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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:BVAU.2429/12973 |
| Date | 05 1900 |
| Creators | Collins, Steve |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Relation | UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/] |
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