1.
¿Qué es la democracia?
a) las elecciones...
 la democracia b) las desigualdades c) la educación como instrumento de transformación
2.
La pedagogía crítica a) la epistemología b) la hegemonía del Occidente c) Esperanza, paz, construcción del conocimiento y la opresión
3.
La alfabetización política de los medios a) la identidad, el racismo y el poder b) el papel de los medios c) el estudio del caso de la democracia en educación
4.
¿Qué (puedo) hacer?
a) un armazón de la imputabilidad de la justicia social a) resistencia a la hegemonía opresiva b) trabajo colectivo e individual

3

• ¿Es posible tener democracia al tiempo que existe la pobreza sistémica, la guerra permanente, las desigualdades institucionales...?
• ¿Es posible tener democracia sin tener la participación completa, crítica y transformadora de toda la gente?
• ¿Es posible tener democracia sin educación?
•  la pedagogía crítica
•  la democracia es un proceso, no un evento de selección de un líder

El Diccionario American-Heritage (2005) la define como:
• Un tipo de gobierno dirigido por el pueblo el cual es ejercitado directamente o indirectamente, es decir, por representantes electos.
• Una unidad política o social la cual tiene el tipo gobierno antes mencionado.
• El pueblo o proletariado, considerado como la mayor fuente de poder político.
• El gobierno de la mayoría.
• Principios de igualdad social y respeto del individuo en una comunidad en particular.

• Primero, la democracia esta intrínsecamente relacionada con el poder de decisión colectiva.
• Segundo, esta definición pretende cubrir varios tipos de grupos que pueden ser llamados democráticos.
… democracia en la familia, en asociaciones de trabajo voluntario, firmas económicas, al igual que estados y organizaciones transnacionales y globales.
• Tercero, esta definición no pretende llevar un peso normativo. … es compatible con la idea de que en algunos contextos no es deseable tener democracia. …la definición de democracia no establece cuestiones normativas.
• Cuarto, la igualdad requerida por esta definición de democracia puede ser más o menos profunda.
Puede ser desde una igualdad formal de “un voto por persona” durante una elección de representantes, hasta una asamblea en donde existe competencia entre candidatos para obtener una posición determinada. O, puede ser más robusta, incluyendo igualdad en los procesos de deliberación y construcción de una coalición.
• La palabra “democracia” puede referirse a cualquiera de estas medidas políticas. Puede involucrar la participación de los miembros de una sociedad en la decisión de leyes y políticas de la misma, o puede involucrar la participación de los miembros en la selección de representantes …

• Mandela, Morales, Lula, Sirleaf, Bachelet... y Obama son símbolos del poder de elección
• Contra la hegemonía tradicional, hay :
– el Fórum Social Mundial
– el movimiento de la democracia participativa
– el “nuevo cooperativismo”
– “Fair Trade”
– libre acceso a la tecnología, (Linux, Creative Commons, Wikipedia, YouTube, Twitter, FLISOL, etc.)
– el Earth Charter
– el Hague Appeal for Peace
– el movimiento de Transition Towns
– el movimiento Mundial de la Marcha de la Paz
– Bhutan (Gross National Happiness)
• Pero la gente a través del mundo no se siente representada por sus gobiernos y no tiene confianza en sus líderes políticos
• 10% de la gente controla el 85% de la riqueza del mundo
• Todavía hay injusticia, discriminación, guerras y problemas sociales

8

Year 1980 1984 1988 1992 1996 2000 2004 2008
% participation 59% 60% 57% 61% 54% 60% 64% 65%

