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Autor/inn/enKatsarou, Eleni; Sipitanos, Konstantinos
TitelContemporary School Knowledge Democracy: Possible Meanings, Promising Perspectives and Necessary Prerequisites
QuelleIn: Educational Action Research, 27 (2019) 1, S.108-124 (17 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0965-0792
DOI10.1080/09650792.2018.1564688
SchlagwörterDemocracy; Action Research; Knowledge Economy; Educational Practices; Case Studies; Politics of Education; Teaching Methods; Epistemology; Faculty Development; Foreign Countries; Cultural Pluralism; Junior High School Students; Drama; Educational Cooperation; Critical Theory; Critical Literacy; Rural Areas; Indigenous Knowledge; Greece
AbstractThe basic aim of this paper is to discuss the concept 'Knowledge Democracy' (KD) and what it can mean in the school context, its implications on knowledge production and dissemination and on the educational practices. We try to enrich this discussion by presenting action research projects to provide case studies of how thinking about KD can reshape educational practice. We consider that the discussion on KD has to be enriched as the concept seems very promising with good prospects towards school's democratization. On the other hand, as it is quite new, it can encompass internal contradictions that can cause problems at the level of practice. So, we consider very important any contribution to this discussion not as another theoretical sample of the debate on the 'politics of knowledge', but because any improvement at the thinking of the issue can be reflected on school practices. Any challenge to traditional politics of knowledge can lead to a deeper understanding of the world of schooling and to transformations through new discourses and new approaches to teaching and learning in school. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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