The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy

Project report


Jerome, L., Liddle, A. and Young, H. 2020. The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy. London, UK Middlesex University.
TypeProject report
TitleThe deliberative classroom and the development of secondary students’ conceptual understanding of Democracy
AuthorsJerome, L., Liddle, A. and Young, H.
Abstract

Government policy requires schools to promote the fundamental British values (FBVs), defined as democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. One educational responses to this policy is to make these concepts the object of study and discussion, rather than seeking to simply ‘promote’ them in some uncritical way. This acknowledges that ideas such as democracy are not in themselves values, rather they are complex and contested concepts. It means little to say we support liberty or toleration unless we are aware what that means, the conditions under which we are willing to limit those principles, and the challenges they pose. These judgements require critical engagement with relevant knowledge and they benefit from discussion through which positions can be tested and refined.
This research builds on the opportunity afforded by the production and dissemination of the Deliberative Classroom education resources to address two main research questions:
1. How can we measure the extent to which deliberative talk is taking place in the classroom?
2. How do students engage with and use the concepts and knowledge to explore controversial issues?
As such the research is designed to explore the application of deliberative democracy in the classroom – addressing the extent to which the classroom operates as a deliberative space, and the nature of the deliberation that takes place.

PublisherMiddlesex University
Place of publicationLondon, UK
Publication dates
Print29 Jan 2020
Publication process dates
Deposited16 Dec 2020
Output statusPublished
Web address (URL)https://www.teachingcitizenship.org.uk/sites/teachingcitizenship.org.uk/files/Deliberative%20Classroom%20General%20Guidance%20JUNE%2017%20pdf.pdf
LanguageEnglish
Institution nameMiddlesex University
Department nameDepartment of Education
Permalink -

