Democracy, Political Literacy and the Quest for Transformative Education (Thunder Bay sample)

Democracy, Political Literacy and the Quest for Transformative Education

Dr. Paul R. Carr, Lakehead University (Orillia)

1

Research Team

Principal Investigator: Dr. Paul R. Carr (Lakehead University)

Co-Investigator: Dr. Gina Thésée (Université du Québec à Montréal)

Collaborator: Dr. David Zyngier (Monash University, Australia)

Collaborator: Dr. Brad J. Porfilio (Lewis University, USA)

2

Purpose of the Study

Identify, analyze and compare education student experiences, perceptions and perspectives related to democracy and education for democracy.

Development of reforms, instruments, measures, policy, curriculum and support for educators in relation to democracy and education.

3

Lakehead University Thunder Bay

4

Survey

Administered in January 2013 via Survey Monkey to Education students at the Thunder Bay Campus of Lakehead University

Questions build on previous studies in USA, Canada and internationally through the Global Doing Democracy Research Project (Paul R. Carr & David Zyngier are the co-directors of the GDDRP)

Fundamental part of SSHRC project with concurrent studies taking place in several countries

Open- and closed-ended questions in online survey3 Sections Demographic Information Questions related to Democracy Questions related to Democracy and Education

5

Survey 40 Questions in total

Section 1: Biographical information – 19 Questions Multiple-choice questions concerning educational program,

personal background, parents’ backgrounds, etc.

Section 2: Democracy Questions – 9 Questions Open-ended and Likert Scale questions, allowing opportunity

to expand on answers

Section 3: Democracy and Education – 9 Questions Similar style of questions as in Section 2

6

Analysis

Quantitative charts used as a guide to understand qualitative data

Line-by-line analysis to develop themes

Cross-tabulation

Creation of profiles

Linkage to previous studies and on-going international studies within the Project

7

Analysis - Guide

Identifiers are used to help the reader to picture and contextualize the respondent First variable – Participant # Second variable – Gender (M or F) Third variable – Age (1=22 &under; 2=23-30; 3=31-40; 4=41-

50; 5=51+) Fourth variable – Program (U-Undergraduate; P=Professional

year program; G=Graduate) Fifth variable –Race (A=Aboriginal; M=Mixed race; RM-Racial

minority; W=White) Sixth Variable - First Generation University Student (FG =

First Generation University Student)

Example: 162–F–1–23–P–W- FGWould refer to Participant 162, who is female, in the 22 and

under age group, in the Professional program, and is a White, First Generation University Student

8

Age (n=144)

9

Biographical Information Gender (n=114)

10

What education degree are you studying? (n=112)

11

What year of study are you in for the education program? (n=114)

12

What is your main course of study? (n=112)

13

Choose one content area that best describes your area of teaching? (n=86)

14

What is your racial/ethnic origin? (Check more than one wherever appropriate) (n=111)

15

My country of birth is: (n=111)

16

Are you an indigenous or First Nations person? (n=109)

17

What was your main language spoken at home during your childhood? (n=110)

18

Father’s highest academic qualification (n=110)

19

My father’s main occupation during his working life (n=110)

20

My father’s country or region of birth (n=111)

21

My mother’s highest academic qualification (n=110)

22

My mother’s main occupation during her working life (n=111)

23

My mother’s country or region of birth is: (n=111)

24

Which religious group, if any, are you affiliated with? (n=103)

25

Do you practice this religion? (n=109)

26

How actively involved in politics were your parents when you were school-aged? (n=111)

27


Themes: Voting Kept Up Not Political Participation/Discussion

28


THEME: Voting (n=11 out of n=34)

Voting “They involved in some political debates and cast their votes during local and national

elections.” 6 – M – 4 - M – RM - FG

“My parents were involved enough to vote in many levels of governmental elections, and researched the issues to know with which party their views aligned best.” 18 – M – 2 – P – W

“My parents followed the news and were aware of government policies on issues that affected our family directly or indirectly, and they voted regularly.” 19 – F – 1 – P – RM - FG

“Voting was always very important, and they did door to door campaigning.” 21 – F – 2 – P – A

“They voted but never ran for office or visually displayed support for a certain party.” 34 – F – 2 – P – W

29


THEME: Kept Up (n=13 out of n=34)

Kept Up “My parents were up to date with current affairs and global issues. We always read the paper

and watched the news.” 31 – M – 3 – P - W

“My mother took some interest in politics and spoke to me about it, and why it was important to be informed. She was also open about her political views.” 37 – F – 2 – P – W – FG

“they followed it very much with a critical mind to what ever was being said. They tried to interest me in it along the way.” 48 – M – 2 – P - W

“They were aware of current political debates but did not discuss or partake in any political activities” 80 – F – 2 – M – RM - FG

“Kept up to date with politics in Canada very briefly” 107 – M – 2 – P – W – FG

30


THEME: Not Political (n=5 out of n=34)

Not Political “My parents were not involved in politics. They still are not.”

45 – F – 3 – UG – A – FG

“I do not recall my parents being politically involved, except perhaps voting in elections, however, I wouldn't consider that to be "actively involved in politics" as such” 55 – M – 3 – D – W – FG

“My dad lost his job to Mike Harris in 1996, things have never been the same.” 63 – M – 2 – M – RM

“We did not discuss politics nor did they discuss politics or elections or policy in front of us.” 106 – F – 2 – P - W

“My mother raised her four children on her own, so she had little time for politics.” 115 – M – 2 – M – W – FG

31


THEME: Participate/Discuss (n=19 out of n=34)

Participate/Discuss “We talked about it during elections”

12 – M – 2 – P – W

“My mother was a long-time volunteer with the NDP party. She was also a human rights activist, spearheading research into problems with abuse at schools of children by teachers.” 17 – F – 2 – M – A – FG

“participated in political campaigns, handed out flyers etc” 39 – M – 1 – P – W – FG

“My father was active in the civil rights movement. His mother was heavily involved with the Democratic party in her community. My mother's grandfather was involved in city council and justice of the peace. Political engagement was heavily discussed in our home. We were encouraged to fully understand the Canadian system of government particularly the emerging Ontario Human Rights code. My father served on the school board and was involved in a faith community.” 57 – M – 4 – D – W

“School politics, discussions about political actions taking place and involvement in protests” 83 – M – 3 – P – W

32

Section 2Questions Related to Democracy

33

Section 2 - Overview

Participants generally related democracy to voting/voice of the people

Limited understanding of what goes on in other countries

Thin understanding of democratic principles

Feel that democracy is about staying current with political issues through watching/reading the news

Critical of the lack of power the average person has over decisions made in government

34

How would you define democracy? (n=88)

Themes: Voting/Voice for People Equality Freedom Majority

35

How would you define democracy? (n=88)THEME: Voting (n=62 out of n=88)

Voting/Voice of the people “A system of government in which the general population has a say in the way the state is

operated.” 3 – M – 2 – P – W

“Democracy is a place where you have a voice and can vote.” 11 – F – 2 – M – W – FG

“The right to make choices and have a voice what happens in our country.” 12 – M – 2 – P – W

“people choosing their government” 35 – F – 1– P – W

“An opportunity to have a voice in decisions that are made.” 52 – F – 2 – M – W – FG

36

How would you define democracy? (n=88)THEME: Equality (n=46 out of n=88)

Equality “Equality and equal representation insofar as it is possible.”

2 – F – 1 – P – W – FG

“Democracy is equality in my mind. There should be equal rights, opportunities and privileges for all citizens regardless of their socioeconomic status, culture or gender.” 23 – F – 2 – P – W – FG

“Giving every one equal say in what they want A fair form of government” 47 – F – 4 – P – W – FG

“Democracy is a system that allows all of its members an equal say in how they would like things to be run.” 56 – F – 1– M – W – FG

“I believe democracy to stand for everyone's access to an equal opportunity to choose to or not to participate in the governing of society.” 64 – F – 2 – M – W – FG

37

How would you define democracy? (n=88)THEME: Freedom (n=14 out of n=88)

Freedom“A system that offers equal opportunity to all citizens of a nation with freedom of expression and reciprocal respect.”

6 – M – 4 – M – RM – FG

“Democracy is the system that allows people to have a voice in how their country is run. This includes free and fair open elections, free press and freedom of speech.”

10 – F – 3 – P – W

“Democracy is an ideal to live up to, but most governments are corrupt and only give people the illusion of freedom. The politicians exist to give people the illusion that the public has freedom of choice. The rich people that own corporations lobby for what they want and they own all of the important land, buildings and media. People would rebel if the government was overtly fascist, so they put on a show and give us elections so the public thinks it has control.”

31 – M – 3 – P – W

“Democracy to me means choice and freedom. People can make their own choices in their life and free to vote for who they want, practice their own religion, get an education no matter their background, etc...”

50 – F – 3 – M – A

“Democracy is the rights and freedoms that citizens are entitled to.” 86 – F – 2 – P – RM – FG

38

How would you define democracy? (n=88)

THEME: Majority (n=11 out of n=88)Majority“Freedom of expression, speech, religion. Majority rules.”

