Promoting democratic participation in schools

School versus democracy

If we understand that learning about democracy demands an active experiential background, how can schools truly teach democracy if students aren’t part of decision-making? Involving children and young people, as well as adult learners, in the decisions that shape their education fosters moral reasoning, reduces bullying, and strengthens their commitment to learning (Hope, 2012; Ortega & Del Rey, 2003). In addition to the attitudes and practices necessary to facilitate children and young people’s participation, their inclusion in decision-making within the school environments could be fostered in multiple ways: school meetings, a negotiated/integrated curriculum, and/or the 20% of children’s time dedicated to their own interests.

School meetings, scaffolding and guided participation

Some schools hold regular meetings, such as Assemblies or Parliaments which either involve the entire school community or selected representatives. These meetings cover a range of topics like school agreements, curriculum, workshops, graduation requirements, and field trips. The meetings operate on principles of respect, turn-taking, and the serious consideration of all viewpoints. Proposals or issues raised by the participants are to be integrated into the agenda. Discussions then take place which aim at reaching a consensus or majority decision and may involve further advocacy towards the respective departments/institutions. Although majority rule is often applied, the focus remains on long-term consensus, with the possibility of revisiting or even revoking rules.

The Assembly or Parliaments role is essential in building a school culture that supports something called scaffolding (Vygotsky, 1978) and guided participation (Rogoff, 2003). These two concepts refer to educational methods that allow for more experienced participants to help others learn how to effectively engage in discussions. The adult’s role shifts from being an authority figure to a facilitator who guides the young people in democratic practices. The adult, as a guide, asks key questions that invite reflection, highlight nuances, and makes sure that everyone is included in the decision-making process.

Sociocracy

Sociocracy is a circle-based practice that promotes inclusive decision-making through the use of standing or sitting in circles. This practice ensures that every voice is heard and every concern is addressed in the decision-making process. The Sociocratic method goes beyond the concept of majority rule by emphasising the common good, the need to find compromises, responsibility, and the consequences of decisions.

Negotiated Integrated Curriculum

Negotiated Integrated Curriculum encourages teachers and administrators to involve students in shaping their learning by addressing their concerns and tailoring educational methods accordingly (Beane, 1997). This approach, which is similar to the “curriculum of life” (Portelli & Vibert, 2001), emphasises the importance of brainstorming with learners the ways to cover the curricular material, integrate their interests and concerns, define together the assessment criteria, and allocate enough time for non-formal learning possibilities. Within this approach, schools should evolve into collaborative learning organisations, fostering collaboration and addressing both curricular and student-initiated needs.

20% Proposal

The 20% Proposal (Hannam, 2023), which was launched at the Council of Europe conference on Education and Democracy at Strasbourg in 2016 by Derry Hannam and Yaacov Hecht, advocates dedicating 20% of school time to student-driven and student-initiated activities. This promotes democratic values through participatory learning and engaging the broader community in education to cultivate creative, responsible, and informed citizens.