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

有大量的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“就影响他们的事情共同做出决定，并实施这些决定”的可能性（吉尔伯特，2019）。还有一些重要的文献探索批判性、参与性和解放性的教学方法，并重新构想学校及其支持的制度安排，作为更广泛的社会革命的一部分，反对个人主义、等级制度、竞争、市场驱动的安排，这些安排是帕特里克（2013）所称的新自由主义教条的特征。然而，令人惊讶的是，缺乏详细的实证研究，以参与式、平等主义的方式组织起来的运动和社区是如何在此时此地尝试以不同的方式教育孩子的。更具体地说，在实践中，这些环境中的教师和学生如何在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进行谈判。本研究旨在通过详细探讨儿童如何为参与基层民主进程和集体决策做好准备，从而试图填补这一空白，具体情况有两种：一种是巴西的一所学校，服务于MST （Movimento dos Trabalhadores Sem Terra）解决方案；另一种是阿根廷里约热内卢Negro省的一到两所学校，它们深入参与了Escuelas Cooperativas方法。然后，我将与在英国从事学习支持工作的同事们一起考虑，从这些背景中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有意义地共同决策、制定参与式民主的地方。

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.