但我们没有付诸表决!"。正规教育中直接民主决策的案例研究

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Yorgos Retalis
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引用次数: 0

摘要

本研究考察了希腊一个村庄的三所典型公立(国立)学校(幼儿园、小学和初中)在连续教育阶段非正式实施直接民主决策大会的情况。研究借鉴了米歇尔-福柯(Michel Foucault)对教育等学科处置权中的权力技术和权力关系的分析。研究的主要目的是调查学生和教师参与教育处置中固有的纪律技术的方式,并记录他们对这些直接民主集会的概念和态度。研究方法采用了参与式观察和半结构化访谈。研究结果表明,尽管实施了直接民主决策大会,但纪律技术仍然按照主导处置方式发挥作用,而学生们普遍表现出一种赋权感,在日常生活中对大会的政府性表示支持并受到其影响。本文探讨了实施此类大会所面临的一些小挑战,并讨论了进一步实施此类大会的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
‘But we didn’t put it to a vote!’. A case study of direct-democratic decision-making in formal education
The current study examined the unofficial implementation of direct-democratic decision-making assemblies in three typical public (state) schools of consecutive educational levels (kindergarten, primary and middle school) in a village in Greece. The study drew on Michel Foucault’s analysis of power technologies and power relations in disciplinary dispositives like Education. The main aim of the study was to investigate the ways in which both pupils and teachers engaged with the disciplinary technology inherent in the educational dispositive and to document their conceptualization and attitudes towards these direct-democratic assemblies. The research methodology utilized participant observation and semi-structured interviews. Findings indicated that the disciplinary technology continued to function as per the dominant dispositive, despite the implementation of direct-democratic decision-making assemblies, while pupils generally exhibited a sense of empowerment, displaying support and being influenced in their daily lives by the assemblies’ governmentality. Minor challenges concerning the implementation of such assemblies are addressed and further possibilities of such implementations are discussed.
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来源期刊
Power and Education
Power and Education Social Sciences-Sociology and Political Science
CiteScore
1.70
自引率
9.10%
发文量
44
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