Original article | Open Access
International Journal of Progressive Education 2012, Vol. 8(3) 94-108
Becoming citizens through school experience: A case study of democracy in practice
pp. 94 - 108
Publish Date: October 15, 2012 | Single/Total View: 83/489 | Single/Total Download: 106/765
Abstract
This paper offers a critique of current definitions of active citizenship and argues that children and young people need to be seen as citizens within their school communities and not just citizens of the future. Pedagogy and school decision-making should reflect the aims of active citizenship and thus engage children and young people as active participants within their school communities. This requires a radical change to the way in which many schools are currently structured and organised. A case study of a small democratic school is used as an illustration of an exemplary model of education for active citizenship. This school does not offer citizenship as a curriculum subject nor explicitly aim for active citizenship – and yet active citizenship is integral to its ethos, values, structures, processes and pedagogy. Throughout the paper, it is suggested that democratic schooling is not just one way – but the best way – of providing education for active citizenship.
Keywords: Democratic education, active citizenship, experiential learning, critical thinking, citizenship schools
APA 7th edition
Hope, M.A. (2012). Becoming citizens through school experience: A case study of democracy in practice. International Journal of Progressive Education, 8(3), 94-108.
Harvard
Hope, M. (2012). Becoming citizens through school experience: A case study of democracy in practice. International Journal of Progressive Education, 8(3), pp. 94-108.
Chicago 16th edition
Hope, Max A. (2012). "Becoming citizens through school experience: A case study of democracy in practice". International Journal of Progressive Education 8 (3):94-108.
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