• Chaire UNESCO en démocratie, citoyenneté mondiale et éducation transformatoire

PUBLICATIONS ON DEMOCRACY AND EDUCATION BY THE UNESCO CHAIR DCMÉT / PUBLICATIONS SUR LA DÉMOCRATIE E


Please click HERE to access publications / Veuillez cliquer ICI pour avoir accès aux publications

BOOKS / LIVRES

Hoechsmann, Michael, Thésée, Gina & Carr, Paul R. (eds.). In press / À paraître. Education for Democracy 2.0: Changing Frames of Media Literacy. Rotterdam: Brill/Sense

Carr, Paul R. & Thésée, Gina. (2019). “It’s not education that scares me, it’s the educators…”: Is there still hope for democracy in education, and education for democracy?. Gorham, ME: Myers Education Press.

Carr, Paul R., Hoechsmann, Michael & Thésée, Gina. (eds.). (2018). Democracy 2.0: Media, Political Literacy and Critical Engagement. Rotterdam: Brill/Sense.

Carr, Paul R., Thomas, Paul, Porfilio, Brad, & Gorlewski, Julie. (eds.). (2016). Democracy and decency: What does education have to do with it?. Charlotte, NC: Information Age Publishing.

Thomas, Paul, Carr, Paul R., Gorlewski, Julie, & Porfilio, Brad. (eds). (2015). Pedagogies of Kindness and Respect: On the Lives and Education of Children. New York: Peter Lang.

Carr, Paul R. & Porfilio, Brad J. (eds.). (2015). The phenomenon of Obama and the agenda for education: Can hope (still) audaciously trump neoliberalism? [SECOND EDITION]. Charlotte, NC: Information Age Publishing.

Thomas, Paul, Gorlewski, Julie, Porfilio, Brad & Carr, Paul R. (eds.). (2014). Social Context Reform: A Pedagogy of Equity and Opportunity. New York: Routledge.

Abdi, Ali A. & Carr, Paul R. (eds.). (2013). Educating for democratic consciousness: Counter-hegemonic possibilities. New York: Peter Lang Publishing.

(*) Award Recipient / Récipiendaire de prix

Carr, Paul R. & Porfilio, Brad J. (eds.). (2012). Educating for peace in a time of “permanent war”: Are schools part of the solution or the problem?. New York: Routledge.

Carr, Paul R., Zyngier, David & Pruyn, Marc (eds.). (2012). Can teachers make a difference? Experimenting with, and experiencing, democracy in education. Charlotte, NC: Information Age Publishing.

Carr, Paul R. & Porfilio, Brad J. (eds.). (2011). The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism? Charlotte, NC: Information Age Publishing

(*) Award Recipient / Récipiendaire de prix

Carr, Paul R. (2011). Does your vote count? Critical pedagogy and democracy. New York: Peter Lang.

(*) Award Recipient / Récipiendaire de prix (2)

Thésée, Gina, Carignan, Nicole & Carr, Paul R. (eds.). (2010). Les faces cachées de la recherche interculturelle : De la rencontre des porteurs de cultures. Paris: L’Harmattan.

Porfilio, Brad J. & Carr, Paul R. (eds.). (2010). Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life. Rotterdam: Sense Publishers.

Lund, Darren E. & Carr, Paul R. (eds.). (2008). “Doing” democracy: Striving for political literacy and social justice. New York: Peter Lang Publishing.

PEER-REVIEWED ARTICLE / ARTICLES SCIENTIFIQUES

Carr, Paul R. (2020). Shooting yourself first in the foot, then in the head: Normative democracy is suffocating, and then the Coronavirus came to light. Postdigital Science and Education, 1-19.

https://doi.org/10.1007/s42438-020-00142-3

Carr, Paul R, Cuervo, Sandra & Daros, Michelli. (2019). Citizen engagement in the contemporary era of fake news: Hegemonic distraction or control of the social media context? Postdigital Science and Education, 1-22.

https://link.springer.com/article/10.1007/s42438-019-00052-z#citeas

Carr, Paul R., Molano, Nancy, Rivas-Sanchez, Eloy, & Thésée, Gina. (2018). Pedagogías contra el despojo: Principios de una eco/demopedagogía transformativa como vehículo para la justicia social y ambiental en América Latina, Revista Internacional de Educación para la Justicia Social, 7(1), 45-69.

