Dissertations / Theses on the topic 'Democratic educational values'

Using a hybrid portraiture interpretivist case study methodology, this study explores the development of democratic educational values of pre-service teachers who participated in a “nested” service-learning practicum during their first semester in a secondary teacher preparation program. In this nested model, both the pre-service teachers and the middle school students with whom they worked participated in service-learning. The study is in response to the findings of previous researchers that democratic educational values have, in many classrooms, been pushed aside by the pressures of the standardization and accountability movement and by the belief that democratic educational values are critical to a public educational system which supports civic identity and participation. Data collected over the course of one semester included reflective journals, blog postings, observations of the service-learning seminar, observations of teaching practices in the field, and audio-recorded semi-structured interviews. Four participants were interviewed three times each, and all four participants were observed both in the service-learning seminar and in their field placements. While this study did not find that participation in a nested service-learning model led to pre-service teachers becoming active agents of change, it did find that the nested service-learning experience helped the pre-service teachers to begin to lay a solid foundation in their understanding of basic democratic educational values, in their plans to embrace democratic educational values in their future classrooms, and in their view of themselves as democratic educators.

The school has a political and democratic mandate to teach and establish basic democratic values that our society is based in the teaching of students. The purpose of this study is to investigate how a number of four teachers interpret the meaning of democratic values. What is their personal inter-pretations which according to previous research proved to be open to interpretation? The aim was to see if there was a noticeable difference in the teachers interpretations towards each other. Another aim of the study was to gain insight on how teachers believe that they conduct their lessons to teach and establish basic democratic values. Are there any links to previous research that says that the teaching of fundamental values are not equal? The study's questions will therefore examine: ・ What do four different teachers consider the meaning of the basic democratic values? ・How do the teachers in the social studies field do systematically for the students to aquire basic democratic values and knowledge? ・ What are the differences in their interpretations of the democratic meaning of values and way of conducting their teaching in this area? To get answers, qualitative methods have been used through interview. As a theoretical approach, Laclau and Mouffes approach of discourse analysis has also been used. The conclusions I reach in the analysis of my material shows that the four teachers had a variety towards each other in their interpretation in the meaning of the basic democratic values. As a conse-quence was the teachings in the fundamental values not equivalent because they dealt with different areas of the values in their respective teaching.

Under the 1990s restructuring of the Swedish education system, ‘the fundamentaldemocratic values’ have stipulated clearly both in the Education Act and all of thenational curricula as one of the educational goals. This study aims to illuminate how thefundamental democratic values in the Swedish curriculum for preschool are implemented,its process and outcome on a micro level, a preschool. The role of the preschools inSweden has been changed especially after the new curriculum has been issued in 1998, and now, “to impart and establish respect for human rights and the fundamentaldemocratic values” is an important task of the preschools and expected to “activelypromote” in its work with children. Through a qualitative case study focused on apreschool in Forest municipality, Stockholm, the findings show the principal and thepedagogue in the chosen preschool are conscious of the importance of the fundamentaldemocratic values within the individual perspectives. This study also illustrates that thepedagogue have developed their understanding for the fundamental values continuously,through the several types of meetings, and have applied it to their daily activities.Furthermore, the findings also show that the pedagogue in the chosen preschool haveutilised ‘the five value keywords’ those were selected in the school district where thepreschool belonged. As a whole the research on the chosen preschool indicates theimportance of role of pedagogue at preschool for implementation of the nationaleducation policy. On the other hand, this study has clarified that Forest municipality hashad important role for the implementation process and evaluation of preschools in themunicipality. This fact indicates that how municipalities take initiatives affects successfulimplementation of the curriculum. As concluding remarks, this study argue the results ofthe present research indicate that the chosen preschool has supplied opportunities for bothchildren and parents to learn/exercise deliberative democracy, that may be seeds to fosteractive citizen.

This paper studies how changing political, economic, and social conditions in and related to Sweden affected its secondary education policy and the role that social science didactics plays. By analyzing Swedish secondary school curricula, the related social science syllabus, education act, and corresponding organizational documents, the causes for, and context of education reform become clear. The school’s purpose is to impart general abilities and knowledge that all persons will require to function in society and maintain democracy, equality, and international solidarity. Additionally, the school is found to conform to the same template, values, and norms as the economic and political aspects of globalization and modern democratic society. The school subject that wholely addresses general knowledge, civil abilities, and democratic values is found to be social science. Engaging social issues as a didactical tool, social science teaching imparts in students democratic values and the civil abilities to participate in society. Through the quality assurance of evaluations, knowledge requirements emerged as a policy for providing students with the opportunity to learn at one’s capacity. By meeting its knowledge requirements, social science produces students who are stewards of democratic values that, by participating in the community, contribute to social development in every venture during life after school.

Syftet med föreliggande studie är att undersöka samhällskunskapslärares förståelse av solidaritetsbegreppet i årskurs 4-6 och detta i enlighet med styrdokumenten. Syftet är även att undersöka på vilket sätt dessa lärare synliggör solidaritetsbegreppet i undervisningen. Solidaritet är ett av de demokratiska värden som skolan ska förmedla och främst gäller detta för samhällskunskapsläraren. Studiens teoretiska ansats inspireras av hermeneutiken och livsvärldsfenomenologin. Genom intervjuer med sju verksamma lärare visar resultatet generellt att solidaritet är ett viktigt begrepp men som inte ges lika stort utrymme som innebörden av det. Solidariteten får definitivt en plats i undervisningen men den planeras inte in i lektioner, utan snarare framträder solidariteten ofta som en biprodukt av konflikter eller ordningsproblem. Lärares förståelse för begreppet visar att det är ett mångtydigt begrepp men att förståelsen för det stämmer väl överens med styrdokumentens definition.
The aim of this study is to examine the understanding of elementary teachers in relation to the solidarity concept in the subject of civics. This, in relation to the steering documents. The study also focuses on finding out which ways teachers express solidarity in the civics education. Solidarity is one of the democratic values that is required by the Swedish school to convey to all students, particularly by the civics teacher. The study is inspired by the hermeneutic and the life world phenomenological theory. Through interwievs of seven operative teachers, the result indicates, in general, that they find solidarity as a concept of importance but it is not used as per its concept. Teachers reference solidarity in the classroom, but they do not plan a lesson about it. Solidarity is more a question of order and is often given space when incidents of discord occurs. Teachers comprehension of solidarity indicates that it is a versatile concept but it is consistent with the steering documents.

Thesis (MEd)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.
AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.

In Corey Brettschneider’s book, Democratic Rights: The Substance of Self- Government, he builds the value theory of democracy wherein procedural and substantive rights are both grounded in the core values of democracy. In his second book, When the State Speaks, What Should It Say? How Democracies Can Protect Expression and Promote Equality, Brettschneider elaborates on his theory to provide an account of how a liberal democracy can address hateful and discriminatory views. In response to both theories, critics have charged that the ideal value democracy does not sufficiently account for systemic inequalities that women and black citizens face. In this paper, I will elaborate on his theory of democratic education and argue that this necessary development can address these critics’ concerns.