1) Nacionalismo poderoso y continuo
• Fascist regimes tend to make use of patriotic mottos, slogans, symbols, songs, and other paraphernalia. Flags are seen everywhere as are patriotic symbols on clothing, public displays….
2) Desdén por el reconocimiento de los derechos humanos
• Because of the fear of enemies and the need for security, the people in fascist regimes are persuaded that human rights and civil liberties can be ignored in certain cases because of “need”. The people tend to look the other way or even approve of torture, summary executions, long incarcerations of prisoners without trial, etc.
3) Indentificación de enemigos para generar unificación
• The people are rallied into a unifying patriotic frenzy over the need to eliminate a perceived a common threat or foe: ethnic or religious minorities, liberals, communists, terrorists, etc.
4) Supremacía militar
• Even when there are widespread domestic problems, the military is given a disproportionate amount of government funding, and the domestic agenda is neglected.
5) Sexismo excesivo
• The governments of fascist nations tend to be almost exclusively male-dominated. Under fascist regimes, traditional gender roles are made more rigid. Opposition to abortion is high as is homophobia, and anti-gay legislation as national policy.
6) Control de los medios masivos de comunicación
• Sometimes the media is directly controlled by the government, but in other cases, the media is indirectly controlled by government regulation, or sympathetic media spokespeople and executives. Censorship, especially in war time, is common.
7) Obsesión por la seguridad nacional
• Fear is used as a motivational tool over the masses.

8) Religión y gobierno están interrelacionados
• Governments in fascist regimes tend to use the most common religion in the nation as a tool to manipulate public opinion.
Religious rhetoric and terminology is common from government leaders, even when … religion is diametrically opposed to the government’s policies and actions.
9) Protección del poder corporativo
• The industrial and business aristocracy of a fascist nation often are the ones who put the government leaders into power, creating a mutually beneficial business/government relationship for the power elite.
10) Supresión del poder laboral (eliminación de sindicatos)
• Because the organizing power of labor is the only real threat to a fascist government. Labor unions are either eliminated entirely or are severely suppressed
11) Desdén por los intelectuales y el arte
• Fascist regimes tend to promote and tolerate hostility to higher education and academia. It is not uncommon for professors and other academics to be censored or even arrested. Free expression in the arts is openly attacked, and governments often refuse to fund the arts.
12) Obsesión con el crimen y castigo
• Under fascist regimes, the police are given almost limitless power to enforce laws. The people are often willing to overlook police abuses and even forego civil liberties in the name of patriotism. There is often a national police force with virtually unlimited power in fascist nations.
13) Nepotismo y corrupción excesiva
• Fascist regimes almost always are governed by groups of friends and associates who appoint each other to government positions and use governmental power and authority to protect their friends from accountability….
14) Elecciones fraudulentas
• Sometimes elections in fascist regimes are a complete sham. Other times elections are manipulated by smear campaigns or even assassination of opposition candidates, use of legislation to control voting numbers or political district boundaries, and the manipulation of the media. Fascist nations also tend to use their judiciaries to manipulate or control elections.

12

• Fundada sobre una visión de justicia e igualdad social y educativa.
• Construida sobre la creencia de que la educación es inherentemente política.
• Su objetivo es el alivio del sufrimiento humano.
• Su preocupación esta enfocada en que las escuelas no lastimen a los estudiantes—las buenas escuelas no culpan a los estudiantes por sus fracasos ni eliminan el conocimiento que estos traen al salón de clases.
• Es llevada a cabo por medio del uso de temas generativos que involucren el uso educativo de los aspectos y problemas centrales de la vida de los estudiantes (el currículum).
• Centrado en la noción de que los docentes deben ser investigadores—por medio de esta los docentes aprenden a producir y enseñar a los estudiantes a producir/ construir sus propios conocimientos.
• Basado en la noción de que los docentes se convierten en investigadores de sus estudiantes—como investigadores, los docentes estudian a sus estudiantes, sus contextos y las fuerzas que los forman.

