Tobias Werler – författare

This book outlines the notion of ‘lived democracy in education’, bringing together interdisciplinary educational research on young citizens’ democratic practices in kindergartens, schools, and teacher education.

Presenting both theoretical and empirical studies, and drawing on a variety of approaches, the book investigates participatory education practices where young learners are given the opportunity to influence a course of action or a discussion through expressing arguments, information and critique. Lived democracy in education is understood as opportunities for young learners to influence a decision or line of thought through enacting the values of freedom of speech and equality, and the book shows how such opportunities can be positioned in educational practices. Chapters also investigate what kind of pedagogical situations promote lived democracy and what qualities are present in these situations.

The book will be of interest to academics, researchers, graduate students and post-graduate students in the fields of educational theory, educational philosophy and democracy in education concerning several school subjects.

This book outlines the notion of ‘lived democracy in education’, bringing together interdisciplinary educational research on young citizens’ democratic practices in kindergartens, schools, and teacher education.

Presenting both theoretical and empirical studies, and drawing on a variety of approaches, the book investigates participatory education practices where young learners are given the opportunity to influence a course of action or a discussion through expressing arguments, information and critique. Lived democracy in education is understood as opportunities for young learners to influence a decision or line of thought through enacting the values of freedom of speech and equality, and the book shows how such opportunities can be positioned in educational practices. Chapters also investigate what kind of pedagogical situations promote lived democracy and what qualities are present in these situations.

The book will be of interest to academics, researchers, graduate students and post-graduate students in the fields of educational theory, educational philosophy and democracy in education concerning several school subjects.