An Enactivist Grounded Theory on Constructing a Democratic School Community

• In Event: Critical Narratives From Carceral, Educational, and Community Contexts

Abstract

This study develops a grounded theory on building a democratic school community using an enactivist framework, highlighting cognition's holistic nature rooted in biological and social foundations. Employing a qualitative approach, it analyzes data from interviews, observations and documents at a parent-run non-profit cooperative school to construct a framework of seven concepts. These concepts focus on collaborative curriculum development, role definition, community ties, school culture, active involvement, varying perspectives, and the significance of lived experiences. The study concludes that a democratic school community goes beyond academics, focusing on a holistic learning process where all members contribute. It highlights the community’s role in fostering active participation, shared governance, and personal interactions cultivating a dynamic educational environment reflecting ongoing personal and collective growth.

Authors

• Halil Han Aktaş, Erzincan Binali Yıldırım University

• Cennet Engin, Middle East Technical University