• Su interés se centra en mantener un fino balance entre el cambio social y el cultivo del intelecto—esto requiere de una pedagogía rigorosa que cumpla ambos objetivos.
• Se preocupa por “los márgenes” de la sociedad, las experiencias y necesidades de individuos que se enfrentan opresión y subyugación.
• Construida sobre una conciencia de que la ciencia puede ser utilizada como una fuerza para regular y controlar.
• Dedicada al entendimiento del contexto en el cual la actividad educativa tiene lugar.
• Comprometida a resistir los efectos dañinos del poder dominante.
• Comprende la importancia de lo complejo—entiende la teoría de la complejidad al construir una educación rigorosa y transformativa.
• Se enfoca en el entendimiento del profundo impacto que tienen las estructuras neo-coloniales en cuanto a la formación de la educación y el conocimiento.
14

FIDUROD es una epistemología que representa un conocimiento que es:
• Formal - produced by rigid adherence to a particular research methodology that never changes no matter what new circumstances are encountered, no matter how much these new circumstances might lend themselves to rethinking the mode of inquiry one is using.
• Intractable- grounded on the assumption that the world is basically an inert, static entity. What we find today about, say, childhood will be true in all circumstances and will remain true indefinitely. Here childhood (in the same manner as limestone or the chemical composition of salt) is assumed to be a fixed, never changing concept. Of course, such an epistemological stance doesn’t account for the ever-changing nature of the world and the observers who study it.
• Decontextulizada - constructed by researchers who have removed a phenomenon from the diverse contexts of which it is a part and that grant it meaning. Without these contexts- e.g., the lived world of a student who takes an I.Q. test- the knowledge produced is distorted as it gives a misleading partial picture. The I.Q. tested student may come from a home where her parents were not first English language speakers and had no formal education, characterized by dire poverty where most energies are directed toward survival not school performance. Might these contextual factors make a difference in the girls I.Q. test scores? Do they have anything to do with some genetic, inherited notion of intelligence?
15

• Universalistica - what inquirers discover when strictly following the correct epistemology and the research methods it supports applies to all domains of the world and the universe. In pre –Einsteinian physics, for example, gravity was assumed to remain constant in all domains of the cosmos. Einstein’s work in the General Theory of Relativity undermines the universality of gravity as it delineates special circumstances where Sir Isaac Newton’s notion of gravity does not work as he postulated-black holes, for example, where nothing can escape the depression in space caused by the concentrated mass of the black hole. There are countless examples one could provide in the social, psychological, and educational sciences to illustrate this same concept. Going back to our I.Q. example, how valid is and I.Q. test in a culture that operates on socio-epistemological assumptions that are profoundly different from Western culture.
Another central dimension here is the decontextualization that comes from colonialism-both traditionally and in its new, reconfigured format- that decontextualizes knowledge produced in colonial centers of power by dominant power blocs that dismiss and degrade the knowledge’s and well beings of marginalized, colonial groups.
• Reductionistica - focusing on those factors that lend themselves most easily to measurement, research/knowledge produced in this context fail to account for the multitude of factors that shape the nature of knowledge produced: the belief and value structure of the researcher, the structural forces that create particular ideological and cultural climates in which the research process operates, the discursive practices of the research community involved in the process, the perspective of numerous individuals from other cultural settings about the phenomenon in question, to name only a few. Such reductionism provides a parochial, limited, and deceptive body of knowledge.
• Unidimensional - shaped by the belief that there is one true reality that can be discovered and completely described by following correct research methods. Such an epistemological orientation posits that the walking dimension of human consciousness is the only state worthy of study and use in our daily existence. Thus, the reality that Westerners have depicted via their knowledge production over the last 350 years is a certified reflection of the way the world really is. Anyone that suggest differently has been labeled as crazy, deranged, anti-American, and enemy of Western civilization, or at least a bad scholar.
16

17

• Epistemología
• Conocimiento
• Experiencia
• ?Cual es la verdad?
• ?Es posible que lo que sabemos podría influenciar lo que hacemos?
18

