Children’s democratic participation: The case of Catalan schools from the principal’s point of view

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The demand for a significant advance in democracy that allows greater
civic participation takes place in different countries and historical times. In
Catalonia, the process toward self-determination shakes the social and political debate from 2010 to the present day, when the population feels that
their rights are being curtailed and begins to show their discomfort with
massive and peaceful demonstrations that influence the political forces
(Cetra et al., 2018). Thus, in the 2012 elections, supporters of calling a referendum on independence, 45% of the population, obtain a parliamentary
majority and the government begins to develop a road map that would culminate in a citizen consultation. Since late 2017, the struggle for selfgovernment has intensified (Turp et al., 2017) and schools have been
involved in this process in a twofold way: by serving as polling stations in
the referendum held on October 1, 2017, which was not approved by the
Spanish government, and by being accused of childhood indoctrination due
to pupil involvement. Both issues have been difficult to manage and have
cornered school principals in more than one sense. Therefore, as representatives of the school, principals need to take a sensible position in controversial issues, which is not easy when antagonistic values are at stake.
Idioma originalAnglès
Pàgines (de-a)1-26
Nombre de pàgines27
RevistaReview of Education, Pedagogy, and Cultural Studies
Estat de la publicacióPublicada - 2021


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