Abstract
This chapter examines the internal conflict between teaching US democracy and ageism within the sliding continuum of living, learning, and experiencing democracy. It also explores the limits of schooling in creating a responsive citizenry and possible examples of how social educators can overcome ageism within schooling models, to move more closely toward democratic classrooms. Sliding continuums, located at the start of each section, augment the traditional section headers to represent the journey toward having less ageism in schools. As social educators, many things may be outside of our control in relation to teaching in a democratic system, but we can choose on each continuum where students will experience democracy within our classrooms.
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Summers, E.J., Esdorn, A. (2011). Recognizing and (Re)cognizing Ageism in EC–12 US Social Education. In: White, C. (eds) Journeys in Social Education. SensePublishers. https://doi.org/10.1007/978-94-6091-358-7_11
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DOI: https://doi.org/10.1007/978-94-6091-358-7_11
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