democracy in teacher education: learning from preservice ... files/2010 nner journal pd… ·...

Allen Trent, University of Wyoming Jaesik Cho, University of Wyoming

Francisco Rios, University of Wyoming Kerrita Mayfield, Elmira College

Democracy in Teacher Education: Learning From Preservice Teachers’

Understandings and Perspectives

Abstract Thisarticleprovidesanoverviewofateachereducationinquiryprojectfocusedonteachinginademocracy.Theresearchwascon-ductedbythefacultyinauniversityeducationalstudies/foundationsdepartment(EDST)astheyengagedinacurriculumdevelopmentandimplementationprojectdesignedtobetterprepareteachersfordemocraticparticipationandteaching.Inthiscontext,ongoingcur-riculumexaminationandrevisionandembeddeddatacollectionandanalysisareutilizedasimportantactivitiesinevolvingacurriculumdeliveredtoteachereducationcandidates. Thisarticleincludesanoverviewoftheoreticalperspectivesthatguideandinformteachereducationefforts in thisdepartmentandpresents a summary of a democracy focused curricular initiative.Findingsfromthisstudyofcandidates’understandingsandperspec-tivesonteachinginandfordemocracyarepresentedanddiscussed.

184 Trent, Cho, Rios, Mayfield, Kambutu, Jaime

Bothquantitativeandqualitativedatawereutilizedtodevelopapic-tureofcandidates’currentknowledge,skillsanddispositionsrelatedtodemocraticteaching.Analysisandinterpretationyieldedsevenresearchfindingsthatillustratetheperspectivesofteachereducationcandidatesspecificto:democraticideals,orientations,experiences,challenges, pedagogical tools, competency, and schools. Thesefindingswillinformcurricular,instructional,andprogrammaticad-aptations.

Introduction/Overview Thisarticleprovidesanoverviewofateachereducationinquiryprojectfocusedonteachinginademocracy.Theresearchwascon-ductedbythefacultyinauniversityeducationalstudies/foundationsdepartment (EDST) aswe engaged in a curriculum developmentandimplementationprojectdesignedtobetterprepareteachersfordemocraticparticipationandteaching.Inourcontext,ongoingcur-riculumexaminationandrevisionandembeddeddatacollectionandanalysisareutilizedasimportantactivitiesinevolvingcurriculade-liveredtoteachereducationcandidates. We includeanoverviewof theoreticalperspectives thatguideandinformourdepartmentalteachereducationeffortsandpresentasummaryofourdemocracy-focusedcurricularinitiative.Findingsfromthisstudyofcandidates’understandingsandperspectivesonteachinginandfordemocracyarepresentedanddiscussed.Bothquantitativeandqualitativedatawereutilizedtodevelopapictureof candidates’ current knowledge, skills, and dispositions relatedtodemocraticteaching.Analysisandinterpretationyieldedsevenresearchfindings, presented later in this article, that illustrate theperspectivesofteachereducationcandidatesinourprogram.Thesefindingswillinformourfuturecurricularandinstructionaladapta-tionsandshouldbeofinteresttoothereducatorsinterestedinbetterservingtheinterestsofathriving,participatorydemocracy:

Teachingisaprofessionwithcertainmoralandtechnicalex-pectations especially the expectation that teachers, working

185 Democracy in Teacher Education

collaboratively, will acquire, use, and continue to developsharedknowledgeonbehalfofstudents…intheUnitedStates,educationmustservethepurposesofademocracy.Thislatterconditionmeansthatteachersassumethepurposeofenablingyoungpeopletoparticipatefullyinpolitical,civic,andeco-nomic life inoursociety. Italsomeans thateducation—in-cluding teaching—is intended tosupportequitableaccess towhat the societyhas tooffer. (Darling-Hammond,2006,p.303)

Thisinquiryisourongoingattempttocollaborativelydevelopanddiscuss“sharedknowledgeonbehalfofstudents.”Ourprojectisultimatelyaimedatprovidingdemocraticteachereducationandsupportingthe“equitableaccesstowhatthesocietyhastooffer”asnotedbyDarling-Hammond. Pursuingdemocraticeducation thatseeks toclose thegapbe-tweendemocratic idealsandsocial realityshould topouragenda.Weacknowledgethatthisgapmayneverbeclosedbutthepursuitofitsclosureshouldserveasanimportantfunctioninthecontinualrenewalofourschoolsandnation.Weunderstandthatittakesmul-tiple,small,sustainedeffortstomakelarger,long-termchanges.Inparticipatinginthisprocess,“webecomepartofthelongtraditionofpeoplewhohavedaredtomakeadifference—tolookatthingsastheyare,toimaginesomethingbetter,andtoplantseedsofchangeinthemselves,inothers,andintheworld”(Johnson,2001,p.171).It shouldgowithout saying thateducating informedparticipatorycitizenswhoare stewardsofdemocracy is,or shouldbe, thepri-maryaimofschoolingandthatthisaimisnon-negotiable(Goodlad,2008).Itisourhopethatincreatingandsharingthisaccount,wefurtherourown,ourteachereducationcandidates’,andourprofes-sion’sunderstandingsofdemocraticschooling.

Problems Addressed in Study Schoolingisincreasinglyfocusedongoalsrelatedtoanarrowrangeofacademicskillsandachievement. Thisnarrowingofthe


curriculumisproblematic,especiallyinthat itcausesareciprocalde-emphasisonpreparingresponsibledemocraticcitizensequippedwiththebroadunderstandingsnecessarytoparticipateproductivelyinamulticulturalsociety.Somecontemporaryscholarsassertoureducationalsystemshavelostsightofthe“socialpurposes”ofedu-cationbynarrowingthecurriculato“tested”subjects(asdrivenbyNCLB)(seee.g.,Meier&Wood,2004).Wenolonger,asAlhadeffandGoodlad (2008) lament, “share a commonpublic democraticmissionforourschools”(p.7).Understandablythen,thisnationaltrendawayfromdemocratic(and,weincludemulticultural)educa-tionisproblematicandanissuethatwemustethicallyaddressinourteachereducationprograms.Research Questions Thefollowingquestionsguidedtheinquiry:•What are candidates’ current understandings and perspectivesspecifictodemocracyandschooling?