3
4
5
6
7
8
1
2
Country
Australia
Austria
Belgium
Canada
Denmark
Finland
France
Germany
9 Greece
10 Ireland
11 Italy
12 Japan
13 Luxembourg
14 Netherlands
15 New Zealand
16 Norway
17 Portugal
18 Spain
19 Sweden
20 Switzerland
21 UK
22 USA
2005
2,005
1,805
2.264
4,476
2,410
1,037
11,599
11,369
ODA in US $ millions
2006 2007
2,443
1,679
2,209
4,008
2,482
935
11,846
11,592
2,669
1,808
1,953
4,080
2,562
981
9,884
12,291
2008
3,038
1,555
2,214
4,577
2,570
1,047
10,168
12,994
2005
0.25
0.52
0.53
0.34
0.81
0.46
0.47
0.36
ODA as % of GNI
2006 2007
0.3
0.47
0.5
0.29
0.8
0.4
0.47
0.36
0.32
0.5
0.43
0.29
0.81
0.39
0.38
0.37
450
830
5,834
12.055
302
5,818
305
3,373
440
3,569
3,884
1,904
12,519
29.611
476
1,129
4,061
10,918
323
6,036
305
3,287
445
4,291
4,441
1,750
13,938
24,166
501
1,192
3,971
7,679
376
6,224
320
3,728
471
5,140
4,339
1,685
9,849
21,787
636
1,269
4,059
8,310
382
6,522
355
3,638
570
6,138
4,508
1,794
12.217
25,439
0.79
0.82
0.27
0.94
0.21
0.27
0.94
0.44
0.47
0.23
0.17
0.42
0.29
0.28
0.9
0.81
0.27
0.89
0.21
0.32
1.02
0.39
0.51
0.18
0.17
0.54
0.2
0.25
0.91
0.81
0.27
0.95
0.22
0.37
0.93
0.37
0.35
0.16
0.16
0.55
0.19
0.17
0.2
0.58
0.2
0.18
0.92
0.8
0.3
0.88
0.27
0.43
0.98
0.42
0.43
19
0.18
2008
0.34
0.42
0.47
0.32
.082
0.43
0,39
0.38

Country
1. Israel
Aid
$2.4 B
Purpose
Virtually all of this money is used to buy weapons (up to 75% made in the
U.S.). Beginning in 2009, the U.S. plans to give $30 billion over 10 years.
2. Egypt
3. Pakistan
4. Jordan
5. Kenya
$1.7 B $1.3 billion to buy weapons; $103 million for education; $74 million for health care; $45 million to promote civic participation and human rights.
$798 M $330 million for security efforts, including military-equipment upgrades and border security; $20 million for infrastructure.
$688 M $326 million to fight terrorism and promote regional stability through equipment upgrades and training; $163 million cash payment to the
Jordanian government.
$586 M $501 million to fight HIV/AIDS through drug treatment and abstinence education and to combat malaria; $15 million for agricultural development;
$5.4 million for programs that promote government accountability.
6. South Africa $574 M $557 million to fight TB and HIV/AIDS; $3 million for education.
20

Date
1931-1944
1936-1980
1941-1979
1954-1959
1954-1982
1954-1989
1957-1986
1965-1967
1967-1998
1969-1988
1970-1978
1973-1990
1975-1989
1976-1981
1978-present
1979-1988
1983-1989
1990-present
1999-2007
Country
El Salvador
Nicaragua
Iran
Cuba
Guatemala
Paraguay
Haiti
Brazil
Indonesia
Zaire
Bolivia
Chile
Angola
Argentina
Egypt
Iraq
Panama
Uzbekistan
Pakistan
Regime Outcome
Maximiliano Hernandez Assassinations; repression
Anastasio Somoza & sons Political repression; civilians attacked
Shah of Iran Repression, corruption and instability
Fulgencio Batista Torture, women raped, repression, and killings
Armas, Fuentes, Montt 400 Mayan villages razed; rape and torture
Stroessner Wide-spread torture; political repression
Papa Doc Duvalier & son 20,000-60,000 murdered; political repression
Banco Rebels executed; students tortured
Suharto 100,000-500,000 dead; violent repression
Mobutu
Hugo Banzer
Stole $3-5B; repression leading to bloodshed
Drug production and trafficking; repression
Augusto Pinochet 3,000 murdered; 400,000 tortured
Jonas Savimbi/UNITA Killed/displaced millions
Jorge Rafael Videla 30,000 murdered;repression
Sadat, Mubarak
Saddam Hussein
Noriega
Kamirov
Musharaff
Civilians killed; corruption; repression
Repression; 1 million killed in war with Iran
Support to contras; repression
Rebels executed; conspirators tortured
Repression; political censorship; torture
21

