Date of Award:
5-2013
Document Type:
Thesis
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Education
Committee Chair(s)
Steven P. Camicia
Committee
Steven P. Camicia
Committee
Barry Franklin
Committee
Martha Whitaker
Committee
David R. Lewis
Committee
Deborah Byrnes
Abstract
Educating for democracy has long been established as a central purpose for schooling in America and continues to be included in the ongoing discourses on educational policy and programs. While educating for democracy has been defined in many ways, it is commonly agreed that it is the knowledge, skills, and experiences that members of a democracy should possess in order to be contributing citizens of a global society. Nested within the context of democratic education, inclusion as advocated by Iris Marion Young provided the framework for this study. Young suggested that inclusive democracy enables the participation and voice for all those affected by problems and their proposed solutions. Within the context of education, democratic inclusive education is established for the purpose of creating learning environments in which multiple perspectives are included in the community building and decision-making efforts of the classroom. This study explored the perceptions and experiences of three elementary teachers that incorporated aspects of democratic inclusion into their teaching practice.
Checksum
46e6f3346a5af793ff5a7aa553a5f340
Recommended Citation
Miner, Amy Baird, "Democratic Inclusive Educators" (2013). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 1469.
https://digitalcommons.usu.edu/etd/1469
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