•What are the essential understandings/perspectives we hopecandidatesacquirespecifictodemocracyandschooling?

•Howcandepartmentlevelteachereducationcurriculaandpeda-gogicalstrategiesbeevolvedto includesystematic integrationofdemocraticeducationconcepts inwaysthataremeaningfultocandidatesandinwaysthatimpacttheirpersonaltheoriesofschooling,teachingandlearning?

Perspective(s)/Theoretical Framework Fewsystematicapproachestoteachingdemocracyexist,espe-ciallyspecifictoteachereducation.Democraticeducationtheory,nodoubtduetoitsmoreabstractconceptualnature,islessprescrip-tiveandthereforeinterpretationofwhatitmeanstoeducatedemo-craticcitizens is interpretedinvastlydifferentways. WestheimerandKahne(2004)haveadvancedourunderstandingbyclassifyingthemultipleapproachestocivic/democraticeducationin“threevi-


sionsofcitizenship”beingrealizedineducationprograms.Thefirstvisionaimstodevelopthepersonally responsible citizenwhoactsresponsibly in the community. Students giveblood, recycle, andobeylaws.Thefocusisondevelopingaresponsiblecharacter.Thesecondvisionaimstodeveloptheparticipatory citizen.Thefocusisondevelopingactiveengagementincivicandcommunityaffairs.The third vision aims to develop the justice oriented citizen. AsWestheimerandKahnedescribeit,“Justiceorientededucatorsarguethateffectivedemocraticcitizensneedopportunitiestoanalyzeandunderstandtheinterplayofsocial,economic,andpoliticalforces…advocates of these priorities…call explicit attention tomatters ofinjusticeandtotheimportanceofpursuingsocialjustice”(p.242).Webelievethisframeworkisausefultoolsinceitintroducesalter-nativeconceptionsofdemocracyeducationandtheroleofschools,incitesdebatesaboutthepublicpurposesofschooling,enlistsandengagesmultipleperspectivesaroundcompetingaims,andconsid-erscurricularpossibilities related todemocracy,publiceducation,and teachereducation. Whilewepursueaimsassociatedwithallthreevisionsofcitizenshipdiscussedabove,itisthejusticeorientedcitizenshipmodelthatbestalignswithourgoalsforeducationinademocracy.Intheremainderofthissection,wepresentothertheo-reticalperspectivesspecifictodemocracythathaveguidedourini-tialresearchandcourselevelefforts.

Democracy and Diversity Many others forward the centrality of democratic aims forschools(seee.g.,Darling-Hammond&Bransford,2005;Goodlad,Mantle-Bromley&Goodlad,2004;Parker,2003). Weagree thatprinciplesofdemocracyarefoundationaltoallaspectsofschooling.AsDarling-Hammond andBransford (2005) explain: “The broadsocialpurposesofpubliceducation,thepreparationofacitizenryforlifeinademocracy,mustbeconsideredasafoundationfordecisionmakingaboutwhatistaughtandhowitistaught”(p.171).Schoolsplaysuchapivotalrolesincecitizensofademocracy,writesParker(2003),arecreated,notborn.


Asfacultyandinstructorsinaneducationalfoundationsdepart-mentwehaveamajorroleinpreparingcandidatesforthediversitytheywillfaceinpublicschools.Amajordimensionofthedemo-craticeducationprojectweinitiateseekstosupportthelinkbetweendemocracyandmulticulturaleducation.Thatis,weseetheinterde-pendenceofdemocracywithdiversity(ourdemocracythrivesas a resultofourdiversity)andthus,likeParker(2003),contendthatoureffortstopreparecandidatesformulticulturaleducationanddemoc-racyareintertwined.AsParkerdescribesit:

Democraticcitizenshipeducationseekstoteach,amongotherthings, thatdiversity isasocialfact, that it isasocialgood,whythisisso,andhowdiversityanddemocracyrequireoneanother.Itseekstodothisbyeducatingyoungandoldalikeintheartsofdemocraticliving,whichinclude,centrally,anun-derstandingofbothpluribus(themany)andunum(theone),andanunderstandingthatthetwoare,infact,interdependent.(p.1,italicsinoriginal)

Political and Social Democracy Formany,inwhatParker(1996)assertsisa“shallow”under-standing,democracyisapoliticalprocessassociatedprimarilywithhavingrights: rightsassociatedwithvoting, freespeech,andreli-gion.Thatis,thisunderstandingadvancesdemocracypurelyasapolitical,proceduralprocess.Butanidealofdemocracyisclearlymuchmorethanthat.Goodlad(2008)agreesthatitincludespartici-patinginthesepoliticalprocesses(i.e.,voting)butitincludesvotingwisely.Thatis,itincludesthekindofcriticalthinkingthatjusticeorientedcitizensdevelop,citizenswhocultivatewisdom,freeandopen inquiry, and thoughtfulness (Goodlad, et al., 2004). Thesetheoristsillustrateboththepoliticalandsocialfacetsofdemocracy.Tous,understandingandparticipating in themore formal,politi-caldemocraticprocessesareimportant,butwealsocontendtheseareonlyapartof thedemocraticunderstandingswe seek forour


studentsandourselves. Weadditionallystriveforunderstandingsspecific to contemporary interpretations of social democracy thatincludesupportforademocraticwelfarestatethatworkstobuildcommunityandcounteractsocialinjustices.Capitalism, Democracy, and Equity Weseemtohavelostsightofourpublicdemocraticeducationmission.Wealso“seemtohavelostthecommitmenttoequality—afundamentalbasisforanycommonstandardforequityandjustice—thatforsolongwasoneofthedefiningcharacteristicsofAmericansociety”(Wood,2008,p.30).Therecentpublicpolicyemphasisoneducationasanindividual right,asopposedtoeducationasapublic good,hashadnegativeramifications(Weiner,2000).So,too,hastheparallelmovetovieweducationasonlyforthepurposeofeco-nomicgain.Perhapsthen,ourlost“obligationtopursueequity”isanindicationthatthedelicateequilibriumbetweencapitalismanddemocracyisoutofbalance. Thereisgeneralagreement thatcapitalismanddemocracyareinterdependenttotheextenttowhichcapitalismislinkedwithde-mocracy,shares itsvaluesandculture,andfacilitates itsdevelop-ment.Almond(1991)explains:The economy and the polity are the main problem solvingmechanismsofhumansociety.Theyeachhavetheirdistinc-tivemeans,andtheyeachhavetheir“goods”orends.Theynecessarilyinteractwitheachother,andtransformeachotherintheprocess.Democracyinparticulargeneratesgoalsandprograms.(1991,p.243)

