Literacy education, democratic discourse, and psychologists
Bibliographic Data
| ID | 12439087 |
|---|---|
| Authors | Gerald S Coles (corresponding author) |
| Year | 2000 |
| Volume | 6 |
| Issue | 4 |
| Pages | 333-338 |
| Publication date | 2000-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peace and Conflict Journal of Peace Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1078-1919 • E-ISSN: 1532-7949 |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1207/s15327949pac0604_04 |
| OpenAlex | W1987554234 |
| Language | EN |
| Citations received | 1 |
The Johnsons (this issue) decry the problem of the narrowing of democratic participation and offer valuable recommendations for using the classroom to promote democratic political discourse. Unfortunately, although many psychologists are committed to the Johnsons' goals, many others have engaged in research on beginning literacy education that has justified authoritarian curriculum policy, which gravely constricts thoughtful, critical discourse of any kind. This article discusses how these psychologists are part of the problem, not the solution
Authoritarianism · Curriculum · Democracy · Literacy · Pedagogy · Political science · Politics · Social science · Sociology · Education Systems and Policy · Law · Literacy, Media, and Education · Teacher Education and Leadership Studies
| Citations per year | 0.04 |
|---|---|
| Citation span | 2003 - 2003 (1) |
| Highly cited | No |