McCowan, Tristan (2010) School democratization in prefigurative form: two Brazilian experiences. Education, Citizenship and Social Justice, 5 (1). pp. 21-41. ISSN 1746-1979
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Official URL: http://dx.doi.org/10.1177/1746197909353567
| Item Type: | Article |
|---|---|
| Additional Information: | This article assesses ‘prefigurative’ approaches to pupil participation in school decision-making — through which the school embodies the democratic society it aims to create. Qualitative case studies of two initiatives in Brazil showed significant enhancement of the democratic culture of the schools and changes in the teacher—student relationship. However, problematic issues were also raised, including the difficulties in extending participation to the whole student body, and tensions with teachers when students began to exert greater influence in school. The final, definitive version of this paper has been published by SAGE Publications Ltd. All rights reserved. |
| Subjects: | ?? BRAZIL ?? |
| Divisions: | IOE Departments > Departments > Humanities and Social Sciences |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 30 Mar 2010 11:36 |
| Last Modified: | 01 Jun 2013 01:12 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/2522 |
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