- Library Home /
- Search Collections /
- Open Collections /
- Browse Collections /
- UBC Theses and Dissertations /
- The complexity of a participatory democracy in a public...
Open Collections
UBC Theses and Dissertations
UBC Theses and Dissertations
The complexity of a participatory democracy in a public primary classroom : the interplay of student autonomy and responsibility Collins, Steve
Abstract
This dissertation presents a case study of a grade one-two class in the suburbs of Vancouver. The twenty-two students are diverse in terms of academic ability, culture, language, age, and personality. Participatory Democracy is researched. Participatory Collaborative Action Research is the methodology. The researcher, classroom teacher, and the students themselves, are immersed in the research setting as partners. Participatory Democracy is an inclusive arrangement where classroom members contribute to decision-making affecting the classroom. Therefore, the research methodology and the research topic are the same activity in which reflection by the participants yields both data and learning outcomes. The research and the classroom community develop together. Within this social orientation, autonomy and responsibility are investigated. An analysis of each concept and their relationship is offered. Possibilities for shared authority are also examined. These and other elements are conceptually intertwined and not easily separated. Complexity Theory is presented as a way of framing classroom research. A Participatory Democratic classroom is conceived of as a dynamic adaptive system, similar to an organism or society. This community is understood ecologically. It is self-organizing and continually coevolving. The importance of a sense of community as a context for learning about social elements becomes evident. An understanding of autonomy, responsibility, shared authority, and their relationship is demonstrated by children through their friendships and sometimes through verbal expression. The students and teacher establish negotiated, dynamic boundaries in which students express their autonomy within the limits of responsibility to the community. Since participation depends on discourse, non-verbal active discourse is encouraged in this community as legitimate communication and a support for language development. Authority, understood as embedded in the community, with the teacher as its interpreter, is shared with students. Rule setting is complex and dynamic, not absolute. Rules are explained and negotiated. An effort to achieve consensus forms the basis of decision-making. Within a democratic community that promotes participation and appreciates the complexity of social structures, the teacher must promote a sense of community, negotiate curriculum, negotiate frames for behavior and learning, plan and assess collaboratively, and reflect on the constantly changing complexity of the classroom community.
Item Metadata
Title |
The complexity of a participatory democracy in a public primary classroom : the interplay of student autonomy and responsibility
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
2002
|
Description |
This dissertation presents a case study of a grade one-two class in the suburbs of
Vancouver. The twenty-two students are diverse in terms of academic ability, culture, language,
age, and personality. Participatory Democracy is researched. Participatory Collaborative Action
Research is the methodology. The researcher, classroom teacher, and the students themselves, are
immersed in the research setting as partners. Participatory Democracy is an inclusive arrangement
where classroom members contribute to decision-making affecting the classroom. Therefore, the
research methodology and the research topic are the same activity in which reflection by the
participants yields both data and learning outcomes. The research and the classroom community
develop together.
Within this social orientation, autonomy and responsibility are investigated. An analysis
of each concept and their relationship is offered. Possibilities for shared authority are also
examined. These and other elements are conceptually intertwined and not easily separated.
Complexity Theory is presented as a way of framing classroom research. A Participatory
Democratic classroom is conceived of as a dynamic adaptive system, similar to an organism or
society. This community is understood ecologically. It is self-organizing and continually coevolving.
The importance of a sense of community as a context for learning about social elements
becomes evident. An understanding of autonomy, responsibility, shared authority, and their
relationship is demonstrated by children through their friendships and sometimes through verbal
expression.
The students and teacher establish negotiated, dynamic boundaries in which students
express their autonomy within the limits of responsibility to the community. Since participation
depends on discourse, non-verbal active discourse is encouraged in this community as legitimate
communication and a support for language development. Authority, understood as embedded in
the community, with the teacher as its interpreter, is shared with students. Rule setting is
complex and dynamic, not absolute. Rules are explained and negotiated. An effort to achieve
consensus forms the basis of decision-making.
Within a democratic community that promotes participation and appreciates the
complexity of social structures, the teacher must promote a sense of community, negotiate
curriculum, negotiate frames for behavior and learning, plan and assess collaboratively, and reflect
on the constantly changing complexity of the classroom community.
|
Extent |
13309736 bytes
|
Genre | |
Type | |
File Format |
application/pdf
|
Language |
eng
|
Date Available |
2009-09-22
|
Provider |
Vancouver : University of British Columbia Library
|
Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
|
DOI |
10.14288/1.0055055
|
URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
|
Graduation Date |
2002-05
|
Campus | |
Scholarly Level |
Graduate
|
Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.