Democracy, freedom, and school : realigning power in Aotearoa New Zealand's secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany, New Zealand
| dc.confidential | Embargo : No | |
| dc.contributor.advisor | Napan, Ksenija | |
| dc.contributor.author | Smith, Kylie | |
| dc.date.accessioned | 2024-04-18T21:09:49Z | |
| dc.date.available | 2024-04-18T21:09:49Z | |
| dc.date.issued | 2023-10-30 | |
| dc.description.abstract | This comprehensive study explores positive impacts of democratic systems enacted within secondary schools on students. Responses to democratic practices within schools (including collective decision-making, deliberative discussion, diverse ways of being, and freedom of movement and expression) are examined and analysed. Additionally, the hidden curriculum created by structures and processes inherent in democratic participation is critically reflected on, including consideration of how democratic processes relate to individual and collective well-being within the school environment. The study adopts a qualitative grounded theory research methodology to comprehend the outcomes of learning within democratic settings. Participants, including alumni and staff from two different democratic school environments, share their perspectives through semi-structured one-on-one interviews and question-and-answer emails. Data collection and analysis were conducted concurrently, and the data analysed using constant comparative analysis. Democratic building blocks, based on a foundation of respect for the student as a whole human, emerged from the data. Organising school structures around democratic ideals, reflective of indigenous models of democracy, and aligned with Lundy’s model of space, voice, influence, and audience aimed at implementing Article 12 of the UNCRC, is seen to cultivate a learning environment where diversity is embraced and respected. Effective communication skills are honed through authentic and meaningful deliberative dialogue, enabling students to value diverse perspectives. Alumni valued the challenge of navigating agency in a safe supportive learning environment and felt empowered to contribute and participate towards a strong collective school community. Implications from the research underscore the potential of democratic systems to create more equitable educational environments, enhancing well-being by aligning the hidden curriculum with critical and culturally sustainable pedagogies. The study highlights the importance of continual dialogue and reflection and advocates for active integration of democratic principles within schools to facilitate challenges to oppressive structures. It further stresses the need for adults to approach schooling from an epistemology of trust in and support for the student, enabling genuine equitable dialogue and fostering a sense of dignity, significance, and belonging among students. Ultimately, the research offers tangible examples of schools where student-defined well-being is prioritized and provides a forward-thinking approach based on democratic principles to empower students. | |
| dc.identifier.uri | https://mro.massey.ac.nz/handle/10179/69461 | |
| dc.publisher | Massey University | en |
| dc.rights | The Author | en |
| dc.subject | High schools | en |
| dc.subject | Corporate culture | en |
| dc.subject | Student participation in administration | en |
| dc.subject | Student participation in curriculum planning | en |
| dc.subject | Education, Secondary | en |
| dc.subject | Social aspects | en |
| dc.subject | Democracy and education | en |
| dc.subject | New Zealand | en |
| dc.subject | democracy, democratic education, student wellbeing, deliberative decision making, equitable student outcomes, student agency | en |
| dc.subject.anzsrc | 390306 Secondary education | en |
| dc.subject.anzsrc | 390403 Educational administration, management and leadership | en |
| dc.title | Democracy, freedom, and school : realigning power in Aotearoa New Zealand's secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany, New Zealand | en |
| thesis.degree.discipline | Education | |
| thesis.degree.name | Doctor of Philosophy (Ph.D) | |
| thesis.description.doctoral-citation-abridged | Ms Smith investigated positive impacts for students of democratic structures in secondary schools. The research revealed that organising school structures around democratic ideals, cultivates a learning environment where diversity is embraced and respected, and effective communication skills are fostered through authentic deliberative dialogue. Being empowered to contribute towards a strong collective school community offers students valuable intra- and interpersonal learning. | |
| thesis.description.doctoral-citation-long | Ms Smith investigated positive impacts for students of democratic structures in secondary schools. Ms Smith concluded that organising school structures around democratic ideals, cultivates a learning environment where diversity is embraced, and effective communication skills are fostered through authentic deliberative dialogue. The challenge of navigating agency in a supportive learning environment and being empowered to contribute towards a strong collective school community offers students valuable intra- and interpersonal learning. Democratic building blocks, based on a foundation of respect for the student as a whole human, emerging from the data, provide a tool for schools wanting to improve student wellbeing. | |
| thesis.description.name-pronounciation | Kylie Smith |
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