Democratic classroom practices: critically exploring the possibilities

Presentation

Crosswell, Leanne, Brough, Chris and Dowden, Tony. 2014. "Democratic classroom practices: critically exploring the possibilities." Joint Australian Association for Research in Education and New Zealand Association for Research in Education International Conference 2014 (AARE-NZARE 2014). Brisbane, Australia 30 Nov - 04 Dec 2014 Australia.
Paper/Presentation Title

Democratic classroom practices: critically exploring the possibilities

Presentation TypePresentation
AuthorsCrosswell, Leanne (Author), Brough, Chris (Author) and Dowden, Tony (Author)
Journal or Proceedings TitleProceedings of the Joint Australian Association for Research in Education and New Zealand Association for Research in Education International Conference 2014 (AARE-NZARE 2014)
ERA Conference ID50546
Year2014
Place of PublicationAustralia
Web Address (URL) of Paperhttp://www.aare.edu.au/publications-database.php/8976/-Democratic-classroom-practices:-critically-exploring-the-possibilities
Conference/EventJoint Australian Association for Research in Education and New Zealand Association for Research in Education International Conference 2014 (AARE-NZARE 2014)
International Conference of the Australian Association for Research in Education
Event Details
Joint Australian Association for Research in Education and New Zealand Association for Research in Education International Conference 2014 (AARE-NZARE 2014)
Event Date
30 Nov 2014 to end of 04 Dec 2014
Event Location
Brisbane, Australia
Event Details
International Conference of the Australian Association for Research in Education
Abstract

Democratic classrooms are learning environments that scaffold students in becoming active collaborators and decision makers in their own learning community (Dewey, 1916; Frieberg, 1996). Democratic classroom practices have garnered strong support in approaches to middle schooling (Chadbourne & Pendergast, 2010). It is well established that democratic learning environments have a positive impact on students' academic learning, engagement and behaviour (Birch & Ladd, 1997; Deiro, 1996; Murray, 2002; Murray & Pianta, 2007; Pianta, 1999). Democratic approaches to teaching and learning that include negotiating the curriculum (see Kubow & Kinney, 2000) scaffold the development of essential skills for the twenty-first century (MCEETYA 2008), such as critical thinking, ethical integrity, relating to and communicating with individuals from a range of cultural backgrounds, working for the common good and acting with responsibility. Such skills are foundational to the overarching aim of the Australian Curriculum to develop 'successful learners, confident and creative individuals, and active and informed citizens' (ACARA, 2013, p.1). Therefore, it could be argued that the implementation of democratic classroom practices is integral to developing the types of learners and citizens Australia both wants and needs for a successful future. However, public focus remains on measuring educational success via standardised testing and quantitative data relegating the impact of the chosen teaching and learning approaches to the background. This paper seeks to critically examine what is meant by democratic classrooms practices and report on current evidence of their use in middle years' classrooms.

Keywordsdemocratic classrooms
ANZSRC Field of Research 2020390199. Curriculum and pedagogy not elsewhere classified
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Byline AffiliationsQueensland University of Technology
University of Waikato, New Zealand
School of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
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