Preservice Teacher Perceptions of Democracy and Education and the Connection to Social Justice

• In Event: Dewey, Democracy, and School Reform

Abstract

Within a normative perspective, many teachers create within their classrooms a scaled-down version of (mainstream and/or normative) society. The ways in which various types of interactions, ideas and outcomes are constructed form lasting impressions in students, and can cultivate how they will (critically) engage with democracy. This study of pre-service teachers in Canada (n=260) builds on similar studies in a number of countries, and seeks to expand the understanding of how participants perceive and experience democracy. Concerns enunciated by Dewey in relation to the connection between the community and the classroom are explored, with social justice being a predominant theme. The study has led to the development of models to better understand how education for democracy can take place.

Authors

• Paul R. Carr, Université du Québec en Outaouais

• Daniel Henry Becker, Lakehead University

• Gina Thesee, University of Quebec - Montreal