This thesis interprets John Dewey’s theory of the moral life in the global context in order to shed a light on major ethical challenges of the process of globalization. Dewey’s perspective provides an explanation of (1) formation of the individual commitments to particular sets of values,(2) justification of the responsibilities to the distanced peoples as opposed to the responsibilities to the nearest and dearest peoples and (3)the meaning of democratic social arrangements on the global scale.

In order to find a theoretical basis for justification of democracy in the globalizing world, the thesis reviews Dewey’s educational philosophy. His inquiry in the underlying ideas of public education reveals its core democratic meaning which points out the necessity of progressive democratic character education. This thesis suggests that in the current global context the existing educational bodies (such as UNDP and UNESCO) are insufficient in providing such a humanistic education which would actualize democracy as interdependence of all humans within civilization.

In order to establish a just social order which would be responsive to every human being within civilization there is the need to maintain a democratic mode of associated living on the global scale where every human partakes in the accumulation of knowledge of civilization and benefits from it in return. Relying on Dewey's theoretical basis the thesis suggests the criteria which the global educational institution should fulfil in order to maintain democracy as a mode of associated living in the global society.

In 1993, the Swedish National Agency for Education, Skolverket, coined and implemented the so-called collective morals mission, or “värdegrundsuppdraget,” which subsequently led up to the publication of a new national syllabus for upper-secondary school, LPF94. The collective morals mission constituted the values to be taught in Swedish schools and also positioned the Swedish school system ideologically. However, following its publication, teachers found it difficult to understand how they are to carry out and understand said mission, difficulties that seem to still be present today. Therefore, this project presents a qualitative study on how English teachers reflect upon, and relate their teaching to, the collective morals mission, how they do it, along with the possibilities the English subject has in conveying these aspects of fostering, through explicit education on the subject. Based on prior, personal observations the initial hypothesis was that the English subject is often forgotten, in relation to other subjects, in terms of providing students with education related to the collective morals. However, this is not due to English teachers not acknowledging opportunities for the subject to convey content, but because of the strong selective traditions of the subject, focusing education on form and not content, as it is a foreign language. To evaluate this hypothesis, semi-structured interviews with four English teachers were conducted and three separate curriculum analysis were carried out. This enabled an understanding of how the collective morals evolved over time and became what they are today. The results partly confirmed the initial hypothesis. Teachers do implement many features of the collective morals; however, they do not explicitly characterize them as such. The curricula analyses show a progression of the collective morals to be implemented in the explicit grading criterion for passing grade. These results are discussed, and conclusions regarding what that means for English teachers are presented.

Understanding the causes and consequences of the speed and the radical nature of secondary school reform in England is the prompt for this PhD inquiry. The hypothesis is that there has been a shift in constitutional practice and a realignment of democratic values in informing schools policy. The work of this thesis, in tracking the development of the academies policy, reveals a marked shift in decision-making style at the top of government. In the years of the Labour governments between 1997 and 2010, policy-making was robust more than consultative; urgent more than deliberative; experimental more than careful. Policy-making in education also became more closely associated with the views of the prime minister. Hennessy (2001a: 507), in assessing Tony Blair’s political style, was worried by his ‘excessive prime ministerialism’ that ‘cuts against the collective grain’ and, in chapter 3, the ability for a prime minister to exploit the latitude provided by a mostly unwritten constitution to exert power will be discussed. Three research questions will form the framework for this inquiry: 1. What does the development of the academies programme reveal about the connection between democratic values and secondary education policy formation? 2. How has constitutional practice influenced the development and scrutiny of the academies policy? 3. What do the discourses of those who supported or contested the academies programme reveal about democratic values and constitutional practice in policy making?

The introduction of the National Policy on Religion and Education (NPRE) in 2003 signalled the intention by government to provide a framework within which educational institutions have to deal with religion issues. The policy was introduced “in recognition that there have been instances in which public education institutions have discriminated on the grounds of religious belief” (NPRE, 2003: 3). Therefore, the policy gives full expression to the invocation of religion in the Constitution of the Republic of South Africa and the principles governing religious freedom. It further prescribes, in Sections 58 to 65 (NPRE, DoE, 2003), how school governing bodies (SGBs) should conduct religious observances. The study pursued the answer to the question: “Is the implementation of the policy on religion and education in schools advancing the school community’s right to freedom of religion, belief and opinion as anticipated by the NPRE?” The study examined how SGBS in two rural high schools of the North West Province engaged in the development and implementation of the policy on religion. The research used extensive interviews, questionnaires, document analysis and observations to elicit SGBs’ understanding, views and experiences of the issues of religious values and diversity through the implementation of the policy on religion and education in their schools. This interpretive case study traced the ability of the policy to enhance the school community’s right to freedom for religious belief and expression and freedom from religious coercion and discrimination. The findings of the study reveal a gloomy picture about the extent to which the policy on religion in schools is able to achieve the goals and objectives as intended by the NPRE. Two major challenges emerged; one is the lack of knowledge on the part of parents and learners serving in the SGBs to understand and interpret policy. The second is the minimal involvement of stakeholders in decision-making processes on matters that affect their lives, such as religion. This situation ultimately allows educators and principals to manipulate the environment of policy development and implementation. The result thereof includes the situation where one religion is being given priority over others, adoption of a particular religious character because other stakeholders do not have the knowledge about their religious rights, and the direct and indirect coercion of learners and educators to attend an assembly turned into a mono-religious observance.
Dissertation (MEd)--University of Pretoria, 2014.
gm2014
Education Management and Policy Studies
unrestricted

Abstract The purpose of my study was to examine how four social studies teachers in upper secondary school interprets the democratic educational mission and core values, and if they believe that the same values are tools to influence the students' democratic approach and if they think it is possible. It is also the study's minor purpose to make an analysis of my findings and previous research in the area to explain any similarities or differences in the social studies teacher's interpretation and practice of the democratic educational mission and core values. I used qualitative semi-structured interviews as a method in which the interview questions were based on my research questions. The two criteria I had for my sample of respondents was that there would be social studies teacher at a upper secondary school and that I wanted to have two of each sex. Their interpretation and how they think they practice the democratic educational mission and core values are similar. They highlight the importance of students who dare to say what they think, everyone should be treated equally and that they should prepare students for life in a democratic society. They also thought that they could influence students democratic approach but that there were other factors that weighed heavily, for example, the home environment. The answers from my study is similar to previous research. This I explained with the help of Dewey that the social studies teachers are democrats in one way or the other, because of that they possess a willingness to keep democracy and know how it works. Therefore, they convey similar democratic values and knowledge to students so that democracy can continue to exist while the students are given tools to change society within the democratic rules. Keywords: Social study teacher, the democratic mission, core values, education.

