Literaturnachweis - Detailanzeige
| Autor/in | Winton, Sue |
|---|---|
| Titel | Character Development and Critical Democratic Education in Ontario, Canada |
| Quelle | In: Leadership and Policy in Schools, 9 (2010) 2, S.220-237 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| Schlagwörter | Social Justice; Foreign Countries; Democratic Values; Values Education; Educational Policy; Educational Principles; Personality Development; Ethnic Diversity; Critical Theory; Policy Analysis; Educational Practices; Position Papers; Video Technology; Content Analysis; Canada |
| Abstract | Ontario, Canada's new character education policy is analyzed to determine how it supports and undermines critical democratic commitments to diversity, dialogue, equity, critical mindedness, and social justice. While policies are always open to interpretation, recent reform policies requiring evidence of continual improvement in students' academic performance and standardized curricula have made it more difficult for educators to pursue critical democratic goals and practices. This study's findings show that while the assumptions and favored approach of Ontario's Character Development Initiative contradict principles of critical democratic education, the policy enables the pursuit of critical democratic goals within its framework. (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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