20 – F – 2 – P – RM

“Democracy is a system of government, or order, where people have an important say in who is ultimately in charge, and the choices that this leader will eventually make. One of the key tenants of democracy is the vote. Everyone who will eventually be governed, or controlled, or tended to, has a say in the election process of a new leader. They express their choice with a vote. It is essentially a majority rules system, although money and power often get involved and can skew the process.”

24 – M – 2 – P - W

“Democracy is when every member of a country or society has an input in the decisions the government makes that affect their lives. The majority rules.”

27 – F – 2 – P – W

“"represented" control of an organization/group - majority rules” 54 – F – 2 – M – W – FG

“Democracy is a form of government for the people by the people of the specific area. A democratic concept is that the majority rules.”

62 – F – 2 – M – A – FG 39

Do you feel that Canada is a democratic country? (1=not at all; 5=very democratic) (n=92; m=3.6)

40

Do you feel that Canada is a democratic country? (1=not at all; 5=very democratic)(n=92; m=3.6)

Themes Voting/Voice Satisfied Issues

41


THEME: Voting (n=34 out of n=80) Voting “Everybody gets to vote and have a say with who is in power”

9 – M – 1 – P – W

“Vote in political parties that are aligned with your beliefs” 11 – F – 2 – M – W – FG

“Every citizen is allowed a vote, and one vote only. Elections are held for most levels of government: municipal, provincial, federal.” 13 – M – 3 – P - W

“Canada is somewhat democratic although government has the power to overrule and maintain control over many things which the people may not have access. Once the government is in place, the power is seemingly lost from the people. The prime minister decisions supercede that of the people. The bills and laws that come into play go through the Governor General but not necessarily voted on by the people.” 62 – F – 2 – M – A – FG

“The only decision I make related to our Government are votes every few years” 90 – F – 1 – P – W

42


THEME: Satisfied (n=20 out of n=80)

Satisfied “Canada is a democratic country, however there are some flaws with our electoral process and our

system of government. All things considered, I would say Canada is fairly democratic compared to most westernized countries.” 3 – M – 2 – P – W

“I have found and experienced people behaving well and acting with democratic culture” 6 – M – 4 – M – RM – FG

“Compared to other countries i feel that Canada is a leader for ideal democratic society.” 20 – F – 2 – P – RM

“I believe Canada is as close to a true democratic country as it can be.” 37 – F – 2 – P – W – FG

“I feel that Canada is a fairly democratic country in comparison to other countries.” 61 – F – 1 – P – RM – FG

43


THEME: Issues (n=59 out of n=80)

Issues “I feel like our Government has its own agenda sometimes rather then doing what is best for your

population!” 12 – M – 2 – P – W

“I believe the democracy of this country is an illusion. You are taught to believe we have a democratic system, but that is not the case. I do not believe the wishes of the population are reflected in the government's actions.” 17 – F – 2 – M – A – FG

“although every citizen has the right and chance to vote, the Canadian government is far too removed from the citizenry to understand the day to day issues of the ordinary person, whose voice will rarely (if ever) be heard.” 18 – M – 2 – P - W

“I don't feel like the people elected always act in the interest of the people that elected them or with the intent they elected them for. When you chose somebody to represent you, you're handing off your power to them. If they don't use that power to act on your behalf, some aspect of democracy is lost. Also, not enough effort is made to include marginalized peoples in the election process.” 28 – F – 3 – P – W – FG

“Not all people are being heard or represented equally or fairly. The new bills the government has recently implemented goes against people's democratic rights. Bill's C-115, C-30, C-45, C428... Etc We are quickly sliding into a dictatorship.” 74 – F – 4 – P – RM – FG

44

Do you feel that the United States of America is a democratic country? (n=90; m=3) (1=not at all; 5=very democratic)

45

Do you feel that the United States of America (USA) is a democratic country? (1=not at all; 5=very democratic) (n=90; m=3)

Themes Issues Surrounding Voting Problems Content

46

Do you feel that the United States of America (USA) a democratic country? (1=not at all; 5=very democratic) (n=90; m=3) THEME: Issues Surrounding Voting (n=17 out of n=76)

Issues Surrounding Voting “Yes the USA is a democratic country but i rate them a 3 because there is always a problem with their

voting system.” 20 – F – 2 – P – RM

“I feel that the U.S. is very similar to Canada however their voting system is different. With the new law being created around gun control for example, it sounds like the people of the Nation will be under more control and governance.” 26 – F – 2 – P – W – FG

“The voter turnout in U.S. elections denotes that it is not a democracy, in spite of the mechanisms that try to show otherwise. When a President can be elected with less than 20% of popular vote, there is something wrong. As well, the ease of manipulation of the Electoral College system is terribly outdated an needs to be overhauled. Too many business and military interests shape policy to be considered a democracy any more.” 72 – M – 4 – P - RM

“With a two party system, the choices are very limited. Diversity is not reflected in the political parties. There is also a very low voters turn-out.” 138 – F – 1 – P – W – FG

“Similar issues to Canada - I believe that powerful lobbying from rich sectors of the population can sway decisions which end up creating a system that is less democratic. I don't see all voices being heard equally. Also, their voting and government seems to be a little more confusing in terms of how things can get passed or not - the rift between the two sides of left and right seems to decrease their productivity towards any real change. The USA does 'vote' for leaders of their government, in what looks like a mostly fair and open process.” 119 – F – 3 – D – W – FG 47

Do you feel that the United States of America (USA) a democratic country? (1=not at all; 5=very democratic) (n=90; m=3) THEME: Problems (n=48 out of n=76)

Problems “Both the republicans and democrats are very similar, their policies do not differ on fundamental issues.

People are apathetic, particularly the lower classes, because they can see that neither party cares about their interests. America is only nominally a democracy, and functions more like an oligarchy, in which a small group of extremely wealthy and influential people control policy to serve their interests.” 3 – M – 2 – P – W

“I think that the electoral college limits the ability for the US to claim democracy and the influence of the lobby on passing laws.” 10 – F – 3 – P – W

“I think the United States, after World War II has had a steady decline in the democracy of the country. I believe that propaganda suggests it to be a democratic process, but that their electoral process is so convoluted, that the people have the sense that they are electing their government, but that is not the case; the popular vote is not what is relied on to elect officials, and their most significant officials are appointed.” 17 – F – 2– M - A – FG

The United States is a two party dictatorship. Both parties are essentially the same with the expection of Obama having more connections with groups like CAIR and Romney having closer ties to AIPAC. That's why Egypt is getting fighter jets even though they are becoming a theocracy and Obama is hesitant to support Israel, the only true democracy in the Middle East” 31 – M – 3 – P – W

“Canada defines much of it's identity as "not being the USA". This identity is obviously limiting and singular. The USA is a fallen superpower and while some suggestion remains that the systems of governance that founded the once greatest nation on the planet remain - it is clear to many that the systems have been corrupted and are now at the service of an military-industrial complex.” 82 – M – 3 – P – W

48

Do you feel that the United States of America (USA) a democratic country? (1=not at all; 5=very democratic) (n=90; m=3) THEME: Content (n=14 out of n=76)

Content “I believe the USA has met and practiced the basic norms of democracy.”

6 – M – 4 – M – RM – FG

“They are making steps in the direction towards democracy, but have not practiced it for very long.” 8 – F – 1 – P – W – FG

“Every citizen is allowed a vote, and one vote only. Elections are held for most levels of government: municipal, state, federal.” 13 – M – 3 – P – W

“I believe that the USA is more of a democratic country than Canada simply because they have a greater percentage of their population going out to vote.” 85 – F – 2 – P – RM

“They have the ability to chose from many different leaders and can create change when enough of us group together and vote.” 108 – M – 1 – UG – W

49

Do you feel that the following are democratic countries? (1=not at all; 5=very democratic) (n=89)

50

Do You Feel That Brazil is a Democratic Country? (N=83;M=2.8)

51

Do You Feel That China is a Democratic Country?(N=86;M=1.5)

52

Do You Feel That Cuba is a Democratic Country?(N=82;M=1.6)

53

Do You Feel That France is a Democratic Country?(N=87;M=3.7)

54

Do You Feel That India is a Democratic Country?(N=85;A=2.5)

55

Do You Feel That Iraq is a Democratic Country?(N=83;A=1.6)

56

Do You Feel That Japan is a Democratic Country?(N=85;A=3.1)

57

Do You Feel That Russia is a Democratic Country?(N=84;A=2.4)

58

Do You Feel That Saudi Arabia is a Democratic Country?(N=84;A=1.8)

59

Do You Feel That South Africa is a Democratic Country?(N=85;A=2.7)

60

Do you feel that the following countries are democratic countries? (1=not at all; 5=very democratic) (n=87) On what basis did you make these choices? Themes: Media Guessing/Don’t Know Knowledge/Beliefs

61

Do you feel that the following countries are democratic countries? (1=not at all; 5=very democratic) (n=87) On what basis did you make these choices?

THEME: Media (n=25 out of n=81) Media “On the basis of what I have read in the journals and heard in TV news.”