In the Manifesto on Values (2001), Ubuntu is depicted as one of the ten democratic values and the Department of Education (DoE, 2001) portrays it as one of the most important values to promote citizenry. Ubuntu provides a sense of belonging to a wider community and encourages a child citizen to live as a responsible and constructive member. Utilising a qualitative research mode of inquiry, with an action research approach enabled me to collaboratively design of a socially constructed learning experience, with subject specialists. We explored the value of creative drama to teach Ubuntu as an abstract concept to Grade 3 learners. The focus of this study was on conceptualisation and not the implementation. These learners were exposed to creative drama, however for this study they did not actively engage in any creative drama activities. The main data generation techniques that had been used in this study were semi-structured interviews with a panel of subject experts, after which they had also completed a rubric to convey the strengths and weaknesses of the designed learning experience. This was done in a cyclic manner; as embedded in action research to strengthen the idea of action research already mentioned. From the study and the results of the study, it had become evident that creative drama could be used to strengthen school learners’ understanding of Ubuntu and to incorporate it in their everyday lives to become progressive child citizens and leaders within South Africa. By using the input and knowledge of expert participants, it had also become evident that learning could be made fun and would most likely then be more effective.
Dissertation (MEd)--University of Pretoria 2020.
Early Childhood Education
MEd
Unrestricted

La présente étude examine la problématique de la variation des perfor-mances scolaires des élèves dans les établissements secondaires. Son but est de rechercher les caractéristiques des écoles « efficaces » et « équitables ».

Compte tenu des distorsions importantes dans les conclusions des recherches « processus-produits » qui décrivent les relations entre les facteurs investis(inputs) et le produit (output) dans le domaine de l’éducation et au regard de la littérature interna-tionale mettant en relief une multitude de variables(macro et micro-sociologiques) qui semblent influencer la réussite scolaire des élèves, nous avons tenu à mettre en évidence dans le contexte de l’enseignement en RDC certaines variables d’ordre scolaire pouvant amener les écoles à la réalisation de la plus-value pédagogique.

Ces dernières décennies, il y a certes une prolifération des établissements d’enseignement jamais existée dans le système éducatif congolais. Mais, ce qui est frappant et étonnant dans ce système éducatif aujourd’hui est le fait de la différence de niveau très remarquable entre élèves de même profil fréquentant les établissements scolaires différents. Leurs élèves soumis à des tests standards, on constate que certains d’entre ces établissements réalisent la plus-value pédagogique alors que d’autres réalisent la moins-value.

Quelles sont les variables d’ordre scolaire pouvant expliquer cette différence de rendement ?Telle est la question principale à laquelle cette étude tente d’apporter quelques éléments de réponse. Face à cette question, l’hypothèse générale que nous avons émise est qu’il existe un « effet-établissement » qui influence les acquisitions de tous les profils d’élèves en classe.

Ce travail s’articule sur deux parties principales emboîtées. La première partie explore quelques théories sur la réussite ou l’échec scolaire des élèves et examine les résultats de quelques études empiriques mettant en relief les effets relatifs de scolarisation. La deuxième partie est consacrée à la description de la démarche méthodologique de notre recherche et à l’analyse des résultats des élèves à nos tests de français et de mathématique. Elle est aussi consacrée à l’analyse des réactions des enseignants et du personnel de direction scolaire à notre questionnaire relatif aux facteurs prioritaires sur lesquels on peut à l’instant porter en tout premier lieu une attention particulière afin d’améliorer le rendement scolaire.

Par une analyse des résultats de 605 élèves de dix-huit établissements de l'enseignement secondaire ayant passé nos tests et aussi par une analyse des réponses à notre questionnaire auquel 122 enseignants et 49 personnel ( conseillers, proviseurs et chefs d’établissement ) de direction des établissements concernés par cette étude ont réagi, nous avons tenté de mettre en évidence certaines caractéristiques scolaires pouvant entraîner la réalisation de la plus et/ou moins-value pédagogique dans une école.

D’une manière générale, les résultats de cette étude montrent que la différence de performances des élèves apprenant dans les établissements différents semble être liée à certaines caractéristiques propres aux établissements scolaires et à des pratiques enseignantes. Vu les résultats présentés par les élèves des classes identifiées comme étant « efficaces » et « équitables », les caractéristiques (celles mises en évidence) des écoles organisant ces classes donnent à penser que celles-ci exercent un effet sur les acquisitions des élèves.

Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

The dissertation deals with the issue of reflection, democracy and educational drama. The overarching aim of the dissertation is to investigate whether educational drama may be perceived as fostering democratic values in the literature and curricula.

The dissertation shows that, based on various different theoretical and philosophical values, an interplay does exist between the goals for an activity and the choice of content and work method, which creates a number of opportunities for reflection in the various different perspectives of educational drama. It also indicates, however, that attitudes towards educational drama shift in the different curricula, where the artistically oriented perspective is the one most sought after. As a result, education in democratic values, which does not necessarily problemize social and political issues, is demanded from educational drama.

The literature analyses made in the dissertation reveal four perspectives. Within the artistically oriented perspective, a democratic potential exists in giving the individual tools with which to learn both how to achieve and to create knowledge. Every performance is a story about life and, for every performance the individual takes part in, his knowledge of art and human problems at different times and in different situations increases.

Within the personal development perspective the individual. acquires tools to understand himself in relation to others and to understand the connection between various dynamic processes occurring at individual, group and community levels. The aesthetic form as well as the participant s' own experience of life gives cause for adaptation and reflection.

The democratic potential contained in the critically liberating perspective are that the individual acquires the necessary tools to investigate both in word and deed power relationships in society and how such power relationships are made apparent in concrete human situations.

The idea of fostering democratic values contained in the holistic learning perspective is characterised by acquiring tools with which to understand the universal human significance behind every problem. In the communicative process, the varying language skills of the individual are developed, skills in which artistic expression is fundamental for understanding complex human situations.

ABSTRACT JUSTICE IN SCHOOL PRACTICES: 6th AND 7th GRADE STUDENTS&rsquo
PERCEPTIONS OF THEIR SCHOOL EXPERIENCES Ç
elikkaya, Tü
lay M.S., Department of Educational Sciences Supervisor: Assist. Prof. Dr. Cennet Engin Demir September 2008, 65 pages This study aims to investigate primary school students&rsquo
perceptions of justice based on their school experiences and to examine whether their perceptions show significant differences with respect to certain background variables. The sample of this study consisted of 526 students from seven primary schools in different neighborhoods in Ankara. The data was gathered through a questionnaire developed by the researcher in order to measure the students&rsquo
perceptions of justice based on their school experiences. Descriptive and inferential statistics were employed for the analysis of the data. The principal component analysis extracted four dimensions of justice, namely distributive justice, interactional justice, procedural justice and retributive justice. The results of the repeated measures analysis indicated that dimensions can be listed from the most fair to least fair as procedural justice, retributive justice, interactional justice and distributive justice. Students perceived their schools&rsquo
practices most fair with respect to procedural justice and retributive justice. The results of the MANOVA indicated that gender and achievement level has significant effect on students&rsquo
perceptions of justice. Compared to males, female students perceived their school experiences more fair. Results also revealed that compared to low achievers, high achievers perceived their school environment more fair with respect to retributive justice. Principals and teachers should pay attention to the distribution of the grades, praises, punishment, since students perceived their school practices least fair with respect to distributive justice.

