”Skolväsendet vilar på demokratins grund”, så inleds nuvarande läroplan (Lgr 11). Skolan har ett demokratiuppdrag som innefattar både att utveckla och förse eleverna med demokratiska förmågor samt att ge dem med kunskap som behövs för att delta aktivt i ett demokratiskt samhälle. Tidigare forskning visar att lärare har svårigheter att lyckas med demokratiuppdraget. Formuleringen i läroplanen är otydlig och meto- der för undervisningen saknas. Demokrati handlar bland annat om samarbete och respekt för andras åsikter. I examensarbetet undersöks huruvida den framgångsrika samarbetsmetoden kooperativt lärande kan användas i demokratiundervisningen, inom ramen för samhällskunskapsämnet, och vilken inverkan den har på elevers lä- rande. Metoden systematisk litteraturstudie har använts och analysen är inspirerad av ett par olika analysmodeller. 13 internationella studier jämförs och analyseras. Hälf- ten av dem är av kvasiexperimentell art – de flesta genomförda på elever mellan åk 1–6. Resultatet visar att kooperativt lärande är en användbar metod för att undervisa elever i demokrati. Metoden kan i sig anses vara demokratisk och tränar på så sätt eleverna i medborgerliga förmågor samtidigt som demokratiska värderingar förmed- las och ämneskunskap kring demokrati bearbetas. Kooperativt lärande kan således fungera som bryggan mellan demokrati- och kunskapsuppdraget. / The first lines in the Swedish curriculum for the compulsory school system (Lgr 11) state "the national school system is based on democratic foundations". The school has a democracy mission that includes nourishing students democratic abilities and providing them with the knowledge needed to participate actively in a democratic society. Previous research has shown that teachers have difficulties in succeeding with implementing the mission of democratic education. The wording in the curriculum is diffuse and there are no suitable teaching methods. Democracy is, among other things, about cooperation and respect for the opinion of others. This study examines whether the successful cooperative learning method can be used in education of democracy, within the framework of the subject of civic edu- cation, and what impact it has on pupils' learning. The systematic review has been used and the analysis is inspired by a couple of different analytical models. Empiri- cal studies consist of 8L international studies of a quasi-experimental nature – most conducted on pupils in grades 8 through O. The results show that cooperative learn- ing is a useful method when teaching students about democracy. The method itself can be considered democratic and thus trains students’ civic abilities while convey- ing democratic values and processing knowledge about democracy in theory. Coop- erative learning can thus serve as the bridge between the mission of democracy and the mission of knowledge.

The dissertation thesis, Ornament in Nature, Science and Art, deals with the theme of ornaments in contemporary art, design and architecture. Individual chapters are dedicated to exploring nature and science as sources of inspiration for contemporary art. The chapter, Body and Ornament, is about ornaments for the human bodies and patterns created from the form of human bodies. Art creations by the author and her students make up an integral part of the main text. An individual chapter is dedicated to the Bodyornament project. Bodyornament is a project involving artistic, educational and research elements. Its primary body of work took place as an art performance in the Veletržní palace in Prague. Through the active participation of the students, patterns and ornaments made from their bodies were created. The process was documented by means of photography. The photographs together with the students' written reflections about the experience comprise the primary research documents. In this dissertation, these documents were analyzed and interpreted by using a combination of specific forms of qualitative research and art-based research. Our research model was based on three degree reflexive analysis according to Donald Schön. Through interpretation of the research results, thoughts of possible...

“it is like jumping down into a water-barrel”  – a study about dance pedagogues work with choreography in dance education This study examines how modern- and contemporary-dance pedagogues, in Sweden, work with choreography in their teaching. The purpose of this study is to through a phenomenographical perspective examine a selection of dance pedagogues perceptions of what the meaning of the phenomenon choreography has in their teaching. This is to hopefully contribute to an increased understanding of how choreography can be used in dance education. The research questions are How does three dance pedagogues perceive the usage of choreography in dance education? and Which pedagogical aspects can affect the teaching in dance? The study was researched through three semi-structured interviews which were processed and analyzed through Kvale´s interview-guide and Dahlgren’s &amp; Johansson’s phenomenographical method for analyzing. The results show three main categories of description that were distinguished; The student´s affect in the dance education, The teacher´s affect in the dance education and Knowledge from choreographic processes. Each category was perceived differently, yet many connected to each other. Though this is a small-scaled study, the variation of perceptions shows many different ways to recognize and understand choreography’s and pedagogy’s relation to each other. Further research needs to be done to verify if these factors are important to the bigger population of dance-educators. / <p>2023-05-05</p><p>Språk: Svenska</p><p>Praktiskt presentation. Geslatade del utav resultatanalysens tredje rubrik.</p><p>Stockholms konstnärliga högskola</p><p>Brinellvägen 58, Stockholm</p>

