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This book outlines the notion of 'lived democracy in education', bringing together interdisciplinary educational research on young citizens' democratic practices in kindergartens, schools, and teacher education.
Presenting both theoretical and empirical studies, and drawing on a variety of approaches, the book investigates participatory education practices where young learners are given the opportunity to influence a course of action or a discussion through expressing arguments, information and critique. Lived democracy in education is understood as opportunities for young learners to influence a decision or line of thought through enacting the values of freedom of speech and equality, and the book shows how such opportunities can be positioned in educational practices. Chapters also investigate what kind of pedagogical situations promote lived democracy and what qualities are present in these situations.
The book will be of interest to academics, researchers, graduate students and post-graduate students in the fields of educational theory, educational philosophy and democracy in education concerning several school subjects.
List of contents
1.Introduction: Exploring and defining lived democracy in education. Part 1: Lived democracy in education - Theoretical considerations. 2.Preparedness for lived democracy. Exploring the value of capabilities and controversies in education. 3.Dissensual Dis-identification, Affective Investment and Communal Engagement. Pedagogy of Conflict for Lived Democracy in Schools. 4.Lived democracy in intercultural education and intercultural education research. 5.Young children's lived democracy: How can children's democratic participation be conceptualised as more than socialisation?. 6.Education for post-normal times. 7.Potentials for critical reflections on climate change figures. Part 2: Lived democracy in education - Empirical operationalisation and research findings. 8.Lived democracy in children's role play: dealing with surplus of meaning brought by the other. 9.Preservice teacher perspectives on teaching controversial political issues in multicultural classrooms in Norway and South Africa. 10.Facilitating students' development of democratic competence. 11.Risk-related controversy, student debate and lived democracy. 12.Lived Democracy in the Classroom: Student views on risks and benefits related to oil exploitation in Lofoten. 13.The zone of proximal development: Democratic argumentation and agency. 14.Research methodology and teaching methodology - in the context of lived democracy. 15 Synthesis: An elaborated understanding of lived democracy in education. Index.
About the author
Rune Herheim, Associate Professor of Education, Western Norway University of Applied Sciences (HVL), Bergen.
Tobias Werler, Professor of Education, Western Norway University of Applied Sciences (HVL), Bergen.
Kjellrun Hiis Hauge, Professor of Education, Western Norway University of Applied Sciences (HVL), Bergen.
Summary
This book outlines the notion of ‘lived democracy in education’, bringing together interdisciplinary educational research on young citizens’ democratic practices in kindergartens, schools, and teacher education.