6 – M – 4 – M – RM – FG

“From what I have seen and heard in the news. I do not have much background knowledge on these countries' political systems.” 8 – F – 1 – P – W – FG

“What I've heard in media about these countries' governments” 19 – F – 1 – P – RM – FG

“Based on research through the media.” 56 – F – 2 – M – W – FG

“My perceptions (based mostly on the media as I've only been to one of the above countries) of their current political process.” 97 – F – 2– P – W – FG

62


THEME: Guessing/Don’t Know (n=30 out of n=81) Guessing/Don’t Know “Just the feeling that a get when i think about the way the country look. I don't really know

enough about it to have a good answer and feel comfortable with them.” 12 – M – 2 – P – W

“These choices were made based on opinions formed from quite likely incomplete information I have gathered on foreign policies.” 18 – M – 2 – P – W

“A limited knowledge of world history and current events (I watch the news occasionally). Many are best guesses and remembrances.” 25 – M – 1 – P – W

“Perhaps my choices were made more on my lack of knowledge rather knowledge of their political systems. Cuba and China are communist countries and one would assume less freedom but does that have anything to do with their representation? All thought the countries are democratic and have freedom are all the citizens equally represented and given equal opportunities for success” 53 – F – 5 – M – W – FG

“I honestly did not know much about the government of these countries. This choice was based on the limited information I have heard about the country's government or lack there of.” 62 – F – 2 – M – A – FG

63


THEME: Knowledge/Beliefs (n=32 out of n=81) Knowledge/Beliefs “I have studied Latin American history and I know that Brazil has progressed considerably towards democracy in the past few decades, with (I believe)

a person from a working class background currently as president. China as far as I know is still basically a "communist" dictatorship, as is Cuba. France is westernized country and has had a tradition of democracy (although it was interrupted in a few cases) since the French revolution. I don't know much about India, but I think they have some kind of democratic system, as does Japan. Iraq is not democratic, it was not during Saddam Hussein's reign, and although the Americans may claim it is a democracy now, I feel that an investigation of how the government works in Iraq would reveal that it is corrupt and not very democratic. The same is true to some extent with the Russian government, which has become known for its corruption. Saudi Arabia is a theocratic country. South Africa has been democratic since the end of apartheid, although I am unsure of how enfranchised their black and asian populations are.”

3 – M– 2 – P - W “China, India, Iraq, and Saudi Arabia all have "elections" - I do not believe that the party that is gets to sit in their government is necessarily

the "elected" official - I do not believe in the integrity of their elections, just as I do not believe in the integrity of the American elections. In regards to Brazil, Cuba, Japan and Russia - again, I believe their elected individuals got their place through their connections - it does not matter who the people vote for in these countries - the seat goes to a predetermined party. I rated these countries as being more democratic than China, India, Iraq and Saudi Arabia, because I believe the common people of these countries are able to influence change in their realities; I believe if enough of an uproar is made, that the government will listen to the wishes of the country if enough people band together. I surprisingly rated France and South Africa as being the most democratic of the list because I believe their people have shown historically that if the population wishes something to be, than the population has driven the government to adhere to their wishes; particularly the uprising in South Africa, forcing the country to drive away from apartheid and into a more modern system in which the members of the country have more uniform equal rights.”

17 – F – 2 – M – A - FG “On my knowledge of some of these countries. For example, China and Cuba are known to be communist countries, which is the opposite of democracy.

The 3's were given because overall, these countries are democratic, but there are still some questions when it comes to votes being counted fairly, as well as election processes (such as having to line up for days just to vote”

70 – F – 3 – M – W – FG “Brazil is a class-based society with far too many poor people. Drugs and youth gangs are rampant in urban centers. China is also a class-based

sytem, in spite of Communist leanings. A social structure exists to protect the general population, but freedom of choiice is still very limited. Of course, it does take a long time for a country with so many people to develop toward more democratic values. Cuba has an internal level of stability, in spite of the hostile influences that have affected it for over 50 years. They try to give people a voice and freedoms of choice (of career, domicile, etc.) but it will take more time. France has an incredible level of civil liberties, making it one of the most democratic nations in the world today. India and Japan still hang onto archaic class systems that grant too many privileges to people due to birthrights... I really cannot comment on Iraq at this time. The old ghosts of a corrupt communism and the brutal capitalism in Russia (and funny election practices) put Russia lower on the scale than it should be. Saudia Arabia is a Dictatorship of a wealthy family, where slavery is legal. South Africa is still a mess.”

72 – M – 4 – P – RM “For many different reasons. Some of the above do not have a democratic government at all, some are in the process of setting up some form of

democratic government, other have a democratic government - however I do not believe that the voice of that majority of the people is represented within the democracy due to many issues (lack of education, unable to vote due to unfavourable social conditions(ie single parents,no ride to voting station, working poor - not enough time), lack of government transparency, misrepresentation of events in the media, etc.”

112 – F – 3 – M – W – FG

64

In your opinion, how important are elections to democracy? (1=not very important; 5=very important) (N=92; M=4.4)

65

Do you vote in elections for which you have been eligible to vote? (1=never; 5=always) (N=92;M=4.2)

66

Are you (or have you been) a member of a political party? (n=91)

67


Themes Not important Critical Yes, it is

68

Are you (or have you been) a member of a political party? (n=91) Explain how important this is to you.THEME: Not Important (n=20 out of n=51)

Not Important “I don't believe that affiliating myself with a political party is a good use of my time. The

very nature of parties involves compromises, which I don't agree with.” 13 – M – 3 – P – W

“While I feel that being informed about the country's political parties is important, I don't believe it's important to belong to one.” 28 – F – 3 – P – W – FG

“I do not vote based on political party, so this is not important to me. I vote based on the ideas presented in their platforms, which I think is the most democratic and the smartest way to vote, instead of feeling committed to one party regardless of their ideas.” 70 – F – 3 – M – W – FG

“It is not important to me to be a member of a political party. Voting on the other hand is both a right and a responsibility and I think it is extremely important to exercise this right.” 94 – F – 2 – P – W – FG

“Political parties aren`t important to me. The ideas they represent are far more important.” 108 – M – 1 – UG – W

69

Are you (or have you been) a member of a political party? (n=91) Explain how important this is to you.THEME: Critical (n=17 out of n=51)

Critical “I feel that it is important to be malleable and to allow parties to grow. I do not that having a

membership increases democracy because I think that it fosters a dogmatic approach to politics without have to look at a platform that may be changing.” 10 – F – 3 – P – W

“I have a hard enough time choosing what I want for dinner. I would be a terrible leader. I am also very aware of the responsibility that comes with the job, and (unlike many political figures) I am willing to admit that I would not want to accept that kind of responsibility, and therefore avoid it.” 64 – F – 2 – M – W - FG

“A political party is an organization that pools resources to make it more efficient to have common say on policy. However, it has become more of an internal dictatorship where members are not allowed to have opinions outside of party doctrine.” 72 – M – 4 – P – RM

“I have become very disillusioned by politics lately. I used to have a firm faith in the Liberal party, and that disappeared with my faith in organized religion, and my growing understanding of colonialism and the ills perpetrated by global capitalism.” 96 – F – 3 – M – RM –FG

“Political parties have radical ideologies within each of them, government officials need to start working towards goals that fit the needs of individuals in each area of the country instead of trying to achieve victory for their ideological beliefs.” 115 – M – 2 – M – W – FG

70


Explain how important this is to you.THEME: Yes, it is (n=11 out of n=51)

Yes, it is “Being a member of a political party helps me influence the decisions of that party for the

greater good of getting the party to move towards the wishes of the people.” 17 – F – 2 – M – A – FG

“I see politics as the only way canadians can feel like they are a part of the decision however small that will be it makes us feel included.” 48 – M – 2 – P – W

“Membership in a party allows you to have a say in the representation and the platform of the party.” 57 – M – 5 – D – W

“When I am no longer a student I would definitely consider running for a position in the future if I felt things in my community were not being run properly.” 116 – M – 2 – M – W

“Very important... because I support a party outside of the 'big three'. My support - and any support - counts.” 118 – M – 4 – D – W – FG

71

Do you feel that you are actively involved in democracy? (1=not engaged at all; 5=very much engaged) (N=91;M=3)

72

Do you feel that you are actively involved in democracy? (1=not engaged at all; 5=very much engaged) (N=91; M=3)

Themes Voting Don’t Follow Politics Follow Politics

73


THEME: Voting (n=34 out of n=74)

Voting “I always vote but the government will do what it wants despite who is in power. The decisions

are made by the rich, not the political parties. The rich are protection their interests and that's why we see bills to ban the sale of vitimins so people will buy more pharmaceuticals.” 31 – M – 3 – P – W

“Voting is a first step - but a good democratic citizen almost most create in themselves an agency that allows them to identify an area where they are being of good to the community and then nurture a role wherein they can deliver.” 82 – M – 3 – P – W

“I vote, but have little other political involvement” 83 – M – 3 – P – W

“I will always vote, but I won't go out of my way to write to my MP or Prime Minister.” 85 – F – 2 – P – RM

“I only vote on election day” 107 – M – 2 – P – W – FG

74

Do you feel that you are actively involved in democracy? (1=not engaged at all; 5=very much engaged) (N=91;M=3)THEME: Don’t Follow Politics (n=23 out of n=74)

Don’t Follow Politics “I like to vote but politics really is boring and nothing gets done through it.”

