Whole School Meetings and the Development of Radical Democratic Community

Autor/in	Fielding, Michael
Titel	Whole School Meetings and the Development of Radical Democratic Community
Quelle	In: Studies in Philosophy and Education, 32 (2013) 2, S.123-140 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-010-9208-5
Schlagwörter	Educational Philosophy; Democracy; Community Schools; Participative Decision Making; Elementary Schools; High Schools; Special Needs Students; Public Schools; School Culture; School Organization; Politics; School Activities; Educational Environment; Residential Schools; Meetings; Behavior Disorders; Emotional Disturbances; Antisocial Behavior; Severe Disabilities; Student Participation + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Demokratie; Community school; ; Gemeindeschule; Gemeinschaftsschule; Elementary school; Grundschule; Volksschule; High school; Oberschule; Sonderpädagogischer Förderbedarf; Public school; Öffentliche Schule; Schulkultur; Schulleben; School organisation; Schulorganisation; Politik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Heimschule; Meeting; Tagung; Gefühlsstörung; Severe disability; Schwerbehinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Serious re-examination of participatory traditions of democracy is long overdue. Iconically central to such traditions of democratic education is the practice of whole School Meetings. More usually associated with radical work within the private sector, School Meetings are here explored in detail through two examples from publicly funded education, (1) Epping House School, a mixed residential primary/elementary school for students with severe emotional, social and behavioural difficulties and (2) secondary/high schools within the Just Community School movement in the USA. In addition to providing richly textured accounts of the multiple realities and challenges of pioneering overtly democratic practices such as School Meetings within the publicly funded sector of education substantial attention is paid to analytic engagement with the kind of organisational structures, practices and cultures that seem to play an important role in their successful operation and development. The different phenomenological and theoretical strands weaving their way through the texture of Meeting practices also raise a number of key issues within the fields of social and political philosophy, in particular, whether School Meetings are best understood as predominantly political or communal phenomena. In gesturing towards the philosophical groundwork of a satisfactory answer I argue for the importance of the undeservedly neglected notion of democratic fellowship within the lexicon of democratic polity and aspiration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10