Harvard Educational Review
  1. Spring 2001 Issue »

    Education for Democratic Citizenship

    Transnationalism, Multiculturalism, and the Limits of Liberalism

    Katharyne Mitchell
    Why and how do shifts in the philosophical underpinnings of education occur? How should students be educated in and for democratic citizenship? In this article, Katharyne Mitchell explores these questions by analyzing a debate regarding the purpose of education in a Vancouver suburb. She shows how immigrants from Hong Kong successfully contest the normative assumptions of Western liberalism, in which the production of democracy, the practice of education, and the constitution of the nation-state are naturally bound together. By tracking the recent ideological debates and the actual decisions made, it is possible to analyze some of the growing rifts between a Dewey-inspired understanding of education and democracy and newer, more global, transnational educational narratives. (pp. 51-78)

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    Spring 2001 Issue

    Abstracts

    "Improve the Women"
    Mass Schooling, Female Literacy, and Worldwide Social Change
    Robert A. LeVine, Sarah E. Levine, and Beatrice Schnell
    Education for Democratic Citizenship
    Transnationalism, Multiculturalism, and the Limits of Liberalism
    Katharyne Mitchell
    Apprenticing Adolescent Readers to Academic Literacy
    Cynthia L. Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye L. Mueller
    Book Review of Sibylle Gruber's Weaving a Virtual Web: Practical Approaches to New Information Technologies
    Bettina Fabos

    Book Notes

    Conflicting Missions?
    Edited by Tom Loveless

    Three Seductive Ideas
    By Jerome Kagan

    The Social Life of Information
    By John Seely Brown and Paul Duguid

    Classrooms and Courtrooms
    By Nan Stein

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