Democratic Education Research Articles

Navigating the complexities of resistance in critical human rights education to promote democracy

ABSTRACT This article constitutes a review of the concept of resistance in critical human rights education (CHRE) and its relevance for democratic education (DE). Our conceptual analysis draws on resistance studies, the emerging study of CHRE, and its implications for DE, which we suggest are interconnected. Although resistance is tied to the history of human rights, there is a lack of conceptual analysis, which we aim to remedy in this article. We argue that resistance is a core element of CHRE for promoting democracy and teaching ethically complex topics on injustices. Our approach transcends the problematic forms of HRE which can limit the discourse, produce blind spots, and empty the critical and ethical content of education. We illustrate some of the complexities of resistance through failures to resist human rights violations in democracies, but also the potential of resistance in CHRE to challenge global injustices and promote democracy.

‘Operations and cooperations’: John Thelwall, George Birkbeck, and the Movement for Public Education in Britain

Drawn from new research towards the first full biography of the radical Romantic polymath John Thelwall, this article explores his ‘operations and cooperations’ with his friend George Birkbeck, leading up to the founding of the London Mechanics’ Institution, Birkbeck College, and the University of London. Manifesting his lifelong preoccupation with democratic education, Thelwall’s heretofore unknown contribution is rooted in the extensive, transnational lectures and educational institutions, both political and elocutionary, that he delivered and operated for mechanics (defined in relation to social class, science, language, and the body politic). They in turn were founded in eighteenth-century debating societies, and the long-neglected ‘universal academy’ of ‘Orator Henley’. The article concludes that Thelwall too, so far ahead of his time and so long forgotten, still has much to teach us.

Education for Agonistic Democracy: Reclaiming the Political Insights of Agonism

AbstractWhile education for democracy has been heavily influenced by the deliberative perspective on democracy, a recent turn towards an agonistic perspective on democracy places a great deal of faith in the role of political emotion and conflict. Educational scholars have mostly interpreted agonism in relation to the emotional and conflictual experiences that occur within school. Some scholars draw general pedagogical insights from this perspective, while others use it to propose conflictual approaches to classroom discussions. Overestimating, however, the extent to which experiences of agonism within school applies to politically experienced agonisms beyond the school, is problematic. Such overestimations undermine the core political insights of agonistic theory, concerning the democratic potential of radical collective movements. Agonistic theory acknowledges the psychological need among disgruntled citizens for radical alternatives enabling them to oppose and rearticulate the established power dynamics in society. The purpose of agonistic democracy is to enable rearticulations of hegemony through the institutions of representative democracy, rather than as opposed to them. Important for this paper, however, is the argument that such rearticulations depend on the rhetorical force of collective movements. Emphasizing that we cannot assume the presence of such movements in everyday school life, the paper revisits the following question: What are the didactical implications of an agonistic perspective on democracy? The democratic potential of collective movements is not easily captured through experiences within the pedagogical context alone, but proposals are made as to how this potential can be grasped in other ways.

Education as initiation into social practices – the case of democracy

ABSTRACT In this essay I scrutinize the challenge Paul Hirst set to educational philosophers in rejecting rational autonomy as the central aim of education and proposing initiation into social practices instead. Although I disagree with some dimensions of Hirst’s argument, I find his main idea of utmost importance in answering some burning challenges of contemporary democratic education. Contrary to Hirst’s thinking, I argue that this theoretical development can be best done within the framework of philosophical pragmatism, on which appropriate interpretations of the concepts of democracy, social practices and habits can be based. In this framework, it is also possible to preserve as educational ideals the pragmatist interpretations of the notions of rationality and autonomy. Based on my theoretical development relying both on early pragmatist and contemporary thinkers, I argue that education for democracy should start from the aim of providing children with emotionally rewarding experiences of participation, membership and belonging.

““The last bastion of democracy”: teachers’ perceptions of the democratic potential of English curriculum”

Purpose Faced with increasing systemic constraints and pressures, secondary school English teachers often implement transactional approaches to pedagogy and curriculum aimed at improving student results on external exams, which are then used to rank schools. Despite the pressure to teach this way, teachers acknowledge the power of literature, literacy and language in the English curriculum as vehicles for educating students to be critical readers of texts for a democratic society. As such, the purpose of this paper is to share perspectives of secondary English teachers in relation to the democratic potential of their subject. Design/methodology/approach Using a qualitative case study method, this paper shares data from six Australian secondary school English teachers who work in culturally diverse schools. Teachers were interviewed about their perspectives regarding how the Australian English curriculum enabled and/or constrained the teaching of critical and creative thinking in support of a democratic society. Findings Using Marri’s model of multicultural democratic education, interview data were deductively analyzed to identify elements of the model, including critical pedagogies, disciplinary content and community building. Teachers were concerned that building critical literacy skills was minimized by the system and students’ personal dispositions. Originality/value The English teachers in this study held a strong belief that the subject of English could emancipate students, although they felt it might be “the last bastion” for a democratic education.

