1st Edition

Lived Democracy in Education Young Citizens’ Democratic Lives in Kindergarten, School and Higher Education

Edited By Rune Herheim, Tobias Werler, Kjellrun Hiis Hauge Copyright 2022
    210 Pages 2 B/W Illustrations
    by Routledge

    210 Pages 2 B/W Illustrations
    by Routledge

    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.

    1. Introduction: Exploring and defining lived democracy in education

    Tobias Werler and Rune Herheim

    Part 1: Lived democracy in education – Theoretical considerations

    2. Preparedness for lived democracy. Exploring the value of capabilities and controversies in education

    Tobias Werler and Åshild Berg-Brekkhus

    3. Dissensual dis-identification, affective investment and communal engagement. Pedagogy of conflict for lived democracy in schools

    Karolina Starego and Łukasz Stankiewicz

    4. Lived democracy in intercultural education and intercultural education research

    Solvejg Jobst and Anja Franz

    5. Young children’s lived democracy: How can children’s democratic participation be conceptualised as more than socialisation?

    Liv Torunn Grindheim

    6. Education for post-normal times

    Kjellrun Hiis Hauge and Richard Barwell

    7. Potential for critical reflections on climate change figures

    Kjellrun Hiis Hauge, Peter Gøtze, Ragnhild Hansen and Lisa Steffensen

    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

    Alicja Sadownik and Karolina Starego

    9. Preservice teacher perspectives on teaching controversial political issues in multicultural classrooms in Norway and South Africa

    Bodil Ravneberg and Toril Eskeland Rangnes

    10. Facilitating students’ development of democratic competence

    Helle Alrø and Marit Johnsen-Høines

    11. Risk-related controversy, student debate and lived democracy

    Tobias Werler

    12. Lived democracy in the classroom: student views on risks and benefits related to oil exploitation in Lofoten

    Kjersti Maria Rongen Breivega, Kjellrun Hiis Hauge and Marit Tjomsland

    13. The zone of proximal development: democratic argumentation and agency

    Yasmine Abtahi and Rune Herheim

    14. Research methodology and teaching methodology – in the context of lived democracy

    Marit Johnsen-Høines and Helle Alrø

    15. Synthesis: an elaborated understanding of lived democracy in education

    Kjellrun Hiis Hauge, Tobias Werler and Rune Herheim

    Biography

    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.