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.
Type | Project report |
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Title | The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy |
Authors | Jerome, 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. |
Publisher | Middlesex University |
Place of publication | London, UK |
Publication dates | |
29 Jan 2020 | |
Publication process dates | |
Deposited | 16 Dec 2020 |
Output status | Published |
Web address (URL) | https://www.teachingcitizenship.org.uk/sites/teachingcitizenship.org.uk/files/Deliberative%20Classroom%20General%20Guidance%20JUNE%2017%20pdf.pdf |
Language | English |
Institution name | Middlesex University |
Department name | Department of Education |
https://repository.mdx.ac.uk/item/89340
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