Inherentinthiscapitalism/democracydialecticistensionwithinandbetweenthetwo.Forexample,enlightenmentviewsofcapital-ism stressed its “gentling, civilizing effect onbehavior and inter-personalrelationships,”butmorerecentpoliticalscientistsdescribe“the culture of capitalism as crassly materialistic, destructivelycompetitive,corrosiveofmorality,andhenceself-destructive”(Al-


mond,1991,p.244). These tensions result from theongoing in-terfaceandevolutionofdemocraticandeconomicsystems. “Thegovernmenthastoprotectthemarketfromitself.Lefttotheirowndevices…businessmenwerepronetocornerthemarketinordertoexactthehighestpossibleprice”(Almond,1991,p.246).Toavoidthis,Smith (cited inAlmond,1991,pp.246,247)calls for“goodcapitalism,” and this requires “good government” that provides“justthosegoodsandserviceswhichthemarketneededtoflourish,couldnotitselfprovide,orwouldnotprovide.”Therelationshipwillalwaysbecomplex:“democracyandcapitalismarebothpositivelyandnegatively related, theybothsupportandsubverteachother”(Almond,1991,p.249). Insum,ourbroaderconceptionofdemocracyincludesarobustunderstandingofourresponsibilitiestoactinwaysthat“righttheinjustices that inevitablyexist,eliminatingpovertyandhomeless-ness,insuringequalopportunity,andprovidingforalltheeducationrequiredtoforgeademocraticpublic”(Goodlad,2008,p.11).Thisincludesattendingtothesensitiverelationshipbetweendemocracyandcapitalismdescribedabove. We believe that students educated for democratic participa-tionwill not only develop the higher order thinking skillswhichwillprompt themtoask the toughquestions (e.g.,Whydosocialinjustices occur?Whobenefitsmost fromcapitalistic polices andstructuresandwhy?Whosuffers?),butthattheywillalsoengageinproductivebehaviorstohelpresolvepressingsocialdilemmas,dia-logingandactingalongsidethoseincommunitiesravagedbypov-erty,violence,familydisruption,hopelessness,anddrugstofosteralternativewaysofliving—notoutofaltruismbutoutofcivicat-titudeandsocialresponsibility(Parker,1996).Thisrequiresthatwe(asteachereducators)andourcandidates(asfutureteachers)learnto“teachwell,”definedbyLadson-Billings(2001)as“…makingsure that students achieve…apositive senseof themselves, anddevelopacommitmenttolargersocialandcommunityconcerns”(p.16).


Setting and Course SequenceThe research settingwhere this curricular initiativeoccurred, andwheredatawerecollected, isamid-sized, landgrant,western re-search Iuniversitywithpredominatelywhitestudentsand facultysituatedinarelativelyruralstate.About75%oftheteachereduca-tioncandidatesarefemaleinkeepingwiththenationaltrend. TheEducationalStudies (EDST)/foundations department pro-vides the first two years of coursework in the teacher educationprogramtoallcandidates.Therequiredcoursesofferedbythede-partmentincludethefollowing:adevelopmentalpsychologycourse(EDST2450:HumanLifespanDevelopment,3credits);aneduca-tionalfoundations/multiculturaleducationcourse(EDST2480:Di-versityandthePoliticsofSchooling,4credits);acurriculumandinstructioncourse(EDST3000:TeacherasPractitioner,6credits);andaneducationalassessmentcourse(EDST3550:EducationalAs-sessment,2credits).Inourcurriculardiscussions,weincludeddis-cussionoftheintroductiontoeducationcourse(EDST1500:Educa-tionforSocialJustice,3credits)Thoughitisnotarequiredclassintheprogramandonlyasmallhandfulofcandidatestakethiscourse,weincludeditinourcurriculumplanning,recognizingitasanotherplacetoinfusedemocracyandschoolingconcepts.Upontheirsuc-cessfulcompletionofthecourseworkinthisdepartment,candidatesmovetoeithertheelementaryorsecondaryeducationdepartments,dependingupontheirprofessionalambitionandsuccessfulcomple-tionofacademicrequirementsforthespecificcontentareas.

Integrating Democracy: Key Concepts and Readings for Col-laboration Many EDST department faculty members have attempted toincorporatedemocraticeducationcurriculartopicsintheircoursesforyears.However,theseeffortshavebeenunevenacrossvariousinstructorsandsectionsofcourses. In themeantime, tworelatedresearchprojectsconductedbyscholarsaffiliatedwithourdepart-ment informedourproject. First,specifictopre-serviceteachers’understanding of democracy/democratic education, Castaneda


(2005)foundthatpre-serviceteachershadalimited/unidimensionalviewofdemocracyandhaddifficultyinconnectingdemocracywithdiversity/multiculturalism. Andsecond,findings froma studybyTrent(2005,unpublished)ofstudentsabouttheirschool’sapproachto democratic education also informed our departmental project:while students spokevery highly of the school’s democratic pro-cesses,theypresentedmuchmoreskepticalattitudesaboutdemoc-racygenerally and the political officials andprocesses of theUSGovernment. Ouraim in thisongoing inquiry then is topresentdemocracyanddemocratic teaching inmore coherent, critical, andcontextu-alizedways. Ourworkisinformedbymultipledatasources,andthisallowsustosharewithandlearnfromteachereducatorsinandoutsideourprogram.Wedevelopedamatrixthatidentifiesthekeyconceptswewanttoemphasizeineachofourdepartmentcourses.Thesefourfociinclude:1)Constructingandconnectingdefinitionsofdemocracy, citizenship, andmulticulturalism;2)understandingdevelopmentallearningtheoriesspecifictodiversestudents’cogni-tiveandmoraldevelopment;3)familiaritywithhistoricalperspec-tivesofdemocracyandmulticulturalismintheUS;and4)acquiringarepertoireofinstructionalandassessmentpracticesappropriatefordemocraticandmulticulturalclassrooms. Additionally,thismatrixidentifiesreadingsforcandidates,read-ingsforfaculty,andsuggestedclassactivities/projects/assignments.These resourceshavebeenassembledanddisseminated toallde-partmentfacultymembers.StudentreadingsfromParker,Kohlberg,Gilligan,Goodlad,Dewey,Counts, Freire,Campbell, andSleeter(andothers)wereselectedtopromoteconversationsandconnecttoactivitiesthathelpusachieveourdemocraticallyfocusedaimsforour teacher education candidates. Faculty readings fromBecker,Lawrence,Detlefson,Campbell,Hayes andChaltain (andothers)are used to promote conversations and collaborative planning ofcoursecurriculaandactivities. We recognized from the beginning that this infusion of theteachereducationcurriculumwithprinciplesrelatedtodemocracy