29 – M – 1 – P – W

“I do not follow politics” 35 – F – 1 – UG – W

“I would not know how to be actively engaged in democracy. If it means to protest, I do not believe in protesting - protesting is a divisive action that I do not partake in.” 50 – F – 3 – M – A

“I don't pay much attention.” 56 – F – 2 – M – W – FG

“I am not certain that it is working, so my lack of engagement reflects the lack of faith in the system, not my lack of participation.” 96 – F – 3 – M – RM

75


THEME: Follow Politics (n=29 out of n=74) Follow Politics “I follow politics quite a bit. Once you get past the main stream media coverage, and learn

about what is going on behind the scenes. You really start to become engaged. It is a bit depressing however, but it's worth it to be informed.” 24 – M – 2 – P – W

“I have been involved in a variety of social justice groups, community advocacy groups, I attend focus groups. My scholarship and research is explicitly political. My professional practice incorporates democratic values of inclusion and transparency to the best of my abilities.” 57 – M – 4 – D – W

“I feel that in my personal life I engage in democracy on a daily basis. I have a lot of choice everyday within the structures of society.” 59 – F – 2 – P – W

“I try and keep up on what parties represent and who is representing them. I also ensure I know which party is the best fit for me and my beliefs.” 69 – F – 1 – P – W

“I feel it is a responsibility as a citizen of a democratic country to keep informed and up to date with what is going on in our country and the world around us.” 74 – F – 5 – P – RM – FG

76

What Should/Could Be Done to Improve Democracy in Canada? (n=81)

Themes Greater Involvement/Voting Systemic Change Education

77

What Should/Could Be Done to Improve Democracy in Canada? (n=81)THEME: Greater Involvement/Voting (n=31 out of n=81)

Greater Involvement/Voting “Equal participation of all group of people in every aspect of society/community. Divided we fall

united we stand.” 6 – M – 5 – M – RM – FG

“Canadians need to be more engaged and more sophisticated about their politics. They are fed all of this crap during elections and they buy all of it. If they would pay attention for the other 3 and a half years leading up to an election, we may become more democratic. Also, the house of commons is a farce. People think that that is what politics entails but all it is pre-rehersed showmanship. It's disgusting to watch sometimes, everyone reading canned answers and not expressing themselves or what they believe in because everything they do is so controlled by the party leaders. It's a poor show (compared to the House of Commons in the UK and Australia, especially). Perhaps if this became more genuine, Canadians wouldn't be so quick to tune out. Unfortunately, ever since they added the cameras in the House of Commons, it's become more of a competition to get airtime.” 24 – M – 2 – P – W

“It seems that Canada is making an effort to combat youth political apathy, but I still get the impression that many people don't trust that their vote will make a difference. Maybe there should be a focus on gathering feedback from the population after a party is in power so that people feel like their opinions matter more than just on election day.” 28 – F – 2 – P – W – FG

“Insist on people voting.” 76 – F – 3 – M – W – FG

“I think that our biggest problem is that people are not voting and therefore the elected official is potentially misrepresented. We need to encourage more voters to attend the polls at the next election.” 84 – M – 1 – P – W – FG

78


THEME: No Idea (n=52 out of n=81) Systemic Change “The politicians who are currently in power, whether at the municipal, provincial, or federal level need to driven out

of their positions. Quite honestly, I would overhaul the entire system. Canadian politicians are usually people from a upper class background, whose families have bred them from a young age to act the part of the politician, they know how to "fake it", they are taught to smile, lie, and cheat their way to power, who not to cross, and who does not matter in their quest for the seat. I would assemble a committee of analysts from all fields, across levels, so that we have a representative pool of real people from all across Canada (much like a jury selection if you will), not from people who have political aspirations, but from ordinary people, to decide how to run this country. They would have to abide by familiarizing themselves with the topics/challenges/problems of their communities, and they would have to present these issues to the group and come up with solutions to each problem. Once the solution is reached, they must present that to their community for feedback. I would take real people and put them in charge of the country - not people out of touch with everyday life. There would be no big pay cheque, no crazy perks to the job; but there would be accountability to the community. No hiding up in city hall, or in parliament, everything would be open to the public, in terms of decision making, how those decisions were reached, and how they were reached. I would not have even one current politician who is active be part of this overhaul. I would do the same things with the band offices, a complete overhaul of their system - how is their money being spent? There should be complete transparency to your communities.” 17 – F – 2 – M – A – FG

“Systemic reforms such as an elected Senate and free votes. The use of social media in bringing people together for a cause is something that needs to be further experimented with. Idle No More was an interesting and compelling movement that thrust First Nation issues into the spotlight and this was a good thing. More grass roots initiatives such as Idle No More that brings attention to specific pieces of legislation such as Bill 45 and more broadly issues of self governance.” 57 – F – 4 – D – W

“I think the process is there, but strictly speaking in respect to legal access, as a democratic right this is seriously lacking. By this I mean, if the courts are representatives of our democracy they are show houses for the few rather than the many. Also, it is the few who not only understand the show, but can also afford to go to the show. Thus for me, if the courts or their personnel represent or are the protectors of our democracy, it is again a show that belongs more to a few than many and so this ideal is seriously lacking in its representation of equal access in terms of meeting the needs of the many rather than a few.” 58 – M – 4 – M – W – FG

“Effective leaders!!!! Each party needs effective leadership so people have faith and confidence in them. Parties should be looking for people who are relatable to the everyday person and yet knowledgable to provide the best for our country. More focus needs to be placed on Canada; our resources and proper use of them, health and welfare of our people and supporting innovation in our country. The government needs to be listening to the people more and do what is best for the country versus what is best for their political careers.” 68 – F – 3 – P – W

“First, the "Notwithstanding Clause" of Quebec has to be removed. They pass draconic laws under its protection and have made non-Francophones into second-class citizens. Trade barriers between provinces need to be relaxed, and we should start using our own resources (like oil and primary materials) instead of exporting then re-importing them. Organizations like OPEC supress Canada's autonomy. Internal corruption in healthcare and administration needs to be addressed so that our level of health and comfort can be improved. People make more qualified decisions when they have no fear of being sick.” 72 – M – 4 – P – RM

79


THEME: Education (n=8 out of n=81) Education “I think that better educating youth in high school and throughout the school system. Getting

students engaged in the political system of Canada and around the world will more likely engage them throughout the rest of their lives.” 26 – F – 2 – P – W – FG

“More education for students. Have parties come and talk to students and explain where they stand. Make it more accessible to the younger generation so they will be interested when they can vote.” 69 – F – 1 – P – W

“Better transparency and education for the masses. A lot of issues are very complex and people don't bother, or don't have time, to really educate themselves on both sides and the validity of their arguments” 79 – F – 2 – P – W

“More power on the municipal level for making decisions that impact a community. MLA's and MP's being more available to their constituents in a mid-sized community setting. More education in elementary and secondary schools about the origins of democracy, and what it would look like in the ideal society. More education in elementary and secondary schools about how to make your voice heard within a democratic society.” 101 – F – 2 – P – W – FG

“I think many things could be done to improve democracy in Canada. I feel people from lower socio economic backgrounds should have more in terms of support services in order to be able to vote (i.e. rides, paid time off work to vote, childcare on voting days). More transparency in government proceedings. In schools a greater degree of emphasis could be placed on political issues of the present. past and future in order to promote informed choices. In addition through Media Literacy education students should learn how to think critically about the information presented to them though the mass media.” 112 – F – 3 – M – W – FG

80

Do You Feel That Aboriginal Peoples are a Full Part of Canadian Democracy? (1=not at all; 5=very much so) (N=90;M=2.5)

81


Themes Voting Problems More Say

82

Do You Feel That Aboriginal Peoples are a Full Part of Canadian Democracy? (1=not at all; 5=very much so) (N=90;M=2.5)THEME: Voting (n=11 out of n=75)

Voting “I am not completely sure of the voting rights of aboriginal peoples who retain their status, but

I know that aboriginal peoples are allowed to vote.” 3 – M – 2 – P – W

“I feel that politicians are not concerned with this voting population. Most politicians feel that the only department that affects aboriginal peoples is the department of Indian affairs, which treats aboriginal people like they are children.” 10 – F – 3 – P – W

“Aboriginal peoples are excluded from the Canadian democracy as they are severely underrepresented in the voting polls as well as in the priorities are not accounted for. As in the case of Bill C-45, the response of the Aboriginal population is overwhelmingly objecting this bill yet the government has already taken this action.” 62 – F – 2 – M – A – FG

“If you live on a reserve, you can't vote. A lot of Aboriginal people are not considered Canadian citizens, so they have no say in how democracy is run.” 69 – F – 1 – P – W

“I do not know how voting for federal or porvincial government works on reserves currently. From what I understand from talking to some Aboriginal people, is that they want to be independant nations within Canada. If you are an independant nation within a nation you will have a working relationship with the Canadian government but you would not be a part of the voting public. There is a long history of the Canadian government not taking care of the Aboriginal people of Canada.” 83 – M – 3 – P – W

