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class 3 democracy?

 citizenship viz consumerism

Tuesday January 31, 2012

Athenian General Assembly, 5th century BC

Overview questions:  The following readers offer varying perspectives on the meanings of democracy.  How do they compare?  What are their approaches to the relationship between “politics” and “economics”?  How do these questions relate to youth and the entertainment industries?

To do:  In class, we’ll break into groups to come up terms to define democracy.  Before doing these readings, look up the definition of democracy.  Use that as a point of reference as you develop a list of terms/phrases to characterize the meanings of this political concept.   

Readings

1.  At Critical Pedagogy on the Web, read definitions for the following Terms:  banking concept of education, conscientization, culture of silence, dialogical method, praxis, problem-posing education.

Reading question:  How does critical pedagogy relate to the workings of democracy and citizenship?

2.  Doris Graber. Government by the people, for the people [in the US] — twenty-first century style. Critical Review; 2006, Vol. 18 Issue 1-3, pp. 1-3.

Reading questions:  In a representative democracy, Graber argues the need for a “monitorial citizen” who is “alert to salient political news” from “experts via the news media.”  This requires assessing the validity and biases of such sources.  Do you consider yourself and peers alert and critical readers of news media and the sources they draw upon?

3.  Mondragon:  A Better Way to Go to Work? The Oklahoma City Catholic Worker.  Retrieved October 14, 2011

4.  Henry Giroux.  Left Behind? American Youth and the Global Fight for Democracy. February 28, 2011.  Truthout.   http://www.truth-out.org/print/290 pp. 7-12, bottom paragraph beginning with sentence: “All of these explanations have some merit in accounting for the lack of student resistance among American students, but I’d like to shift the focus of the conversation.”

Reading questions:  What Giroux’s varied explanations for the lack of student resistance in the U.S.? What is his perspective on the force of consumerism?  What does he suggest is needed for young people in the U.S. to step up as democratic agents?   Select a few sequences from this essay that seem particularly engaging to share in class.

Project:  citizen/consumer timeline

Overview:  What has shaped your formation as a citizen?  As a consumer?  How do these two identities compare and interrelate?

Create a timeline (or some other visual model) to chart these two comparative histories.

Reflect back on family, school, community, peer, media, and leisure experiences to consider and mark significant moments, activities and practices.

1.  Look up the definition of what constitutes a citizen.  One communication scholar characterizes a “classic model” of citizenship as including dimensions of “civic duty, public-spiritedness, and self-education.”   Civic activities might include voting, volunteer activity, debate, political activism, regular reading of newspapers, etc.

2.  On a piece of notebook-sized paper or using a computer, create a timeline(s) that covers these two life trajectories: citizen/consumer.

  •  Chart notable moments, e.g. first memories of toys, electronic devices, fashion items.

    General Assembly, Zuccotti Park, 2011

  •  Where appropriate, include family, peers, school, sports, other connections.
  •  At particularly important moments, include brief descriptive text.
  • Representative images may be used to stand for varied points on the timeline

3.  When this is completed, write a brief essay (several paragraphs) that summarizes your timeline.

  • Present some biographical context.  This might include hometown, family size, economic-class background, and other important issues that might have impacted this story.
  • Include any thoughts that may have been provoked in doing this project.  What if any insights have you gained from doing this exercise?
  • Reflect on and formulate a list of values, beliefs, and norms (expectations, standards) that may have been learned in your formation as a citizen/consumer.   One way to consider values and beliefs is in terms of good and bad:  what did you learn was preferred vs. disparaged ways of being, consuming, acting as a citizen?  Examples may include competition, materialism, concern for others, including those who may be considered outsiders.

4.  Bring two copies to class on Tu. 1.31 to share in workgroups.  Final point evaluations will be made when summary notes are posted on blogs (2.14)  10 pts:  5 pts for timeline; 5 pts for essay