Studien syftar till att beskriva hur fyra lärare mot yngre åldrar förhåller sig till och arbetar med värdegrunden genom litteraturen. Där litteraturen används som ett pedagogiskt verktyg för att förebygga konflikter eller belysa andra frågor som berör skolans värdegrund. Utifrån detta diskuteras litteraturens möjligheter och funktion i skolans värdegrundsarbete och därtill lärares beskrivna mål med värdegrunden genom litteraturarbetet samt val av litteratur. Studiens övergripande mål är att föra en diskussion om synen på skolans huvudsakliga uppdrag kunskapsuppdraget och värdegrundsuppdraget. Denna studie beskriver hur lärare förhåller sig till kunskapsuppdraget och värdegrundsuppdraget, där litteraturen får ha en central plats för arbetet med värdegrundsfrågor. Studien är också en beskrivning av lärarnas ämnesuppfattningar inom svenskämnet. Studien utgår ifrån följande frågeställningar: -Hur beskriver lärarna sitt arbete med värdegrunden genom litteraturen?  -Vilka förtjänster respektive utmaningar upplever lärarna att det finns med ett arbetssätt där litteratur används i värdegrundsarbetet?   -Vilka mål beskriver lärarna att de har med sitt arbete med värdegrunden genom litteraturen? -Hur motiverar lärarna sina didaktiska val av litteratur i syfte att beröra värdegrundsfrågor? Studiens valda metod är kvalitativa metoder genom lärarintervjuer och har därför ett lärarperspektiv. De utvalda lärarna har alla svenska som ett av sina huvudämnen. Det empiriska materialet analyseras utifrån teorier nära Louise M. Rosenblatts tankar om litteraturen som en nödvändighet i en demokrati och för att utveckla demokratiska medborgare. Även Gunilla Molloys syn på svenskämnet som ett demokratiämne samt Aidan Chambers teorier om litteraturläsningens inverkan på individen tas upp. Resultatet visar att lärarna har en konstruktivistisk syn på värdegrundsarbetet inom värdepedagogiken då värdegrundsfrågor arbetas medvetet med i hantering av konflikter och förebyggande värdegrundsarbete. Resultatet visar att lärarna ser litteraturen som en möjlighet att utveckla både elevers demokratiska värderingar och demokratiska förmågor. Litteraturens möjligheter att utveckla den känslomässiga inlevelseförmågan innefattande empati och förnuft genom att göra textkopplingar till sig själva och världen omkring sig framkom som centrala delar av arbetet med litteraturen. Lärarna beskriver rika möjligheter till deliberativa samtal utifrån litteraturen i undervisningen till att arbeta med värdegrundsrelaterade frågor men det framkom som en utmaning att få med alla elever i samtalen. Lärarna väljer texter utifrån elevernas samt gruppens behov och tidigare erfarenheter och kan därför sägas ha en erfarenhetspedagogisk ämnesuppfattning. Det framkom att lärarna inte bara ser svenskämnet som ett färdighetsämne utan också som ett demokratiämne med många möjligheter att bidra till den växande människans utveckling av demokratiska värderingar.

The aim of this didactic study is to understand the terms of work, education and teaching of Swedish in a period round 2000. The research questions focus on how teachers at upper secondary school in conversations describe and construct their work, values in society and school, structures of power and relation to time. With the help of tools related to story and storytelling, and by connecting the empirical material to a late modern society, I caninterpret and understand the description of their work. With the help of Pierre Bourdieu’s theory I can see how values, power and relation to time are expressed in different ways when teachers of Swedish talk about their work and education.The results show that when teacher talk about work in school is it related to ideals in a global economy. Decentralization and individualization get new meanings when those words are placed in school environment and activity. Effectiveness, flexibility and individualization are words related to economy and they seem to have an effect on education and subjects of Swedish. I can also understand teachers’ work when it is related to power and values on the educational field. I can see how a diffuse power acts on the field and how harmony is a dominant value and a term that influences teachers’ work. New terms also form new identities related to teaching. New terms form new subjects of Swedish that in time and practice will form newhabitus connected to subjects. I call it ämneskonceptionella habitus.

The aim of this thesis is to analyse and describe the way prospective teachers of social science understand democracy and its conditions, and, on the basis of these descriptions, to discuss the actual and possible forms and contents of teaching democracy both in upper secondary school and in teacher training.

The assumption is that students’ conceptions of democracy are influenced by the society they live in and the education they receive. To contextualize students’ conceptions of democracy the theories of Habermas and Dewey as well as some central concepts of contemporary democratic theory are drawn upon. The study primarily focuses on the content of education in democracy. The teachers’ conceptions of their own subject influence the content of their teaching and thus what their students learn. If teachers are aware of various ways of conceiving democracy, and the critical differences between them, their teaching practices may enable students to experience different aspects of democracy and, as a consequence, reach a fuller understanding of it.

The empirical data consists of interviews with eight students of political science and eight teacher-students of social sciences. These interviews were carried out before and after they had studied theories of democracy. The study also includes interviews with eight teacher-students who had already finished their theoretical studies in social science and were at the end of their teacher training. In total, 40 interviews were carried out. The interviews were recorded and transcribed. A phenomenographic analysis of the students’ conceptions of democracy was performed, along with a thematic content analysis of their ideas of the conditions of democracy.

Three main categories of conceptions of democracy were constituted. In the first democracy was viewed as a possibility to influence political decisions through institutionalized forms. In the second category democracy was seen as a feeling of participation in processes of political decision. In the third category democracy was understood as the possibility to take part in all decisions that concern one’s life. The thematic content analysis showed that the students’ reasoning about the conditions of democracy concerned three main themes: the values of democracy, the individual conditions and societal conditions. Several teacher-students regarded it as their duty to maintain the prevalent forms of democracy in Sweden. Students of political science on the other hand, focused more on developing these forms.

Finally, the possible didactic consequences of these different views for the education in democracy in upper secondary schools and in teacher training are discussed.

