The Centre for Governance and Citizenship (CGC) and Department of International Education and Lifelong Learning (IELL) jointly held a seminar on “Education in a Democracy: Why, How and What? The Current State of Policy, Practice, and Research in the USA”, conducted by Professor Nicholas Michelli, on 19 May 2010 (Wednesday), 12:30 pm to 2:00 pm, at Room D3-P-01, Tai Po Campus.
Many educators in the United States see a connection between education and preparation for life in an emerging socially just democracy. An organized group of 40 college/university partnerships has been working for two decades to carry out a shared vision of what this means for our society. In contrast to this perspective, the policy of the administration of President George W. Bush was seen as reductionist—as focusing the purposes of education on very narrow, measurable goals. Expecting a more liberal perspective from the administration of President Barack Obama has led to serious disappointment for many. Some characterize the current federal policy as so focused as to virtually preclude any possibility of educating for democracy. The contrast in views is striking. We will discuss them, and look at the questions of Why do we have such differences of perspective? How did we get here? Where are we headed?
Professor Nicholas Michelli is Presidential Professor in the City University of New York’s Ph.D. program in Urban Education where he teaches courses on public policy, education policy, and teacher education and directs dissertations dealing primarily with policy, democracy, and social justice. He is the co-author and editor of Teacher Education for Democracy and Social Justice (Routledge, 2005) which was later translated into Chinese by the East China Normal University Press in 2009. His recent publications include: “Diversity and Teacher Education: What Can the Future Be?” in The Handbook of Research on Teacher Education edited by Marilyn Cochran Smith et al. (Rougledge, 2008), “The Politics of Teacher Education: Lessons from New York City” in Journal of Teacher Education (Vol. 56, May 2005), and “Complex by Design: Investigating Pathways Into Teaching in New York City Schools” Journal of Teacher Education (Vol. 57, March 2006).
For details please refer to the poster attached.