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dc.contributor.advisorSpencer, Vicki
dc.contributor.advisorChris, Rudd
dc.contributor.authorParker, Amee
dc.date.available2016-11-08T03:08:34Z
dc.date.copyright2016
dc.identifier.citationParker, A. (2016). Democratic Theory an Democratic Education: A New Zealand Case Study (Thesis, Master of Arts). University of Otago. Retrieved from http://hdl.handle.net/10523/6902en
dc.identifier.urihttp://hdl.handle.net/10523/6902
dc.description.abstractThe history of democracy and various theories of democracy indicate that democracy is not a static practice or philosophy, rather it is adapted for those who make use of it and question it. It is not, however, a practice that is readily available to children; the very people who ought to be engaging with democracy so that they may benefit from its use not only in the present, but also so that they may learn its value before they become the governing body. Through the use of a New Zealand Democratic Free School case study this thesis uncovers the potential of Democratic Free Schooling as a space for children to develop a democratic voice. By linking research data to democratic theory it also uncovers what democracy looks like within such a space.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Otago
dc.rightsAll items in OUR Archive are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectNew Zealand
dc.subjectcase study
dc.subjectdemocratic education
dc.subjectdemocratic free schooling
dc.subjectstudent autonomy
dc.subjectprimary schools
dc.subjectdemocratic meetings
dc.subjectdemocratic theory
dc.subjectparticipation
dc.titleDemocratic Theory an Democratic Education: A New Zealand Case Study
dc.typeThesis
dc.date.updated2016-11-07T23:21:38Z
dc.language.rfc3066en
thesis.degree.disciplinePolitics
thesis.degree.nameMaster of Arts
thesis.degree.grantorUniversity of Otago
thesis.degree.levelMasters
otago.openaccessOpen
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