What might schooling that equips us to participate in meaningful mutual or collective decision-making and democratic processes look like in practice?

使我们能够参与有意义的共同或集体决策和民主进程的学校教育在实践中会是什么样子？

• 批准号: 2598247
• 金额: --
• 依托单位: Birkbeck, University of London
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2598247
• 关键词: What; might; schooling; equips; us

There exists a substantial body of literature concerned with the relationship between our experience at school and 'democracy' or the possibility of people being able to meaningfully 'make decisions together about the things that affect them, and to enact those decisions' (Gilbert 2019). There are also important literatures exploring critical, participatory and emancipatory pedagogies and reimagining schools and their supporting institutional arrangements as part of a wider societal revolution against the individualist, hierarchical, competitive, market-driven arrangements that characterise what Patrick (2013) calls neoliberal doxa. There is, however, a surprising lack of detailed empirical studies of how movements and communities that organise in participatory, egalitarian ways are already, in the here and now, trying to educate children differently. And, more specifically, on how in practice teachers and pupils in these settings negotiate the tensions between local and movement-level ideals of cooperation and egalitarianism and hegemonic neoliberal frameworks promoting individualism and competition. This research aims to try and help fill this gap by exploring in detail how children are prepared for participation in grassroots democratic processes and collective decision-making in two contexts: a school serving a Movimento dos Trabalhadores Sem Terra (MST) settlement in Brazil and one or two schools in the province of Rio Negro that are deeply engaged with the Escuelas Cooperativas approach in Argentina. I will then consider, with colleagues working in learning support in England , how learning from these contexts might help us challenge and shift the neoliberal/neoconservative consensus around schools policy and consider how schools might become places in which children learn to meaningfully make decisions together, to enact participatory democracy.

有大量文献关注我们在学校的经历与“民主”之间的关系，或者人们能够有意义地“共同就影响他们的事情做出决定，并实施这些决定”的可能性(Gilbert 2019)。也有一些重要的文献探索批判性、参与性和解放性的教育学，并重新想象学校及其支持机构安排，作为更广泛的社会革命的一部分，反对以个人主义、等级制度、竞争和市场驱动的安排，这些安排是Patrick(2013)所称的新自由主义DOXA的特征。然而，令人惊讶的是，缺乏关于以参与性、平等主义方式组织的运动和社区如何在此时此地试图以不同的方式教育儿童的详细实证研究。更具体地说，是关于这些环境中的教师和学生在实践中如何协调地方和运动层面的合作和平等主义理想与促进个人主义和竞争的霸权新自由主义框架之间的紧张关系。这项研究旨在通过详细探讨儿童如何在两种情况下为参与基层民主进程和集体决策做好准备，试图帮助填补这一空白：巴西的一所提供Movimento dos Trabalhadores Sem Terra(MST)解决方案的学校和里约内格罗省的一所或两所深入参与阿根廷Escuelas Cooperativas方法的学校。然后，我将与在英格兰从事学习支持工作的同事一起考虑，从这些背景下学习如何帮助我们挑战和改变围绕学校政策的新自由主义/新保守主义共识，并考虑学校如何成为孩子们学习共同做出有意义的决定的地方，以制定参与式民主。