RECONSTRUCTING DEWEYAN DEMOCRATIC EDUCATION FOR A GLOBALIZING WORLD

As democratic citizenship education gains importance worldwide, one wonders whether common civic education practices in the United States, such as mock elections, are adequate models for other countries, or whether they fall short of realizing the goal of promoting democracy in different regions and cultures. Despite various controversies, one fundamental question remains: How should we teach democracy? Should we teach it as a system of government or as a way of life? Jessica Ching‐Sze Wang finds inspiration in Dewey's life and works. She draws on Dewey's experience during the First World War and his insights into the connection between democracy and education to reconstruct a culturally and morally robust form of democratic education, as opposed to the politically dominated one currently being practiced. Wang concludes that Deweyan democratic education thus reconstructed can help us better realize democracy as a way of life for our globalizing world.     

REVIEW ESSAY: Somatography

A History and Criticism of American Public Address. vols. Edited by William Norwood Brigance. New York: McGraw‐Hill Book Co., Inc., 1943; pp. xvii + 1030. $10.00.

Dictionary of World Literature: Criticism, Forms, Technique. Edited by Joseph T. Shipley. New York: The Philosophical Library, 1943; pp. xvi + 633. $7.50.

Speech in Education: A Guide for the Classroom Teacher. By Ollie L. Backus. New York: Longmans, Green and Company, 1943; pp. 358 + xv. $2.75.

Gesture and Environment. By David Efron. Sketches by Stuyvesant Van Veen. Foreword by Franz Boas. New York: King's Crown Press, 1941; pp. 184 + x.

The Film Sense. By Sergei Eisenstein. Translated and edited by Jay Leyda. Harcourt, Brace; pp. 288. $3.00.

Pioneering in Psychology. By Carl E. Seashore. University of Iowa Studies, No. 398. Iowa City, Iowa: University of Iowa Press, 1942; pp. 232.

A Federal Sales Tax. Compiled by E. R. Nichols. New York: The H. W. Wilson Co., 1942; pp. 259. $1.25. Wagesand Prices Complied by Robert E. Summers. New York :The H. W. Wilson Co., 1942; pp 219.$1.25.

The Defective in Speech. By Mildred Freberg Berry and Jon Eisenson. New York: F. S. Crofts &; Co., 1942; pp. 426. $3.00.

Interpretative Reading. By Sara Lowery and Gertrude E. Johnson. New York. D. Appleton‐Century, 1942; pp. xx + 607.

Inner Springs. By Frances Lester Warner. Boston: Houghton Mifflin Company, 1943; pp. 189.

The Penguin Hansard, Vols. 1–5. Taken verbatim from the House of Commons Official Report of Parliamentary Debates. Har‐mondsworth, Middlesex, England, and New York: Penguin Books, Ltd., 1940–1942; pp. app. 300 in each vol. $.25.

The General Basic English Dictionary. Edited by C. K. Ogden with the help of a committee of the Orthological Institute. New York: W. W. Norton &; Co., 1942; pp. x + 441. $2.50.

War Words: Recommended Pronunciations. By W. Cabell Greet. New York: Published for the Columbia Broadcasting System by Columbia University Press, 1943; pp. 137. $1.50.

English Usage. By Arthur G. Kennedy. New York: D. Appleton‐Century Company, 1942; pp. xi, 166. $1.25.

The Best One‐Act Plays of 1942. Edited by Margaret Mayorga. New York: Dodd, Mead and Company, 1943; pp. 265. $2.50.

25 Non‐Royalty American Comedies. Compiled by William Kozlenko. New York: Greenberg, 1943; pp. 430. $2.50.

The Writer's Radio Theatre, 1941. Edited by Norman S. Weiser. New York: Harper and Brothers, 1943. $2.00.

Speeches and Documents in American History, Vol. IV: 1914–1939. (No. 491, The World's Classics.) Selected and edited by Robert Birley. London: Oxford University Press, 1942; pp. xix + 300. $.95.     

ESSAY REVIEW

This paper advances the analysis of multiculturalism by examining multiculturalism in a contextualized manner. To understand multiculturalism and assess its effects on the recognition of migrant children, researchers need to analyse multicultural practices in schools by taking into account the social mirrors resulting from different social and structural conditions, such as national ideologies and the ethos of reception. The analysis of multicultural policies in four different types of daycare centres enrolling migrant workers’ children in Israel—community, Catholic, municipal, and those supported by private associations—points to three types of contextualized multicultural models: contextualized misrecognition, contextualized recognition, and de‐contextualized recognition. By juxtaposing recognition or misrecognition appearing at the daycare level with legal and ideological social mirrors, multicultural patterns can acquire a different meaning. Municipal daycares with a few migrant children as well as daycares supported by private associations that adopt a ‘blind‐homogenizing’ approach reflect an absence of recognition that is contextualized in the larger society. Community daycares adopting a survival approach, Catholic daycares applying a ‘business as usual’ approach, and municipal daycares enrolling a large number of migrant children adopting a multicultural approach reflect different degrees of cultural and religious recognition. However, when analysed in the larger local or national context, this recognition results in a de‐contextualized recognition that suppresses the beneficial character of the multicultural education provided.