The struggle for democracy in education

team

Yaobin, tong

STELLA, cheong

Adam,lang

PhD Candidate, Depart of. curriculum, pedagogy and assessment

"Citizenship education in a Chinese University: the role of ideological and political education"

PhD Candidate, Depart of. curriculum, pedagogy and assessment

"THE PREVENT DUTY AND ITS IMPACT ON ENGLISH

SECONDARY SCHOOLS AND COLLEGES: A VIEW

FROM SCHOOL AND COLLEGE LEADERSHIP"

PhD Candidate, Depart of. curriculum, pedagogy and assessment

"Reimagining democratic citizenship and peace education on the future Unified Korean Peninsula: Lessons from young North Korean migrants ’ life histories"

ADAM's RESEARCH

THE PREVENT DUTY AND ITS IMPACT ON ENGLISH

SECONDARY SCHOOLS AND COLLEGES: A VIEW

FROM SCHOOL AND COLLEGE LEADERSHIP

stella's research

Government

Driven

Multicultural

Policy

Ethnocentric

Mind-set

Division

Ideology

Reimagining democratic citizenship and peace education on the future Unified Korean Peninsula: Lessons from young North Korean migrants’ life histories

One-size-fits-all

Curriculum

stella's research

Overarching Question

Subsidiary Questions

I. How do they narrate their experience living in North Korea, as well as when they leave in North Korea?

II. What strategies do they use to enable them to settle down in new and challenging environments?

III. How might this experience be used in informing democratic citizenship and peace education in the context of Korean reunification?

To what extent, can North Korean migrant youths' life experience contribute to develop appropriate democratic citizenship and peace education in order to prepare for a successful reunification on the Korean peninsula?

defining bridge citizens

Values-Bearing Citizens

who advocates for the creative richness of other cultures and integrate cultural differences (Zuckerman,2013;Bennett, 1986; Hammer, 2011)

Who can be a mediator for peacebuilding (Galtung and Jacobson,2002)

who open to utopian perspectives (Rawls,1999)

who have cosmopolitan habitus (Bourdieu, 1986; Weenink, 2008)

who have bridging social capital (Putnam, 1995:2000)

Profile of participants

Year of Arrival

(SK)

Year of Arrival

(UK)

Current

Location

Home Town

Social

Classification

Pseudonyms

Age

Affiliation

Sex

Florist

2008

Seoul

Wavering

Class

Kyungsung

N/A

F

31

Geum

21

Seoul

Student

F

2013

Wavering

Class

Hyang

Chungjin

N/A

M

Core

Class

26

Kyungsung

2011

Ju

Seoul

Student

N/A

Gunpo

M

Hamhung

Kweon

F: Core

M: Hostile

Student &

Painter

26

2013

N/A

Surbiton

Chungjin

2003

Hostile

Class

F

25

Student

Hae

2005

HaYoung

Hostile

Class

41

Chungjin

2007

F

2002

New Malden

House wife

Minseok

New Malden

2007

M

19

N/A

2002

Student

Yanbian

(China)

Research Methodology & Settings

Biographic Narrative Interpretive Interviewing & Digital Autobiographical Writing

South Korea & United Kingdom

Migration and Bordering experience

Figure 2. The escape routes of refugees to South Korea

Figure 1. The North Korean-Chinese Borderland

Long journey to becoming bridge citizens

British

Citizens

Illegal Border-

Crossers

South

Korean

Citizens

North

Korean

Citizens

Transnational

Citizens

Democratic

Citizens

New Juche

Type People

Undocumented

Citizens

Constitutional monarchy

(Capitalism)

Liberal Democracy

(Capitalism)

Socialism

(Marketisation)

North Korean style socialism

yaobin's research

Citizenship education in a Chinese University:

the role of ideological and political education

Core Readings

•  Apple, M. W., Gandin, L. A., Liu, S., Meshulam, A., & Schirmer, E. (2018). The struggle for democracy in education: Lessons from social realities. New York, NY: Routledge.

