From Politics to the Classroom: Re-Envisioning Democracy Within Education

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2011
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Haverford College. Department of Religion
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Thesis
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Award
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eng
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Haverford users only
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Abstract
This thesis attempts to put forth a better and more sustainable framework for democratic engagement through education. Through the negation of individualism and a look towards community and public interest I incorporate Eddie Glaude Jr. and bell hooks' theories into education as a way to re-envision public school classrooms as spaces where racial struggle can take place in a constantly challenged, changing, and non-essentialist way. I argue for an education that simultaneously encourages "self-actualizing" identity formation and collective democratic action. The combination of this personal growth and recognition with political action and engagement potentially allows for the transformation of classrooms into spaces where students learn to individually and collectively engage in our society's democratic process while working to incorporate their community's experiences in an attempt to make our democracy more inclusive and participatory within black communities.
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