Syftet med arbetet är att undersöka eventuella vinster med att använda anonyma digitala enkäter i filosofiundervisningen i gymnasieskolan. Utgångspunkten är vissa elever kan vara mindre benägna att delta muntligt under filosofilektioner jämfört med lektioner i andra ämnen, vilket delvis kan kopplas till att eleverna upplever att de riskerar att utsättas för epistemisk orättvisa i form av vittnesorättvisa. Undersökningen har genomförts i samband med en lektionsserie i epistemologi som genomfördes på en VFU-skola. Tre olika datainsamlingsmetoder har använts: semistrukturerade gruppintervjuer med syfte att undersöka vilka hinder elever upplever i filosofiundervisningen och huruvida anonyma digitala enkäter kan hjälpa dem att övervinna dessa, två kvantitativa flervalstest med syfte att testa elevernas epistemologikunskaper före och efter lektionsseriens genomförande samt en deltagande klassrumsobservation med fokus på metodens hjälp i den formativa bedömningen. Resultatet visar att anonyma digitala enkäter har god potential att fungera som ett stöd i filosofiundervisningen i förhållande till de olika utmaningar som diskuteras i arbetet. / The purpose of this study is to investigate potential benefits of using anonymous digital surveys in Swedish upper secondary school philosophy education. The study assumes that some students may be less inclined to participate orally during philosophy lessons compared to lessons in other subjects, which can partially be linked to students perceiving a risk of being subjected to epistemic injustice in the form of testimonial injustice. The study was conducted in conjunction with a series of lessons on epistemology, which were taught at a placement school. Three different data collection methods were used: semi-structured group interviews aimed at exploring the obstacles students experience in philosophy education and whether anonymous digital surveys can help them overcome these obstacles, two quantitative multiple-choice tests aimed at assessing students' knowledge of epistemology before and after the lesson series, and a participatory classroom observation focusing on the method's benefits for formative assessment. The results indicate that anonymous digital surveys have good potential as a benefit within philosophy education in relation to the various challenges discussed in the study.

The problem of this study was to determine whether the citizenship attitudes of the students of La Porte High School could be improved through the organization and operation of a student-participation program.

Thesis (Phd. (Education Management )) - Central University of Technology, Free State, 2014 / The dawn of democracy in South Africa resulted in an emphasis on the involvement and participation of stakeholders in decision-making processes. At public higher education institutions, involvement and participation were guaranteed by the enactment of the Higher Education Act 101 of 1997. This Act provides that co-operative governance should be practiced in the governance of public higher education institutions. Students are stakeholders in higher education institutions. This means that according to the Act, students ought to be represented in the governance of public higher education institutions. The representation of students in university governance became a new phenomenon in the democratic South Africa. This thesis explored the involvement and participation of student representative councils in the co-operative governance of South African higher education institutions. It evaluated the role and effect of SRCs in the co-operative governance of public higher education institutions in South Africa. Following the merging of these institutions, universities have multi campuses, all of which need to be represented in the universities Managements through SRCs. This study employed the QUAN-Qual (explanatory) mixed methods design which included the use of a questionnaire and in-depth, open-ended, semi-structured interviews. The sample for the study was made up of hundred and fifty-three respondents and nine interviewees from three types of South African higher education institutions. The quantitative part of this study investigated the nexus between the involvement and participation of SRCs in co-operative governance at public higher education institutions. The correlation between SRCs’ perception of participation and co-operative governance was also examined. The study also explored the SRCs’ perception of the implementation of co-operative governance at different universities types. The qualitative part of the study investigated perception of the nature of co-operative governance the SRCs at different universities. It also examined perceptions regarding whether participatory democracy was practiced at universities, v challenges experienced in the governance of universities and what the SRCs thought should be done to address those challenges. The study found that SRC members feel that they are both involved and also participate in the governance of public higher education institutions in South Africa. This was further enhanced by research hypotheses that revealed that there is a statistically significant relationship between the SRCs’ perception of their involvement and participation in university governance and their perception of the implementation of co-operative governance in the South African higher education institutions. Although SRC members feel that they are involved and that they participate in co-operative governance, interviews have revealed that they experience the following problems:  SRC members have annual budget deficits at their universities and as a result, they fail to fulfill their mandates by the student body.  SRCs find it difficult to deal with the challenges pertaining to multi-campus set-ups in their institutions.  The existence of student political structures contributes to ideological differences amongst SRC members. This affects effective student governance at universities.  The capacity building of SRC members at higher education institutions is not adequately addressed by managements of these institutions. The researcher recommends that it is important that HEIs adhere to the HE Act 101 of 1997, as amended. Adherence to the Act will ensure that there is compliance with the law and will minimise the chances for HEIs to be placed under administration. The managements of universities and SRCs need to co-operate in order to ensure that co-operative governance in HEIs is effectively implemented. Workshops and meetings are held at universities between SRCs and managements regarding issues of co-operative governance. SRCs need to involve themselves in national and international student activities in order for them to gain knowledge and skills about student governance. The researcher designed a multi-campus student governance model that will effectively deal with the challenges mentioned above.

Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Educational authority in a situation where schooling is democratised is explored. The bases of authority such as social order, legal authority, knowledge, moral values and societal structures are established. The role of authority in education relationships and in the realisation of the educational aim is researched in order to attempt formulating criteria for accountable authority. The basic tenets of democracy that included aspects such as involvement, consultation, communication and reflective decision making are explored. Since fundamental human rights is a critical issue and precondition for a democracy, a focus on Chapter Two of the Constitution of the Republic of South Africa is related to the research. Attention is also given to the hierarchical school structure and the rights and responsibilities of those involved in this structure. Through an extensive literature study and a qualitative analysis of the responses to a questionnaire, conclusions are reached and recommendations made. / Educational Studies / M. Ed. (Philosophy of education)

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted. / AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.

Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)