https://repository.mdx.ac.uk/item/89340

Restricted files

File

  • 57
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes
Jerome, L., Hyder, F., Hilal, Y. and Kisby, B. 2024. A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes. Review of Education. 12 (2). https://doi.org/10.1002/rev3.3472
Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes
Jerome, L., Kisby, B. and McKay, S. 2024. Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes. British Educational Research Journal. https://doi.org/10.1002/berj.3955
Reflections on citizenship education from England
Jerome, L. 2023. Reflections on citizenship education from England. The Social Educator. 41 (1), pp. 34-39.
Citizenship education: building for the future
Jerome, L. and Moorse, L. 2023. Citizenship education: building for the future. in: Tam, H. (ed.) Who’s Afraid of Political Education: The challenge to teach civic competence and democratic participation Bristol, UK Policy Press. pp. 163-179
Professional development
Jerome, L., Evers, G. and Suthern, A. 2021. Professional development. in: McGuinn, N., Ikeno, N., Davies, I. and Sant, E. (ed.) International Perspectives on Drama and Citizenship Education: Acting Globally Abingdon Routledge. pp. 191-197
United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales
Jerome, L., Sant, E., Britton, A., Emerson, L., James, S. and Milliken, M. 2022. United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales. Journal of Social Science Education. 21 (4), pp. 1-22. https://doi.org/10.11576/jsse-5853
Developing children's agency within a children's rights education framework: 10 propositions
Jerome, L. and Starkey, H. 2022. Developing children's agency within a children's rights education framework: 10 propositions. Education 3-13. 50 (4), pp. 439-451. https://doi.org/10.1080/03004279.2022.2052233
Lessons in character education: incorporating neoliberal learning in classroom resources
Jerome, L. and Kisby, B. 2022. Lessons in character education: incorporating neoliberal learning in classroom resources. Critical Studies in Education. 63 (2), pp. 245-260. https://doi.org/10.1080/17508487.2020.1733037
Talking tolerance: being deliberative about fundamental British values
Jerome, L., Liddle, A. and Young, H. 2021. Talking tolerance: being deliberative about fundamental British values. PRISM. 3 (2), pp. 48-61. https://doi.org/10.24377/prism.ljmu.0302204
Children's rights education in diverse classrooms: pedagogy, principles and practice
Jerome, L. and Starkey, H. 2021. Children's rights education in diverse classrooms: pedagogy, principles and practice. London Bloomsbury.
Countering violent extremism in education: a human rights analysis
Svennevig, H., Jerome, L. and Elwick, A. 2021. Countering violent extremism in education: a human rights analysis. Human Rights Education Review. 4 (1), pp. 91-110. https://doi.org/10.7577/hrer.3980
Talking about rights without talking about rights: on the absence of knowledge in classroom discussions
Jerome, L., Liddle, A. and Young, H. 2021. Talking about rights without talking about rights: on the absence of knowledge in classroom discussions. Human Rights Education Review. 4 (1), pp. 8-26. https://doi.org/10.7577/hrer.3979
Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education
Jerome, L., Busher, J., Armstrong, M., Choudhury, T., da Silva, R., Elwick, A., Fontana, G., James, N., Lewis, J., Robson, J., Svennevig, H. and Thomas, P. 2020. Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 159-169
Introduction
Busher, J. and Jerome, L. 2020. Introduction. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 1-10
Student perspectives on Teaching and the Prevent policy
Elwick, A., Jerome, L. and Svennevig, H. 2020. Student perspectives on Teaching and the Prevent policy. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 55-75
Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools
Jerome, L. 2020. Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools. Journal of Social Science Education. 19 (2), pp. 8-23. https://doi.org/10.4119/jsse-1558
Training teachers for and through citizenship: learning from citizenship experiences
Bhargava, M. and Jerome, L. 2020. Training teachers for and through citizenship: learning from citizenship experiences. Societies. 10 (2), pp. 1-12. https://doi.org/10.3390/soc10020036
Student voice in higher education: opening the loop
Young, H. and Jerome, L. 2020. Student voice in higher education: opening the loop. British Educational Research Journal. 46 (3), pp. 688-705. https://doi.org/10.1002/berj.3603
Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison?
Jerome, L. and Brook, V. 2020. Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison? International Journal of Mentoring and Coaching in Education. 9 (2), pp. 121-135. https://doi.org/10.1108/IJMCE-04-2019-0057
Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy
Jerome, L. and Elwick, A. 2020. Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy. Oxford Review of Education. 46 (2), pp. 222-237. https://doi.org/10.1080/03054985.2019.1667318
Revisiting subject knowledge in citizenship education: understanding power and agency
Jerome, L. and Lalor, J. 2020. Revisiting subject knowledge in citizenship education: understanding power and agency. Education, Citizenship and Social Justice. 15 (2), pp. 104-118. https://doi.org/10.1177/1746197918800662
The rise of character education in Britain: heroes, dragons and the myths of character
Jerome, L. and Kisby, B. 2019. The rise of character education in Britain: heroes, dragons and the myths of character. Cham, Switzerland Palgrave Pivot.
Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty
Elwick, A. and Jerome, L. 2019. Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty. Journal of Beliefs and Values. 40 (3), pp. 338-353. https://doi.org/10.1080/13617672.2019.1600322
The impact of the prevent duty on schools: a review of the evidence
Jerome, L., Elwick, A. and Kazim, R. 2019. The impact of the prevent duty on schools: a review of the evidence. British Educational Research Journal. 45 (4), pp. 821-837. https://doi.org/10.1002/berj.3527
Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation
Jerome, L. and Elwick, A. 2019. Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation. British Journal of Educational Studies. 67 (1), pp. 97-114. https://doi.org/10.1080/00071005.2017.1415295
Hypocrites or heroes? Thinking about the role of the teacher in human rights education
Jerome, L. 2018. Hypocrites or heroes? Thinking about the role of the teacher in human rights education. Human Rights Education Review. 1 (2), pp. 46-64. https://doi.org/10.7577/hrer.2873
Evaluation report on the ACT Building Resilience Project
Jerome, L. and Elwick, A. 2016. Evaluation report on the ACT Building Resilience Project. Association for Citizenship Teaching.
Interpreting children's rights education: three perspectives and three roles for teachers
Jerome, L. 2016. Interpreting children's rights education: three perspectives and three roles for teachers. Citizenship, Social and Economics Education. 15 (2), pp. 143-156. https://doi.org/10.1177/2047173416683425
What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland
Jerome, L. 2018. What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland. Compare: a Journal of Comparative and International Education. 48 (4), pp. 483-499. https://doi.org/10.1080/03057925.2017.1295808
Citizenship education north and south: learning and progression (CENSLP) - final project report
Jerome, L. and Lalor, J. 2016. Citizenship education north and south: learning and progression (CENSLP) - final project report. SCOTENS.
Power, pedagogy and participation: ethics and pragmatics in research with young people
Starkey, H., Akar, B., Jerome, L. and Osler, A. 2014. Power, pedagogy and participation: ethics and pragmatics in research with young people. Research in Comparative and International Education. 9 (4), pp. 426-440. https://doi.org/10.2304/rcie.2014.9.4.426
Effective medium-term planning
Jerome, L. and Bhargava, M. 2015. Effective medium-term planning. London Sage.
England’s citizenship education experiment: active citizenship or service?
Jerome, L. 2015. England’s citizenship education experiment: active citizenship or service? in: Delano-Oriaran, O., Penick-Parks, M. and Fondrie, S. (ed.) The SAGE sourcebook of service-learning and civic engagement SAGE Publications. pp. 387-392
Teaching and learning about child rights: a study of implementation in 26 countries
Jerome, L., Emerson, L., Lundy, L. and Orr, K. 2015. Teaching and learning about child rights: a study of implementation in 26 countries. UNICEF PFP & Queen's University Belfast.