Contradictions of democratic education: International teachers’ perspectives on democracy in American schools

Journal of Social Studies Research - Tập 37 - Trang 185-193 - 2013
Sarah A. Mathews1, Mindy J. Spearman2, S. Megan Che3
111200 SW 8th ST, ZEB 258A, Florida International University, Miami, FL 33199, United States
2409 D Tillman Hall, Clemson University, Clemson, SC 29634, United States
3409F Tillman Hall, Clemson University, Clemson, SC 29634, United States

Tóm tắt

This study highlights a range of perspectives offered by 11 international teachers, participating in a cultural immersion experience, as they reflect on how they saw democracy manifested at their school internships. Teachers from six different countries studied and taught in a rural community in the Southern United States, where a medium-sized research university hosted the teachers as part of a federally-funded program during an academic semester. As a part of a larger qualitative research study analyzing the international teachers’ perception of American schooling, data from intercultural sessions, individual interviews, and assigned reaction papers highlighted multiple contradictions between the teachers’ interpretation of democratic ideals and democratic education as they saw manifested in American schools. These narratives highlight the complex forces that shape individuals’ perceptions of democracy as played out in the everyday life of a cultural immersion experience. The researchers suggest that these transnational perspectives can serve as a mechanism allowing Western educators to listen to the “Other” as they interrogate taken-for-granted assumptions about American schooling. Narratives primarily highlight inconsistencies between the goals of citizenship education and the way in which citizenship is promoted or neglected in K-12 classrooms.

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Journal of Social Studies Research

Tập 37

185-193

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