På grund av ett intresse för de olika metoder som använts för att kunna arbeta på ett effektivt sätt med barn och ungdomar, valde jag en specifik ungdomsverksamhet. Verksamheten är, på grund av sina avskiljande metoder, unik jämfört med andra ungdomsverksamheter. Stränga och klara regler samt direkta åtgärder är några av de avskiljande metoderna. Då syftet med undersökningen var att undersöka Rapatac’s syn på hälsofostran, och tillämpningen av demokratisk värdegrund i praktiken, gjordes studien i form av en kvalitativ undersökning inspirerad av narrativ teori. Studiens resultat baserades på fyra intervjuer, vilka genomfördes med fyra anställda som var i direkt kontakt med barn och ungdomar inom verksamheten. Studien visade att verksamheten hade delade åsikter om pedagogiska åtgärder i jämförelse med de forskningar som togs upp i studien. Personalen inom verksamheten Rapatac hade genomtänkta pedagogiska metoder i sitt sätt att fostra barn och ungdomar. Demokratisk värdegrund tillämpades både i praktiken och i teorin. Trots att man inte kopplade en bra självbild och sociala relationer direkt till hälsa, var man medveten om dess effekter på individens framgång i samhället. Studiens resultat delades upp i olika teman; berättelse om demokratisk värdegrund, berättelse om ungdomars hälsofostran, berättelse om personalens påverkan på ungdomars socialfostran, berättelse om att skapa förtroende och trygghet, berättelse om personalens arbetsglädje och utvecklingsidéer samt berättelse om samverkan med omgivande samhälle. Det som tidigare forskning har visat, bekräftas genom denna studie. Den valda metoden anpassades efter studiens syfte.   Nyckelord: Hälsofostran, Demokratisk värdegrund, Socialfostran, Ungdomsverksamhet, Fysisk aktivitet   Keywords: Health education, Democratic values, Social education, Youth club, Physical activity

This thesis concerns the mediation of history in a public arena in society, namely in historical exhibitions in museums. The foci of the thesis are exhibitions on migration history, cultural encounters, “Us” and “the Others”, and in particular how relations based on the principles of class, gender and ethnicity are mediated. The research concerns two exhibitions – "Afrikafararna" (The Travellers to Africa) and "Kongospår" (Traces of Congo). In this thesis museums are viewed as arenas for public education and meaning-making. It explores how the historical contents as well as the forms of mediation in the exhibitions correspond to the task of promoting democracy that has been assigned to Swedish museums. This task is expressed in the intentions of the respective museums, in the general policies on culture and also in the policy documents for schools. Therefore the thesis also explores how pupils and teachers understand the mediation of history and use the museum as a source for learning. Exhibitions are regarded in this thesis as mediation processes of history. Three distinct phases can be seen in this process – the phase of production, the phase of mediation and the phase of reception. People connected to the different phases, such as curators, producers, museum educators, and pupils, have been interviewed. These interviews show how conditions, convictions and scope for action influence how the stories of migration and cultural encounters are told and understood. The contents of the exhibitions are analysed from a perspective of class, gender and ethnicity. Furthermore, the limitations and possibilities for the visitors to intensify their historical consciousness are discussed. The study shows how economic conditions and access to historical source material influence the way history is mediated, but also, and to a very large extent, convictions on pedagogy and concepts of history among museum staff. The latter two are determining factors when it is made clear that the way the historical source material is used results in the fact that history is mediated in a way that does not correspond to the intentions and goals to promote democratic values, such as equality, and active democratic readiness for action. The study shows that the exhibitions in question mediate patterns of subordination and asymmetrical relations between women and men and between Swedes/Scandinavians and Africans in their mediation of history. There are sometimes very distinct lines between “Us” and “the Others”. One of the exhibitions offers more space for individual meaning-making and reflection than the other, however, because of its problematization of the occurrence of African artefacts in Scandinavia and because there are more stories and more voices in the exhibition. The interviews with teachers and pupils show that the visits to the exhibitions are often isolated events that are rarely incorporated into the students’ education in a prolonged theme or perspective. Several students uncritically accepted the mediation in the exhibition, others were provoked and challenged, but the students had little opportunity to discuss these experiences in either the museum or in school. In summing up, several of the results of the analysis show that the mediation of history in the exhibitions cannot be described as corresponding to the demands of a democratic conception of education.

Les réformes scolaires initiées, les états généraux de l’éducation tenus en 1991 en République Démocratique du Congo considèrent l’établissement scolaire comme étant un des moteurs du développement du pays. Plusieurs chercheurs, théoriciens, praticiens de l’éducation, acteurs éducatifs, parents, gouvernements soulignent la place importante de ce dernier. Cependant, l’école congolaise est devenue le lieu des inégalités sociales, voire des différences de rendement et de performances scolaires des élèves. L’effet que l’école exerce sur les performances scolaires dans le contexte congolais est indéniable, lorsqu’on observe les résultats réalisés par les élèves aux épreuves standards comme les examens d’état, le jury de sixième primaire. Cet impact exercé sur le rendement scolaire des élèves, est ce que nous appelons dans le cadre de cette recherche l’effet-établissement. Mais comment examiner cet effet ?

Par ailleurs, la littérature internationale nous propose plusieurs variables qui semblent avoir un effet sur la réussite scolaire des élèves :des variables macro-sociologiques comme les facteurs politiques, organisationnels, socio-économiques et des variables micro-sociologiques comme les facteurs familiaux, individuels, culturels, scolaires, précisément des variables de contexte, des pratiques managériales, des pratiques enseignantes.

De plus, dans cette étude, nous allons nous attarder sur les facteurs micro-sociologiques, car à notre connaissance, il n’existe aucune étude empirique portant sur ces variables dans le contexte congolais. Autrement dit, le problème de recherche relève donc de la méconnaissance scientifique des relations entre l’effet-établissement et le rendement scolaire des élèves.

Le cadre théorique de cette étude est basé sur les théories du choix de l’échantillon (Boyl et Crowson), des strates emboîtées (Barr et Dreeben), des organisations (théorie de Mintzberg), de la bureaucratie professionnelle, de psychologie de comportement, de la réforme des milieux de travail, sur le modèle des interactions aptitude-traitement de Cronbach, sur le modèle multi-niveaux des effets éducatifs, sur le modèle intégré en éducation (Scheerens) ainsi que sur la recension des travaux antérieurs. Ce cadre théorique conduit à la formulation d’une hypothèse principale et des hypothèses secondaires rattachées aux variables de cette étude.

Une approche méthodologique mixte, descriptive et relationnelle permet de confirmer, d’infirmer et de nuancer ces hypothèses. Cette étude est réalisée auprès des 614 élèves, des 30 enseignants et des 22 chefs d’établissement. Elle est aussi menée auprès des 15 écoles publiques, privées et confessionnelles organisant les classes de deuxième secondaire. Les élèves remplissent un questionnaire contenant des renseignements généraux et répondent aux questions du pré-test et du post-test de français et des mathématiques composés par les conseillers du Ministère de l’éducation de la République Démocratique du Congo.