Thésée, Gina, Carr, Paul R., Duclos, Anne-Marie & Potwora, Franck. (2018). Conjuguer Démocratie et Éducation : Perceptions et expériences de futurs-es enseignants-es du Québec, Citizenship Education Research Journal / Revue de recherche sur l’éducation à la citoyenneté, 7(1), 61-80.

Thésée, Gina & Carr, Paul R. (2018). Les didactiques peuvent-elles être critiques? Apports des pédagogies et épistémologies sociocritiques à la recherche sur l’enseignement-apprentissage, Revista Trabalho (En)Cena, 3(1), 148-163.

Carr, Paul R. & Thésée, Gina. (2017). Seeking Democracy Inside, and Outside, of Education: Re-conceptualizing Perceptions and Experiences Related to Democracy and Education, Democracy & Education, 25(2), 1-12.

https://democracyeducationjournal.org/home/vol25/iss2/4

Carr, Paul R., Pluim, Gary, & Thésée, Gina. (2016). The Dimensions of, and Connections Between, Multicultural Social Justice Education and Education for Democracy: What are the Roles and Perspectives of Future Educators?, Citizenship Education Research Journal / Revue de recherche sur l’éducation à la citoyenneté, 6(1), 1-21.

http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/239/289

Thésée, Gina, Carr, Paul R. & Potwora, Franck. (2015). Le rôle des enseignants dans l’éducation et la démocratie : Impacts d’un projet de recherche sur la perception de futurs enseignants, Revue de l’éducation de McGill, 50(2/3), 363-388.

http://mje.mcgill.ca/article/view/9156/7074

Carr. Paul R., Pluim, Gary & Howard, Lauren. (2015). Engagement with the mainstream media and the relationship to political literacy: The Influence of hegemonic education on democracy, Critical Education, 6(15), 1-16.

http://ices.library.ubc.ca/index.php/criticaled/article/view/184942/185324

Thésée, Gina & Carr, Paul R. (2015). L’environnement et l’identité écologique dans le roman « Gouverneurs de la rosée » de Jacques Roumain : une proposition d’éducation critique pour le contexte socio-environnemental haïtien, Éducation relative à l’environnement : Regards – Recherches – Réflexions, 12, 17-38.

http://www.revue-ere.uqam.ca/categories/PDF/volume12/V12_RR1.pdf

Carr, Paul R., Pluim, Gary, & Thésée, Gina. (2014). The role of education for democracy in linking social justice to the “built” environment: The case of post-earthquake Haiti, Policy Futures in Education, 12(7), 933-944.

http://www.wwwords.co.uk/rss/abstract.asp?j=pfie&aid=6112&doi=1

Carr. Paul R., Pluim, Gary & Howard, Lauren. (2014). Linking Global Citizenship Education and Education for Democracy through Social Justice: What can we learn from the perspectives of teacher-education candidates?, Journal of Global Citizenship and Equity Education, 4(1), 1-21.

http://journals.sfu.ca/jgcee/index.php/jgcee/article/view/119/157

Carr, Paul R., Pluim, Gary & Thésée, Gina. (2014). O contexto da vulnerabilidade ambiental enquanto um produto da colonização e da democracia liberal: o entendimento e a educação sobre o terremoto no Haiti, Em Aberto, 27(91), 135-156.

http://emaberto.inep.gov.br/index.php/emaberto/article/viewFile/3438/2069

Carr, Paul R. & Becker, Dan. (2013). The Language of Hegemonic Democracy, and the Prospects for an Education for Democracy, The Social Educator, 31(1), 22-34.

Carr, Paul R. & Porfilio, Brad J. (2013). The Architecture of war framing an anti-hegemonic peace education, Peace Studies Journal, 6(1), 3-14.

http://peaceconsortium.org/peace-studies-journal/archives/psj-vol-6-issue-1-2013

Carr, Paul R. (2013). Thinking about the connection between democratizing education and educator experience: Can we teach what we preach?, Scholar-Practitioner Quarterly, 6(1), 196-218.

https://www.academia.edu/3740190/Thinking_about_the_connection_between_democratizing_education_and_educator_experience_Can_we_teach_what_we_preach

Carr, Paul R. & Thésée, Gina. (2012). Lo intercultural, el ambiente y la democracia: Buscando la justicia social y la justicia ecológica, Visao Global, 15(1-2), 75-90.

