Office of Education for Democracy

For democratic societies to flourish, citizens, in their daily lives, must engage in behaviors which support and promote democratic ideals. The symbolic acts of democratic life; voting, declaring political affiliations, are vital acts of civic responsibility but do not, by themselves, support democratic societies. What is essential for sustaining democracy is a citizenry capable of expressing through their ongoing social discourse, a complex set of behaviors which includes, among other behaviors:

self-reflection
tolerance
power sharing
critical thinking
decision making
responsibility for self
leadership
opinion formation, and
social responsibility and social connectedness

Schools have traditionally been the torchbearers of democratic ideals and have passed on to succeeding generations, through civic instruction, the ideals and governmental structures of a functioning democracy. This has led to an informed society, aware of democratic belief systems and governmental functions. When, however, educational institutions stop at this level of understanding, the translation of ideals and beliefs into social behavior is left to happenstance. A superficial understanding of democratic life is immanently more susceptible to ideological persuasion, leaving democracy vulnerable to challenges fueled by momentary crisis and the appeal of ready solutions contrary to democracy to solve these crises. What is needed in schools, to more fully secure democratic behavior, are instructional practices which first model, then engage students in democratic behaviors. It is through employment of such behaviors that democratic societies will be secured and individuals will more fully embrace and internalize the spirit of democracy.

Henry Giroux, in restating John Dewey's belief, has written, "...democracy is both a discourse and a practice. It is expressed not in moral platitudes but in concrete struggles and practices that find expression in classroom social relations, everyday life, and memories of resistance and struggle....the challenge of democracy resides in the necessary recognition that educators, parents, and others will have to work hard to ensure that future generations will view the idea and practice of democracy as a goal worth believing in and struggling for. (1)

The challenge to our schools and universities is to continue the task of defining life within a critical democracy. Education must elevate the discourse regarding social engagement and responsible citizenship as well as make real through daily conduct the content of the discourse. Our schools and universities must also find ways to empower all students to participate equally in democratic life. Students' voices must be heard and their cultural challenges accepted if democracy is to remain vital and sustainable. By empowering all members of society and attending to critical voices, by forging democratic behaviors out of discourse, social equality within a dynamic, multicultural community becomes reality and will ensure that, "the idea and practice of democracy is a goal worth believing and struggling for."

The Office of Education for Democracy is established to promote both the discourse and practice of democracy by engaging in activities which will unite voices for critical democracy and disseminate to others the challenges and solutions heard in those voices. The office is created out of the Dean's office of the College of Education. It will address issues related to democracy in education both in the United States and abroad and serve as a focal point for research and information exchange regarding democratic education. In its capacity as a research and information center, the office will provide information regarding the democratization of education for consideration in teaching and in teacher preparation programs. Initial initiative of the office will be the implementation of the Orava Project. With successful implementation of this project, the University of Northern Iowa will gain a reputation in international work in promotion of education for democracy and school restructuring. This reputation will help identify the university as a central institution engaged in the democratic education dialog. Specifically, the Office of Education for Democracy will:

Promote the investigation of and the exchange of ideas regarding school and university roles in support of a democratic society.
Support and engage in institutional efforts to bring democratic instructional practices to school and universities.
Bring together through conferences, discussion groups, institutes and seminars leading educators from around the world whose work has been in support of democracy in pluralistic societies.
Identify and promote instructional practices which lead to critical empowerment and enhancement of democratic behavior.
Support educational leadership programs which have as their goal the enhancement of democratic life through equality of participation.
Serve as a research center and clearinghouse for democratic education initiatives.
Seek foundation support through public and private foundations and agencies.
Bring together interested faculty across the University of Northern Iowa campus to explore issues related to democracy and education.
Promote conflict resolution practices.
Offer topical seminars related to the link between education and democracy.
Work with the Office of International Programs to promote student exchanges.

Giroux, H.A. (1993). Living Dangerously: Multiculturalism and the Politics of Difference. New York: Peter Lang Publishing.

For further information on the Orava Project contact:

Dr. Kurt Meredith
Orava Project Co-director
The Orava Foundation
University of Northern Iowa
Zelena 10
811 01 Bratislava
Slovakia
meredith@internet.sk

Phone: (421) (7) 5441 9333
5441 9339

FAX: (421) (7) 5441 9366