Reflections on how education can be for democracy in the twenty-first century

Aly, Anne and Blackmore, Jill and Bright, David and Hayes, Debra and Heffernan, Amanda and Lingard, Bob and Riddle, Stewart ORCID: https://orcid.org/0000-0003-1653-1300 and Takayama, Keita and Youdell, Deborah (2022) Reflections on how education can be for democracy in the twenty-first century. Journal of Educational Administration and History, 54 (3). pp. 357-372. ISSN 0022-0620

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Abstract

This paper is one of two that bring together a range of education scholars to consider how education might be for democracy in a time of complex challenges facing twenty-first century societies. In this paper, scholars from Australia, Japan and the United Kingdom consider how sites of formal and informal education can respond to multiple unfolding crises, including the COVID-19 global pandemic, catastrophic climate change and ecological collapse, political upheaval, and growing social and economic inequality. What emerges is a wide-ranging set of reflections that engage with these complexities and challenges in a considered and hopeful way.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 08 Jun 2022 23:33
Last Modified: 26 Jun 2022 22:25
Uncontrolled Keywords: education for democracy, democratic institutions, social inequality, public education
Fields of Research (2020): 39 EDUCATION > 3902 Education policy, sociology and philosophy > 390202 History and philosophy of education
39 EDUCATION > 3904 Specialist studies in education > 390403 Educational administration, management and leadership
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education
Identification Number or DOI: https://doi.org/10.1080/00220620.2022.2084052
URI: http://eprints.usq.edu.au/id/eprint/48921

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