Democracy and Early Childhood: Diverse Representations of Democratic Education in Post-Dictatorship Portugal

Autor/inn/en	Sousa, Diana; Oxley, Laura
Titel	Democracy and Early Childhood: Diverse Representations of Democratic Education in Post-Dictatorship Portugal
Quelle	In: Educational Review, 73 (2021) 1, S.17-33 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sousa, Diana) ORCID (Oxley, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2018.1556609
Schlagwörter	Foreign Countries; Democracy; Early Childhood Education; Democratic Values; Political Issues; Educational Change; Kindergarten; Educational History; Public Schools; Private Schools; Urban Schools; Educational Environment; Educational Policy; Portugal + Suchen Sie Ihr Suchwort? Ausland; Demokratie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politischer Faktor; Bildungsreform; History of education; Bildungsgeschichte; Public school; Öffentliche Schule; Private school; Privatschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik
Abstract	Education systems are often expected to play a key role in developing, maintaining and promoting democratic values and behaviours. This is particularly apparent in Portugal where, after nearly half a century of dictatorship ending in 1974, democracy emerged as a central national aspiration, especially within Early Childhood Education (ECE). However, the ambiguity of the term "democracy" has allowed policymakers, academics and educators alike to promote diverse understandings of its meaning. This article delves into the ambiguities of democracy, revealing its flexible and context-dependent nature through the diverse representations of democracy encountered in three early years settings in Portugal: a public (state) kindergarten, a not-for-profit kindergarten and a private kindergarten. Using interviews, documentary analysis and observations we illustrate the diverse ways in which democracy is represented in each setting. We classify these representations of democracy as structural, individual and collective. We argue that these reflect the different ideologies of the three types of setting that draw upon particular theoretical understandings and sociopolitical developments in Portugal's educational history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01