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.
Table of Contents
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
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
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.