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The Democratic Standard

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Ashley Schwieterman

on 23 February 2014

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Transcript of The Democratic Standard

Lessons from the Chicago Teacher Strike
It's about the right to learn about your own culture
We Are All in This Together
Preparation for LIFE in a Democracy
Making Education About "Them"
Evidence of Democratic Schools
Carberry (2012-2013) allows his students to participate in the development of their own instruction. He did this with teaching them to debate the current issue of the H.B. 2281.

In Gruwell's (2007), Gruwell allows the students in her class several opportunities to analyze history from their point of view and cultural perspective (p. 36 and p. 46-47).

One of the main arguments by the Chicago Teacher Union strike in 2012 was to address Rahm and Chicago's commitment to "serve all children" (New Teachers', 2012-2013, p.6)
The main aspect of a democratic education is that education should relate to the student.
Education should give them the opportunity to succeed in society as opposed to "taking their place" in society.
As educators, we have obligation to our students to teach about democracy and provide an example of a democratic citizen.
Monday, February 17, 2014
Vol XCIII, No. 311
Avoiding a Hidden Curriculum
Benefits of Community Involvement
Get Involved
Parent and Community Involvement
They are experts in their culture. Let them help in curriculum and instruction formation
Involve them in policy making
In the case of CTU strike, parents and community members became involved for two reasons:
This was not the first instance of communication between teacher and parent (Sokolower, 2012-2013, p. 13)
The teachers had the students' best interest in mind (Sokolower, 2012-2013, p.15).
In the wake of No Child Left Behind in 2001 and previously
A Nation at Risk
in 1983, standardized testing and accountability have influenced every aspect of teaching. Most notably is its affect on the curriculum. Due to the emphasis of tested material, Social Studies including American History has taken a back seat to Science, Mathematics, and English Language Arts. Unfortunately, when history is taught, teachers are urged to use textbooks or e-books which have become sensitized and remove many aspects of "real" American History. As focused in Carberry (2012-2013) article, ethnic studies classes are being banned from Arizona schools. These classes focused on American History as it pertains to individual communities. As Carberry (2012-2013) quotes a student of the Tucson school community "they want us to just stay Americanized and whitewashed" (p. 30).
The Democratic Standard
How does this relate to you as a preservice teacher?
Relate what you are teaching to the students of your community
Use the communities history and the history of students' nationalities in your teaching
Involve the students background in the standards
Figure 1. The U.N.I.D.O.S protest against the Ethnics Studies Ban H.B. 2281 (Nieves & Cepeda, 2011)
What is Required of a Democratic Education
Characteristics of Democratic Schools

Student, parental, and community participation in the development of curriculum

Community centered curriculum and instruction

Development of civic skills, including language and debate skills

Development of critical analysis

Teachers as good examples of democratic citizen

Quality education for all students
(Carberry, 2012-2013, p. 30).
Figure 2: (Carberry, 2012-2013, p. 24)
Figure 3: Lessons from the strike addressed by CTU president Karen Lewis (CTUTV1, 2013).
Carberry, D. (2012-2013). Precious knowledge: Teaching solidarity with Tucson.

Rethinking schools online
. 27(2). 24-32.

CTUTV1 (2013). CTU strike one year later: Karen Lewis on lessons learned.
(Video File). Retrieved from http://www.youtube.com/watch?

Gruwell, E. (2007). Teach with your heart. Random House LLC.

New Teachers' Union Movement in the Making. (2012-2013). (Editorial).
Rethinking schools online
. 27(2). 5-6.

Sokolower, J. (2012-2013). Lessons in social justice unionism: An interview with
Chicago teachers union president Karen Lewis.
Rethinking schools online
27(2). 10-17.
Full transcript