http://editora.unoesc.edu.br/index.php/visaoglobal/article/view/3413/1512

Porfilio, Brad J. & Carr, Paul R. (2011). Cultura Juvenil, medios de comunicación de masas y democracia, NetWARD, IX(8), 38-45. (translated article/article traduit)

https://www.academia.edu/1395048/Cultura_Juvenil_medios_de_comunicaci%C3%B3n_de_masa_y_democracia

Carr, Paul R. & Porfilio, Brad J. (2011). Re-evaluating hope and change alongside the potential for transformational change in education. Journal of Inquiry and Action in Education, 4(1), 1-30.

https://journal.buffalostate.edu/index.php/soe/article/view/121/44

Porfilio, Brad J. & Carr, Paul R. (2011). Audaciously espousing hope within a torrent of hegemonic neoliberalism: The Obama educational agenda and the potential for change, Critical Education, 2(3).

http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/issue/view139

Carr, Paul R. (2011). “¿Pero qué puedo hacer yo?” Quince propuestas auto/transformadoras para estudiantes de educación, Postconvencionales, 3, 149-168. (translated and adapted article/article traduit adapté)

http://www.postconvencionales.org.ve/index.php/ethikos/article/view/62/83

Carr, Paul R. (2011). En busca de la democracia… a través de la pedagogía critica, Postconvenciales, 3, 1-3.

http://www.postconvencionales.org.ve/index.php/ethikos/article/view/48/64

Carr, Paul R. (2011). Cuando “yo” se vuelve “nosotros”: Todavía buscando la verdad, la paz y la democracia, Postconvenciales, 3, 179-183.

http://www.postconvencionales.org.ve/index.php/ethikos/article/view/64/85

Carr, Paul R. (2010). Re-thinking normative democracy and the political economy of education. Journal of Critical Education Policy Studies, 8(1).

http://www.jceps.com/PDFs/08-1-01.pdf

Carr, Paul R. (2009). Political conscientization and media (il)literacy: Critiquing the mainstream media as a form of democratic engagement, Multicultural Perspectives, Fall, 1-10.

https://www.researchgate.net/publication/265468627_Political_conscientization_and_media_illiteracy_Critiquing_the_mainstream_media_as_a_form_of_democratic_engagement

Thésée, Gina & Carr, Paul R. (2009). Le Baobab en quête de ses racines : la Négritude d’Aimé Césaire ou l’éveil à un humanisme identitaire et écologique dans l’espace francophone, Éducation et francophonie, XXXVII(2), 204-221.

http://www.acelf.ca/c/revue/pdf/EF-37-2-204-THÉSÉE.pdf

Carr, Paul R. & Porfilio, Brad, J. (2009). The 2008 US presidential campaign, democracy and media literacy, International Journal of Critical Pedagogy, 2(1), 119-138.

http://freire.mcgill.ca/ojs/index.php/home/article/view/110/51

Carr, Paul R. & Porfilio, Brad. J. (2009). Computers, the media and multicultural education: Seeking engagement and political literacy, Journal of Intercultural Studies, 20(2), 91-107.

https://www.tandfonline.com/doi/abs/10.1080/14675980902922200

Carr, Paul R. (2009). Educating for democracy: With or without social justice?, Teacher Education Quarterly, Fall, 117-136.

https://www.jstor.org/stable/23479177?seq=1

Porfilio, Brad J. & Paul R. Carr. (2008). Youth culture, the mass media and democratic education, Academic Exchange Quarterly, 12(4).

http://www.rapidintellect.com/AEQweb/cho4255w9.htm

Thésée, Gina & Carr, Paul R. (2008). Une proposition d’élargissement de la dimension critique en éducation relative à l’environnement : la résistance éco-épistémologique, Éducation relative à l’environnement : Regards – Recherches – Réflexions, 7, 65-90.

http://www.revue-ere.uqam.ca/vol7/vol7_pdf/GThesee.pdf

Carr, Paul R. (2008). “But what can I do?”: Fifteen things education students can do to transform themselves in/through/with education, International Journal of Critical Pedagogy, 1(2), 81-97.

http://freire.mcgill.ca/ojs/index.php/home/article/view/56/31

Carr, Paul R. (2008). Educators and education for democracy: Moving beyond “thin” democracy, Inter-American Journal of Education and Democracy, 1(2), 147-165.