83


THEME: Problems (n=59 out of n=75) Problems “I think some Aboriginal people are better situated than others - the Inuit people have the governance of Nunavut, and

soon the NWT will have better control of itself as well. As for the First Nations, they are unorganized, they have the same problems of bigger communities with corruption of their "leaders", they are usually not united, and they do not (unfairly, and unfortunately) seem to have a voice. There is a great divide between First Nations and the Canadian government - without an integration of the two, they will continue to be downtrodden because the Canadian government does not address the real concerns of the communities, and there is never any real assistance in getting them to be self-sufficient, self-sustaining productive communities - they are throwing money at a problem that does not often solve anything; they are throwing money at the communities without making or helping the communities make any real change” 17 – F – 2 – M – A – FG

“I do not feel that Aboriginal peoples of Canada have an equal say; nor do I feel like that they are deal with as equally. They are under the Indian Act which protects their Aboriginal rights but are oppressed by the Act. The people are currently practising their rights with protesting Idle No More, yet the government do not seem to be listening to their concerns with intent to make change. Instead of allying with the Aboriginal people, it seems as though the Government continues to oppress Aboriginal people. The Aboriginal people are also living on reserve lands held under the Crown which is the Queens land.” 26 – F – 2 – P – W – FG

“They want self-governance, and most of my aboriginal friend's do not vote because there is no party that gives them extra benefits for no work. They are pretty lazy.” 44 – F – 2 – P – W

“It depends this is a difficult question, as I can imagine an aboriginal saying "no' and I would agree perhaps with most of their reasons but then again I would think many of their reasons will boil down to economics and representation, which is an issue for many minority groups. I find it very hard to answer collectively for any group, as the group itself will inevitabley disgaree with some of its own members.” 58 – M – 4 – M – W – FG

“That is a very tricky question. I would very much like them to be, but we would have to define what Canadian democracy is before even qualifying that question. Communication needs to be improved with Aboriginal communities before anything can really advance. There are too many misunderstandings on both sides (government and First Nations people) for anything to improve from the status quo. Public perception of Aboriginal people is also skewed, so there must be education to help with that. One of he problems is lumping together all Aboriginal people, when different grop have different cultural views and prioroites. It is a very difficult process, but we must reduce the levels of mistrust in communications between groups.” 72 – M – 4 – P – RM

84

Do You Feel That Aboriginal Peoples are a Full Part of Canadian Democracy? (1=not at all; 5=very much so) (N=90;M=2.5)THEME: More Say (n=16 out of n=75)

More Say “They get a vote like everyone else. In fact, due to the regional way that we elect

representatives to Parliament, rural vote are worth more than urban votes, and since most Aboriginals live in rural areas, they have more power per capita. Also, in places like Nunavit, they basically run the show.” 13 – M – 3 – P – W

“I think aboriginals have even more say because they are a minority and their are many specific laws pertaining to them. The government would not do anything to further piss off Aboriginals.” 27 – F – 2 – P – W

“Yes they are. In fact they seem to have more rights then most Canadians. They are above the law in some instances such as idle no more movement. They blocked Canadian railways and other economic assesses to Canada and had no arrests or consequences to it. I believe that they do have the same rights as all Canadians as it should be. However they also should be punished as all Canadians would be.” 73 – F – 1 – UG – W – FG

“They have the same opporunities to communicate their thoughts on issues and also have the right to vote.” 29 – M – 1 – P – W

“Aboriginals get federal funds for their reserves and for their people. They didnt have to vote, many that I do know do not vote, and with the federal laws and acts in place that give aboriginals the right to funds, tax exemptions, free schooling, why would they need to vote for change?” 88 – F – 4 – M – W – FG

85

From Your Perspective, is the education system in which you were educated democratic? (1=not very democratic; 5=very democratic) (N=116; A=2.8)

86

From Your Perspective, is the education system in which you were educated democratic? (1=not very democratic; 5=very democratic) (n=82; m=2.8)

Themes Choice/Voice Satisfied Problems/Dissent

87


THEME: Choice/Voice (n=29 out of n=70) Choice/Voice “Little say in what is being learned, how it is being taught and how it is being assessed.”

16 – F – 2 – P – W “I think the education system, as a student, you have some say in student affairs, but when it

comes to administration and big decisions students often feel as though they are citizens in a democratic society who have not yet reached age of eligibility.” 37 – F – 2 – P – W – FG

“I don't think I had any choice in what I learned or how I learned it.” 59 – F – 2 – P – W

“it will always depend on the teacher, and for the most part i have been given choice but only because i jumped through the hoops they wanted me to. the system is set up that if your fit the bill it will work for you, if not then it will take a longer time or a different path is set for you. the system only gives importance to "certain" learning styles, disciplines and this hierarchy had left many people behind.” 63 – M – 2 – M – RM

“The standardized curriculum prevents democracy. Students have a much more restricted voice than teachers. Administrators try to exert power over teachers. The schooling system is too disconnected from the rest of community. I did experience some isolated democracy - for example there were classes where I felt that the teacher fostered/facilitated some level of democratic environment (for people) within our classroom.” 67 – F – 3 – D – W

88


THEME: Satisfied (n=14 out of n=70)

Satisfied “Yes, very diverse in terms of its attitudes towards others. As well, access to education is for the most part

attainable for all.” 58 – M – 4 – M – W – FG

“Overall, I believe students are encouraged to be a part of the learning community and that their voices are heard.” 68 – F – 3 – P – W

“During my time in education as a youth the teachers all worked together, we had great educators who all seemed very happy with their careers. I don't remember teachers complaining, having bad days and remember them providing us with amazing opportunities for learning.”

88 – F – 4 – M – W –FG “I think during my time in school, education was held in fairness to the students and was not interrupted by

many strikes.” 86 – F – 2 – P – RM – FG

“To an extent, the leaders were selected by the population who then designed the Education system as a process. If my parents were to disagree, they could enroll me in a private school if they were truly dissatisfied with the public system.” 95 – M – 2 – P – RM

89


THEME: Problems/Dissent (n=29 out of n=70) Problems/Dissent “Not really - you are at the whims of your teachers and professors; if you get a bitter professor, a teacher

who doesn't like you or your heritage, you are screwed. No one is watching what really happens to students in a classroom, and the vice-principles and principles are similar to the heads of department and deans - all they want to do is protect their teachers and professors because no one wants to be responsible for holding them accountable for their behaviour or what they are teaching; no one wants to piss anyone else off, so the student that complains about unfair treatment, inappropriate course content, or downright harassment from a teacher or professor is typically blamed and penalized for daring to draw any higher-ups attention to the situation; they are labelled a trouble maker, and typically threatened to keep their mouth shut or be further disciplined - the whole situation becomes a David and Goliath situation - the victim becomes further bullied for complaining about the problem.” 17 – F – 2 – M – A – FG

“Follows dominant, white, western world views” 54 – F – 2 – M – W – FG

“I have had exposure to different countries educational system. I think that in many respects, in Canada, the educational system is still prescribed and based on an outdated model that is rooted in the industrial age. I join Ken Robinson in his critique and support Ivan Illich's critique of the system.” 57 – M – 4 – D – W

“It was the industrial education complex. Not available to all, serving less and affordable to no one.” 82 – M – 3 – P – W

“most teachers are white and come from privilege. School work has to be completed by outdated and sometimes ignorant templates.” 109 – M – 3 – UG – RM

90

Did Your School Experience Have an Impact on Your Thinking About Democracy? (1=not at all; 5=a great impact) (n=83; m=2.8)

91


Themes Yes, it certainly did Somewhat It certainly did not

92


THEME: Yes, it certainly did (n=26 out of n=64) Yes, it certainly did “Yes, I've had a horrible school experience, through Kindergarten to grade 6, grade 10 to OAC,

through undergraduate degree, through my first masters program at McMaster University (where I was removed from the University for making a complaint to the head of department for my completely inappropriate thesis advisor, from which I engaged in an internal appeals process that lasted 3 years because of the university's delay).” 17 – F – 2 – M – A – FG

“I had a lot of great teachers that taught me to think critically about my world...not just is this or that true but who's truth is it.” 53 – F – 4 – M – W – FG

“i found my teachers to be great agents of democracy but it was only when i saw other countries, other ways of life did i notice this idea of democracy. democracy was linked to thinking and understanding but not politics.” 63 – M – 2 – M – RM

“School is where I learned about democracy and what it is. It is also where I learned about how our government works in our country and how governments in other countries work.” 85 – F – 2 – P – RM

“I had a pretty clear understanding of democracy going into school, as my parents always taught me about it. That being said, I studied political science, so I learned a lot more about the subject through my school experience.” 94 – F – 2 – P – W – FG

93


THEME: Somewhat (n=22 out of n=64)

Somewhat “Perhaps to some degree in my later history courses and political science courses.”

3 – M – 2 – P – W “Democracy rarely came up in my education, with only minor incursions in classes such as

Civics or History.” 18 – M – 2 – P – W

“They really try to push this type of thinking with Grade 10 civics class, but overall, this experience did not have an impact on my thinking about democracy.” 70 – F – 3 – M – W – FG

“politics were almost never discussed in my school” 83 – M – 3 – P – W

“I had a pretty clear understanding of democracy going into school, as my parents always taught me about it. That being said, I studied political science, so I learned a lot more about the subject through my school experience.” 94 – F – 1 – P – W – FG

94


THEME: It certainly did not (n=18 out of n=64)

It certainly did not “I wasn't aware or absorbed in politics ever during school or now.”