U.S. Federal budget 2009 (fiscal year) (billions of dollars)
Total Outlays (Federal Funds) - $2,659B
MILITARY: 51% (details below) - Non-MILITARY: 49%
Human Resources - $789B (30%)
• Health/Human Services • Soc. Sec. Administration • Education Dept. • Food/Nutrition programs • Housing & Urban Dev.
• Labor Dept. • other H.R.
Past Military - $484B (23%)
• Veterans ’ Benefits - $94B • Interest on national-debt (80%) due to military spending, $390B
General Government - $304B (13%)
• Treasury, including 20% interest on debt ($97B) • Government personnel • Justice Dept. • State Dept. (partial) • Homeland
Security (15%) • International Affairs • NASA (50%) • Judicial • Legislative • other general government.
Physical Resources - $117B (6%)
• Agriculture • Interior • Transportation • Homeland Security (15%) • HUD
• Commerce • Energy (non-military) • Environmental Protection • Nat. Science Found. • Army Corps Engineers • Fed.
Commerce Com. • other physical resources
Current Military - $965B (28%)
• Military Personnel $129B • Operation & Maintenance $241B • Procurement $143B • Research & Development $79B •
Construction $15B • Family Housing $3B • DoD miscellaneous $4B • Retiree Pay/Healthcare $70B • DoE nuclear weapons
$17B • NASA (50%) $9B • International Security $9B • Homeland Security (70% military) $35B • State Dept. (partial) $6B
• other military (non-DoD) $5B
• “ Global War on Terror ” $200 billion
22

• Es mas que las normas, los programas, las practicas y la evaluación
 la cultura institucional
 la conexión con la comunidad
 la problematización de la opresión, la industria de guerra, la concentración de la riqueza
 es lo que hacemos para batir una sociedad
 la paz, la humildad, la liberación, la transformación y un cuestionamiento de las relaciones de poder desigualdades
23

• Are students taught about the complex relationships between unity and diversity in their local communities, the nation, and the world?
• Do students learn about the ways in which people in their community, nation, and region are increasingly interdependent with other people around the world and are connected to the economic, political, cultural, environmental, and technological changes taking place across the planet?
• Does the teaching of human rights underpin citizenship education courses and programs?
• Are students taught knowledge about democracy and democratic institutions and provided opportunities to practice democracy?
24

• Democracy: Do students develop a deep understanding of the meaning of democracy and what it means to be a citizen in a democratic society?
• Diversity: Is the diversity of cultures and groups within all multicultural societies explicitly recognized in the formal and informal curriculum?
• Globalization: Do students develop an understanding of globalization that encompasses its history, the multiple dimensions and sites of globalization, as well as the complex outcomes of globalization?
• Sustainable Development: Is the need for sustainable development an explicit part of the curriculum?
• Empire, Imperialism, and Power: Are students grappling with how relationships among nations can be more democratic and equitable by discussing the concepts of imperialism and power?
• Prejudice, Discrimination, and Racism: Does the curriculum help students to understand the nature of prejudice, discrimination, and racism, and how they operate at interpersonal, intergroup, and institutional levels?
• Migration: Do students understand the history and the forces that cause the movement of people?
• Identity/Diversity: Does the curriculum nurture an understanding of the multiplicity, fluidity, and contextuality of identity?
• Multiple Perspectives: Are students exposed to a range of perspectives on varying issues?
• Patriotism and Cosmopolitanism: Do students develop a rich and complex understanding of patriotism and cosmopolitanism?
25