http://www.ried-ijed.org/english/articulo.php?idRevista=4&idArticulo=16

Carr, Paul R. (2008). Educadores y educación para la democracia: Trascendiendo una democracia “delgada”, Revista Interamericana de Educación para la Democracia, 1(2), 146-165. (TRANSLATION)

http://scholarworks.iu.edu/journals/index.php/ried/article/view/130/216

Thésée, Gina & Paul R. Carr. (2008). L’interculturel en environnement : Où justice sociale devrait rimer avec justice environnementale, Journal of Canadian and International Education, 37(1), 45-70.

https://ojs.lib.uwo.ca/index.php/cie-eci/article/view/9112/7298

Carr, Paul R. & Gina Thésée. (2008). Educational institutions negotiating democracy and social justice: The (im)balance of power and accountability, Journal of Canadian and International Education, 36(3), 32-46.

https://ojs.lib.uwo.ca/index.php/cie-eci/article/view/9105/7291

Carr, Paul R. (2007). Experiencing democracy through neo-liberalism: The role of social justice in education, Journal of Critical Education Policy Studies, 5(2).

http://www.jceps.com/index.php?pageID=article&articleID=104

Carr, Paul R. (2007). Standards, accountability and democracy: Addressing inequities through a social justice accountability framework, Democracy and Education, 17(1), 1-16.

https://www.researchgate.net/profile/Paul_Carr/publication/265553899_Standards_Accountability_and_Democracy_Addressing_Inequities_through_a_Social_Justice_Accountability_Framework/links/54126ff80cf2788c4b355bd3/Standards-Accountability-and-Democracy-Addressing-Inequities-through-a-Social-Justice-Accountability-Framework.pdf

Carr, Paul R. (2007). Shock and awe and the environment, Peace Review, 19(3), 335-343.

Carr, Paul R. (2006). Democracy in the classroom?, Academic Exchange Quarterly, 10(2), 7-12.

http://www.rapidintellect.com/AEQweb/cho3420l6.htm

BOOK CHAPTERS / CHAPITRES DE LIVRE

Carr, Paul R, Daros, Michelli, Cuervo, Sandra, & Thésée, Gina. (2020). Social media and the quest for democracy: Faking the re-awakening?. In Trifonis, Peter (ed.), Handbook of Theory and Research in Cultural Studies and Education (1-24). New York: Springer.

https://link.springer.com/referenceworkentry/10.1007%2F978-3-030-01426-1_31-1#citeas

Thésée, Gina & Carr, Paul R. (2020). Paulo Freire, critical pedagogy and the quest for “Transformative and Emancipatory Education (TEE)”. In Steinberg, S. & Down, B. (eds.), The SAGE Handbook of Critical Pedagogies (pp. 67-74). London: Sage Publications.

Hoechsmann, Michael, Carr, Paul R. & Thésée, Gina. (2019). Viejos, nuevos medios y Democracia 2.0. In Aparici, R. & Garcia Marin, D. (eds.), La posverdad: Una cartografía de los medios, las redes y la política (pp. 45-64). Madrid: Editorial Gedisa. (Translation of published text / Traduction d’une texte publié)

Carr, Paul R., Thésée, Gina & Fregoso Bailón, Raúl Olmo. (2019). La fragilidad de la democracia: ¿Existe algún lugar para la alfabetización democrática y el involucramiento en la educación? In Ledesma Narváez, Marianella (Coordinadora), Justicia e Educacion: Saberes y prácticas inclusivas en América y Europa (pp. 69-104). Lima, Perú: Centro des Estudios Constitucionales, Tribunal Constitucional del Perú.

Carr, Paul R. (2019). Lo macro y lo micro con la “Democracia” al centro: Encuadrando una Educación para la Democracia, y una Democracia para la Educación. In Poom Medina, J. (dir.). Lecturas sobre problemas de la democracia en México (pp.153-184). Hermosillo, Mexico: El Colegio de Sonora.

Hoechsmann, Michael, Carr, Paul R. & Thésée, Gina. (2018). Democracy 2.0, old and new media, and the quest for engaged participation. In Carr, P. R., Hoechsmann, M. & Thésée, G. (eds.), Democracy 2.0: Media, Political Literacy and Critical Engagement (pp. xv-xxvii). Rotterdam : Sense Publishers.

