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The Development of Democratic Citizens: Can Schools and Teachers Play a Role?

100%
Fischer J. M.
Psychologia Rozwojowa
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2008
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vol. 13
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issue 2
PL
Democratic movements and networks across borders are sharing programs and strategies that are helping the development of a set of ‘universals’: values and beliefs that define what can be called a democratic education. Such universals are contested, but work to help classrooms emerge that link schools with communities and build contextual relationships with students, families and members of the  broader society. Key to these democratic classrooms are tools and strategies of communication, deliberation and decision-making that provide for the sharing of multiple perspectives and work towards the construction of new knowledge. A recent study found that Polish students gained from their participation in such a program. Such studies help emphasize the roles schools and teachers can play in the development of democratic citizens.
2

Crossing the frontiers. Peer coaching and self-managing in the process of the professional development in multicultural environment

63%
Mazurkiewicz G., Fischer J. M.
Journal of Intercultural Management
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2013
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vol. 5
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issue 3
49-61
EN
Our effort focuses on the development of a process of cross-cultural peer coaching through which we have sought to grow as reflective practitioners and strengthen authentic conversations between two individuals, from Poland and the United States. By building a theoretical framework around peer coaching, intercultural interaction, and auto-ethnography we have worked to make explicit our development as educators working to enrich the process of the organizational learning and to make education more open, democratic and human. As Kottler [1997] claims, it is possible to find stages that a tourist goes through during the process of recognizing and knowing another culture that was used to mirror the sensation of the professional growth. The findings shed light on how peer coaching might be strengthened, as well as the development of an observation protocol to structure such reflective and, ultimately, life changing work.
3
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What Might it Mean to Democratize School Reform?

63%
Fischer J. M., Mazurkiewicz G.
Zarządzanie Publiczne
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2008
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issue 4
PL
The goal of education is to prepare individuals for the new world of global connections, competition and the labor market by means of an educational process that works to get students ready for activity, responsibility and deliberation. Within these issues schools and teachers are the focus of much concern. Many reform efforts work to  remove autonomy from the school. “Deskilling,” viewing school improvement through the lens of packaged programs that work to script teachers, prescribe what they should do in their context, and pull more and more control to central authorities, is not a new phenomenon. Recently, however, teachers have been recognized as necessary leaders in school reform.How might those based in universities proceed to work and change the situation we find in schools? Rather than one-shot, one-way school reform efforts and programs which are known to have little impact compared to long-term, collegial work, our work with schools should be based on building professional relationships. Democratic school  reform is possible. By working (as it was mentioned) to link schools, universities and communities in engaged, reciprocal, networks of support we can strengthen the outcomes and the success of school reform in ways that lift up students, teachers, communities, universities and democratic societies themselves.
4
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Conversations, Dialog and Deliberation: Leaders Moving Towards the Democratization of School Refo

51%
Mazurkiewicz G., Fischer J. M., Armaline W.
Zarządzanie Publiczne
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2009
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issue 4 (8)
PL
This work emerged over the course of the conference, Re/forming Education: Linking Schools, Universities and Communities for Democratic School Reform. During sessions held as part of the conference, participants were asked to engage in dialog about the issues presented. These dialog sessions, held most often in small groups, included note taking and group writing. As a result, this piece is the product of the multiple voices (Superintendent, Principal, Professor, Non-governmental Organizations) present during the conference. While the piece in no way reflects the complete thoughts of one individual, it does share some of the essence of the deliberation that  occurred.
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