1) no es un proyecto neutralizado pero trata de ayudar los cuídanos a tomar decisiones de una manera razonable y justo con respecto de los otros.
2) los educadores necesitan, en el mismo tiempo, hacer la educación multicultural y la educación a la ciudanía….
3) Hay que reconocer la diversidad que existe a la escuela y en la comunidad
4) El diálogo juega un papel indispensable en la educación democrática, el desarrollo moral y el proceso de la elaboración de la políticas….
5) Hay que considerar la problemática de incluir esos estudiantes y grupos que normalmente no tienen acceso a la democracia
•  Dewey: la educación democrática puede resultar en una sociedad donde la gente puede resolver problemas sociales…
26

Thick-thin spectrum of democracy and democratic education
THIN  ------------------------------------------------------------ THICK
Voting and elections are the key to democracy Voting and elections are but one component to democracy, and
Studying mainstream political parties, processes and structures forms the core of teaching about democracy
Democratic education is generally concentrated within a single class or subject
(i.e., Government, and/or Social Studies)
Weak connection between democracy and education
Support for democracy involves uncritical assessment of foreign policy, militarization, conflicts, patriotism
Politics generally pertains to elections, the predominant political parties, and the agenda set by the mainstream media
Concern that teaching for and about democracy may be contentious, and could even be considered indoctrination must be problematized
Studying about democracy necessarily involves preparing (and engaging) for democracy, including dialectical critique, and a focus on power
Democratic education is infused across the curriculum, and involves all aspects of how education is organized (i.e., assemblies, extra-curricular, staff meetings … )
Explicit, engaged connection; democracy must involve a politically literate populace
Foreign interventions, war, conflicts, racism, injustice and human rights abuses are critically interrogated, linking local issues/concerns with the international/global context
Politics pertains to all aspects of education, including decisionmaking, oppression, marginalization and power (what is omitted is as equally important)
To not teach about and for democracy in a critical fashion is to privilege dominant hegemony; avoiding contentious matter and concepts can lead to great harm (racism, war, poverty, etc.)
Weak linkage between school experience and the broader societal experience
Limited formal curriculum on the vastness, richness, and complexity of democracy, with limited opportunities to experience democracy outside of the voting process
Education is linked to society, and should seek to understand, and, in some cases, to transform it
Formal and informal opportunities to cultivate, stimulate and inculcate democracy and democratic practices; what is most important here is that knowledge is constructed, not merely conveyed or transmitted (as in the “banking model”)
27

Thick-thin spectrum of democracy and democratic education
THIN  ------------------------------------------------------------ THICK
Narrow engagement with alternative visions, movements, concepts and phenomena outside of formal curriculum and mainstream hegemony
Seeking to understand political and social movements not mentioned in mainstream media and the formal curriculum is important; linking what we know with what we do is encouraged
Diversity is generally understood in essentialized way, with limited linkages to
White power/privilege, and inequities
Democracy cannot be understood without a critical linkage to social justice, which problematizes identity/diversity and social change, including power and privilege
Curriculum is generally prescriptive, with limited emphasis on critical analysis and engagement, and assessment often suffocates dynamic and complex interplay between groups and power-structures; formal democratic education avoids political nature of education
Assessment is not the focus of thick democratic education; seeking critical engagement with authentic encounters, understanding that knowledge is constructed, and accepting that teachers do not have all of the answers are key; Freire’s generative themes and Dewey’s progressive education underscore notion that education is a political project
Discussion about and for democracy is limited, contrived and aims for comfort and reassurance rather than questioning complicity, change, and power
Deliberative democracy must be made more authentic with engagement with a broad range of groups/interests/concerns; students should be encouraged to question and challenge problems
Literacy is constructed in a limited way, often focused on skills and knowledge considered relevant for employment
Political and media literacy are fundamental pillars, seeking what
Giroux calls “ emancipatory literacy” and democratic conscientization
28