Epistemic injustice and education in the digital age

The aim of this article is to function as a starting point for combining the study of epistemic injustice in a higher education framework with that of digitalization, including recent developments such as the entrance of AI in higher education. What is identified as the main problem is the power of digital technology and how technologies shape institutional practices of teaching and learning, often in opposition to democratic education aims. The introduction of AI in higher education deepens the mediatization process of higher education, demonstrated by a mainstream oriented usage of AI. In higher education, digital technology shapes practices that are indifferent to the epistemic claims and rights of students, and quite perfectly attuned to the ‘practical needs’ of digital technology which severely challenges the concept of knowing and also critical thinking in higher education.

DEMOCRATIC EDUCATION: IMPLICATIONS FOR TEACHING WORK

The school curriculum plays a fundamental role in the civic education of students, directly influencing their skills and social values. Through formal education, the curriculum contributes to the development of critical, reflective and participatory skills, necessary for conscious action in society. Civic education involves not only theoretical knowledge, but also the construction of practices and attitudes that promote democratic coexistence and respect for diversity. Thus, education focused on citizenship must consider cultural, ethical and political aspects, promoting the active engagement of students. The general objective of this article is to analyze how the school curriculum contributes to the civic education of students. The specific objectives are: - to identify the pedagogical practices present in the curriculum that foster citizenship; - to verify the presence of content that encourages critical thinking and social participation; - to evaluate the importance of interdisciplinarity in the construction of a civic education. The research problem that guides this study is: In what way does the school curriculum contribute to the civic education of students? The methodology used was bibliographic, based on a literature review of works that address the relationship between school curriculum and citizenship. The results indicate that a curriculum that integrates democratic principles, social values, and practices of mutual respect favors the development of critical and participatory citizens. The discussion reinforces the need for an interdisciplinary approach that takes into account the diversity and multiple realities of students. It is concluded that the school curriculum must be constantly reviewed and adapted to meet social demands and to educate individuals capable of acting ethically and responsibly in society, fully exercising their rights and duties as citizens.

Educational Pluralism and Social Cohesion: A Themed Issue of the Peabody Journal of Education

ABSTRACT This introduction defines educational pluralism as a structure for school systems in which the state funds and regulates, but does not exclusively deliver, education. Many of the world’s school systems have been educationally plural for more than 200 years; others have only recently expanded funding for non-state schools. Educational pluralism may be common across the globe, but how effectively does it solve the key dilemmas of public education and democratic education, in particular? Specifically, does educational pluralism support or diminish social cohesion—a fundamental goal of school systems? Under which conditions?

Democratic education as a matter of civility: retrieving Arendt’s institutionalism via Balibar

ABSTRACT In this paper, my aim is to reintroduce and reclaim the concept of civility for the ongoing debates on democratic education within the Arendt-inspired philosophy of education. I juxtapose a prominent interpretation related to theories of radical democracy and radical democratic education, referring to Gert Biesta’s work, which amends Arendt’s ideas with insights from Jacques Rancière. Conversely, I explore an alternative construction of what can be considered ‘an Arendtian perspective on democratic education’ coming from another French philosopher, Étienne Balibar. Within this perspective the role of institutions is redeemed, and the primary concern shifts from the political agency of individuals to the conditions that allow the space of politics to be constituted and preserved. The discussion includes an analysis of Marius von Mayenburg’s play ‘Martyr’ to illustrate importance of thinking about education, especially democratic education, as a matter of civility.

Political polarization, legitimacy and democratic education

ABSTRACT Political polarization is often argued to be a major threat to democracy. This article examines whether the two different forms of polarization, ideological and affective, may risk some of the core assumptions of democratic legitimacy. The paper argues that ideological polarization is linked with increasingly radical ideological positions being accepted as legitimate contributions to democratic processes, which may lead to the erosion of the democratic culture of society. Affective polarization, in turn, presents a risk to the type of political collaboration that characterizes legitimate democratic processes. The article presents some remarks on how these forms of polarization could be pre-emptively addressed in education: first, by demonstrating to students the practical consequences of neglecting the core democratic principles of toleration (Forst) and reciprocity (Rawls) in society; and second, through forms of political action that engage students’ political emotions in support of democratic principles and way of life in a nonpartisan way.

