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dc.contributor.authorHaraldstad, Åse
dc.contributor.authorTveit, Anne Dorthe
dc.contributor.authorKovac, Velibor Bobo
dc.date.accessioned2023-01-24T13:44:41Z
dc.date.available2023-01-24T13:44:41Z
dc.date.created2022-01-28T21:37:45Z
dc.date.issued2021
dc.identifier.citationHaraldstad, Å., Tveit, A. D. & Kovac, V. B. (2021). Democracy in schools: qualitative analysis of pupils’ experiences of democracy in the context of the Norwegian school. Cambridge Journal of Education, 52(1), 73-89.en_US
dc.identifier.issn1469-3577
dc.identifier.urihttps://hdl.handle.net/11250/3045878
dc.description.abstractA limited number of empirical studies have explored pupils’ democratic practice and the direct experiences of school children using a qualitative approach. The aim of the present study has been to analyse pupils’ experiences of the practice of democratic rights in the context of the Norwegian school. The study adopts a qualitative methodology, using semi-structured interviews with pupils. Three prominent school arenas were focused on: the mandatory pupil-teacher dialogue, the pupil council and classroom discussions. Three main markers of democracy have been used in the data analysis: contextual openness, participation and the ability to engage in democratic discussions. The findings reveal that all three markers of democracy, although variously distributed, were visible in these school arenas. The findings in the study are discussed in terms of implications for the development of pupils’ future democratic competencies and the educational mandate schools have in preparing young people for adult participation in society.en_US
dc.language.isoengen_US
dc.publisherInforma UK Limited, trading as Taylor & Francis Groupen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleDemocracy in schools: qualitative analysis of pupils’ experiences of democracy in the context of the Norwegian schoolen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Author(s).en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber73-89en_US
dc.source.volume52en_US
dc.source.journalCambridge Journal of Educationen_US
dc.source.issue1en_US
dc.identifier.doihttps://doi.org/10.1080/0305764X.2021.1935738
dc.identifier.cristin1992962
dc.description.localcodePaid open accessen_US
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal