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Democratic Conclusions
Abstract
If politics concerns the question of ‘what should we do?’ then democracy holds that we should consult the citizenry, empower selected agents to govern effectively and guard against the concentration of power. Since liberalism’s attack on religious dogma and the absolutist state, we have learned to refrain from dictating the good for others and resolved to ask individuals for their own conception of the good. As Jürgen Habermas so cogently asserts, ‘all things considered, the best judge of individual interests is the individual themselves’.1 Democracy is not, therefore, a universal truth to be imposed on others, but is, instead, a practice evolved to prevent the imposition of a universal truth.- We thus do democracy nol because we know, but because we do not.
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Building on highly topical research surrounding young children's participation, this book draws on a diversity of disciplines exploring the importance of participatory approaches to children's early education and shows how fostering a sense of identity and belonging are essential to early learning. Taking young children seriously demands a high level of confidence and leadership in early years practitioners, and the author provides a convincing, well researched rationale for using this approach in early years contexts. The chapters demonstrate the importance of listening to the voices of the children, show how to help young children make sense of the rules and hierarchies they encounter in the classroom explore ways of working that include the young children but also allow adults to shape approaches to collective decision making use examples of the type of questions which children might ask when they first enter school, which are presented as 'windows' into children's experiences via key moments or incidents in the school day provide a framework and practical tools for planning This book is an important addition to debate about the politics and ethics of a highly prescribed and mainly developmentally-informed early years curriculum. Researchers and students of early childhood education will find much here of interest to them.
Since the early 1980s there has been an explosion of auditing activity in the United Kingdom and North America. In addition to financial audits there are now medical audits, technology audits, value for money audits, environmental audits, quality audits, teaching audits, and many others. Why has this happened? What does it mean when a society invests so heavily in an industry of checking and when more and more individuals find themselves subject to formal scrutiny? The Audit Society argues that the rise of auditing has its roots in political demands for accountability and control. At the heart of a new administrative style internal control systems have begun to play an important public role and individual and organizational performance has been increasingly formalized and made auditable. Michael Power argues that the new demands and expectations of audits live uneasily with their operational capabilities. Not only is the manner in which they produce assurance and accountability open to question but also, by imposing their own values, audits often have unintended and dysfunctional consequences for the audited organization. Available in OSO: http://www.oxfordscholarship.com/oso/public/content/management/9780198296034/toc.html
Democracy in Small Groups: Participation, Decision-making and Communication
- J Gasiil