Carr. Paul R., Pluim, Gary & Howard, Lauren. (2018). Engagement with the mainstream media and the relationship to political literacy: The Influence of hegemonic education on democracy. In Carr, P. R., Hoechsmann, M. & Thésée, G. (eds.), Democracy 2.0: Media, Political Literacy and Critical Engagement (pp. 65-81). Rotterdam : Sense Publishers. (Republished from a previous article / Republié d’un article déjà publié)

Thésée, Gina, Carr, Paul R. & Prévil, Carlo. (2017). Les enjeux du Vert en Noir et Blanc : racisme environnemental et antiracisme critique en contextes de racialisation. In Sauvé, L., Orellana, I., Villemagne, C. & Bader, B. (dir.), Éducation / Environnement / Écocitoyenneté : Repères contemporaines (pp. 47-64). Montréal : Presses de l’Université du Québec.

Carr, Paul R. & Thésée, Gina. (2017). Democracy, Political Literacy and Transformative Education: What issues and trends have emerged over the past ten years of this research project?. In Won, N., Brennan, A. & Schugurensky, D. (eds.), By the People: Participatory Democracy, Civic Engagement and Citizenship Education (pp. 250-264). Tempe, Arizona: Participatory Governance Initiative, Arizona State University.

Carr, Paul R. (2016). Transforming educational leadership without social justice? Looking at critical pedagogy as more than a critique, and a way toward "democracy". In Blair, E. (dir.), Teacher leadership: The “new” foundations of teacher education (pp. 18-32). New York: Peter Lang. (republished from the riginal version in 2011 / republié de la version originale en 2011)

Carr, Paul R. (2016). Transforming educational leadership without social justice? Looking at critical pedagogy as more than a critique, and a way toward "democracy". In Blair, E. & Medina, Y. (dir.), The social foundations reader: Critical essays on teaching, learning and leading in the 21st century (pp. 103-117). New York: Peter Lang. (republished from the original version in 2011 / republié de la version originale en 2011)

Carr, Paul R., Thomas, Paul, Porfilio, Brad, & Gorlewski, Julie (eds.). (2016). Where There is Democracy, Should There Be Decency? Framing the Context, Notion and Potential for a More “Decent” Democracy. In Carr, Paul R., Thomas, Paul, Porfilio, Brad, & Gorlewski, Julie (eds.), Democracy and decency: What does education have to do with it? (pp. xiii-xxxii). Charlotte, NC: Information Age Publishing.

Carr, Paul R. (2016). Afterword: Pygmalion President, Military Commander-in-Chief, Cheer Leader for Wall Street, and Head of the Empire: Obama, Hegemony and the Promise for Hope and Change. In Orelus, P., Race, Power, and the Obama Legacy: A critical pedagogical analysis (pp. 137-162). New York: Routledge.

Carr, Paul R. & Pluim, Gary. (2015). Education for democracy, and the specter of neoliberalism jamming the classroom. In Abendroth, Mark & Porfilio, Brad J. (eds), School Against Neoliberal Rule: Educational Fronts for Local and Global Justice: A Reader (pp. 289-309). Charlotte, NC: Information Age Publishing.

Thomas, Paul, Carr, Paul R., Gorlewski, Julie, & Porfilio, Brad. (2015). “God damn it, you’ve got to be kind”. In Thomas, Paul, Carr, Paul R., Gorlewski, Julie, & Porfilio, Brad. (eds), Pedagogies of Kindness and Respect: On the Lives and Education of Children (pp. 1-7). New York: Peter Lang.

Carr, Paul R. & Porfilio, Brad J. (2015). Audaciously Espousing Hope (well into a second mandate) Within a Torrent of Hegemonic Neoliberalism: The Obama Educational Agenda and the Potential for Change. In Carr, Paul R. & Porfilio, Brad J. (eds.). The phenomenon of Obama and the agenda for education: Can hope (still) audaciously trump neoliberalism? (pp. xxix-li). Charlotte, NC: Information Age Publishing. [SECOND EDITION]

Porfilio, Brad, Gorlewski, Julie, Carr, Paul R. & Thomas, Paul L. (2014). Introduction: Social Context Reform: A Pedagogy of Equity and Opportunity. In Thomas, Paul L., Gorlewski, Julie, Porfilio, Brad & Carr, Paul R. (eds), Social Context Reform: A Pedagogy of Equity and Opportunity (pp. 1-14). New York: Routledge.

Carr, Paul R. & Abdi, Ali A. (2013). Framing contemporary democracy and the potential for counter-hegemonic possibilities. In Abdi, Ali A. & Carr, Paul R. (eds), Educating for democratic consciousness: Counter-hegemonic possibilities (pp. 1-13). New York: Peter Lang.

