Abstract
In many democratic societies, schools are expected to prepare their students for participation in democratic societies. (Self)assessment frameworks, designed by scholars and curriculum developers, support the development of school initiated democratic experiences. Existing frameworks, however, are not designed to capture the interplay between the practices organized, related educational activities, and the types of aims pursued in education programs. To address this void, this paper presents an eight-sectored framework that captures the multiplicity of democratic education and participation in schools.
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