Dewey's Democracy and Education Revisited: Contemporary Discourses for Democratic Education and Leadership

About the Book

Dewey's Democracy and Education Revisited focuses on democratic schools/democratic education and the work of teacher and leader practitioners in the new millennium, taking into consideration the complex and dynamic nature of preparing leaders for changing roles in schools amidst the challenges of standards and accountability, the No Child Left Behind Act, licensure/certification issues, increasing diversity, issues of social justice, shifting demographics, and the myriad of social issues that make democratic leadership necessary. The book presents a collection of contemporary discourses that reconsider the relationship of democracy as a political ideology and American ideal (i.e., Dewey's progressivist ideas) and education as the foundation of preparing democratic citizens in America.
Jenlink takes the reader into a reflective and critical examination of Dewey's ideas on democratic education, set forth in the classic philosophy text, Democracy and Education. Each chapter draws the reader into a discussion of the salient and relevant points Dewey argued, and juxtaposes Dewey's points with the issues challenging educators today, in particular focusing on the challenge of fostering democratic education and leadership for America's schools.

Table of Contents:

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

About the Author :
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.

Review :
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. 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. 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. 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. 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. 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. 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.