in all aspects of education • Diminishing place for democracy, citizenship and social justice • Reduced investments • Military connection to education (recruitment, curriculum) • Nebulous notion of accountability (i.e., NCLB)

9. Indoctrination as a modus operandi • “(citizenship education can now be characterized as) creating false crises, sloganeering, setting up false dichotomies, grossly over simplifying both problems and solutions, and the demonizing of opponents and alternatives. The cult-like mantras that sometimes dominate our discourses are consistent with an indoctrination approach to citizenship education in that they are much more focused on creating true believers than on listening to alternatives or making substantive arguments (Sears and Hughes)”.

10. Democracy and political literacy – College of Education students • A critical appreciation and analysis of democracy as a philosophy, ethos, political system and cultural phenomenon is only thinly articulated. • Little commentary on critical thinking, politics as a way of life, power-sharing, the decision-making process, the role of the media, alternative systems, and social responsibility. • Almost all of the participants focus on elections as the pivotal underpinning to democracy. Graduate students are generally more engaged. • Almost all participants-- although extremely supportive of democracy in the US-- are dissatisfied with a number of aspects associated with democracy (i.e., elections, issues raised, elected officials). • US democracy is often considered to be a model, far preferable to what exists in other systems/countries; however, there does not appear to be a strong understanding of what democracy looks like elsewhere.

11. Democracy and political literacy – College of Education students • Excessive emphasis on presidential politics when talking about democracy, eclipsing local, regional and international issues. • The connection between education and democracy is a nebulous one, with many participants questioning the foundation of such a linkage. • General rejection of the notion that “politics” should be part of education. • Civic engagement is understood in very narrow terms, concentrated within a specific class/course or associated with elections. • The critical area of social justice, especially in relation to race and poverty, is not fully supported as an integral part of the teaching about/for democracy. • Significant differences between African-American and White participants in relation to the place and significance of social justice in education.

12. Experiencing Democracy: Apathy • I don't really know what being actively engaged would include. (12/G/F/W/2) • I watch news but never really pay attention. (37/U/F/W/1) • I'm not too involved. I'm not a huge fan of politics. (41/U/F/W/1) • I am not involved with any public issues for or against. (13/G/F/A/5) • I could be more active by voicing my concerns, but I don't have time for that. (17U/F/W/1) • Got my own problems out here, work, school, bills, etc. (68/U/M/A/2) • I don't know much about politics. (81/U/F/W/1)

13. Weak Connection Between Teaching and Democracy • Truthfully, I would be more concerned w/ teaching standards. (5/G/M/W/4) • I probably won't be teaching this but if I did I'd be concerned. Mostly because this subject does not come easily for me. (43/U/F/W/1) • I want to be a math teacher. (32/U/F/W/1) • As a music education major citizenship is not a subject in my curriculum-However, I can be a good influence by being a good citizen. (42/U/F/W/1) • I am a math (science) major. (46/U/F/W/1) • I’m going into gym. (51/U/M/W/1) • I don't see how it relates to my subject areas however if I could put something into my lessons (if it was appropriate) I would. (71/U/F/W/2)

14. Negative School Experience re: Democracy • I remember high school "government" and history classes as being somewhat of a joke. … the teachers "taught", the students "learned," and dialogue was pretty much non-existent. (124/U/F/W/5) • Hell no, went to a city school; football there had an impact on democracy for me. (68/U/M/A/2) • I didn't fall into the crowd. (16/U/M/W/1) • Rarely were we taught that citizenship was a responsibility to engage debate. Rather, citizenship was conceived as a responsibility to uphold and conform. (4/G/M/W/4) • I went to 2 high schools that never talked about the government and even in my social studies classes. (114/U/F/W/1)

15. Positive School Experience: Focus on Voting • I began thinking for myself in high school and realized for the first time that the things I agreed with were really my thoughts, not my parents. (19/U/F/W/1) • My teachers taught me to be open minded and ask questions, especially when it comes to government. (22/U/M/O/1) • High school prepared me to do the right thing, to vote and to work hard. (14/U/F/W/1) • My high school taught me the responsibilities of being a good citizen. The best way to be a good citizen is to vote every 4 years for the person we believe would be better for this country. (74/U/M/W/1) • We read books on the constitution and rules about the flag. But basically we were mostly encouraged to vote. (126/U/F/W/1)

16. Teaching Democracy: Concern about Imparting Values and Indoctrination • They should teach students their rights, but not instill this "sense of democracy" to the point where the students are indoctrinated. (11/U/F/W/1) • Teachers should never be allowed to (present) information to their students about choosing democracy over anything else. A student should have their own right as to which party they would be a part of. (74/U/M/W/1) • I think teachers should inform their students but need to be careful not to pursue any answers. (84/U/F/W/1) • I believe that values are important to teach as long as the teacher does not try to indoctrinate the student. (3/G/M/W/4) • No, because when they try to do so their political views come out. (25/U/F/W/1)

17. Teaching Democracy: Teachers Should • Yes teachers, other than parents are the 1st influence on a child and have great opportunities to instill these democratic values in students. (122/U/M/W/1) • Yes, I believe that teachers can model democracy every day. From the way the class is run, … classroom rules, the assignments, all should have a voice in the decisions. I do not belong to the students' "world"; I need to "dialogue" with them in order to gain an orientation. (124/U/F/W/5) • Absolutely! Teachers should emulate democracy and reflect a positive role model of the democratic process. (8/G/M/W/5) • Yes, the social studies dept. should. They are capable of stating their opinions. (14/U/F/W/1) • They should because it is important and yes, teachers are capable of establishing democratic values in students. (90/U/F/W/2)

