Democracy in Schools: Qualitative Analysis of Pupils' Experiences of Democracy in the Context of the Norwegian School

Autor/inn/en	Haraldstad, Åse; Tveit, Anne Dorthe; Kovac, Velibor Bobo
Titel	Democracy in Schools: Qualitative Analysis of Pupils' Experiences of Democracy in the Context of the Norwegian School
Quelle	In: Cambridge Journal of Education, 52 (2022) 1, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1935738
Schlagwörter	Foreign Countries; Democracy; Student Experience; Democratic Values; Student Attitudes; Secondary School Students; Rural Schools; Urban Schools; Interpersonal Communication; Teacher Influence; Teacher Student Relationship; Discussion (Teaching Technique); Student Needs; Student Participation; Norway + Suchen Sie Ihr Suchwort? Ausland; Demokratie; Studienerfahrung; Schülerverhalten; Sekundarschüler; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Norwegen
Abstract	A limited number of empirical studies have explored pupils' democratic practice and the direct experiences of school children using a qualitative approach. The aim of the present study has been to analyse pupils' experiences of the practice of democratic rights in the context of the Norwegian school. The study adopts a qualitative methodology, using semi-structured interviews with pupils. Three prominent school arenas were focused on: the mandatory pupil-teacher dialogue, the pupil council and classroom discussions. Three main markers of democracy have been used in the data analysis: contextual openness, participation and the ability to engage in democratic discussions. The findings reveal that all three markers of democracy, although variously distributed, were visible in these school arenas. The findings in the study are discussed in terms of implications for the development of pupils' future democratic competencies and the educational mandate schools have in preparing young people for adult participation in society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01