Catálogo de publicaciones - revistas

<jats:p> Educators and policymakers increasingly pursue programs that aim to strengthen democracy through civic education, service learning, and other pedagogies. Their underlying beliefs, however, differ. This article calls attention to the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs. It offers analyses of a 2-year study of educational programs in the United States that aimed to promote democracy. Drawing on democratic theory and on findings from their study, the authors detail three conceptions of the “good” citizen—personally responsible, participatory, and justice oriented —that underscore political implications of education for democracy. The article demonstrates that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but, rather, political choices with political consequences. </jats:p>

<jats:p> This study examines the way teachers make sense of data in the context of high-stakes decision making, such as decisions related to student placement in educational tracks. Different types of data, data collected rationally and intuitively, may be used in this sensemaking process, and the same data may be interpreted in different ways by different teachers. Results show that teachers base their decisions on rational processes only to a limited extent. Teachers collect a great amount of data intuitively, and they sometimes interpret data collected rationally by personal criteria and triangulate data to a very limited extent. Since fair educational decisions are informed by a rational collection and a transparent interpretation of data, implications for theory and practice are provided. </jats:p>