willevolveaswegleandatarelatedtocandidates’understandingsandfacultyprofessional (collaborative) reflection thatwill informsubsequentadaptationandrevision.Weareinterestedinwhatthiscurricular initiative—systematic, explicit, and purposeful—meansto candidates’ understandings about the role of democracy andschooling.Werecognizethatcandidatescometotheteachereduca-tionprogramwithsomebackgroundknowledgeaboutdemocracyandeducationgiventheiryearsofschooling.Wealsorecognizethatothercoursesattheuniversitymayhaveprovidedsomebackgroundinformationaboutdemocracyandeducation thatcandidatesbringintotheprogram.Andso,ouraimsaretobuildonthesepriorexpe-riencesandunderstandingsandtofocustheconversationonwhatitmeanstobeademocraticteacherinademocraticsociety. Researchmethodsemployedinthisstudyfollow.Asnotedear-lier, this is an ongoing process. Herewe present our account offindingsspecificto thisphaseof implementation,andat thesametime,planningisunderwaytosystematicallycollectadditionaldataincludingelicitationof facultyperspectivesanddirect analysisofcandidates’responsestothecurricularintegrations.Ultimately,it’snotthecurriculumweteach,butthelearningcandidatestakeawaythatmatters.Research Methods Bothquantitativeandqualitativemethodswereutilizedtocol-lectdatafor this inquiry/documentaryaccount. Theaimsweretohearandunderstandtheperspectivesoftheinvolvedcandidates,toutilizetheseunderstandingstoinformourteachereducationcurri-cula,andtoshareourexperienceswithothersthatmaybenefitfromthiscontributiontotheconversationspecifictoeducatingteachersfordemocracy.

Surveys and Sample Thecurrentdocumentaryaccountutilizeddatafromalarge-scalesurveyfocusedoncandidates’attitudes,values,andunderstandingsofdemocracyanddemocraticeducation. Thesurveystartedwith


adaptedLikertscalequestionsthataskedcandidatestoagree,most-lyagree,disagree,ormostlydisagreewithaseriesofstatements.Thesurveys thenofferedrespondentsopportunities toexplain therationales for theirquantitativeresponses. TheLikert itemswereloaded intoSPSSandanalyzedusingavarietyofdescriptivesta-tistics.Next,studentswereaskedtorespondtoaseriesofrelatedopen-endedquestions. Thenarrativeresponsestothesequestionswereanalyzedusingqualitativecodingandthematicidentificationprocesses (Corbin& Strauss 2007; Hesse-Biber& Leavy 2006).ThesurveyinstrumentisincludedinAppendixA. One hundred forty three surveys (N=143)were collected andanalyzedbothquantitativelyandquantitatively. StudentsfromallEDSTclasses(EDST2450;2480;3000;3550)participatedtopro-videacrosssectionandallowforcomparisonofstudentresponsesinearlierandlaterphasesoftheteachereducationsequence.Oursurveysample,inlinewithnationalandcollegedemographicsforteachercandidates,islargelyfemale(75%).Findings Lookingatboththequantitative(SeeAppendixB)andqualita-tivedataholistically,weassertthefollowingseventhemesemergedregardingourcandidates’understandingsofdemocracyandschool-ing.Eachthemewillbeexploredingreaterdetailbelowwithquan-titativeand/orqualitativedatafromthestudytosupportandelabo-rateourinterpretationsofeach.

1.Democracyisanenduringvalueandcandidateshaveanim-plicitunderstandingofwhatitisintheideal;

2.Candidates’understandingsofdemocracyaregenerallyshal-lowandareconnectedmoreclosely topoliticaldemocracythantheyaretosocialdemocracy;

3.Candidates’ shallow understandings are reasonable given(lackof)priorschoolandotherrelatedexperiences;

4.Diversity isgenerallyunderstoodas a challenge todemoc-racy;


5.Candidatesclaimthatdevelopingcriticalthinkingisthemostimportantroleschoolscanplayinpromotingdemocracy;

6.Candidates feel competent to prepare students for life in ademocraticsociety;and,

7.Candidatesbelieveschoolsmustplayacentral role inpro-motingdemocracy.

Theme One – Democracy Is An Enduring Value and Candidates Have An Implicit Understanding of What It Is In the Ideal Theoverallhighratingforeachofthedemocracyelementsonthequantitativesectionofthesurveydemonstratesthatcandidateshavealargelypositiveviewofdemocracy.Morespecifically,near-ly80%ofthecandidateslookforwardtoteachingaboutdemocracyandmodelingdemocraticvalues(Question#1).Thisisapositivefindingandindicatesthataconvincingmajorityofourcandidatesaremotivatedtoteachfordemocraticcitizenship.Learningtheorytellsusthatwhenstudentsaremotivated,theywilllearnandretainathigherlevels. Candidatesalsohaveanimplicitassumptionaboutwhatdemoc-racyoughttolooklike.Forexample,79.4%ofthecandidatesagreethereisadifferencebetweendemocraticidealsanddemocraticre-ality(Question#3), therebyimplyingsomeunstatedassumptionsabouthowdemocracyintheidealmightberealized.Equallyim-portant,thefactthatalmost80%ofourcandidatesunderstandthereisadifferencebetweendemocraticidealsanddemocraticrealitiesisapositivefindinginoureyes.We,too,agreethisgapexists,mostlyforspecificsocialgroups,andfinditproblematic.Anextstepforusistomotivateourcandidatesinwaysthatpromptthemtoactinimportantwaystodecreasethisgap.Theme Two – Candidates’ Understandings of Democracy Are Generally Shallow and Are Connected More Closely to Political Democracy Than They Are To Social Democracy Whilewearegladthatourcandidateshaveapositiveviewofdemocracy,ourcandidateshavelimitedknowledgeofkeyconcepts