• how teachers are trained, certified, and supported in their quest to be media literate;
• the absence of a clear and relevant conceptual framework in education that creates the conditions and impetus to undertake media literacy in schools;
• if standards, high-stakes tests and other barometers of the neo-liberal reform period continue to rule the day, it would be important to, at the very least, develop and require the usage of specific standards and outcomes related to media literacy, the absence of which will further perpetuate the myth that this is an add-on or supplementary concern only;
• a support-network and curriculum-base from which teachers could draw on appropriate resources, activities, strategies and evaluation-measures to formalize the media literacy experience in schools is needed;
• students, as exemplified in the educational experiences of the participants, are not generally afforded an educational experience that fully and freely acknowledges political and media literacy, which can be a significant impediment to creating a more robust and critical educational experience;
• the media plays a significant role in defining the youth educational and cultural experience, and to omit or diminish a concerted effort at media literacy in schools would have the effect of, ultimately, working against the interests of an engaged and productive citizenry which will be called on to make decisions about social justice, war, poverty, and the fabric of democracy.
29

30

W
Prioridades de programas de educación democrática éxitos (Kahne & Westheimer, 2003)
(W=what students ask?; T=teaching democracy; R=results)
Commitment
Why should I be committed to actively engaging issues in my community and beyond?
Capacity
How can I engage issues?
Connection
Who is going to engage issues with me?
T
R
For example: show students that society needs improving and provide positive experiences seeking solutions.
For example: engage students in real-world projects; teach civic skills and provide knowledge through workshops and simulations so students can be effective civic actors.
For example: provide a supportive community of peers and connections to role models.
I am committed to civic engagement.
I have the skills, knowledge, and networks I need to act effectively for change in my community and beyond.
I know and admire people who have made a difference in the past and feel connected to those who want to make a difference now, and I want to work with them.
31

D
S
C
Tipos de ciudanía (Westheimer & Kahne, 2004)
Personally responsible
Acts responsibly in their community
Works and pays taxes
Picks up litter, recycles, and gives blood
Helps those in need, lends a hand during times of crisis
Obeys laws
Participatory
Active member of community organizations and/or improvement efforts
Organizes community efforts to care for those in need, promote economic development, or clean up environment
Knows how government agencies work
Know strategies for accomplishing collective tasks
Social-justice oriented
Critically assesses social, political, and economic structures
Explores strategies for change that address root causes of problem
Know about social movements and how to effect systemic change
Seeks out and addresses areas of injustice
Contributes food to a food drive
To solve social problems and improve society, citizens must have good character; they must be honest, responsible, and law-abiding members of the community
Helps to organize a food drive
To solve social problems and improve society, citizens must actively participate and take leadership positions within established systems and community structures
Explores why people are hungry and acts to solve root causes
To solve social problems and improve society, citizens must question and change established systems and structures when they reproduce patterns of injustice over time.
32
Legend: D=description; S=sample action; C=core assumptions