D’abord, les résultats concordent en général avec l’hypothèse principale de recherche. Ceux-ci mentionnent l’existence de l’effet-établissement dans les écoles étudiées. Ensuite, les résultats concordent dans l’ensemble avec les hypothèses secondaires rattachées aux variables retenues dans cette étude. Enfin, il faudrait indiquer que certaines hypothèses sont infirmées, voire nuancées.

Par ailleurs, des pistes de recherches sur l’effet de ces variables et des autres variables paraissent très intéressantes pour la meilleure compréhension de ce phénomène. Bien que cette recherche essaie d’apporter sa contribution à l’amélioration de l’efficacité scolaire du système éducatif congolais, cette dernière comporte tout de même certaines limites liées à l’expérimentation, à l’échantillon, aux instruments de mesure et aux travaux empiriques sur le sujet. Il semble donc nécessaire que d’autres études soient effectuées, afin de pallier à ces limites, d’élaborer de nouvelles théories et d’identifier d’autres antécédents éventuels de l’effet-établissement.

Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

Relatório da componente de Investigação de Estágio IV do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
O panorama atual das sociedades democráticas apela à escola que exerça um papel ativo na formação cívica dos cidadãos, devendo fazê-lo através da educação para a cidadania. No entanto, esta nem sempre constitui um ato intrínseco à prática pedagógica dos docentes, ficando aquém do que é pressuposto pelos documentos normativos e órgãos centrais. Considerando a importância que a educação para a cidadania e no âmbito dos valores democráticos pode acarretar para a sociedade em geral centrei a minha atenção neste projeto nas questões sociais. Assim, a intervenção desenvolvida neste contexto teve como intuito compreender de que modo o recurso a diários e conselhos de turma aliados à literatura infantil poderiam contribuir para a aprendizagem e a prática da cidadania. Relativamente à metodologia investigativa utilizada neste projeto, esta enquadra-se no âmbito da investigação-ação sendo, uma investigação qualitativa. Deste modo, os métodos e instrumentos de recolha de dados decorreram, essencialmente, da participação ativa que tive no contexto. Assim, recorri à observação participante, captando registos fotográficos, áudio e vídeo e escrevendo notas de campo. Em detrimento destas surgiu, portanto, a análise de dados que foi realizada mediante o recurso aos diários de turma e ao questionário final feito à turma. Permitindo-me constatar que a implementação das diversas metodologias em sala de aula originou, não só, uma evidente alteração dos comportamentos da turma mas, também, uma maior consciencialização dos alunos relativamente aos valores democráticos.
The current panorama of democratic societies calls on the school to play an active role in citizens' civic education, and must do so through citizenship education. However, this is not always an intrinsic act to the pedagogical practice of teachers, falling short of what is presupposed by normative documents and central bodies. Considering the importance that education for citizenship and within the scope of democratic values can bring to society in general I focused my attention on this project in social issues. Thus, the intervention developed in this context was intended to understand how the use of diaries and class councils allied to children's literature could contribute to the learning and practice of citizenship. Regarding the research methodology used in this project, this is part of the research-action, being a qualitative investigation. In this way, the methods and instruments for data collection were essentially the result of the active participation I had in the context. Thus, I turned to participant observation, capturing photographic records, audio and video, and writing field notes. To the detriment of these came, therefore, the analysis of data that was made through the use of class journals and the final questionnaire made to the class. Allowing me to note that the implementation of the various methodologies in the classroom led not only to an obvious change in the behavior of the class but also to a greater awareness of students regarding democratic values.

The main purpose is to study the meaning that teachers give the Holocaust as a field of knowledge; the subsequent nature of their teaching; and how it is understood by the students. In connection to this, the purpose is also to discuss the potential of developing a historical consciousness among the students as well as the possibility of bringing insights into the importance of fundamental democratic values. The intentions described by the teachers when teaching the Holocaust as a field of knowledge vary relatively much. Five main themes are found that show these variations. These are: “Never again!”; “Not only the Holocaust!”;“Think critically!”; “Understand the psychology of man!” and “Realize the value of democracy!” Common to the first two themes is the teachers' intention to inform students about crimes against humanity during the Nazi rule and/or under communist regimes. These teachers are mainly using tools that illustrate the horrific aspects of the crimes, focusing on the victims and the perpetrators. The three following themes differ from the first two as they focus the teaching on the steps to Auschwitz, instead of on the Holocaust itself. The intention here is to create an understanding of factors that can contribute to an explanation of what made the Holocaust possible. The concept of a historical consciousness is not expressively used or explained in the teaching, although it is obvious that some of the teachers expect their students to think in the dimensions of the past, the present and the future, as well as understand the relation between these dimensions.

Denna studie handlar om lärarens dubbla uppdrag inom gymnasieskolans ekonomiprogram och är ännu en studie som visar på att uppgiftsorienterat/elevaktivt förhållningssätt ger läraren förutsättning att uppfylla Skollagens båda uppdrag, att ge eleverna kunskaper och demokratiska värden, samt känna lust i lärandet samtidigt. Utgångspunkt är Skollagen och Skolverkets texter.  Skollagen initierar att eleverna genom sin utbildning skall erhålla kunskaper och demokratiska värden. Det är detta som är studiens definition av det dubbla uppdraget.   Tanken bakom studien är; Skollagen initierar det dubbla uppdraget, detta realiseras via uppgiftsorienterat/ elevaktivt förhållningssätt vilket ger eleven en dialektisk utveckling. Syftet i studien är att undersöka om eleverna genom arbetssätten uppgiftsorienterat/elevaktivt förhållningssätt utvecklar de medierande metoderna ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal.”  Om detta skulle visa sig stämma skulle detta vara en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt. Studiens frågeställningar: Utvecklar eleverna bättre översikt eller arbetsplanering av kursen? Upplever eleverna lust i lärandet? Påverkar metoden elevernas kunskapsresultat? Begrepp som är väsentliga för studien är; beslutsprocesser, det deliberativa samtalet, dialektik, elevaktivitet, grundprincipen offentlighet i det deliberativa samtalet, lärarens dubbla uppdrag, medierande metoder, påverka utbildningen till form och innehåll, uppgiftsorienterad pedagogik. Varför det är väsentligt att arbeta med de demokratiska värdena samt ge eleverna arbetssätt för att snabbt ta in information just inom Ekonomiprogrammet? Eleverna inom detta program kommer i sina framtida yrkesroller att delta i beslutsfattande i miljöer som inte präglas av demokratiska värden. Det är därför viktigt att de lär sig demokratiska arbetssätt som det deliberativa samtalet inför sitt yrkesliv. Det handlar om vilka ledare vi skapar inför framtiden. Eleverna måste även kunna arbeta självständigt med informationssökning i sina yrkesroller. Studien är utformad som en enkätstudie där två klasser, EK13 & EK14, som läser marknadsföring parallellt, ombeds utvärdera ett kursmoment (kurs1) som genomförs med ordinarie lärares ”vanliga” arbetssätt. Därefter genomförs ett kursmoment (kurs2) som är utformat i enlighet med uppgiftsorienterat/elaktivt förhållningssätt. Eleverna ombeds utvärdera även denna kurs med samma enkätformulär som för kurs1. Teoretisk referensram för utformning av studien är Egidius, Hansén, Nihlfors, Selberg, Vygotskij med fokus på elevinflytande och hur det kan påverka utveckling av kompetenser i form av kunskaper och demokratiska värden. Undersökningen visar att arbetssätten ger eleverna möjlighet att utveckla medierande metoder för ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal”. Det finns indikationer på att eleverna utvecklar en bättre arbetsplanering och översikt över kursen. Det finns starka indikationer på att eleverna upplever större lust i lärandet. Resultaten visar även att arbetssätten är effektiva med avseende på elevernas kunskapsutveckling. Därmed konstateras att uppgiftsorienterat/elevaktivt förhållningssätt är en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt inom ekonomiprogrammet.
This study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously.

