Democratic deliberations in the Finnish elementary classroom: The dilemmas of deliberations and the teacher’s role in an action research project

• Published in: Education, citizenship and social justice Vol. 8; no. 1; pp. 73 - 86
• Main Author: Tammi, Tuure
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.03.2013
• Subjects: Action Research; Citizenship; Classroom Techniques; Deliberative democracy; Democracy; Elementary School Students; Finland; Foreign Countries; International Studies; Political Attitudes; Political participation; Primary schools; Reflection; Research Projects; Student Participation; Teacher Attitudes; Teacher Role; Teaching; Teaching Methods; Finland; participation; democratic citizenship; teaching; deliberative; elementary classroom; Action research
• ISSN: 1746-1979; 1746-1987
• DOI: 10.1177/1746197913475764

Finnish youth are found to be, despite their broad knowledge, uninterested in politics and in societal participation. As a remedy, international studies suggest enabling democratic experiences in schools. This article discusses an action research project aimed at developing deliberation-based democratic practice in an elementary classroom. Results suggest that the formal deliberative-democratic practice opens up a way for pupils to productively express themselves, challenge the prevailing structures, make sense of social reality and, thus, practise skills and motivations needed in democratic citizenship. However, the teacher is argued to be in constant struggle between deliberative-democratic stance and control orientation. This tension exists in the teacher’s actions and thinking and in his reflections about the contrast between the classroom practice and the overall school ethos. Therefore, this article suggests using the understanding of this tension in scrutinizing projects aiming at pupil participation and involvement.