and ideas about democracy. In the open-ended questions for thesurvey,mosthadtroublerecallingandarticulatingtheirknowledgeofmorethanonekeyideaaboutdemocracyeventhoughthesurveyquestion asked them to list threekey ideas. That said, candidateresponsesindicatedthattheyareexploringandembracingconnec-tionsbetweenequity/equality, inclusion, anddemocracy. For ex-ample,acandidateexplainedthatallstudents“shouldbegiventhetoolstheyneedtosucceed,andtheymightnotbethesameforev-eryone.”Additionally,somecandidatesemphasizedtheimportanceofparticipationasakeydemocraticidea.Oneofthesecandidatesnoted the “importanceof active and full participation fordemoc-racytobethemostbeneficial,reachingouttoasmanystudentsandgroupsofpeopleasmuchaspossible,primarilyeducatingpeopleaboutdemocracy,howitworks,andwaysitisbeneficial.” Astrongmajority(78.1%)ofEDSTcandidatesbelievecapital-ismisanessentialcomponentofdemocracy(Question#4).Bothcapitalism(asaneconomicsystem)anddemocracy(asbothasocialandpoliticalsystem)areabstractsocialconstructionsandintention-allywerenotdefinedordescribedforcandidatesrespondingtothesurvey.Weseethediscussionoftheseconcepts,theirinterrelation-ships,theirpointsofdeparture(includingquestionssuchaswhetheracountrycanhaveademocracyunderanalternativeeconomicsys-temorwhetherneo-liberalcapitalismcanunderminedemocracy),andconnectionstoeducationandschoolingasgreatopportunitiestoengageourclassesindeliberationaroundauthenticpolitical,so-cietal,andeconomicissuesthatimpactalldemocracies. Our candidates’ understandings of democracy are mostly fo-cused on political democratic processes. For example, 69.5%ofcandidates believevoting is themost important democratic valuestudentscanlearn(Question#2).Ourcandidates,itseems,failtodifferentiatebetweensocialandpoliticaldemocracy,andtheyap-peartobemorecomfortable/familiarwiththeformalpoliticalacts.Also,majority rule, according to63.6%ofEDSTcandidates sur-veyed,isadefiningdemocraticpracticethatshouldbeunwavering


(Question#9).Hereagain,weseecandidatesaffirmingtheircom-mitmenttoproceduralaspectsofdemocracy.Theme Three – Candidates’ Shallow Understandings Are Rea-sonable Given (Lack Of) Prior School Experiences Overwhelmingly, our candidates claimed limited exposure toexperiencesthathelpthemunderstanddemocracyontheopen-end-edsectionof the survey. Candidatesnoted that theirexperienceswithdemocracyhavecomeprimarily througheducational institu-tions,collegeandhighschoolcoursework,andtoalesserdegree,howtheirfamilieshaveintroducedthemtodemocraticknowledge.Forexample,onecandidateclaimed,“theEDST2480classItookatUWaddressedtheissueofdemocracyinschools,otherthanthatI’vehadnootherexperiences.”Manyotherssharedsimilarrespons-es,citingsingleinstancesofdemocratic learning. Anothercandi-dateconcluded, “education inAmerica fromcoast tocoastvariesgreatlyinhowitchoosestoeducateitsyouthregardingdemocracy.When Iwas raised itwasn’t a focusbut theprogramwasgood.”Anumberofcandidatesalsonotedtheimportancetheyplacedonparticipationindemocraticprocessesassociatedwithschoolssuchas studentgovernment andmockelections. Finally, anumberofstudents emphasized the role family played in influencing under-standingofdemocracyanddemocratic schooling. Onecandidateexplained,“myfamilyisverypoliticallyactivesoIgrewuphearingaboutthedemocraticidealsofAmerica.” Forus, it isdifficult toblamestudents fornothaving learnedimportantconceptsrelatedtodemocracywhentheyhavenotbeenexplicitlytaughtorwhentheyhavenotexperiencedthemintheirschools,homes,andcommunities.Indeed,muchofcurrentschoolpolicyisatoddswithdemocracyandschooling(aswedescribedatthebeginningof thispaper). Additionallymuchof recent schoolreformhasbeenjustifiedbytheneedtoadvanceeconomicpurposesrather thandemocraticpurposes. It ishard toexpect someone toknowwhattheyhavenotbeentaught.


Theme Four – Diversity Is Generally Understood as a Challenge to Democracy Themajorityofcandidatesdisagreethatdiversitymakesitmoredifficultforustoreachourdemocraticideals(60.6%onQuestion#7),butthisleavesnearly40%thatdobelievediversityimpedestheattainmentofdemocraticideals.Thisquestionwasthelowestrated(whenreversedforwording)ofallthequestionsaskedaboutdemocracy. Wearedisturbed that40%ofourcandidatesbelievethatdiversity isahindrance todemocraticpractice. This is trou-blingonseveralfronts.First,considertheeverincreasingdiversityofschools,communities,andthenation. Second,ourdepartmenthasapedagogicalcommitmenttoinfuseanaffirmingdiversityper-spective into all of its coursework. It is disturbing to know thatasubstantialpercentageofourcandidatescontinuetoholddeficitviews,asopposedtoviewingdiversityasanasset(asdescribedbyParkerearlierinthisarticle).Finally,webelievethatdemocracyisenhancedasaresultofandbecauseofthediversityinthenation.Thisservesasawake-upcallforustomakethisclaimmoreexplicitinourcoursework.

