Institutions and Organizations as Learning Environments for Participation and Democracy: Opportunities, Challenges, Obstacles

Contents
Chapter 1: Participation in Organizations and Institutions Across the Life Course
1.1 The Meaning of Participation
1.2 Participation and Life Course
1.2.1 Lifelong and Life-Wide Participation
1.2.2 Life-Course Regimes and Institutions
1.3 Challenges to Participation
1.4 Structure of the Book
References
Part I: Early Childhood
Chapter 2: Agency and Participation: A Critique of the Epistemological, Psychological, Pedagogical, and Ethical Premises
2.1 Introduction
2.2 Epistemological Critique of the Concept of Agency
2.3 Constraints from a Developmental Psychology Point of View
2.4 Critique of the Agency Concept in Educational Theory
2.5 Ethical Issues Related to Child Agency
2.6 Concluding Remarks
References
Chapter 3: Democracy Education in German Early Childhood Education Institutions: Empirical Research Results
3.1 Introduction
3.2 Theoretical Assumptions of the Research Project
3.3 Research Design
3.4 Results I: Participation in the Light of Basic Tensions Between Deliberative Democracy and Democracy of the Experts
3.5 Results II: Children’s Democratic Participation
3.6 Results III: Children’s Satisfaction with Democratic Processes
3.7 Summary
3.8 Our Study Discussed from an International Research Perspective
References
Part II: Middle Childhood
Chapter 4: Constructing the Neoliberal Citizen: An Ethnographic Investigation of Corporatized Practices in Education
4.1 Introduction
4.2 Power and Principles of Schools Serving the Poor
4.3 Democratic Citizenship, Charter Schools, and Social Justice
4.4 Neoliberal Citizenship and Schooling for Disadvantaged Populations
4.5 Charter School Management Organizations (CMOs): Cultures of Accountability and Performativity
4.6 Institutional Practices and Constructing the Neoliberal Citizen
4.7 Rank and Yank
4.8 Aesthetics and Precision
4.9 A Culture of Grit
4.10 Implications for Democratic Citizenship
4.11 Conclusion
References
Chapter 5: Democracy and Civic Participation Through Youth Forums in Schools: Reflections on Practice
5.1 Introduction
5.2 Civic Participation in Schools’ Programmes
5.3 Youth Participation in Student-Teacher Relationship
5.4 Questions and Research Design
5.5 Participants and Recruitment
5.6 Results
5.6.1 Teachers’ Perspectives on Youth Participation in School Settings
5.6.1.1 Before the School Forums
5.6.1.2 After the School Forums
5.6.2 Youth Perspectives on Democracy and Civic Participation
5.6.2.1 Before the School Forums
5.6.2.2 After the School Forums
5.7 Conclusions and Discussion
5.7.1 Teachers’ Role to Empower and Create Youth-Adult Partnerships
5.7.2 School to Promote Self-Awareness, Collaboration and Critical Approach to Information
5.7.3 Curricular Activities for Youth Participation
5.7.4 Discussion
5.7.5 Limitation of the Study
References
Chapter 6: Creating “THINKING PRO” for High School Teachers and Students: Two Cases of a Local News-Driven Curriculum in English and Social Studies Classrooms
6.1 Introduction
6.2 Methods and Case Studies
6.3 Case 1: A High School in a Small Rural Community
6.3.1 Preparation and Curriculum Implementation
6.3.2 Theory into Practice: Making News and Leadership Personal
6.3.3 Takeaways from Case Study 1
6.4 Case 2: A High School in a Diverse Small City
6.4.1 Preparation and Curriculum Implementation
6.4.2 Theory into Practice: Empowering Student Voices in Their Communities
6.4.3 Takeaways from Case Study 2
6.5 Discussion
6.5.1 Empowerment Through Professional Development
6.5.2 Local News, Local Issues, Local People
6.5.3 Localized Curriculum
6.5.4 Obstacles and Recommendations
6.6 Conclusion
References
Part III: Young Adulthood
Chapter 7: Democracy Learning Through Participation in Upper Secondary Education in Schools and Regulated Company Training
7.1 Introduction
7.2 Theory and Method
7.3 EDC in Swedish Schools: Summary of a Study
7.4 Re-description in the Language of the Theory
7.5 Training Companies in the German Dual System as Contexts for EDC ‘Learning Through’
7.6 Summary and Discussion
References
Paper Collections from International Bernstein Symposia
Chapter 8: Participation and Identity Development in a Multicultural Academic Context in the Higher Education Institutions: Palestinian-Arab Social Work Students in Israel
8.1 Introduction
8.2 The Social Work Learning Environment: Participation in Theory and Practice
8.3 Formal Knowledge as an Opportunity or Obstacle
8.4 Methodology
8.4.1 Participants and Procedure
8.4.2 Data Analysis
8.5 Findings
8.5.1 Positive Experiences
8.5.1.1 Personal Experiences
8.5.1.2 Normative-Cultural Experiences
8.5.1.3 Professional Experiences
8.5.2 Negative Experiences in the Process of Knowledge Acquisition
8.5.2.1 Knowledge as Irrelevant and Harmful
8.5.2.2 Knowledge That Challenges the Student Culturally and Personally
8.5.2.3 Marginalization by the University
8.6 Discussion: The Contextual Academic Conflict
8.7 Conclusions
References
Chapter 9: Youth on the Move? On the Transformation of Political Engagement in the Second Modernity