Carr, Paul R. (2013). Reshaping the democratic truth, and rethinking democracy without elections. In Abdi, Ali A. & Carr, Paul R. (eds), Educating for democratic consciousness: Counter-hegemonic possibilities. New York: Peter Lang.

Carr, Paul R. & Porfilio, Brad J. (2012). Framing peace and war within the educational project: Willful (dis)engagement and meaning (and cost) of conflict. In Carr, Paul R. & Porfilio, Brad J. (eds.), Educating for peace in a time of “permanent war”: Are schools part of the solution or the problem? (pp. 1-37). New York: Routledge.

Carr, Paul R. (2012). Democracy, critical pedagogy and the education of educators. In Carr, P., Zyngier, D. & Pruyn, M. (eds.), Can teachers make a difference? Experimenting with, and experiencing, democracy in education (pp. 23-56). Charlotte, NC: Information Age Publishing.

Zyngier, David & Carr, Paul R. (2012). Introducing the Global Doing Democracy Research Project. In Carr, P., Zyngier, D. & Pruyn, M. (eds.), Can teachers make a difference? Experimenting with, and experiencing, democracy in education (1-22). Charlotte, NC: Information Age Publishing.

Carr, Paul R. (2012). Is there a difference between Québec’s interculturalism and Canada’s multiculturalism?: The debate over language, culture, race and power. In Wright, H. & Singh, M., (eds.) Precarious international multicultural education: Hegemony, dissent and rising alternatives (pp. 277-296). Rotterdam: Sense Publishers.

Carr, Paul R. & Thésée, Gina. (2011). Discursive epistemologies by, for and about the decolonizing project. In Abdi, A. (ed.), Decolonizing philosophies of education (pp. 15-28). Rotterdam: Sense Publishers.

Carr, Paul R. (2011). Transforming educational leadership without social justice? Looking at critical pedagogy as more than a critique, and a way toward "democracy". In Shields, C. (ed.), Transformative leadership: A Reader (pp. 37-52). New York: Peter Lang.

Carr, Paul R. (2011). The critical pedagogy of democracy. In Malott, C. and Porfilio, B. (eds.), Critical Pedagogy in the 21st Century: A New Generation of Scholars. Charlotte, NC: Information Age Publishing.

Carr, Paul R. & Porfilio, Brad. (2011). Audaciously espousing hope within a torrent of hegemonic neoliberalism: The Obama educational agenda and the potential for change. In Carr, Paul R. & Porfilio, Brad (eds.), The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism? Charlotte, NC: Information Age Publishing.

Porfilio, Brad & Carr, Paul R. (2010). The Neoliberal social order, youth and resistance. In Porfilio, B. and Carr, P. (eds.), Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life (pp. 1-19). Rotterdam: Sense Publishers.

Carr, Paul R. (2010). L’interculturel et la race blanche : La face cachée des relations de pouvoir inéquitable. In Thésée, G., Carignan, N. et Carr, P. (eds.), Les faces cachées de la recherche interculturelle (pp. 201-221). Paris: L’Harmattan.

Thésée, G., Carignan, N. et Carr, P. R. (2010). Introduction. In Thésée, G., Carignan, N. et Carr, P. (dir.), Les faces cachées de la recherche interculturelle (pp. 1-13). Paris: L’Harmattan.

Carr, Paul R. & Gina Thésée. (2010). Challenging political (il)literacy within neoliberal education. In Porfilio, B. and Carr, P. (eds.), Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life (pp. 233-255). Rotterdam: Sense Publishers.

Carr, Paul R. & Gina Thésée. (2009). Beyond the religious and science conflict: Is there a place for spiritual ethics in education? In Scheiffer, M. & Talwar, V. (eds.), Science and religion and education. Calgary: Detselig Enterprises.

Thésée, Gina & Paul R. Carr. (2009). Au-delà des conflits entre religion et science : y a-t-il une place pour une épistémologique éthique en éducation? In Scheiffer, M. & Talwar, V. (eds.), Science et religion en éducation : Comment répondre aux questions des enfants (pp. 189-212). Montréal : Presses de l’Université du Québec.

Carr, Paul R. & Thésée, Gina. (2009). The critical pedagogy of understanding how educators relate to democracy”. In Schugerensky, D., Daly, K. and Lopes, K. (eds.), Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy (pp. 274-283). Toronto: University of Toronto, Transformational Learning Centre.