27 – F – 2 – P – W

“I never took a political class and never cared about politics” 29 – M – 1 – P – W

“I was never taught about politics and no teacher ever talked about it.” 77 – F – 2 – UG – W

“I think at the time I was in school, I never thought about if it was democratic or not. It just seemed everyone did what they needed to do...teachers taught, students learned.” 88 – F – 4 – M – W – FG

“I think it should impact thinking on democracy, but it doesn't because students are not education on what democracy actually is, therefore cannot see thier own experiences with democracy” 120 – F – 2 – M – W

95

When You Were at School Did Your Teachers Raise Issues Related to Democracy? (1=never; 5=regularly) (n=84; m=2.6)

96

Do You Feel That Teachers Should Promote a Sense of Democracy in Students? (1=they should not at all; 5=they should most definitely do so) (n=84; m=4.1)

97

Do You Feel That Teachers Should Promote a Sense of Democracy in Students? (1=they should not at all; 5=they should most definitely do so) (n=84; m=4.1)

Themes Yes, they should Caution

98

Do You Feel That Teachers Should Promote a Sense of Democracy in Students? (1=they should not at all; 5=they should most definitely do so) (n=84; m=4.1)THEME: Yes, they should (n=50 out of n=67)

Yes, they should “Promoting a sense of democracy in students will allow for the perpetuation of our culture and political system,

and prepare them to take part in it.” 18 – M – 2 – P – W

“The formation of young people as contributing citizens is part of the function of education. Schooling should not simply be a market driven enterprise "training" students to function in specific, technical roles although this is part. A large component needs to be how to think critically and enact change.” 57 – M – 4 – D – W

“A school is definitely a political place and yes teachers should go beyond saying "let's take a vote - it's a democracy" -( i think that might be the most common use of the word in schools). It helps students if they learn about ways in which they can push for change in the school, their community etc. I have seen this come up in grade 5/6 and in local high schools as well. I don't think it is absent in schools - but it could be more present.” 76 – F – 4 – M – W – FG

“Yes, because we live in a democratic society and for it to continue to be one, we must practice democracy. If students don't have a sense of democracy they will not participate in it.” 85– F – 2 – P – RM

“They should promote a sense of democracy in order to help students understand what a true democracy should look and feel like. Some things like curriculum based programming should be maintained. If students disagree with curriculum document content letter's can always be written etc to government officials/ministry personnel.” 112 – F – 3 – M – W– FG

99

Do You Feel That Teachers Should Promote a Sense of Democracy in Students? (1=they should not at all; 5=they should most definitely do so) (n=84; m=4.1)THEME: Caution (n=13 out of n=67)

Caution “I think that more teachers should offer choices of students to best suit their needs and come to a

consensus as a class with regards to rules, consequences, deadlines and other smaller details that make students feel that they have some input into their setting. Teachers should be wary to not completely hand over control to the students and should still maintain high expectations of them.” 28 – F – 3 – P – W – FG

“Not sure - it really depends on the cohort. Younger generations appear to be raised by television and video games... democracy in that generation might appear hurtful to those who actually care about true political issues.” 54 – F – 2 – M – W – FG

“Although the classroom may seem to be a benevolent dictatorship at times, a teacher should always embody values of fairness (not "sameness") and responsibility. As children gain maturity and knowledge, they should be allowed some choices - more as they gain more knowledge and maturity. The ability to make a well-reasoned decision is one of the fundamental requirements for a citizen to participate in a democratic society.” 72 – M – 4 – P – RM

“Shouldn't give personal democratic opinions to students, it's unprofessional or insulting depending on their family voting history.” 90 – F – 1 – P – W

“Yes, to an extent. I still feel that the teacher needs to conduct the class, and to a certain extent be the final dictator when necessary. Instilling an understanding about democracy and choice and responsibility is important as it prepares students for participating in our system of government in later life.” 94 – F – 2 – P – W – FG

100

Do You Feel That Teachers Should Teach About Controversial Issues? (1=not at all; 5=very much so) (n=84; m=4.4)

101


Themes Yes, they should Caution

102


THEME: Yes, they should (n=51 out of n=72) Yes, they should “Yes, teachers should teach about "controversial issues" because not everyone has forward

thinking parents and children should (most importantly) be taught how to think critically and independently. I believe most schools do not foster critical thinking; too much thought could lead to too much change, and no one wants to shake the status quo.” 17 – F – 2 – M – A – FG

“Yes. I believe it is within controversy that we learn the most. Controversy provokes emotion and we remember things that make us feel something. There's a great quote out there " I will not remember what you say to me, I will not remember what you show me but I will always remember how you make me feel". It enables critical thinking and builds resiliency through advocating for one's beliefs and opinions on an issue.” 59 – F – 2 – P – W

“Many kids are growing up without any social skills regarding confrontation. They do not know how to fight for what they believe in (with evidence in support). Controversial issues help critical thinking skills, and aren't we already suppose to help foster those skills already?” 64 – F – 2 – M – W – FG

“Absent curricula (as well as hidden curricula) are just as powerful as overt curricula. NOT teaching about a topic speaks as loudly as talking about it.” 67 – F – 3 – D – W

“Controversy is the seed that promotes awareness” 105 – M – 2 – P – W

103


THEME: Caution (n=22 out of n=72) Caution “Good to teach but with caution, mentioning balance so that every one will have the sense of

respect and dignity.” 6 – M – 4 – M – RM - FG

“perhaps in the older grades. I don't know about primary grades, but i suppose that depends on what controversial issue to discuss. I think the environment should be taught early on.” 50 – F – 3 – M – W

“This is dependent on the group of students. Controversial issues may leave a negative impression on students. If controversial issues are discussed, it should be done so with caution.” 61 – F – 1 – P – RM – FG

“One has to be very careful, based on the age/grade level of a class, before hitting them with controversial issues. The problem with controversy and teaching is that a teacher's opinion will affect a student if they do not have the bakground knowledge to understand the issues. It is not a teacher's place to offend students or parents by attacking their own personal or cultural values. I have seen too many loaded topics thrown at students under the guise of "social justice", without considering their readiness to understand the topics, or impact it will have on them afterward.” 72 – M – 4 – P – RM

“Depends on what the issue is. Some issues no, but other yes.” 90 – F – 1 – P – W

104

What Do You Understand By The Term Social Justice? (n=77)

Themes Equality Social + Justice Dissent

105


THEME: Equality (n=32 out of n=77)

Equality “That each person has an equal right to pursue their goals - not just legal

rights, the government should provide support for people who are disadvantaged in every way possible.” 3 – M – 2 – P – W

“Social Justice is based on the principles of equally. Social justice helps advocate for human rights.” 26 – F – 2 – P – W – FG

“equality and rights and diginity of human beings” 35 – F – 1 – P – W

“fairness, equality, safety, freedom” 70 – F – 3 – M – W – FG

“Equal quality for all individuals regardless of social status” 107 – M – 2 – P – W – FG

106


THEME: Social + Justice (n=17 out of n=77)

Social + Justice “Justice to and by all in the society. No discrimination in the name of cast,

creed, culture, class, and ideology.” 6 – M – 4 – M – RM – FG

“Justice as it is practiced by all the social classes of a society.” 8 – F – 1 – P – W – FG

“Justice within the social structures of society. There are many social structures of society that enable racism, prejudice and stereotyping. Social Justice work helps to break down those toxic structures to create a universally accessible place.” 59 – F – 2 – P – W

“Justice provided to the people especially surrounding social issues.” 68 – F – 3 – P – W

“justice for society. Getting justice for the people.” 91 – F – 1 – P – W

107


THEME: Dissent (n=12 out of n=77) Dissent “Social Justice is somewhat of a myth in this country; social justice refers to justice being

exercised at all levels of a society; that is not what happens in this country. Different "classes" are treated differently, people are racialized, there is a bias towards the rich white people, and now an ever increasing bias in favour of the wealthy. When Police stop you, or even when they are deciding whether to harass you or not, they are making snap decisions on your race, your appearance, and how "together" you are - if you look poor, scruffy, native, black, or any combination of those things, you are more likely to be stopped, questioned, and essentially harassed. No one will believe you against the Police - they choose not to. If a put together white person were in the same situation, they most likely would not be stopped, that wouldn't even pass through an officer's mind to stop them.” 17 – F – 2 – M – A – FG

“Not a whole lot just what my parents have dragged me through” 48 – M – 2 – P – W

“That things that are right will be upheld, but things that society deems as "wrong" or "bad" will be demonized.” 69 – F – 1 – P – W

“I have seen Social Justice misused under the influence of urban white angst (no offense intended). Emotions run high for people who have been adversely affected by current or past discrimination, unjust policy, or government actions. They also can run equally high for people who crusade for a reversal or recognition of these injustices, without regard for the dignity of the affected people. Cool heads need to prevail and clear communication is paramount before undertaking reckless actions.” 72 – M – 4 – P – RM

“The mob decides what happens not the law.” 108 – M – 1 – UG – W

108

How Important Do You Feel the Issue of Social Justice is in Relation to Democracy? (1=not at all; 5=very much so) (n=81; m=4.2)

109

How Important Do You Feel the Issue of Social Justice is in Relation to Democracy? (1=not at all; 5=very much so) (n=81; m=4.2)

Themes Hand In Hand Voice Equality/Fairness

110

How Important Do You Feel the Issue of Social Justice is in Relation to Democracy? (1=not at all; 5=very much so) (n=81; m=4.2)THEME: Hand in Hand (n=18 out of n=58)

Hand in Hand “Democracy and social justice go hand in hand.”