This study investigated the seemingly conflicting and incompatible ideological positions that post-apartheid South Africa appears to straddle. On the one hand, South Africa is an aspiring liberal democracy courtesy of its constitution of 1996, which is liberal in that it enshrines a wide range of rights and freedoms for the individual. On the other hand, the same constitution recognises the institution of traditional leadership, whose claim to power is hereditary and not by popular vote. Thus the study established that South Africa is an aspiring liberal democracy that is also heavily steeped in African traditions and cultures. It offered a rebuttal of the view that existence and recognition of traditional institutions of politics and governance in a liberal democracy is a fundamental contradiction. Drawing on the literature the study showed that liberal democracies such as Japan, the United Kingdom (UK), Belgium, The Netherlands and Spain, have had monarchies from time immemorial. But their monarchies are not a hindrance to either liberalism or liberal democracy. The study underscored the importance of Ubuntu as a socio-cultural discourse in South Africa, more so given that South Africa is an African country whose population is 80 per cent African. Concomitantly the study proposed a philosophy of education that amalgamates some aspects of liberal education with some aspects of African traditional education. Aspects of liberal education that were found to pertain to the amalgamation are ‘cultivating humanity’ and ‘narrative imagination’, while aspects of African traditional education are the values and principles implicit in Ubuntu, the latter understood as a humane normative concept. At a practical classroom level the study proposed that such an amalgamated philosophy of education would be attained through storytelling and the teaching of history through chronology and causation. As a form of ‘narrative’, storytelling reveals the finite in its fragile uniqueness and illustrates how the past influences and shapes the present, and how the present determines aspects of the past that are useful and meaningful today. Similarly the teaching of history through chronology and causation enables the students to organise their historical thought processes and construct their own probable historical narratives. The teaching of history through chronology and causation therefore offers the students multiple opportunities to gain a better understanding of historical events, and lessons that can be learn from such events.
Psychology of Education
D. Ed. (Philosophy of Education)

Summaries in Afrikaans and English
In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak.
In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa.
Educational Studies
M. Ed. (Historiese Opvoedkunde)

Thesis (M.Ed.) -- University of Limpopo, 2021
This study investigated how educators apply democratic principles and values in their practice after two decades of democracy in South Africa. It dwells on how democratic principles and values are infused into teaching, learning and assessment in the classroom. The study followed an interpretive paradigm using the qualitative approach through a descriptive case study design. Data collection methods used included semi structured interviews, focus group interviews, classroom observations and document analysis. Purposive sampling was used with focus on Grade 10-12 educators and learners from two secondary schools in Mogoshi Circuit of Limpopo Province of South Africa. The theoretical frameworks of the study drew from the Child-Friendly Schools and Social Reconstructionism approach. Emphasis is on the upholding of children‟s rights, and the, re-dress of educational imbalances. The frameworks also recommend the promotion and integration of democratic principles and values in schools. The study concludes that educators do incorporate democratic principles and values in their teaching, learning and assessment with the promotion of attributes such as participation (dialogue), respect, equity and inclusion which impact greatly on learners‟ daily lives. However, it is not without fault that certain activities which are not child-friendly are still practised by some educators in some schools as they do not promote democratic principles and values, while some educators do. It was found that democratic principles and values are embedded in schools. However, not all educators are doing this. The study recommends further investigation on the implementation of democratic principles and values for reflection and improvement.
EDTP SETA

Esta tese decorre de uma pesquisa sobre a educação no ensino secundário geral realizada numa escola secundaria no norte de Moçambique. Trata-se de um estudo de caso que analisou como se desenvolve a educação para a democracia em contexto escolar, que faz parte das orientações estabelecidas pelo Plano Curricular do Ensino Secundário Geral. A abordagem da pesquisa foi predominantemente qualitativa e orientada para conhecer a percepção dos atores escolares sobre democracia e as suas representações sobre os dispositivos da aprendizagem da democracia na Escola, identificar métodos predominantemente usados pelos professores na promoção da convivência democrática e reconhecer o grau de participação dos alunos na discussão de problemas e na tomada de decisões relativos à vida na escola. Os sujeitos da pesquisa são alunos e professores da décima classe e o diretor da escola. As técnicas de recolha de dados foram a entrevista semi-estruturada, a observação de aulas, e a análise documental. Os dados coletados foram sistematizados a partir do método da análise de conteúdo. Este estudo mostrou que, na generalidade, as práticas no quotidiano da escola investigada estão mais viradas para o cumprimento dos programas de ensino e a transmissão de conteúdos, predominando a lógica da responsabilidade burocrática e a educação para a conformidade. Na percepção dos atores escolares participantes da pesquisa, a democracia não se restringe apenas ao exercício do direito de voto para eleger os dirigentes governamentais, mas também é forma de vida fundamentada em valores específicos, mas o estudo demonstrou haver uma dissociação entre o plano das orientações para a ação e o plano da ação, sobretudo na maneira como os professores lidam com as questões relacionadas com a educação em valores democráticos e na forma como escola envolve os alunos na vida da escola. O estudo concluiu que a escola tende mais a doutrinar os alunos, predominando métodos expositivos, pouco envolvimento direto dos alunos na tomada de decisões sobre os problemas da escola e ausência de organizações autónomas dos alunos.
This thesis stems from a research on education in general secondary education conducted in one of the secondary school in the northern Mozambique. This is a case study that examined how does education develops to democracy in the school context, which is part of the guidelines established by the General Secondary Education Curricular Plan. The research approach was predominantly qualitative and oriented to find out the understanding of the school actors on democracy and their representations about democracy learning policies at the School, identify methods predominantly used by teachers in promoting democratic coexistence and recognize students’ participation degree during discussion of problems and decision-making concerning the school operation. The target population for this research include students and teachers of grade ten and the school director. The data collection techniques that were used include semi-structured interview, observation of lessons, and documentary analysis. The collected data were organized through content analysis method. This study showed that, in general, the daily practices in the school in study are more towards to the compliance of the educational programmes and the transmission of content; dominating, in this way, bureaucratic responsibility logic and education for compliance. According to the understanding of school actors who participated in the research, democracy is not restricted only on having the right to vote in electing the heads of government, but it is also a way of life based on specific values, but the study demonstrated a dissociation between the guidelines for action and action plan, especially the way teachers deal with issues related to education in democratic values and the way the school involves students in the operation of the school. The study concluded that the school tends more to indoctrinate students using expository methods, little direct involvement of students in making decisions about the problems of the school and absence of autonomous organizations of students.

