Power to the Students: Contributing to Debates on Effective Learning about Civic Eengagement
Faculty of Education and Arts
School of Education
In this paper, I discuss some research findings regarding the characteristics that democratic schools appear to have in common. These commonalities seem to have contributed to their status as being seen as reputable democratic schools. For the purposes of the reported study, schools that were diverse in their philosophical approaches to education and socioeconomic composition were selected as case study schools. A specific selection criterion was that these schools had a reputation for nurturing the critical capabilities of students within an explicit 'citizenship framework'. Students were not seen as 'objects to be acted upon', but rather were trusted to be subjects of rights and responsibilities within the school community in some form or other.