9.1 Introduction: Apolitical Youth or Committed Young People?
9.2 Theoretical Background: Youth and Political Engagement in the Mirror of Reflexive Modernization
9.2.1 Social Transformation Processes and the Individualization Thesis
9.2.2 Youth Political Participation
9.3 Research Interest and Methodological Considerations
9.3.1 Research Question and Design
9.3.2 Methodological-Conceptual Problems
9.4 Results: Young People’s Political Interest and Transformation of Political Engagement
9.4.1 Political Interest and Trust
9.4.2 Conventional Engagement: Voting Behaviour, Party Political Involvement and Association Activities
9.4.3 Nonconventional Engagement
9.4.4 Summary
9.5 Discussion: Engagement Beyond Formal Organizations? Trends in Political Action Among Young People
References
Studies
Shell Youth Studies
Part IV: Adulthood
Chapter 10: Workplaces as Learning Environments: How Participative Practices in Enterprises Provide Learning Opportunities for Employees’ Democracy-Relevant Orientations and Behaviors
10.1 Introduction
10.2 Theoretical Framework and Hypothesis
10.2.1 Participative Practices
10.2.1.1 Individually Perceived Participation in Decision-Making
10.2.1.2 Perceived Socio-Moral Climate
10.2.2 Relevant Democratic Orientations at Work (Proximal Outcomes)
10.2.2.1 Solidarity at Work
10.2.2.2 Moral Self-Efficacy at Work
10.2.3 Relevant Democratic Orientations and Behaviors Beyond the Workplace (Distal Outcomes)
10.2.3.1 Democratic Engagement Orientations
10.2.3.2 Moral Behavior
10.3 Method
10.3.1 Study 1: Democratic Enterprises
10.3.1.1 Sample and Procedure
10.3.1.2 Measures
10.3.2 Study 2: Conventional Enterprises
10.3.2.1 Sample and Procedure
10.3.2.2 Measures
10.3.3 Analytical Approach
10.4 Results
10.4.1 Study 1: Democratic Enterprises
10.4.1.1 Confirmatory Factor Analysis
10.4.1.2 Hypothesis Testing Study 1
10.4.2 Study 2: Conventional Enterprises
10.4.2.1 Confirmatory Factor Analysis
10.4.2.2 Hypothesis Testing Study 2
10.5 Discussion
10.5.1 Summary
10.5.2 Theoretical Implications
10.5.3 Limitations and Future Research
10.5.4 Practical Implications
10.5.5 Conclusions
Appendix
Strategic Decisions
Tactical Decisions
Operational Decisions
References
Chapter 11: Organization and Participation. Aspects of a Dialectical Relationship
11.1 Introduction
11.2 Participation Between Organization and Society
11.3 The Organization of Political Participation
11.4 Participation as Organization
11.5 The Normative Form of Participation
11.6 Individual and Organizational Consequences of Participation
11.7 Participation as Bildung of the Individual and the Organization
References
Part V: Advanced Adulthood and Old Age
Chapter 12: Participation and Civic Engagement in Scotland: The Importance of Contributions from Older Adults
12.1 Introduction
12.2 Theoretical Background
12.2.1 Helping Others and Improving the Lives of Individuals and Communities: The Voluntary, Community and Social Enterprise (VCSE) Ecosystem
12.2.2 Rural Areas, Demographic Ageing and Volunteering
12.2.3 The Voluntary, Community and Social Enterprise Sector in Scotland
12.3 Research Questions and Methods of Research
12.4 Results
12.4.1 Quantitative: Patterns of Volunteering in Scotland
12.4.2 Qualitative: Volunteering in Rural Scotland – Evidence from the Isle of Bute
12.4.3 Qualitative: Volunteering in the Outer Hebrides – Heritage and Community
12.4.4 Qualitative: Rural Life, Ageing and voluntarism – Stories from East Lothian
12.5 Discussion and Conclusions
References
Chapter 13: Democratic Care in Nursing Homes: Responsive Evaluation to Mutually Learn About Good Care
13.1 Introduction
13.2 Democratic Care as a Theoretical Lens
13.3 Development of the Enjoying Life Approach, Plan, and Training Program
13.3.1 Participants
13.3.2 Contents of the Enjoying Life Training Program
13.3.2.1 Doodle Me Tool Sessions
13.3.2.2 Enjoying Life Plan Sessions
13.3.2.3 Group Sessions
13.4 Methods
13.4.1 Action Research
13.4.2 Responsive Evaluation
13.4.3 Data Collection
13.4.4 Data Analysis
13.5 Findings
13.5.1 Perspectives on the Enjoying Life Approach and Project
13.5.2 Democratic Care in Practice
13.5.2.1 Getting to Know the Resident’s Identity
13.5.2.2 Using the Narrative When Taking Care
13.5.2.3 Using Narratives to Evaluate Care
13.5.2.4 Making Dilemmas Explicit
13.6 Discussion: Lessons Learned About the Democratic Potential in Organizations
13.7 Conclusion
References