Theme Five – Candidates Claim That Developing Critical Thinking Is the Most Important Role Schools Can Play In Pro-moting Democracy Our candidates are trying to make sense of how democracymightbeadvancedwithinschoolcontexts.87.7%ofcandidatesfeelcriticalthinkingisthemostimportantdemocraticvaluestudentscanlearn(Question#6),andthiswasthehighestrateditemofallitemsonthequantitativeportionofthesurvey.We,too,agreethatcriti-calthinkingisanimportantdemocraticvalue.Webelievethishighratingforcriticalthinkingisexplainablebythefactthatitsupportsthe“individualism”valueorientationofmostEuro-Americans.Itisalsoexplained,inpart,bythefactthatcriticalthinkingisoftenunderstoodasacentralpurposeofschooling.Further,itcoincideswith candidates’ beliefs in the procedural elements of democracy(i.e.,voting).


Alternately,only69.8%(nearly1/5less,incomparisonwiththeabovequestion#6thathasan87.7%positiveresponserate)ofthesamecandidatessurveyedagreedthatcivicengagementisthemostimportantdemocraticvalueourstudentscanlearn(Question#8).Givencandidates’understandingsofthegapbetweendemocracyinrealityandintheideal,wemighthaveexpectedagreatervalueforcivicengagementtobegintoclosethatgap.Thisspeakstocandi-dates’lackofunderstandingoftheelementsofdemocracyasunder-stoodsocially.Onceagain,thisfindingilluminatescourselevelpos-sibilitiesforactivitiesthatallowcandidatestoexamine,deconstruct,andprioritizedemocraticvaluesandpractices.Theme Six – Candidates Feel Competent To Prepare Students For Life In a Democratic Society Despitecandidates’lackofadepthofexperienceswithdemoc-racy,theirgenerallysuperficialunderstandingsarounddemocracy,andthesignificantnumberofthosewhofeeldiversityisatoddswithdemocracy (as described in earlierfindings), almost three-fourths(73.2%)ofthecandidatesfeelcompetenttheywillbeabletopre-paretheirstudentsforcitizenship(Question#5).Thisfindingcon-cernsus.Weunderstandtheimportanceofteacherefficacy.How-ever,inthecontextoftheotherfindingsofthisresearch,wewonderifcandidatestrulyhavetheunderstandingsandskillstosupportthisconfidence.Importantly,thisfindingcomplementsthefindingthatcandidatesaremotivatedtoteachindemocraticways. More hopefully, candidates in the open-ended portion of thesurveyacknowledgedalackofcriticalknowledge,buttheyarein-terestedinlearningandknowingmoreaboutteachingdemocracy.Thesecandidates identifymodeling (both for andby them)as animportantwaytolearnaboutdemocraticpractices.Onecandidateexplainedtheimportanceofexample:“asateacheryouarearolemodeltostudents.Ibelieveifyoudemonstratedemocracyappro-priately, itwill reflectuponteachers.”Candidatesalsorecognizedthebenefitsassociatedwithhavingmodelstolearnfrominauthenticfieldexperiences. Onecandidateexplained thebenefitsof“more


timeintheclassroomwherefutureteachersaretaughtaboutusingthe democratic process to achieve their goals in teaching.”Othercandidatesurgedus,asteachereducators,to:

* “modeldemocraticprinciplesinyourteaching.Wewanttoseeitinpractice,”

* “try different approaches/methods to demonstrate how toteachdemocracy,”

* “makeitclearastowhatitis.Whatconceptstoteachandhowtoincorporateitintheclassroom,”

* show examples of lessons or goodmodeling of teachinginclasseswheredemocracyinourfutureclassroomisdis-cussed,”and

* “encouragecriticalthinking/roleplaystrategiesofteaching[democratically]”.

Asistruewithmostteachereducationcoursework,candidateswant to know how they can integrate democratic principles andpractices in the context ofNCLB, in their specific content areas,andwith students fromdiverse community and familial contexts.Candidates,forexample,wanttoknow“howtoimplementit,”and“whatitisandhowitisplayedoutinschools.”Weunderstandthisdesireforstrategies,butwealsorealizestrategieswithouttheoreti-calanddispositional foundationsarenot likely toaccomplish thedemocraticaimsarticulatedforschools. Forexample,onecandi-datewrote,“I’mtiredoflearningaboutdiversity.Weallknowit’soutthere.Teachuswhattodoaboutitandshowushowtoteachdemocracy.”

Theme Seven – Candidates Believe Schools Must Play a Central Role in Promoting Democracy Allteachers,asexpressedbymostcandidatesintheopen-endedpartofthesurvey,havearesponsibilitytoteachdemocracy.Teach-ingfordemocracy,theyassert,shouldincludethemodelingnotedabove,andshould includeappropriatecurriculaandopportunities


forstudents’voices tobeheardas theyparticipate inclassrooms.“Asacitizenteachingothercitizensitisourduty,”remarkedonecandidate.Manyothersrespondedsimilarly,“thepeopleinvolved[students]willnotknowwhatitisunlessweteachittothem,andourresponsibilityistoteach.”Otherdataexemplarsinclude,“weneedtomakesure thesechildrenhavehope for the futurebyknowingtheirrightsandfreedoms,”and“studentsshouldknowtheirrightsascitizensandstudentsintheclassroom,”and“itisourresponsibilitytogivestudentsabasicknowledgesothattheylearnfactsandnotjusttheopinionsofthosearoundthem.Itisalsoimportantforustoencouragestudentstoformtheirownopinionsnotjustthoseofoth-ers.”Anothercandidateaddedthatweshould“teachthem[students]thattheydohaveavoiceintermsofvoting,takingideasorconcernstoahigherleveletc.Also,it’simportantthattheyunderstandtheirrightsandhowthesewereachieved.” Wearegladtoseethatourcandidatesbelievethatschoolsplayacentralroleinthedevelopmentofournation’sdemocracy.Wenotethatthisthemetiesbacktothefirstthemeidentified:democracyisanenduringvalue.Thisfindingservesasmotivationforustocon-tinuethecurricularworkweareengagedinwhichseekstodeepencandidates’understandingsaboutdemocracyandschooling.Wedosowiththeknowledgethatourcandidatesseethisasanimportantpurposeofschoolingandanimportantroleforthemasteachers.

