Deliberative pedagogy holds promise for improving democratic society by cultivating practical wisdom in students as a means to tackle the problems of democracy, such as polarization. This study embraced an opportunity to consider civic education in the 21st century through deliberative pedagogy by considering practical wisdom in a synchronous,…

The main objective of this collaborative study of a qualitative nature is to delve into the pedagogical keys of the educational project at "Antzuola Herri Eskola" (Antzuola Public School). This educational centre is a public nursery and primary school in the Basque Country with more than 40 years of innovative pedagogical experience in…

Political simulations are considered promising tools to instigate democratic learning in schools. This article reports a qualitative inquiry into student involvement in the organization of the 2012 mock elections--the shadow elections that schools can organize in conjunction with the official elections-- in eight high schools in the Netherlands.…

In this article, the author shares her experience teaching at Rita Cannan Elementary, in Reno, Nevada, and describes how she and her colleagues teach lessons on citizenship education that are part of their social studies program. She describes an approach she used, which focused on student leadership rather than teacher intervention, that led to…

The aim of this qualitative case study is to investigate how learning in "democratic participation" is constituted by the social interaction and conversation pattern in school democratic meetings in a Swedish primary school. According to the findings, a pupil control discourse and the Initiation-Response-Evaluation pattern dominates the…

The Foxfire approach may be an example of how elementary and secondary students can be prepared by their education to live in a democracy. Core practices of the Foxfire approach include: work initiated by student interest and desire; active involvement in planning, implementing, and evaluating all learning activities; peer teaching and…

Even though social studies teachers may value discussion of controversial issues, such practice is rare in most social studies classrooms. Nystrand, Gamoran, and Carbonaro (1998) reported that 90 percent of the instruction they observed in more than one hundred middle and high school classes involved no discussion at all. What teachers cite as…

A multi-site case study of three Swedish schools examined the dimensions of trust, responsibility, shared power (democracy), and global workforce competence as required by a decade-old national education reforms. A key finding was the existence of progressive educational practices including constructivist epistemology, evidenced by the schools'…

The research agenda for arts education presented in this report is a challenge to researchers, foundation directors, and policymakers. The intellectual stimulus for this report was the publication of "Critical Links: Learning in the Arts and Student Academic and Social Development" (2002), conducted under the leadership of the Arts Education…