碩士
國立臺北教育大學
社會與區域發展學系碩士班
100
The primary purpose of this study is to use the story of “Animal Manager” in the Democratic Foundations book series (children’s edition) to implement moral education curricula on the core value of “responsibility,” and analyze the processes and results of incorporating the thinking tools provided by the Democratic Foundations book series, as well as the moral cognitive development of students after the story instruction. This study explored the methods to enhance fourth grade students in the practice of responsible actions to cultivate good moral habits in students. The research period of this study was from late March 2010 to the end of June 2010, and the research subjects were 30 fourth grade students at an elementary school in Taichung County in the 2009 academic year. This study adopted the action research method. Based on the story development, four themes were categorized from the story, including “what is responsibility,” “how to decide whether to accept a responsibility,” “how to make a decision between conflicting responsibilities,” and “how to know who is responsible.” The thinking tools provided were accordingly used to engage in the instructional activities of story instruction and value analysis. After implementing instruction, methods such as observation, interviews, journals, questionnaires, literature review, and recording were used to collect data, which is then encoded and analyzed. Data from each instructional activity were used for reflection and interpretation while accommodating the research purposes and questions. The research results obtained are as follows: 1. The thought tools provided by the Democratic Foundations book series are suitable for constructing student thinking ability. 2. The selection of stories for the core concept needs to consider student living experiences, and there should be suitable conversion. 3. Through accommodation of the story instruction and instructional model, students are provided with a learning scaffold for thinking and practice, so that they can have the good habits of being responsible. 4. After students undergo the story instruction of “Animal Manager,” they exhibit positive expressions in responsibility perception and behavior. 5. Create a classroom atmosphere that is warm, trusting, sharing, and accepting, as this is beneficial to students enhancing their self-actualization. 6. Research partners that can impart knowledge without reservation and provide sincere critique is beneficial for the development of professionalism in teachers. 7. Value analysis method provides students with a definitive thinking structure, and is beneficial to the cultivation of their moral rationality. 8. Maintain communication and contact channels between teachers and parents, in order to assist in implementing moral education. Based on research results above, this study proposes suggestions for instructional practice, to serve as a reference for future research.

The thesis deals with the global phenomenon of free education as a radical alternative to the present mainstream educational system. The author's goal is to describe phenomenon of free education and to find out to what extent this Sudbury educational model is viable, realizable and requested in other environment (incl. CR) and what results it brings, on the base of a content analysis of domestic, but particularly foreign sources and by means of an analysis of media reports and questioning from the background of the American Sudbury Valley School. The thesis is opened by an explanation of the necessity to change the educational paradigm to make it reflect the reality of the 21st century, and by mutual specification of the terms traditional and free education. Further chapters introduce the concept of free education; a substantial part of the thesis then provides a detailed insight into the operation and normal life of the Sudbury Valley School, including the results of its graduates in further education and in practical life. In the last chapter the author summarizes the research results and concludes that free education in democratic schools is, despite criticism and scepticism of a part of the public, an interesting, feasible and viable (not in the CR yet because of legislation barriers) alternative to the...

Fazem parte deste trabalho vários anexos de vários formatos disponíveis para consulta na BMSC - Biblioteca Mário Sottomayor Cardia
A globalização e as novas tecnologias têm contribuído imenso para uma sociedade onde todos têm a necessidade de enfrentar novos desafios e exigências. A comunicação já não deve ser encarada como mera capacidade de transmitir informação numa determinada língua, mas sim como a capacidade de mediar entre diferentes perceções do mundo, interagindo adequadamente com os Outros na base do respeito e compreensão. É, deste modo, que, enquanto educadores, nós procuremos não apenas contribuir para o conhecimento dos nossos alunos, mas também e principalmente, ambicionemos promover o seu crescimento pessoal, para que tornem cidadãos com sentido crítico, responsáveis e ativos. Para que isso aconteça, é importante que os equipemos com os valores e as competências essenciais que lhes permitam tornarem-se melhores seres humanos capazes de interagir e intervir neste mundo extremamente complexo que é o nosso. O relatório crítico que se segue tenta evidenciar que o contexto do ensino-aprendizagem de língua estrangeira, quando acompanhado de atividades e iniciativas de índole cívico e intercultural, pode ser o meio ideal para se alcançarem esses objetivos. As atividades e dinâmicas realizadas na sala de aula, no âmbito da prática pedagógica, tiveram como objetivo preparar os alunos para participarem naquelas de caráter voluntário que tiveram lugar na comunidade circundante. A metodologia adotada foi a de investigação-ação com base na observação interpretativa, através da utilização de diversos instrumentos.
Globalization and the new technologies have greatly contributed to a society where everyone has the need to face new challenges and demands. Communication should no longer only be regarded as the simple ability to convey information in a certain language, but as the ability to mediate different perceptions of the world, properly interacting with Others on the basis of respect and understanding. It is thereby, more and more crucial that as educators we aim at, not only contributing to the enhancement of our learners’ knowledge, but also and most importantly, at promoting their personal growth so that they become responsible, critical and active citizens. For that to happen, it is important that we equip them with the essential values and skills that will enable them to become better human beings, capable of interacting and intervening in this extremely complex world of ours. The critical report that follows attempts to show that the foreign language teaching and learning context, when accompanied with civic-driven and intercultural-driven activities and initiatives can be the ideal means to reach those goals. The activities and dynamics carried out in the classroom, in the scope of a teaching practicum, were meant to prepare learners to participate in those of volunteering nature, taken place in the surrounding community. The adopted methodology was that of action-research, based on interpretive observation, through the use of several instruments.

O presente relatório está organizado em duas componentes fundamentais. A primeira, caracterizada pela sua dimensão descritiva, procura relatar com rigor os momentos mais significativos da experiência lectiva como professor estagiário na Escola Secundária de Miraflores ao longo do ano escolar de 2013/2014. Na segunda parte deste documento, de índole mais reflexiva do que descritiva, explorar-se-á o contributo da educação filosófica para o cumprimento de um novo imperativo educativo que o ‘aprender a viver juntos’ exige. Nesse sentido, procurar-se-á demonstrar de que modo o ensino da Filosofia no ensino secundário pode ser vinculativo de princípios fundamentais de cidadania e, como tal, potenciar a construção de uma sociedade assente em competências e valores democráticos.