|Other Retailer||Price Checked Time||Their Price in AUD||Our Price|
|Book Depository US||yesterday||82.06||$74.53||You save $7.53|
Part 1 Leadership and Democratic Education Chapter 2 Introduction: Dewey's Democracy and Education Revisited Chapter 3 Dewey's Legacy for Democratic Education and Leadership-Democracy and Education Revisited Chapter 4 Democracy and Education Revisited: A Continuing Leadership Agenda Part 5 Social Foundations and Democratic Education Chapter 6 The Criteria of Good Aims and the Idea of the Curriculum Standard Chapter 7 What Kind of Democracy Should Public Schools Promote? A Challenge for Educational Leaders in a No Child Left Behind Environment Chapter 8 Democratic Foundations of Social Education Chapter 9 John Dewey: Still Ahead of His Time Part 10 Aesthetics and Democratic Education Chapter 11 Dewey, Democratic Leadership, and Art Chapter 12 The Mis-underestimation of the Value of Aesthetics in Public Education Part 13 Culture and Democratic Education Chapter 14 Leadership and Democracy: Creating Inclusive Schools Chapter 15 Education for Democratic Culture-Cultural Democracy: Taking a Critical Pragmatic Turn Part 16 Freedom and Democratic Education Chapter 17 Learning Walks Away: The Erasure of Democracy from Education Chapter 18 Transforming the School into a Democratically Practiced Place Chapter 19 On the Corruption of Democracy and Education Part 20 Democracy and Democratic Vistas of Education Chapter 21 Creating Democratic Relationships Chapter 22 Scholar-Practitioner Leadership: Revitalizing the Democratic Ideal in American Schools and Society Chapter 23 Coda: Dewey's Democracy and Education: Realizing New Vistas of Democratic Education
Patrick M. Jenlink is professor of doctoral studies in the Department of Secondary Education and Educational Leadership and Director of the Educational Research Center at Stephen F. Austin State University.
In this new collection scholar-practitioner leaders from universities and schools across the United States join forces to undertake the most important work there is-'imagining and realizing a more functional democratic society' (Preface). The vistas of democratic places they invite us into are wide-ranging and pragmatically anchored in John Dewey's enduring philosophy democratic education. You will walk away from this text more critically informed and better prepared for the complex challenges that infuse our schools, classrooms, and lives. -- Carol A. Mullen, Professor and Chair, Department of Educational Leadership & Cultural Foundations, The University of North Carolina at G This book presents a compelling argument that educational leaders have the capacity to transform practice when they refrain from mindless adherence to accountability goals and commit to critical reflection. Chapter authors challenge educators to practice democratically accountable leadership through including respectful participation and collaborations with all cultural groups. -- Sandy Harris, Professor and Director, Center for Doctoral Studies in Educational Leadership Lamar University Revisiting the timeless works of Dewey is a reminder of the old adage, 'The more things change ... the more things stay the same.' As a school practitioner involved with the daily trappings of the job, especially issues related to accountability, the subject of this book is a refreshing reminder of why I heeded the call to teach and to lead in the first place; and why, perhaps as never before, we must revisit and expand on the ideas put forth by Dewey nearly a hundred years ago if we are to realize the promise of democracy as an ageless idea. I offer my sincere appreciation to the contributors of this work. -- Ralph H. Draper, Superintendent of Schools, Spring Independent School District, Houston, TX Presently, the United States is suffering from a deficit of imagination and conscious commitment to educate our students as scholars and citizens. Dewey's Democracy and Education Revisited presents a platform for dialogue as multiple voices invite us to think with them what a robust social democracy requires in these new times. Awakening readers to John Dewey's vision of democracy and education the authors provide readers with a prism of perspectives to reclaim the principles of democratic citizenship. This book models the communication and deliberative process required of all of us who would be citizens and scholars in a democratic society, striking a chord in each of us who shares a vision of education's role in a sustainable and vibrant democracy. -- Rosalie M. Romano, Assistant Professor, Department of Secondary Education, Woodring School of Education, Western Washington University Patrick Jenlink has done a marvelous job of designing and delivering Dewey's Democracy and Education Revisited, a volume that penetrates to the heart of Deweyan philosophy. Those interested in public education, educational leadership, educational foundations, democratic practices, open communication, and mutual respect of others will welcome this work. -- Douglas J. Simpson, Professor, Department of Curriculum and Instruction, Texas Tech University Jenlink and 16 contributors continue the initial conversations educational reformer, psychologist and philosopher John Dewey initiated with the publication of his Democracy and Education- and use Dewey's work as a starting point for addressing the concerns and needs of today's and future democratic educational systems. Food for thought for those who are concerned about current issues and problems that challenge education throughout the world. Research Book News, August 2009 Dewey believed a creative democracy involves constant communication and reconstruction across generations. Dewey would not exempt his own thinking from the reconstructive process. In any case, Dewey placed heavy emphasis on the importance of historical, cultural, and even geographic context. What democracy and education mean is something that needs constant reworking. The contributors to this volume not only revisit, they revitalize Dewey for today and tomorrow. -- Jim Garrison, President, John Dewey Society, and Professor of Philosophy, Department of Teaching and Learning, College of Human Resources and