20 – F – 2 – P – RM

“I cannot see the true concept of a democracy without social justice. I cannot see social justice happening without a democracy either.” 64 – F – 2 – M – W – FG

“How can we have a democratic society if there is no social justice?” 68 – F – 3 – P – W

“Without democracy there is little hope for social justice.” 83 – M – 3 – P – W

“They go hand in hand - equalizing voices and therefore power, is justice.” 119 – F – 3 – D – W – FG

111

How Important Do You Feel the Issue of Social Justice is in Relation to Democracy? (1=not at all; 5=very much so) (n=81; m=4.2)THEME: Voice (n=12 out of n=58)

Voice “I feel that the people should have a say”

12 – M – 2 – P – W

“Both give voice to society on important issues” 14 – F – 1 – P – W – FG

“everyone should get a say and social justice can ensure all parties have a voice.” 39 – M – 1 – P – W – FG

“Democracy is supposed to be voices of the people. It has changed a lot since its inception in Athens thousands of years ago, but it still attempts to uphold what is good in the world. In this way, it promotes social justice.” 69 – F – 1 – P – W

“Social Justice had to have been a part of the original design of a democratic nation; that in some manner those that had the means would provide a voice for those that were struggling. For it is only when an entire nation is considered and included is a nation democratic.” 82 – M – 3 – P – W

112

How Important Do You Feel the Issue of Social Justice is in Relation to Democracy? (1=not at all; 5=very much so) (n=81; m=4.2)THEME: Equality/Fairness (n=25 out of n=58)

Equality/Fairness “It is very important because without social justice not everyone would have equal

rights and we could still be stuck in an age where women are not allowed to vote.” 27 – F – 2 – P – W

“Social justice is important to keep things fair” 29 – M – 1 – P – W

“I think social justice is the basis for democracy, fair and equitable treatment of citizens is important for making everyone withing society feel comfortable and feel the need for democracy.” 37 – F – 2 – P – W – FG

“It comes down to equality and the opportunity to speak your mind.” 56 – F – 2 – M – W – FG

“Every demographic must be created equally.” 107 – M – 2 – P – W – FG

113

Do You Believe that the Following are Important for Education for Democracy? (1=not at all; 5=very important) (n=83)

114

Do You Believe that Environmental Education is Important for Education for Democracy? (1=not at all; 5=very important) (n=83); m=4.3)

115

Do You Believe that Media Literacy is Important for Education for Democracy? (1=not at all; 5=very important) (n=83; m=4.4)

116

Do You Believe that Multicultural Education is Important for Education for Democracy? (1=not at all; 5=very important) (n=83; m=4.4)

117

Do You Believe that Peace Education is Important for Education for Democracy? (1=not at all; 5=very important) (n=83; m=4.2)

118

Do You Believe that Political Literacy is Important for Education for Democracy? (1=not at all; 5=very important) (n=83; m=4.4)

119

Do You Believe that Service Learning is Important for Education for Democracy? (1=not at all; 5=very important) (n=82; m= 4.1)

120

Do You Believe that Technological Literacy is Important for Education for Democracy? (1=not at all; 5=very important) (n=82; m=4)

121

Do You Believe that the Following are Important for Education for Democracy? (1=not at all; 5=very important) (n=83)

Themes All are Important Dissent Some more important than others

122

Do You Believe that the Following are Important for Education for Democracy? (1=not at all; 5=very important) (n=83)THEME: All are Important (n=27 out of n=52)

All are Important “All of these help in understanding area in which democracy could be present”

14 – F – 1 – P – W – FG

“They all are important to some degree. The more a student is informed, the better a position they are in to make choices about issues that affect them or other people in this country.” 28 – F – 3 – P – W – FG

“I think all of the above are very important aspects to learn in relation for democratic education” 37 – F – 2 – P – W – FG

“All of these topics either give students the tools to understand information, such as media literacy or the background knowledge to critically look at a stiuation and evaluate it. Concepts such as service learning also provides a method in which students can become involved in an issue and gain a deep understanding of problems and solutions while also becoming empowered.” 83 – M – 3 – P – W

“all are equally important because any could be the avenue in which a student decides she/he will make use of their skills and passions to promote democracy” 82 – M – 3 – P – W

123

Do You Believe that the Following are Important for Education for Democracy? (1=not at all; 5=very important) (n=83)THEME: Dissent (n=8 out of n=52)

Dissent “I think that peace education is just teaching children propaganda; I believe teaching the

other categories combined can lead to a better understanding of democracy, and I believe most of all, people need to be versed in political terms, definitions, processes, government structure, as well as in legal processes to truly have them understand what is happening in our country and to have them understand whether or not a decision is being made democratically.” 17 – F – 2 – M – A – FG

“I beleive in most of these but peace. I think peace is just an idea and we shouldn't have to learn about it but have it promotoed at all times” 48 – M – 2– P – W

“I think service learning can be problematic as it often re-privileges privileged youth while relying on (but not making much difference to) less privileged groups. So for that reason I think service learning can in fact be anti-democratic. I also need to trouble multicultural education in Canada because it has tended to inadequately address specifically Aboriginal issues and relationality. I am surprised that Aboriginal and decolonizing education is not on this list.” 67 – F – 3 – D – W

“Some of the afore mentioned must occur outside of the school to ensure that there is limited bias” 105 – M – 3 – P – W

124

Do You Believe that the Following are Important for Education for Democracy? (1=not at all; 5=very important) (n=83)THEME: Some more than others (n=13 out of n=52)

Some more than others “Well, they are not easy topics, and they are often at the heart of political debates. People should

be familiar with them if they want to have some sort of valid opinion. Political literacy is especially important; most people don't know the difference between the political right and the political left.” 24 – M – 2 – P – W

“I feel that peace is the most important as without it nothing in democracy would work..” 29 – M – 1 – P – W

“I rated media literacy highest because the media is so ingrained in our culture but students need to be aware that it is often skewed.” 60 – F – 2 – M – W – FG

“Multicultural education is essential in order to instill empathy and sensitivity of cultural groups. We are all different, but we should not have different advantages or rights in a just society. understanding the needs and history of people” 72 – M – 4 – P – RM

“A lot of these things are difficult to distinguish. Service learning must come the closest to include these elements but also giving the students very tangible first hand experience of working with their community.” 77 – F – 2 – UG – W

125

From Your Perspective, has Your University Education Promoted an Understanding of Democracy? (1=not at all; 5=very much so) (n=82; m=3.3)

126


Themes Yes, it has. Depends, a little No, it has not.

127


THEME: Yes, it has (n=28 out of n=59) Yes, it has. “Yes, but mostly because my university education, specifically, my experience in my undergraduate

degree, taught me to think critically - not because of the degree per se, but it got me into a different mindset, I look at things more critically.” 17 – F – 2 – M – A – FG

“The discussions we have in many of our education classes bring issues to light that need to be considered, regarding freedom and fairness. The concept of "truth", for example, has been very informative and has allowed me to gain insight toward those who prioritize religion as an ultimate value. We allow all voices to be heard in our discussions and it has greatly improved communication as well as a sense of democratic participation.” 72 – M – 4 – P – RM

“I took a lot of sociology courses where democracy was brought up a lot.” 85 – F – 2 – P – RM

“I have a master's degree in international relations and a BA in political science.” 94 – F – 2 – P – W – FG

“I majored in Liberal Studies which is basically a study of Western Civilization; most of my classes were taught in a seminar format where students did required readings and then the students led the discussion with the professor acting as a facilitator. Also, I had the opportunity to read: Plato, Marcus Aueliois, Locke, Rousseau among many others who wrote ground breaking ideas about democracy.” 101 – F – 2– P – W – FG

128


THEME: Depends, a little (n=19 out of n=59) Depends, a little. “It hasn't been delved into very much.”

21 – F – 2 – P – W “Many of my classes have touched upon but not in great depth because i am not a

political science major.” 27 – F – 2 – P – W

“Yes, but not to the fullest extent” 41 – F – 2 – P – W –FG

“Yes, and no. My education focuses on science and not politics or controversial issues.” 108 – M – 1 – UG – W

“I don't see democracy being a focus of most post-secondary education. From some perspectives, the higher one is educated the more involved one becomes with the system.” 118 – M – 4 – D – W – FG

129


THEME: No, it has not (n=10 out of n=59)

No, it has not. “Specifically, democracy has not been discussed.”

