School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study

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Abstract

In democratic societies, education should help build a participative, critical and responsible citizenry and therefore promote the role of schools as settings where students learn democratic coexistence. With the study reported on here we aimed to analyse how coexistence is fostered in classrooms and schools, as well as the possible synergy between schools’ efforts to educate in democratic coexistence, and the children’s social participation in their setting. To do so, we focused on the perspective of 476 school administrators at schools in Catalonia (Spain) based on an ad-hoc questionnaire comprised of 22 items on a Likert scale. The results reflect settings that value democratic coexistence at school and in society, although when we delved a bit deeper, we found aspects that still required more work. Actions that should be the focal point in the immediate future include developing more innovative educational strategies, training the administrators and enlisting students’ participation in running the schools.

Original languageEnglish
Article number2055
JournalSouth African Journal of Education
Volume42
Issue number2
DOIs
Publication statusPublished - 2022

Keywords

  • Catalonia
  • citizenship
  • democratic coexistence
  • perception
  • school administrators
  • schools

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