1) Linkages with international milieu
* Migration, immigration and displacement
* Economics of globalization * War, famine, poverty and conflicts
*Environment
* International institutions and events
2) Commitment to social justice (SJ)
* Place and profile of social justice
* Historical/present discrimination, marginalization and oppression
* Critical analysis of SJ * Demonstrable action related to SJ
3) Identity and identity formation
* Social construction of identity
* Intersectionality of identity and power
* Whiteness * Critique of social organization * Problematizing colorblindness
4) Decision-making process
* Inclusion, representation & consultation
* Leadership
* Accountability * Funding
* Needs, results and systemic behavior
Democratic citizenship
-Diverse representation
- Participation/civic engagement
- Distribution of resources
- Political/media literacy
- Critical (pedagogical) education
Democratic citizenship
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Programa de estudio i. What is explicitly asked of teachers and students through curriculum and other policy documents with regard to democracy, citizenship, and social justice? ii. Who is involved in developing the formal and informal curricula of schools? iii. How can the myth of social studies as the only area to explore politics best be rectified?
Formation de maestros i. How are educators prepared to understand and interact with democracy? ii. What types of on-going support are provided to teachers to undertake critical work? iii. How are educators evaluated to ensure that they are able to effectively engage in democracy?
Cultura institutional i. How do educational systems support, cultivate, and demonstrate leadership for democracy? ii. What is, and should be, done to encourage a culture of democracy in schools? iii. How are macro issues defined, articulated, and funded and what is the linkage to social justice within the institutional culture of educational systems?
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a. Currículo educativo i. ¿Qué se le pide explícitamente a maestros y estudiantes, mediante el currículo y otros documentos oficiales, con respecto a la democracia, la ciudadanía y la justicia social?
ii. ¿Quién está involucrado en el desarrollo formal e informal de los currículos escolares?
iii. ¿Cuál es la mejor manera de enfrentar y rectificar el mito de que los estudios sociales son la
única área en la que puede explorarse la política?
b. Preparación de los docentes i. ¿Cómo están preparados los educadores para entender e interactuar con la democracia?
ii. ¿Qué clases de apoyo continuo reciben los maestros para realizar una labor crítica?
iii. ¿Cómo se evalúa a los profesores para garantizar que sean capaces de involucrarse de forma efectiva con la democracia?
c. Cultura Institucional i. ¿De qué maneras apoyan, cultivan y demuestran los sistemas educativos el liderazgo para la democracia en educación?
ii. ¿Qué se hace o debería hacerse para promover una cultura democrática en las escuelas?
iii. ¿Cómo se definen, articulan y financian los temas macro y cuál es el vínculo con la justicia social al interior de la cultura institucional de los sistemas educativos?
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d. Rendición de Cuentas i. ¿Qué acciones de liderazgo se han dispuesto para asegurar la obtención de políticas, prácticas y resultados democráticos?
ii. ¿Cómo se conectan los estándares académicos con la democracia, la ciudadanía y la justicia social?
iii.¿Cómo se evalúan los procesos de toma de decisiones para garantizar que la justicia social sea una preocupación auténtica en las escuelas y no un mero requisito burocrático?
e. Participación Cívica i. ¿Cómo deberían los estudiantes involucrarse con la democracia en la escuela?
ii. ¿Qué debe hacerse para forjar un vínculo más fuerte entre los ciudadanos de Estados Unidos y las comunidades y los asuntos internacionales? iii.¿Cómo debería el currículo formal reconocer la importancia de la participación cívica?
f. Educación Política i. ¿Cómo pueden los maestros abordar temas polémicos sin el miedo a que se les tache de antipatriotas?
ii. ¿Qué se puede hacer para introducir a los alumnos a la complejidad de la política, incluyendo la problematización del proceso electoral?
iii. ¿Qué estrategias, medidas, actividades y experiencias debieran incorporarse en la experiencia educativa formal e informal para apoyar e integrar la educación y la formación política en las escuelas?
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1-Strategic Policy
2-Leadership
3-Curriculum
4-Extra-Curricular
5-Service-Learning
6-Community Involvement
7-Training
8-Evaluation
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1. Accept that no one knows everything, and that we can always learn
2. Content is never devoid of context
3. Work locally but make the linkage with the international milieu
4. Media literacy is not a sound-bite
5. History is not uni-dimensional
6. Culture is more than sombreros, tacos and mariachis
7. Problematize war, and fight for peace
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8. Humility is an unbelievable virtue
9. Be wary of being a follower
10. Accept that you are a political being
11. Read and write, and seek out authors far from mainstream culture
12. Problematize the discrepancy in wealth, but also the importance of money as an indicator of worth or value
13. Consider the proposition that there is hope
14. Examine important events, personalities and experiences in your own education
15. Affirm That “I Can Do What I Can Do”
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