Lund, Darren E. & Paul R. Carr. (2008). Introduction: Scanning democracy. In Lund, Darren E. & Carr, Paul R. (eds.), Doing democracy: Striving for political literacy and social justice (pp. 1-29). New York: Peter Lang.

Carr, Paul R. & Gina Thésée. (2008). The Quest for political (il)literacy: Responding to, and attempting to counter, the neoliberal agenda. In Porfilio, B. and Malott, C. (eds.), An International Examination of Urban Education: The Destructive Path of Neoliberalism (pp. 173-194). Rotterdam: Sense Publishers.

Thésée, Gina & Paul R. Carr. (2007). Les mesures d’équité et les discontinuités culturelles (Equity Measures and Cultural Discontinuities). In Solar, Claudie & Fasel Kanoute (eds.), Équité en éducation (Equity in Education). Montreal: Éditions Nouvelles.

Carr, Paul R. (2007). Educational policy and the social justice dilemma. In Claire, H. & Holden, C. (eds), Controversial Issues in Education (pp. 1-10). London: Trentham.

OTHER PUBLICATIONS / AUTRES PUBLICATIONS

Carr, Paul R. (2020). If Everything Has Changed, Why Such a Focus on Baling Out Capitalism? The Somber Reality Underpinning COVID-19. Postdigital Science and Education.

https://link.springer.com/article/10.1007/s42438-020-00115-6#rightslink

Carr, Paul R. (2020). Surviving the coronavirus requires escaping the status quo – together. The Conversation (June 14).

https://theconversation.com/surviving-the-coronavirus-requires-escaping-the-status-quo-together-139174

Carr, Paul R. (2020). Returning to ‘normal’ post-coronavirus would be inhumane. The Conversation (May 13).

https://theconversation.com/returning-to-normal-post-coronavirus-would-be-inhumane-136558

Carr, Paul R. & Thésée, Gina. (2018). Final Report of the Research Project DEMOCRACY, POLITICAL LITERACY AND TRANSFORMATIVE EDUCATION (DPLTE) / Rapport final du projet de recherche DÉMOCRATIE, ALPHABÉTISATION POLITIQUE ET ÉDUCATION TRANSFORMATOIRE (DAPÉT).

http://docs.wixstatic.com/ugd/bcff79_3e7b0cf42db04a4886e2e322c951d3c9.pdf

Carr, Paul R. & Thésée, Gina. (2018). Introduction au numéro thématique Démocratie, alphabétisation politique et éducation transformatoire : points de rencontres d'acteurs socioéducatifs et de perspectives critiques. Citizenship Education Research Journal / Revue de recherche sur l’éducation à la citoyenneté, 7(1), 1-8.

Carr, Paul R. (2017). Political (Il)literacy and Living in a Society: Is there room for a Critically-Engaged Education for Democracy? or “I used to read poetry… before I became radicalized”, Conference Proceedings: Discomfort Zones: Negotiating Tensions and Cultivating Belonging in Diverse College Classrooms in Quebec, Vanier College, Montréal. (pp. 24-31)

Secretariat of the International Task Force on Teachers for Education for All & Carr, Paul R. (2015). Teachers in Post-2015 International Education Agenda: What policies, practices and tools for teacher-related target? (7th International Policy Dialogue Forum). Paris: International Task Force on Teachers for Education for All, UNESCO.

Hiebert, Matthew & Carr, Paul R. (2014). Education for Democracy: A Curriculum framework. (Presented by the Mongolian Presidency of the Community of Democracies, with the support of Department of Foreign Affairs and International Trade Canada). Calgary: Agriteam Canada Consulting Ltd. (NOTE: we were consultants hired to draft this document, in consultation and with the support of colleagues in Mongolia).

Carr, Paul R. (2009). Democratic Education in an Intercultural World: The Intersection Between identity and Power. Conference Proceedings of the Tenth Annual Conference of the Association pour la recherche interculturelle.

Carr, Paul R. (1997). Stuck in the Middle?: A Case Study of How Principals Manage Equity-related Change in Education, Education Canada, 35(1), 42-49.

Carr, Paul R. (1993). The Silent Emergency: A Development Education Curriculum Resource for Secondary School Educators. (Project Director and co-editor for this UNICEF Canada curriculum document).

9 views

Contact Us

The authors are responsible for the choice and presentation of views contained in this website and for opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization.

UNESCO Chair in DCGTE © 2017 | Webdesign by Keven Poulin