Unalienated Recognition as a Feature of Democratic Schooling

Autor/in	Rheingold, Alison
Titel	Unalienated Recognition as a Feature of Democratic Schooling
Quelle	In: Democracy & Education, 20 (2012) 2, Artikel 3 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Recognition (Achievement); Civil Rights; Democracy; Standards; Accountability; Scores; Academic Achievement; Case Studies; Interviews; Grade 7; Learner Engagement; Educational Change; Middle School Students; Maine + Suchen Sie Ihr Suchwort? Soziale Anerkennung; Bürgerrechte; Grundrechte; Zivilrecht; Demokratie; Standard; Verantwortung; Schulleistung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; School year 07; 7. Schuljahr; Schuljahr 07; Bildungsreform; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The current era of standards and accountability in U.S. public schooling narrows recognition and assessment to an almost exclusive focus on the production of test scores as legitimate markers of student achievement. This climate prevents rather than encourages democratic forms of exchange within and across social worlds. Via a case study of one student's experience in a project on the civil rights movement, I present the concept of "unalienated recognition" to describe a form of democratic exchange that centers on what students produce through community-based projects. (Contains 4 notes.) (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10