‘Education as democracy’ is based upon a belief that children have the right to equity in their educational experiences. To honour this right, those who implement this educational philosophy use democratic values and practices to democratise the process and content of education. Although advocates cite a number of benefits for both individual children and the school community, there is a lack of empirical research on this topic, especially in the field of early childhood education. / This qualitative study contributes to filling this gap by examining four Australian kindergarten teachers’ beliefs, knowledge, practices, influences, and challenges about implementing this philosophy in their classrooms. Data were collected using semi-structured interviews, direct classroom observations, and document analysis. The participants were considered one cohort, and across-case analysis and triangulation of the three data sources uncovered common themes and patterns in the data. Findings suggest that there are both similarities and variations among the participants’ beliefs, knowledge, and practices, as well as among the influences and challenges they have experienced. Identified similarities include the participants’ levels of motivation, categories of teacher practice, types of influencing factors, and the presence of challenges. Conversely, the participants showed variation regarding their beliefs and knowledge, the use of some specific classroom practices, and selected influences and challenges. / This study makes a significant contribution to the current knowledge base due to its clarification of how this democratic educational philosophy can be practically implemented in early childhood classrooms, and its implications for early childhood practice and policy. Regarding the initial training of early childhood teachers, the findings suggest that professional benefits may occur if training programs explicitly introduced this philosophy to trainees. Additionally, the findings imply that early childhood policies that enhance supporting conditions and lessen challenges experienced by teachers implementing ‘education as democracy’ can have positive benefits for all teachers.
| Identifer | oai:union.ndltd.org:ADTP/244994 |
| Date | January 2009 |
| Creators | Anick, J. A. |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | Restricted Access: Abstract and Citation Only Available |
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