Walk-centric deliberations

This article outlines methods of practice-oriented teaching at universities integrating democracy, sustainability, and learning in adult education.. The methods highlight the potential for democratic innovation in local communities in which diverse perspectives come together to address societal challenges. With a focus on sustainability and the connection among place, space, and pedagogy it introduces ‘Voice-Resonance Walks,’ a deliberative method piloted in Stuttgart, Germany, for social work education. It also highlights pilot deliberations at the district (Mini-Studentlab Deliberative Walks) and cityscape (Public Transport Walks) levels in Hamburg, Germany, involving interdisciplinary student groups in lifelong learning. These examples illustrate how higher education institutions are engaging with the public sphere, with a particular focus on vulnerable groups of citizens and on fostering civic learning. They aim to equip students with the knowledge and skills to become future experts, decision-makers, and active citizens, capable of understanding the challenges facing both their local neighborhoods and diverse urban spaces.

Understanding the Implementation of Law 10.639/03 through Aspects of Brazilian Society and the Education System

ABSTRACT This manuscript analyzes the development of African studies in Brazil in the context of the implementation of Law 10.639/03, enacted in January 2003, which constituted an important step for teaching about Africa and the African diaspora in schools. We will present information that helps to understand key characteristics of Brazilian society, using data provided by the Instituto Brasileiro de Geografia e Estatística, with a focus on the functioning of the Brazilian educational system. In this context, it is important to highlight the role of public measures implemented in the 2000s that facilitated a more democratic education and addressed racial and social inequalities. Central to this agenda is the understanding of the implementation of Law 10.639/03, which mandated the teaching of African history and Afro-Brazilian peoples’ history throughout the country’s basic education system. The impact of this law was extensive and also affected higher education, which had to adapt to train professionals capable of implementing this mandate. However, as we argue, it is not possible to understand Law 10.639/03 in isolation; it must be studied in conjunction with other public policies, considering the Brazilian educational system and the societal interest in learning more about African history.

Democracy Education in Schools: Theory, Framework and Classroom Activities

This study deals with democracy education in three dimensions. The first of these dimensions is the theory dimension. In this dimension, the pedagogical and theoretical characteristics of the educational activities to be carried out for children, especially in the primary education period, have been tried to be explained. The second part of the study is the presentation of a framework plan to enable the acquisition of democracy consciousness and democratic attitude behaviors by students. The last part of the study consists of activity examples. As a result, this study is designed as an introductory book to be used by teachers and researchers regarding the purpose, content, learning-teaching situations, and evaluation steps related to democracy education, which should be included in the curricula in all countries of the world. It is thought that expanding the proposed activities and implementing them in schools will provide theoretically based democracy education. Switzerland is known for its strong democracy that has been exercised continuously for hundreds of years. Democracy education practices in Switzerland, which stands out as a country with direct democracy practices, are also explained within the conceptual framework.

Latent democratic potential: reflections on contemporary citizenship education in Singapore

AbstractDemocratic citizenship education aims to empower students for active participation in democratic deliberation and meaningful public action. However, defining 'democratic' is complex, and ideals vary. Singapore's education system has faced criticism for perceived shortcomings in preparing students for democratic engagement. Concerns include a lack of understanding of democracy, a tendency to accept hierarchy without critical assessment, and a superficial grasp of citizenship concepts. The social studies curriculum and overall school environment are often seen as limited in fostering democratic involvement. This is attributed in the literature to a lack of explicit commitment to democracy in Singapore's citizenship education. Instead, the system appears to lean towards uncritical adherence to national values and commitment to the nation. This paper challenges the focus on formal citizenship education by exploring the potential for democratic engagement within the broader Singapore curriculum. It argues that implicit democratic values emerge through initiatives like "Thinking School, Learning Nation" and the 21st-century competencies framework, fostering critical thinking, which is crucial for developing democratic dispositions. The analysis of alignment between competencies in Singapore education initiatives and those crucial for contemporary democratic participation offers a nuanced understanding of citizenship education beyond its traditional link to notions of liberal democracy. The paper contributes to debates about democracy's relevance in non-liberal democratic contexts, enriching our understanding of alternative pathways to civic engagement and possible futures for democratic citizenship.