•  Banks, J. A. (2017). Citizenship education and global migration: Implications for theory, research, and teaching. American Educational Research Association.

supporting readings

Flanagan, V. (2014). Digital citizenship in the Posthuman Era (pp.70-99). In Technology and Identity in Young Adult Fiction: The Posthuman Subject. Palgrave Macmillan

Reading Group framework

Week 1 (17 Jan): Introductory Session

Apple et al (2018) Ch.1. The struggle for democracy in education (pp. 1-19)

Week 2 (31 Jan): Banks et al (2017) Ch. 7 Citizenship Education, Inclusion, and Belonging in Europe: Rhetoric and Reality in England an Norway (pp.133-160)

Week 3 (14 Feb): Apple et al (2018) Ch.6. The Struggle Continues: Lessons Learned and What Can Be Done (pp.135-160)

Reading Group framework

Week 4 (28 Feb): Flanagan, V. (2014). Digital citizenship in the Posthuman Era (pp.70-99). In Technology and Identity in Young Adult Fiction: The Posthuman Subject. Palgrave Macmillan

Week 5 (14 Mar): Banks et al (2017) Ch. 3 Globalization and Education for Cosmopolitan Citizenship(pp.41-62)

Week 6 (2 May): Discussion with Prof. Hugh Starkey (Topic: TBC)

Week 7 (16 May): Discussion about all topics and Reflection on the reading group (Lesson Learned)

Your Desire

What do you hope that you will learn during this reading group?

contents

The book consists of six chapters:

1. The struggle for democracy in education

2. The Contradictions of a Critically Democratic School

3. Struggling for the Local: Money, Power, and the Possibilities of Victories in the Politics of Education

4. How “Democracy” Can Lead to Inequality: Class Relations and the Realities of Educational Reform

5. Can Critical Democracy Last?: Porto Alegre and the Struggle Over “Thick” Democracy in Education

6. The struggle Continues: Lesson Learned and What Can Be Done.

Seeing Contradictions

Apple et al (2018) stress the full of tensions and contradictions in school which led hard to live out its commitments and to democratise the processes and outcomes of education. He started a story of an initiative, which he and his wife, Rima are interested in and it was dedicated to improve the educational inequality of young women and girls who have been suffering from doubly marginalised not only by class but also by gender.

Democracy and a Transformative Education

According to Apple and his colleagues, Thick democracy (thicker forms of critically democratic education/ a thick process of full collective participation/ thick vision of democracy) seeks to provide full collective participation in the search for the common good and create critical citizens, who are object to “thin democracy,” market-oriented versions of consumer choice, possessive individualism, and an education that is valued largely as a tool for meeting a set of limited economic needs as defined by the powerful (2018:4-5)

The State and Official Knowledge

• Dominant groups are often forced to compromise, to give something to oppressed groups, to maintain control (2018:6)
• Examples of Official knowledge (p.8) :
• ==> climate change (e.g. the state textbook commission in Texas) / enslaved people = guest workers who came to the US for employment purpose
• ==> counter-hegemonic schools such as Socialist Sunday schools, Workers Schools, and any other kinds of radical children’s schools (p.7)

Real School and Real struggles

This introductory chapter has drawn on the conflicts over the meaning of democracy and its realities in schools and the local communities. From chapter 2 to 5, those chapters handle the core topic. “Democracy in education is seen as a contested terrain” as observed by neoliberal, neoconservative, authoritarian populist, and new managerial forces and movements, so-called, “conservative modernization” (Apple et al., 2018:15)

question 1

Do you agree with the concept of Apple’s “Thick democracy” and “Thin democracy”?

If so, why and why not?

Sub-question

What roles should critical educators play in the politics of building and defending thicker forms of democracy inside and outside of education? (Apple et al., 2018:16)

question 2

How democracy is actually lived in schools, in whose vision of democracy is sponsored, and in how movements from below sometimes get formed to oppose dominance (Apple, 2014)

question 3

What does critical citizens ( Apple et al.,2018:9) mean in this volume? what's your understanding on the concept of critical citizens ?