Student experiences of democratic education and the implications for social justice

Freya Aquarone

doi:10.1177/14778785211005695

Abstract

Using data from a case-study school as a springboard, this article explores how enactments of democratic education might both problematise and illuminate new possibilities for the way we conceptualise social justice in education. Nancy Fraser’s tripartite framework of social justice is used to analyse in-depth interviews with students aged 14–16 from a democratic school in the United Kingdom. The article makes two key arguments: first, it highlights the interdependence of ‘recognition’ and ‘representation’ and, consequently, calls on mainstream policy and practice to make a substantive commitment to participatory democracy as part of the ‘inclusive education’ agenda. Second, it points to the tensions between ‘redistributive’ justice and other social justice aims which may be particularly stark in democratic education (and other progressive education) spaces. The article suggests that a strengthened relationship between democratic schools and research communities would offer a crucial contribution to collective critical reflection on social justice in education.

Highlights

In times [of crisis], one does look to grassroots movements -to people, often young people, who are willing to think out of the box, who don’t have a big investment in existing power structures [. . .]
I will argue that there are specific tensions arising between redistribution and other social justice aims in school contexts
Fraser (2003) defines recognition as the striving for a ‘difference-friendly world where assimilation to majority or dominant cultural norms is no[t] [. . .] the price of equal respect’ (p. 7). This has been interpreted in relation to education as the creating of ‘inclusive [. . .] learning environments’ (Keddie, 2012: 267) – those which value and affirm the experiences and needs of marginalised groups, or people who are ‘different’ from dominant norms

Summary

Introduction

In times [of crisis], one does look to grassroots movements -to people, often young people, who are willing to think out of the box, who don’t have a big investment in existing power structures [. . .]. The structure and scope of the article are as follows: in the section below, a definition of democratic education (and, connectedly, democratic schools) is presented and related to existing associated literature. I will argue that the data offer valuable insights into how Harbourside realises recognition and representation in ways that deviate from mainstream education practice. The ‘Discussion’ section builds on the findings to suggest that Harbourside’s practice demonstrates the deep interrelationships between Fraser’s components of justice in two core ways, which are not always accounted for in mainstream contexts. I will argue that redistributive strategies based on blind adherence to ‘conventional educational success’ risk undermining other core elements of justice and that a critical balance must be struck, in line with Fraser’s own calls for ‘transformative’ strategies of redistribution

Results

Discussion

Conclusion