Findings Summary Thereisclearlyadegreeofsocialagreementonmostqueriedtopics;however,wearecuriousabouthowdifferentcandidatesareinterpretingthevariousconceptualtermsinthequestions.Wefinditpositive thatourcandidatesareeager,motivated,andconfidentwhenaskedabout teachingfordemocraticcitizenship,butwearealsoconcerned that someunderstandingsmaybe shallow/narrow,andthatasubstantialpercentageofcandidatesviewdiversityasapotentialimpediment. Ourpositivefindingsarealsotemperedbyalackofdifferentia-tionacrossthedataset.Candidatesinthehigherlevelclassesarenot


showingapatternofmarkedimprovementordeeperunderstandingofprocessesofsocialandpoliticaldemocracyaswemightexpect.Wearethereforeinterestedincollectingadditionaldata,bothquan-titativeandqualitative, tobetterunderstandandnurturecandidategrowthfromthebeginningtotheendofeachofthecoursesinthedepartment.Asthiseffortnowspansallourcourses,futureinquirywillbedesignedtoevaluatethesuccessofoureffortsatdemocraticcurricula foreachcoursespecifically,andacrossmultiplecoursesgenerally.Conclusion/Next Steps Teachereducationcurriculamustevolvetoaccommodatechang-ingeducationallandscapes.Thispaperdocumentsexplicitattemptsto understand our students’ current levels of comprehension andperceptionsinwaysthatinformourintegrationsofdemocracy/de-mocracyeducationintodepartmentlevelteachereducationcourses.Resultant findings/understandings from initial data collection andanalysishaveyieldedbothpositivefindingsandfindingsofconcern.Importantly,though,theseandfuturefindingswillhaveanimpactourcurricula,pedagogy,andassessmentpractices. Weunderstandwe’llneedtobuildonourcandidates’visionsofdemocracyintheideal. Thisisaviewofdemocracyasitshouldwork,asitisoutlinedinourcountry’sfoundationaldocuments.Wealsoplantocapitalizeoncandidates’realizationthatthisidealvi-siondoesnotalwaysalignwithcurrentreality.Weareencouragedbycandidates’beliefinschoolingasaninstitutionthatplaysacen-tralroleinthedevelopmentofdemocraticcitizens,andarefurtherpleasedthattheyfeelcompetenttoplaytheirrolesasteacherswhopromotecriticalthinkingasavaluedoutcomeofdemocraticeduca-tion. Thefindingsofthisinquiryalsogiveusacleardirectivetobet-terworkwith students to understand democracy broadly, in bothsocialandpoliticalrealms,andtoconnectthesebroadenedconcep-tionstoprofessionalpractice.Apartofthiswillbetoprioritizecur-riculaandactivitiesthatdeepencandidates’understandingof,and


commitment to, diversity as an asset in democracygenerally andschoolsspecifically. Notsurprisingly,candidatescallonustomaketheabstractcon-ceptualnotionsofdemocracyanddemocratic teachingmorecon-crete. Recallacoupleof their requests:“Telluswhatweshoulddo,”or“Showuswhatthislookslikeinpractice.”Theserequeststoillustrateanddemystifytheory/practiceconnectionsarecommoninteachereducation,asweareallsearchingfor“rightways”toservestudents.Teachinginademocracyisacomplex,politicalendeavorthatrequiresthecriticalthinkingourstudentsvalue.Abstract,so-cially constructed concepts are rarely effectively translated into aprescriptive, recipe-likeguide,but thisdoesnotmeanwecannot,and/orshouldnot,doanything.Whileweallasteachereducators,believewemodeldemocraticpractices,wealsoknowwecandobetter. Itiseasytoanalyzeadatasetandthenforwardcritiquesofourcandidates’perspectives(onlyfocusedondemocracyprocedurallyandcriticalthinking,withlessattentiontoactingtoaddresssocialinequalities…),butitismoredifficulttolookinwardandrealizethatcandidatesmayhavelearnedthesethingsfromusandoureducationcolleagues.Manyofus,individuallyandingroups,areinvolvedincivicengagementandsocialjusticeadvocacyworkasapartofourpersonalandprofessionallives,buthowmanyofus,withourcandi-dates,areactivelyengagedinthekindsofcivicengagementthatwewantourcandidatestovalue?Whatwouldteachereducationlooklikeifitdevelopeddemocraticallyengagedcitizensfocusedonso-cialjustice?And,whatwouldthislooklikeinourownidiosyncraticteachereducationcontextandcommunity?Whenpointingfingers,weacknowledgesomepointrightbacktous.We,asdemocraticallyconcernededucators,takerespondingtothequestionsaboveasthenextpartofthischallengingjourney. Likethecommonlypresentedcyclicalteachingmodelinwhichpracticeiscontinuallyinformedbydata/assessments,ourultimateaimsinthisprojectaretoutilizethefindingsfromthisphaseoftheinquiry,coupledwithadditionaldatatoincludecandidateandfac-


ultyfocusgroups,peerobservationandcritiqueofcoursesessionsdesignedtopursueourdemocraticeducationgoals,andcandidateworksamplestoguideongoingcourseandprogramlevelchanges.Additional“nextsteps”inthisprojectcouldincludethefollowing:

*Continuetoreviseandenrichourcurricularframeworksforteachingdemocracy.

*Gatherandshareclassroomandcommunitylevelexam-ples.

*Solicitadditionalcandidateperspectivesthroughqualitativefocusgroupinterviewing.

*Worktowardprogramarticulationinandoutsideourcol-lege.Continuetoteachaboutdiversity,andseektodosoinwaysthatpromptallofourstudentstoviewdiversityasasocialassetanddemocraticteachingasamoralimpera-tive.

*Bolsterandextendthepositiveprogressionwearebegin-ningtosee,andseekevidenceofthedevelopmentalprog-ressspecifictodemocracy/democraticteaching.

*Reflectonourownresponsibilitiesforstudentmisconcep-tionsandshallowunderstandings.

*Acknowledgetheimportanceofprovidingcandidatesop-portunitiestoengageinandobserveschoolingcontextsthatembracedemocraticpracticesandthatservediversepopu-lations.