16 – F – 2 – P – W

“Nope. We didn't even know that there was an election for lusu president until this morning, only by email. No campaigning, nothing.” 44 – F – 2 – P – W

“We have never talked about it once let alone been example of it” 48 – M – 2 – P – W

“I am a science student, therefore, promoting democracy was not a part of my learning experience.” 61 – F – 1 – P – RM – FG

“I feel like democracy is a topic teachers don`t want to get into. University students have various opinions and teachers dont `want to get into that kind of debate.” 77 – F – 2 – UG – W

130

If You are Planning to Teach in a School Setting, How Would you Promote Education for Democracy? (n=69)

Themes Practice Discussion/Teaching

131


THEME: Practice (n=29 out of n=69)

Practice “By participating students in the entire learning process. Working together means respecting

every one in the team which I believe is the main spirit of democracy.” 6 – M – 4 – M – RM – FG

“I think the most effective way of teaching democracy is practicing it in the classroom.” 8 – F – 1 – P – W – FG

“My class would act as a democracy, and the students would have some say in the happenings at the class level” 12 – M – 2 – P – W

“Voting, moch debates, students raising issues and class determining how to best solve, etc. Active teaching through participation.” 30 – F – 2 – P – W

“I would set ep my class as an example of democracy in the world” 48 – M – 2 – P – W

132


THEME: Equality (n=40 out of n=69) Discussion/Teaching “Discussion of current politics”

11 – F – 2 – M – W – FG “Teach about political systems have democracy in class (rules what is learnt)”

14 – F – 1 – P – W – FG “There would be a mandatory part of the curriculum that was a combination of law and political science without

all the rhetoric - for people to understand democracy, they first have to understand how are government works, how laws in this country works (criminal code and Charter, as well as constitution) and they need to understand how everything ties together. I would make this an entirely new class - social justice and democracy class for example, and just like any other fundamental class (english, french, mathematics, gym) I would put that all the way from when children are in kindergarten throughout high school, and even as a mandatory first year college and university class. The common person is clueless as to how this country works, and as to how political processes work - I know that if people had an idea as to how much power we really hold, they would be involved in this country's political process, and they really would get out and vote, go to counsel meetings, follow parliament. Our education is our only way to have any real power in this society.” 17 – F – 2 – M – A – FG

“I like the idea of being able to discuss controversial issues in a safe way in the classroom. As well, discussing platforms of different political parties, decisions made by government parties, etc. will allow for students to have a better understanding of democracy and government practices.” 70 – F – 3 – M – W – FG

“Presenting literature and texts that outline the concerns in global politics and issues worldwide. I would seek permission from the principal and administrators if necessary to engage with controversial topics in the effort to expand the students' knowledge and awareness. I would seek to equally represent different population groups and merely provide the information so that the students may form their own opinions and thoughts. The idea is to bring them into the pool of knowledge and conscious thought. From here, they can stroke to whichever direction they believe.” 95 – M – 2 – P – RM

133

Measuring the spectrum of democratic education: Thick-thin model of critical engagement in Education for Democracy (EfD)Dr. Paul R. Carr

134

Thin vs Thick DemocracyThin weak

Limited

Narrow

constrained

superficial

apolitical

neutral

content-focused

unquestioning

Thick strong

unlimited

deep

open-ended

tangible

political

engaged

context-focused

critical 135

Linking Education and Democracy (Leadership)

Thin

Nebulous, weakly articulated, uncritical, and unfocused.

Thick

Explicit, engaged, multi-faceted and inclusive, aimed at openly cultivating critical consciousness

136

Experiencing Democracy (Vision)

Thin

Cultivating voting, explaining the mechanics and the virtues, etc. is the focus; linkages to the community are not undertaken with a view to addressing problems; when there is service-learning, there is real no connection to the curriculum and the educational experience.

Thick

Understanding that knowledge is constructed, rejection of the "banking model," and efforts made to have students engage with diverse groups, problems, realties, etc, outside of the mainstream media lens of society; service-learning, for example, is linking to the educational experience, and is not simply an add-on with little pedagogical and epistemological value.

137

Linking School and Society (Role of civil society)

Thin

Not considered a key focus or priority, and there is concern about how to understand society; emphasis is often on employability, the labour market and preparing students for work.

Thick

Direct and indirect linkages to civil society, and a focus on how to function in society, how to contribute to building a better society, and how to understand social problems; young people are simply consumers but also, significantly contributors to re-producing or transforming social relations.

138

Agenda Set by Mainstream (Hegemonic gaze)

Thin

Is generally adopted and followed in an uncritical manner; textbooks are not generally critiqued for bias, misrepresentation, omission, etc..

Thick

Is critiqued and contextualized in relation to other versions of reality, and corporate control of media is considered.

139

Breadth of Study (Curriculum) Thin

Often concentrated in one course, subject or year (i.e. Government, Social Studies, Civics). Is understood to not be vigorously interwoven throughout the schooling experience

Thick

Is infused throughout the curriculum, and includes all aspects of how education is organized (i.e., assemblies, extra-curricular, staff meetings, parental involvement, hidden curriculum, awards).

140

Study of Voting and Elections(Relativistic focus)

Thin

Absolutely fundamental to the conceptualization of EfD here, and is a continual focus, although from an uncritical vantage-point.

Thick

Is but one component of many, and must be problematized and critiqued; the salience of elections within the context of neoliberalism, social inequalities and globalization is considered.

141

Study of Political Parties (Normative politics)

Thin

Parties, processes and structures (content) considered the major part of the study of democracy.

Thick

A rigorously critical appraisal of parties, processes and structures is undertaken, and is not the focus of EfD.

142

Content Related to Conflict, Patriotism, War and Peace (Macro-level content)

Thin

Limited, uncritical, more in terms of conveying information in a static way, reliance on formal sources and official accounts

Thick

War, conflict, geopolitics and human rights are placed within a critical and dynamic frame of reference with emphasis on diverse perspectives and data-sources.

143

Concern Over Teaching EfD (Conceptualization of pedagogy)

Thin

Concern about "taking sides", being "biased," "indoctrination," "being political" is evident, and leads to omitting, avoiding and/or downplaying controversial issues.

Thick

Understanding that to be neutral is to side with hegemonic powers, and that discussing controversial issues does not equate indoctrination; avoiding critical discussions can lead to passive acceptance of injustice, war, and hatred, and also cultivate compliance and docility among students.

144

Deliberative Democracy (Engagement with controversial issues)

Thin

Limited and contrived, aimed at comfort more that developing a mindset to engage, critique, and act; students are often dissuaded from engaging issues, challenging texts and the teachers, and presenting alternative perspectives and themes.

Thick

Students must be afforded opportunities to learn how to debate, critique, listen, and be open to epistemological reflection; engaging in controversial, dialectical and complex discussions in formal education will prepare students to be actively engaged and critically-aware citizens.

145

Orientation of Curriculum(Construction of purpose of learning)

Thin

Narrow, limited, prescriptive with little questioning of complicity, change and power; subjects are compartmentalized, teachers are not predisposed to critical inquiry, there is virtually no assessment of democracy.

Thick

Open to generative themes (Freire) and progressive education (Dewey), there is room to extend formal standards, outcomes, assessments and learning so as to "do" democracy as opposed to simply studying voting and democratic institutions; critiquing the panoply of concerns related to power if fundamental.

146

Literacy (Expected outcomes) Thin

Focus on traditional sense of functional literacy, generally devoid of political insight and engagement, often seeking to have a level of technological literacy without questioning power imbalances, our own implications within social, realities and our own social agency.

Thick Focus here is on political

literacy, media literacy, what Giroux calls "emancipatory literacy" and democratic “conscientization," in Freire's words, going well beyond the ability to read and write, seeking a more complex, nuanced and meaningful engagement with society; seeking to eliminate the notion that we must blindly follow the rules presented by elected officials.

147

Social Justice (Connection to power)

Thin

Mainstream analysis of discrimination, marginalization of social problems with no real critique of systemic and fundamental problems; broad contention that diversity is good, and that critical analysis of identity is undesirable.

Thick

Critical understanding of the linkage between social justice and social change as well as the salience of the social construction of identity, privilege and systemic injustice are emphasized; emphasis placed on engagement as well as reflection and learning so that praxis becomes a tangible objective.

148

Alternatives Perspectives (Openness to complexity)

Thin

Extremely limited, and reliant on formal textbooks; unquestioning approach on what we know, and non-existent epistemological reflection; outside of the norm perspectives are discouraged.

Thick

Central to the discussion and analysis of curricular content, with openness to understanding the diverse interpretations of complex and nuanced issues, such as wars, racism, sexism, poverty; including a range of voices is pivotal to enlarging the debate.

149

Classroom Management (Institutional culture)

Thin A focus on controlling,

containing, disciplining and managing the classroom and the school; the antithesis of Kohlberg's model of moral development and democracy in schools; students are differentially treated, and schools are not adapted to communities; systemic concerns related to power and inequalities are neither documented nor examined.

Thick Open to democratic decision-

making at all levels, interested in cultivating democratic learning and social spaces, engaged in dialog with diverse sectors, and concerned with social conditions that shape formal educational outcomes and experiences; power is recognized, critiqued and diffused so as to not lead to concentrated, autocratic relations.

150

DISCUSSION

151

Democracy, Political Literacy and the Quest for Transformative Education (Thunder Bay sample)

Documents

Transcript of Democracy, Political Literacy and the Quest for Transformative Education (Thunder Bay sample)