Poetry and democratic education

Poetry and democratic education

Revisiting democratic pedagogy at secondary schools in Nepal

American educator and philosopher Dewey developed a progressive pedagogical philosophy that emphasizes democratic principles. His approach centers on three main dispositions: equality, intelligent judgment and action, and working together. This study aims to investigate how secondary school teachers in Kailali District implement these dispositions in their teaching processes. This study used a qualitative research design. Ten secondary school teachers from Kailali District, Sudurpaschim Province, were selected through purposive and convenient sampling. A two-day seminar with two sessions was held to explore how these teachers implement the three core dispositions of Dewey's democratic pedagogy. The collected information, insights, and views are analyzed and presented through vignettes based on Dewey's three core dispositions. This study finds that secondary school teachers in Nepal encounter several challenges, including overcrowded classrooms, inadequate teacher training, insufficient educational resources, and limited familiarity with contemporary teaching methodologies. While the national curriculum framework highlights the importance of democratic pedagogy, it lacks detailed guidelines for its practical application. Furthermore, the study indicates that secondary school teachers in Nepal continues to predominantly employ traditional teaching methods, underscoring the critical need for reform.

The Discipline of Agonistic Democratic Education in a Polarized World

The Discipline of Agonistic Democratic Education in a Polarized World

Breathing democratic air: North Korean refugees’ journey to sociocultural learning about democracy

This study investigates the acquisition of normative knowledge and values about democracy by North Korean refugees in the United States through everyday experiences and academic concepts. Drawing on Vygotsky’s sociocultural theory, which posits that knowledge is socially constructed and forms the basis of a society’s culture, an analysis is conducted on the sociocultural learning experiences of democracy among North Korean refugees. Utilizing Clarke’s situational analysis of interview transcripts, various scenes of sociocultural learning about democracy and the interpretation of these experiences by North Korean refugees compared to their past in North Korea are uncovered. A common space (e.g. ESL courses) for teaching refugees about democracy can serve as a valuable platform for non-traditional, adult refugee learners, regardless of their educational background, affordability or status. The study’s findings underscore the significance of providing refugees with opportunities for democratic education in a new cultural context, with potential implications for democratic citizenship education.

Freire's Praxis, Democracy and Critical Consciousness in Islamic Education

Critical philosophy in education assumes that students are so naive and unable to read social reality critically, and this also happens in Islamic education. Paulo Freire tries to promote the importance of student-centred education, active participation and critical consciousness in education. This study aims to: (1) explore Freire's ideas about praxis; (2) explore Freire's thoughts on democracy; (3) explore Freire's thinking about critical consciousness; (4) integrate the concepts of praxis, democracy and critical consciousness in Islamic education. This is literature research which involves review of literature that is relevant to Freire's concepts and their application in Islamic education. The findings of this study are: (1) Praxis allows students to link Islamic knowledge and values with concrete actions in life; (2) Democracy promotes student participation in decision-making and open dialogue, enabling them to actively contribute to learning; (3) Critical consciousness helps students understand the structure of society and analyze their understanding of Islamic teachings critically; (4) The concepts of praxis, democracy and critical consciousness in Islamic education provides opportunities for students to integrate religious teachings with their life experiences, understand the social context and develop a critical understanding of Islam.

Democratic Education in Ukraine:Specifics, Problems, and Ways to Solve Them

The relevance of the article is due to the development of civil society, the presence of democratization processes and the search for effective mechanisms for strengthening democratic institutions and values, globalization, which requires the active formation of cooperation skills, the emergence of which should be facilitated by democratic education, given its orientation to the formation of democratic values and beliefs, involvement in the adoption decisions, development of pluralism of opinions, dialogue between different groups, etc.The article aims to highlight the specifics of democratic education in Ukraine, outline its problems, and propose ways to solve them.Methodology. The descriptivemethod, the analysis, synthesis, generalization and systematization were used.Research results. The article examines trends in democratic competencies in Ukrainian educational institutions and verbalizes risk zones that can inhibit the process.Conclusions. Therefore, democratic education can be effective only under the condition of the existence of real democracy in Ukraine, the presence of a comprehensive approach to the implementation of democratic education and the formation of state policy in the field of youth education according to the principles: violation of rules, misdemeanors, crime –responsibility», observance of the balance of rights and obligations of the It is necessary to ensure real, not formal, equality of all participants in the educational process, by putting people-centrism as the basis of education , as specified in Ukrainian legislation, and not child-centrism, the active implementation of which can lead to the undermining of the foundations of a democratic society, in particular, itwill contribute to the education of a free but selfish personality. unable to respect the rights of others. Keywords : democratic education, Ukraine, student self-government, democracy.