1. The PDK/Gallup Poll of the Public’s Attitudes toward the Public Schools, http://pdk- poll.pdkintl.org/; Jennifer L. Hochschild and Nathan B. Scovronick, The American Dream and the Public Schools (Oxford: Oxford University Press, 200з).п; Phi Delta Kappa annual poll 2016, http://pdkpoll2015.pdkintl.org/581
2. Diana Owen, “Public Attitudes about Civic Education,” Paper presented at the annual meeting for the American Political Science Association Annual Meeting, Chicago, IL, August 29- September 1, 2013.
3. Dara Zeehandelaar and Amber M. Winkler, What Parents Want: Education Preferences and Trade-Offs, A National Survey of K-12 Parents (Washington DC: Thomas Fordham Institute, 2013).
4. Kit Harris, “ED Pulse Poll Results: What Is the Purpose of Education?” The Whole Child Blog, May 6, 2014, http://www.wholechildeducation.org/blog/ed-pulse-poll-results- what-is-the-purpose-of-education (accessed January 30, 2016).
5. Tristan McCowan, Rethinking Citizenship Education: A Curriculum for Participatory Democracy (New York: Continuum, 2009); Tristan McCowan, Citizenship Education in Commonwealth Countries (London: Commonwealth Secretariat, 2012).
6. Joel Westheimer and Joseph Kahne, What Kind of Citizen? The Politics of Educating for Democracy, American Educational Research Journal 41, no. 2 (2004): 237-269.
7. Sarah M. Stitzlein, Teaching for Dissent: Citizenship Education and Political Activism (Boulder, CO: Paradigm Publishers, 2012).
8. Peter Levine describes the history of civics and political science in Peter Levine, The Future of Democracy: Developing the Next Generation of American Citizens (Medford, MA: Tufts University Press, 2007), 113.
9. Joseph Kahne and Ellen Middaugh, “Is Patriotism Good for Democracy?” in Pledging Allegiance: The Politics of Patriotism in America’s Schools, ed. Joel Westheimer (New York: Teachers College Press, 2007), 118.
10. Danielle S. Allen, Talking to Strangers: Anxieties of Citizenship after Brown v. Board of Education (Chicago: University of Chicago Press, 2004), 12.
11. John Dewey, Human Nature and Conduct: An Introduction to Social Psychology (New York: Holt, 1922), 25.
12. Ibid., 67.
13. Ibid., 177.
15. John Dewey, Democracy and Education, Vol. 9, The Middle Works, 1899-1924, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1980), 48.
16. Sarah M. Stitzlein, Breaking Bad Habits of Race and Gender: Identity Transformation in Schools (Lanham, MD: Rowman & Littlefield, 2008), 21.
17. Dewey, Human Nature and Conduct, 52.
18. Robert B. Talisse, Democracy after Liberalism: Pragmatism and Deliberative Politics (New York: Routledge, 2004); Gregory Fernando Pappas, John Dewey’s Ethics: Democracy as Experience (Bloomington: Indiana University Press, 2008); Shane J. Ralston, “A More Practical Pedagogical Ideal: Searching for a Criterion of Deweyan Growth,” Educational Theory 61, no. 3 (2011): 351-364.
19. Sigal Ben-Porath, “Deferring Virtue: The New Management of Students and the Civic Role of Schools,” Theory and Research in Education 11, no. 2 (2013): 111-128.
20. Pappas, John Dewey’s Ethics, 125.
21. Dewey, Democracy and Education, 367.
22. Ralston, “A More Practical Pedagogical Ideal,” 356.
23. John Dewey, The Later Works, 1925-1953, Vol. 14, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 226.
24. Judith Greene’s, Pragmatism and Social Hope: Deepening Democracy in Global Contexts (New York: Columbia University Press, 2008), 234.
25. John Dewey, Democracy and Education (New York: The Free Press, 1966 ), 87.
26. For more, see Gert Biesta, “Education and the Democratic Person: Towards a Political Conception of Democratic Education,” Teachers College Record 109, no. 3 (2007), 740-769.
27. Ibid., 742.
28. Dewey, Democracy and Education, ed. J. Boydston,26.
29. Gert Biesta, Good Education in an Age of Measurement: Ethics, Politics, Democracy (Boulder, CO: Paradigm Publishers, 2010), 103-104.
30. John Dewey, “My Pedagogic Creed, Article I,” School Journal 54 (January 1897): 77-80.
31. Stitzlein, Breaking Bad Habits.
32. Bob Dreeben offered early evidence of the significant role schools play in this linkage between home upbringing and democracy in Robert Dreeben, On What is Learned in School (Reading, MA: Addison-Wesley Publishing, 1968).
33. Talisse, Democracy after Liberalism, 123.
34. John Dewey, Experience and Education (Indianapolis: Kappa Delta Pi, 1998), 31.
35. Ralston, “A More Practical Pedagogical Ideal,” 364; Talisse, Democracy after Liberalism, 116.
36. James Scott Johnston, Inquiry and Education: John Dewey and the Quest for Democracy (Albany: State University of New York Press, 2006), 190.
37. Dewey, Democracy and Education, ed. Boydston, 26.
38. Biesta, Good Education in an Age of Measurement.