The researchprocesshasprovideduswithmuch to reflectonandwithfindingsthatareinfluencingthecurriculaandinstructionalpracticesinourdepartmentalcourses.Wearehumbledandmoti-vatedbytheessentialrolesteachers,schools,andteachereducatorsshouldplay inevolving thefieldof education inways thatbetterserveourpursuitofdemocraticideals.Inthisarticle,we’vesharedour learning, our successes, our shortcomings, and challenges asa contribution to the democratic education conversation that has


spannedcenturies.Indoingso,wehopereadersfindsomedegreeoftransferabilitytotheircontexts.

1TeacherEducationCandidatesor“candidates”willbeusedthrough-outtodistinguishpreserviceteachersorstudentsfromthePreK-12“students”theyarepreparingtoteachandthosewhoarecurrently“teachers.”

References

Alhadeff,K.,&Goodlad,J.I.(2008).Introduction.InJ.I. Goodlad,R.Soder,andB.McDaniel(Eds.),Education and the making of a democratic people,(pp.1-8).Boulder,CO: ParadigmPublishers.Castaneda,C.(2005).Democracyandmulticulturalism?Dothey connect?Exploringtheintrospectionofprospectiveeducators. Paper presented at the annual meeting of the National Network for Educational Renewal,MyrtleBeach,SC.Darling-Hammond,L.(2006).Constructing21stcenturyteacher education.Journal of Teacher Education,57(3),300-315.Darling-Hammond,L.,&Bransford,J.(2005).Preparing teachers for a changing world.SanFrancisco:JoseyBass.Goodlad,J.I.(2008).Anonnegotiableagenda.InJ.I.Goodlad, R.Soder,andB.McDaniel(Eds.),Education and the making of a democratic people(pp.9-28).Boulder,CO:Paradigm Publishers.


Goodlad,J.I.,Mantle-Bromley,C.,&Goodlad,S.(2004). Education for everyone: Agenda for education in a democracy. SanFrancisco:JosseyBass.Johnson,A.G.(2001).Privilege, power, and difference.Boston: McGrawHill.Ladson-Billings,G.(2001).Crossing over to Canaan.San Francisco:JosseyBass.Meier,D.,&Wood,G.(2004).Many children left behind: How the no child left behind act is damaging our children and our schools.Boston:BeaconPress.Parker,W.(1996).Curriculumfordemocracy.InR.Soder(Ed.), Democracy, education, and schooling(pp.182-210).San Francisco:Jossey-Bass.Parker,W.(2003).Teaching democracy: Unity and diversity in public life.NewYork:TeachersCollegePress.Trent,A.(2005).Fosteringdemocraticskillsanddispositionsin schoolsandclassrooms.Paper presented at the annual meeting of the National Network for Educational Renewal, MyrtleBeach,SC.Weiner,L.(2000).Researchinthe90s:Implicationsforurban teacherpreparation.Review of Educational Research, 70, 369-406.Westheimer,J.,&Kahne,J.(2004).Whatkindofcitizen?The politicsofeducatingfordemocracy.American Educational Research Journal,41(2),237-269.Wood,A.(2008).Whatisrenewal?Whynow?InJ.I.Goodlad, R.Soder.,andB.McDaniel(Eds.),Education and the making of a democratic people(pp.29-45).Boulder,CO:Paradigm Publishers.


Appendix ASurvey (as anticipatory guide) – Democracy

Readthestatementsanddecidewhetheryouagree-disagreeusingthefollowingscale.Explainwhyyouholdthatview.Onthesec-ondpage,completethepromptsregardingdemocracyinschooling.

Statement Explanation4 = Agree; 3 = Mostly Agree; 2 = Mostly Disagree; 1 = Disagree

DEM Q1: I look forward toteaching about democracy andmodeling democratic values intheclassroom

I rate this a because.....andbecause.....

DEM Q2: Voting is the mostimportantdemocraticvaluethatourstudentscanlearn


DEM Q3: Thereisadifferencebetweentheidealofdemocracyand democracy as it’s actuallypracticed


DEM Q4: Capitalism as aneconomicsystemisanessentialcomponentofdemocracy


DEM Q5: I feel competent Iwillbeabletopreparestudentsfordemocraticcitizenship


DEM Q7: Diversitywithinoursocietymakes itmore difficultfor us to reach our democraticideal


DEM Q8: Civic engagement(such as volunteering) is themost important democraticvaluethatourstudnetscanlearn


DEM Q9: “Majority rule” isa defining democratic practicethatshouldbeunwavering



Self Information:Last4#’sofStudentID:Coursenumberatpointyoucompletedthissurvey:EducationMajor(check) Elementary Secondary SpecificContentArea:Gender(circle) Female Male

Open Ended Questions:

What prior experiences have you had that have influenced yourknowledgeandattitudesaboutdemocracyinschooling?

Whatarethreekeyideas/conceptsyouhavelearnedthusfarintheprogramrelatedtodemocracyandschooling?

Whatquestionsdoyouhaveaboutteachingaboutdemocracyandmodelingdemocracyintheclassroom?

Inwhatway,ifatall,isitourresponsibilityasteachersinschoolstoteachstudentsaboutdemocracyandthedemocraticpromise?

WhatrecommendationsdoyouhavefortheUWteachereducationprogramtoimprovefutureteachers’abilitytointegrate“democracy”withintheirclassrooms?


Appendix BCandidates’ Conceptions of Democratic Education by Question

0

10

20

30

40

50

60

70

80

90

dem % q1 dem%q3 dem % q5 dem % q7 dem %q9

20.7

31

20.6 21.826.7

12.2

60.6

29.435.6

79.2

69.5

79.4 78.173.2

87.7

39.4

69.863.6

disagreementagreement


Allen TrentisanAssociateProfessorofEducationalStudiesattheUniversityofWyoming,andhisworkfocusesondemocraticteachereducationandart-generatededucation.

Jeasik Cho isanAssociateProfessorofEducationalStudiesattheUniversityofWyoming,andhisresearchinterestsincludequalitativeresearchandassessment.

Francisco Rios is Professor and Chair of the Department ofEducational Studies at the University of Wyoming. He is aninternationalexpertinmulticulturaleducationandsecondlanguagelearning.

Kerrita Mayfield isanAssistantProfessoratElmiraCollegeandagraduateof theUniversityofWyomingdoctoralprogram. Herwork and research focus on critical education theory, adolescenteducation,gender,anddemocraticclassroompractices.

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