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008    120404s1993    ||||||||||||||||| ||eng d 
035    (UMI)AAI9315501 
040    UMI|cUMI 
100 1  Sehr, David Thomas 
245 10 Education for public democracy: A theoretical and 
       ethnographic investigation 
300    326 p 
500    Source: Dissertation Abstracts International, Volume: 54-
       01, Section: A, page: 0325 
502    Thesis (Ph.D.)--City University of New York, 1993 
520    This study explores the ideological roots of two major 
       strains of democracy in the U.S., and using a set of 
       analytical categories developed from one of these 
       ideological traditions, analyzes key aspects of two urban 
       alternative public high schools that aspire to public 
       democratic education 
520    The first ideological tradition is a hegemonic one that 
       sees democracy as a privately-oriented, individualistic 
       system with little room for most people to participate in 
       self-rule. This tradition is rooted in the political 
       thought of Hobbes and Locke, the authors of the Federalist
       Papers, Adam Smith and the Utilitarian Liberals, and 
       twentieth century American pluralist theorists and free 
       market economists 
520    The second ideological tradition provides a counter-
       hegemonic vision of democracy, grounded in the work of 
       Rousseau, Jefferson, Dewey, Mills and several important 
       feminist theorists such as Carol Gould, Nancy Fraser, 
       Carole Pateman and Carol Gilligan. This ideological 
       tradition of public democracy sees people's participation 
       in public life as the essential ingredient in democratic 
520    Drawing on the public democratic theoretical tradition, an
       outline is developed of the essential values, attributes 
       and capacities a public democratic citizen should possess.
       Based on these essential citizenship characteristics, a 
       set of analytical categories is constructed for studying 
       the curricula of schools that aspire to teach public 
       democratic citizenship. These analytical categories are 
       employed in sample analyses of various aspects of the 
       curriculum of two "democratic" alternative urban public 
       high schools. Field research in the study schools involved
       class observations, informal teacher and student 
       interviews, and in one school, a series of student focus 
       group discussions 
520    This study explores two competing visions of democracy 
       which frame a discussion of the problems and possibilities
       of democratic citizenship in the U.S.; it demonstrates a 
       method for analyzing school curriculum and practice, to 
       see to what degree "democratic schools" promote young 
       people's development as public democratic citizens; and it
       encourages debate and further research into the kinds of 
       curriculum and organizational features educators should 
       and should not employ to promote public democratic 
590    School code: 0046 
650  4 Education, Sociology of 
650  4 Education, Social Sciences 
650  4 Sociology, General 
650  4 Education, Philosophy of 
690    0340 
690    0534 
690    0626 
690    0998 
710 2  City University of New York 
773 0  |tDissertation Abstracts International|g54-01A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/