Practicing democracy in the playground. Turning political conflict into educational friction.

Autor/inn/en	Lozano Parra, Saro; Bakker, Cok; Liere, Lucien van
Titel	Practicing democracy in the playground. Turning political conflict into educational friction.
Quelle	In: Journal of curriculum studies, 53 (2021) 1, S. 32-46Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2020.1838615
Schlagwörter	Konflikt; Subjektivität; Demokratie; Konflikt; Spielplatz; Subjektivität; Demokratie; Spielplatz
Abstract	Research shows that teachers and educators struggle to act when conflict appears in the classroom. This article argues that (political) conflict should not be avoided or eradicated. Teachers should enable conflict and attend to their pupils in the process, in order to enable further understanding of each other and their differences, as part of living together in a plural and diverse society. Scholars and educators often take a deliberative approach to citizen education by focusing on problem solving and consensus seeking. This article explores how conflict can be educational if we accept that antagonisms are inherent parts of human relations. The aim of this paper is not to propose moral boundaries to conflicts. Instead, it wants to contribute to a shift from teaching citizenship as conflict-free space towards learning democracy, in which educational conflict, or friction, is seen as an important part of the political education of pupils. This paper uses democratic theory, narrative theory, and the cultural-historical theory of play as described by Dutch historian Johan Huizinga, to construct analytical tools to further understand conflict in the classroom.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/3