`we don't learn democracy, we live it!': consulting the pupil voice in Scottish schools

Research output: Contribution to journalArticle

Abstract

As the education for citizenship agenda continues to impact on schools, there is a need to begin the discussion to examine the kind of initiatives that can push it forward. In Scotland the proposals should, it is argued, permeate the curriculum throughout the school. Yet there is the fear that the responsibility of all can become the responsibility of none. This article examines, through three case studies carried out by the authors, initiatives in schools designed to take forward the citizenship agenda in the light of children’s rights. The first two relate to the impact of pupil councils in primary schools and as well as the impact of discussing controversial issues in the primary classroom. The third outlines the impact on values and dispositions of developing more participatory, democratic practice in the classroom. The article concludes by calling for more initiatives of this type and further evaluation of their worth.
Original languageEnglish
Pages (from-to)249-266
Number of pages18
JournalEducation, Citizenship and Social Justice
Volume1
Issue number3
DOIs
Publication statusPublished - Nov 2006
Externally publishedYes

Fingerprint

management counsulting
pupil
democracy
school
citizenship
classroom
responsibility
disposition
primary school
anxiety
curriculum
evaluation
Values
education

Cite this

@article{20e43e3692c94650b3ef85d766164d82,
title = "`we don't learn democracy, we live it!': consulting the pupil voice in Scottish schools",
abstract = "As the education for citizenship agenda continues to impact on schools, there is a need to begin the discussion to examine the kind of initiatives that can push it forward. In Scotland the proposals should, it is argued, permeate the curriculum throughout the school. Yet there is the fear that the responsibility of all can become the responsibility of none. This article examines, through three case studies carried out by the authors, initiatives in schools designed to take forward the citizenship agenda in the light of children’s rights. The first two relate to the impact of pupil councils in primary schools and as well as the impact of discussing controversial issues in the primary classroom. The third outlines the impact on values and dispositions of developing more participatory, democratic practice in the classroom. The article concludes by calling for more initiatives of this type and further evaluation of their worth.",
author = "Henry Maitles and Ross Deuchar",
year = "2006",
month = "11",
doi = "10.1177/1746197906068123",
language = "English",
volume = "1",
pages = "249--266",
journal = "Education, Citizenship and Social Justice",
issn = "1746-1979",
publisher = "SAGE Publications",
number = "3",

}

TY - JOUR

T1 - `we don't learn democracy, we live it!'

T2 - consulting the pupil voice in Scottish schools

AU - Maitles, Henry

AU - Deuchar, Ross

PY - 2006/11

Y1 - 2006/11

N2 - As the education for citizenship agenda continues to impact on schools, there is a need to begin the discussion to examine the kind of initiatives that can push it forward. In Scotland the proposals should, it is argued, permeate the curriculum throughout the school. Yet there is the fear that the responsibility of all can become the responsibility of none. This article examines, through three case studies carried out by the authors, initiatives in schools designed to take forward the citizenship agenda in the light of children’s rights. The first two relate to the impact of pupil councils in primary schools and as well as the impact of discussing controversial issues in the primary classroom. The third outlines the impact on values and dispositions of developing more participatory, democratic practice in the classroom. The article concludes by calling for more initiatives of this type and further evaluation of their worth.

AB - As the education for citizenship agenda continues to impact on schools, there is a need to begin the discussion to examine the kind of initiatives that can push it forward. In Scotland the proposals should, it is argued, permeate the curriculum throughout the school. Yet there is the fear that the responsibility of all can become the responsibility of none. This article examines, through three case studies carried out by the authors, initiatives in schools designed to take forward the citizenship agenda in the light of children’s rights. The first two relate to the impact of pupil councils in primary schools and as well as the impact of discussing controversial issues in the primary classroom. The third outlines the impact on values and dispositions of developing more participatory, democratic practice in the classroom. The article concludes by calling for more initiatives of this type and further evaluation of their worth.

U2 - 10.1177/1746197906068123

DO - 10.1177/1746197906068123

M3 - Article

VL - 1

SP - 249

EP - 266

JO - Education, Citizenship and Social Justice

JF - Education, Citizenship and Social Justice

SN - 1746-1979

IS - 3

ER -