18. Democracy and Social Justice: Weak Connection • Most injustice is rooted deeply within individuals- not easily fixed by social initiatives. (3/G/M/W/4) • Why would racism be an issue in democracy nowadays? (26/U/M/W/1) • Racism is only an important issue if someone makes it one. In the end, votes have no color. (126/U/F/W/1) • It shouldn't be an issue. An American citizen is an American citizen. Americans of all races should take advantage of our democracy. (19U/F/W/1) • Race doesn't matter, everyone is equal. (102/U/F/W/1)

19. Understanding that Racism is Critical • A racist society is not fully democratic. Sadly, I believe the U.S. is a racist society. (9/G/F/O/4) • It's sad to me that people still judge each other on appearance, but I cannot deny it still goes on. If racism didn't impact democracy then why have we not had an ethnic president? (71/U/F/W/2) • In the U.S. racism, a social construct, is used to justify or rationalize the allocation of resources by those who control the majority of the resources. Many are duped to believe that because they resemble those in control that decisions are made to benefit or include them too. (129/G/M/A/5) • Having equal rights is important to democracy and racism is a violation of our equal rights. (12/G/F/W/2) • I feel we will have a female president before a black one. (47/U/M/W/1)

20. Understanding of Systemic Inequities • Rich people seem to always have more than poor people when it comes to politics and rights. (17U/F/W/1) • Those who have power and influence -and "know people"- can usually achieve things others cannot. Getting out of trouble, favors, etc. (43/U/F/W/1) • The more important or even "rich" a person is, they can get away with more things than an average person would. (35/U/M/W/1) • Some laws are skewed to favor people. The people in power make the laws so they are the ones who get the most out of them. (71/U/F/W/2)

21. Imagine… • We are in Montreal…in a school… • Then, let’ s flight to Paris…in a museum… • Let’s come back here, in Chicago…in a church…

22. Social construction of this knowledge • Implicit or explicit • Different forms (pictures, symbols, social representations, beliefs, rules, consensus, laws, theories, etc. • In all social spaces (institutions, medias, research) • In education (Validation/Maintenance/Transmission/Reproduction) • In all disciplines of the curriculum (natural sciences, music, arts, human and social sciences, literature, religion) • Subtile, unconscious, insidious • Very efficient…

23. Toxicity of knowledge • Silence (without voice) • Passivity (inhibition of action) • Omission (anesthesia of memory) • Disenfranchisement (you are an object) • Alienation (you are a stranger to yourself) • Low self-esteem (you do not like yourself) • Disempowerment (no control of your own life or in the community or on social transformation) • Erosion of the self (up-rooted from one’s culture)

24. Knowledge society and knowledge economy: Epistemological Racism • Not interpersonal • Not institutional • Not societal • Civilizational (anchored in the historical dynamic of contacts between oppressors and oppressed)

25. 4 Levels of racism (Scheurich)

26. Educative model used to form teachers

27. The relations in the educative model:What’s in? What’s out? (50% - 50%) • Subject – Agent (pedagogical: romanticized) • Agent – Object (teaching: professionalized) • Object – Subject (learning: psychologized) • Subject – Context (cultural/social) • Agent – Context (cultural/social) • Object – Context (cultural/epistemological)

28. An entry for Critical Pedagogy:the Freire’s notion of literacy • Political Literacy • Adressing cultural and social relations • Critiquing inequitable power relations • Epistemological Literacy • Adressing cultural and epistemological relations • Decolonizing the mind • Pursuing resiliency toward resistance

29. A model for Resistance-Resiliency to hegemonic oppression • Refuse • Saying No to toxic knowledge; refusing to be the “Other” as defined • Re-Question • Deconstructing concepts, theories, representations, stereotypes • Re-Define • Re-appropriating the power of knowledge/culture • Re-Affirm! • Speaking out, and saying Yes to Self • Heal the memory • Participate actively • Struggle against disenfranchisement

30. A model for Resistance-Resiliency to hegemonic oppression • Refuse: • toxic discourses infused into the mind continuously in everyday life; • present strong symbolic, implicit and explicit content, including images, styles, attitudes or relations shaping the media and artistic productions. • Re-questioning: • address issues of scientific knowledge and scientific myths which validate the dominant knowledge and invalidate the others. • De-construct those “how and how much?”, seeking only the recipe and measurable goals in various situations; • re-questioning the “How?”, therefore, shatters the certainty and rigidity of certain methodologies.

31. A model for Resistance-Resiliency to hegemonic oppression 3) Re-define: • knowledge in all its dimensions that is social in nature (ontology, aesthetics, methodology, axiology, ethics) • formal traits of knowledge include concepts, basic principles, rules, laws and theories which have been formalized through periods of inert-subjectivity and broad consensus. 4) Re-affirm: • reconstruction of the self is necessary in order to deviate from the pervasive Eurocentric view; • advancing in the resistance-resiliency process is intended to affirm the collective self at all levels.

32. Discussion • Are political and epistemological literacy achievable within an education-system dominated by neo-liberalism? • As highlighted by Freire, education cannot be disconnected from societal concerns; what are the most desirable social manifestations to support political and epistemological literacy in education? • How critical is it to have teachers become more engaged in cultivating political and epistemological literacy in schools? • What should be our role in promoting political and epistemological literacy in teacher education?

33. Thank you! Mèsi Anpil! !Muchas Gracias! Obrigada! Obrigado! Merci beaucoup !