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Democratic Practices as Learning Opportunities

reviewed by Erik Johnson - April 10, 2008

coverTitle: Democratic Practices as Learning Opportunities
Author(s): Ruud van der Veen, Danny Wildemeersch, Janet Youngblood, and Victoria Marsick (Eds.)
Publisher: Sense Publishers, Rotterdam
ISBN: 9087901291, Pages: 196, Year: 2007
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Democratic Practices as Learning Opportunities offers valuable insights into modern democratic learning and education, in particular direct participation practices that can help overcome limits inherent to representative democratic methods and circumstances. Transformative learning theorist Jack Mezirow states in his forward that, “Education must encourage fuller, freer, more fruitful association and be instilled as a disposition of mind,” to better enhance learning opportunities. Of the book’s seventeen authors and contributors, a majority bring an international perspective to the discussion. Each of them was involved in a 2005 conference held at Teachers College, Columbia University in the City of New York whose topic titles this text. Organized by Dr. Victoria Marsick and her student Janet Youngblood, the forum sought to examine the potential and limitations of democratic learning and education practice and theory in various contexts. One result of the conference is this interdisciplinary compendium of adult education, adult learning and leadership,... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: April 10, 2008
https://www.tcrecord.org ID Number: 15207, Date Accessed: 8/4/2020 4:31:14 PM

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About the Author
  • Erik Johnson
    Teachers College, Columbia University
    E-mail Author
    ERIK JOHNSON is a Consultant and doctoral student in the Department of Organization and Leadership's AEGIS program at Teachers College, Columbia University. His research interests include workforce development and organizational learning, team innovation and performance, and transformative learning and leadership.
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