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Epilogue: Democratic Eruptions


by John R. Wiens & David Coulter — 2008

In this chapter we use two sources to grapple with how to foster public discussion of education: our research on the role of public and private spaces in fostering dialogue, and our experience as teachers working in institutions that aim to foster education. Both sources help us to understand the depth of the challenge we must confront and how we might begin to use our freedom to act together.


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This article originally appeared as NSSE Yearbook Vol 107. No. 1.


Cite This Article as: Teachers College Record Volume 110 Number 13, 2008, p. 298-314
http://www.tcrecord.org ID Number: 18479, Date Accessed: 12/12/2017 7:12:48 AM

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About the Author
  • John Wiens
    University of Manitoba
    E-mail Author
    JOHN R. WIENS is currently professor and dean in the Faculty of Education at the University of Manitoba, Winnipeg, following a career as teacher, counselor, principal, and superintendent in the public school system. He is president elect of the Canadian Association of Deans of Education and has served as president of the Manitoba Teachers’ Society, the Canadian Education Association, the Manitoba Educational Research Council, and Manitoba Educators for Social Responsibility. He is a past director of the National Society for the Study of Education, the Canadian Teachers’ Federation, the Manitoba Board of Teacher Education and Certification, and the Manitoba Association of School Superintendents. His academic interests are democracy and education, educational leadership, and teacher education.
  • David Coulter
    University of British Columbia
    E-mail Author
    DAVID COULTER joined the Faculty of Education at the University of British Columbia in 1995 after working in Quebec and Manitoba schools for more than 25 years. At various times in his career, he has been a classroom teacher in both elementary and secondary schools, a consultant, a school principal, and a superintendent. He is an associate professor of educational studies at UBC and Co-Director of the Centre for the Study of Teacher Education. His research interests focus on understanding and fostering educational judgment. His writing has been published in both scholarly journals (e.g., Educational Researcher and Handbook of Research on Teaching) and professional publications (e.g., Education Canada).
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