Institutions and Organizations as Learning Environments for Participation and Democracy: Opportunities, Challenges, Obstacles

Contents
Chapter 1: Participation in Organizations and Institutions Across the Life Course
	1.1 The Meaning of Participation
	1.2 Participation and Life Course
		1.2.1 Lifelong and Life-Wide Participation
		1.2.2 Life-Course Regimes and Institutions
	1.3 Challenges to Participation
	1.4 Structure of the Book
	References
Part I: Early Childhood
	Chapter 2: Agency and Participation: A Critique of the Epistemological, Psychological, Pedagogical, and Ethical Premises
		2.1 Introduction
		2.2 Epistemological Critique of the Concept of Agency
		2.3 Constraints from a Developmental Psychology Point of View
		2.4 Critique of the Agency Concept in Educational Theory
		2.5 Ethical Issues Related to Child Agency
		2.6 Concluding Remarks
		References
	Chapter 3: Democracy Education in German Early Childhood Education Institutions: Empirical Research Results
		3.1 Introduction
		3.2 Theoretical Assumptions of the Research Project
		3.3 Research Design
		3.4 Results I: Participation in the Light of Basic Tensions Between Deliberative Democracy and Democracy of the Experts
		3.5 Results II: Children’s Democratic Participation
		3.6 Results III: Children’s Satisfaction with Democratic Processes
		3.7 Summary
		3.8 Our Study Discussed from an International Research Perspective
		References
Part II: Middle Childhood
	Chapter 4: Constructing the Neoliberal Citizen: An Ethnographic Investigation of Corporatized Practices in Education
		4.1 Introduction
		4.2 Power and Principles of Schools Serving the Poor
		4.3 Democratic Citizenship, Charter Schools, and Social Justice
		4.4 Neoliberal Citizenship and Schooling for Disadvantaged Populations
		4.5 Charter School Management Organizations (CMOs): Cultures of Accountability and Performativity
		4.6 Institutional Practices and Constructing the Neoliberal Citizen
		4.7 Rank and Yank
		4.8 Aesthetics and Precision
		4.9 A Culture of Grit
		4.10 Implications for Democratic Citizenship
		4.11 Conclusion
		References
	Chapter 5: Democracy and Civic Participation Through Youth Forums in Schools: Reflections on Practice
		5.1 Introduction
		5.2 Civic Participation in Schools’ Programmes
		5.3 Youth Participation in Student-Teacher Relationship
		5.4 Questions and Research Design
		5.5 Participants and Recruitment
		5.6 Results
			5.6.1 Teachers’ Perspectives on Youth Participation in School Settings
				5.6.1.1 Before the School Forums
				5.6.1.2 After the School Forums
			5.6.2 Youth Perspectives on Democracy and Civic Participation
				5.6.2.1 Before the School Forums
				5.6.2.2 After the School Forums
		5.7 Conclusions and Discussion
			5.7.1 Teachers’ Role to Empower and Create Youth-Adult Partnerships
			5.7.2 School to Promote Self-Awareness, Collaboration and Critical Approach to Information
			5.7.3 Curricular Activities for Youth Participation
			5.7.4 Discussion
			5.7.5 Limitation of the Study
		References
	Chapter 6: Creating “THINKING PRO” for High School Teachers and Students: Two Cases of a Local News-Driven Curriculum in English and Social Studies Classrooms
		6.1 Introduction
		6.2 Methods and Case Studies
		6.3 Case 1: A High School in a Small Rural Community
			6.3.1 Preparation and Curriculum Implementation
			6.3.2 Theory into Practice: Making News and Leadership Personal
			6.3.3 Takeaways from Case Study 1
		6.4 Case 2: A High School in a Diverse Small City
			6.4.1 Preparation and Curriculum Implementation
			6.4.2 Theory into Practice: Empowering Student Voices in Their Communities
			6.4.3 Takeaways from Case Study 2
		6.5 Discussion
			6.5.1 Empowerment Through Professional Development
			6.5.2 Local News, Local Issues, Local People
			6.5.3 Localized Curriculum
			6.5.4 Obstacles and Recommendations
		6.6 Conclusion
		References
Part III: Young Adulthood
	Chapter 7: Democracy Learning Through Participation in Upper Secondary Education in Schools and Regulated Company Training
		7.1 Introduction
		7.2 Theory and Method
		7.3 EDC in Swedish Schools: Summary of a Study
		7.4 Re-description in the Language of the Theory
		7.5 Training Companies in the German Dual System as Contexts for EDC ‘Learning Through’
		7.6 Summary and Discussion
		References
			Paper Collections from International Bernstein Symposia
	Chapter 8: Participation and Identity Development in a Multicultural Academic Context in the Higher Education Institutions: Palestinian-Arab Social Work Students in Israel
		8.1 Introduction
		8.2 The Social Work Learning Environment: Participation in Theory and Practice
		8.3 Formal Knowledge as an Opportunity or Obstacle
		8.4 Methodology
			8.4.1 Participants and Procedure
			8.4.2 Data Analysis
		8.5 Findings
			8.5.1 Positive Experiences
				8.5.1.1 Personal Experiences
				8.5.1.2 Normative-Cultural Experiences
				8.5.1.3 Professional Experiences
			8.5.2 Negative Experiences in the Process of Knowledge Acquisition
				8.5.2.1 Knowledge as Irrelevant and Harmful
				8.5.2.2 Knowledge That Challenges the Student Culturally and Personally
				8.5.2.3 Marginalization by the University
		8.6 Discussion: The Contextual Academic Conflict
		8.7 Conclusions
		References
	Chapter 9: Youth on the Move? On the Transformation of Political Engagement in the Second Modernity
		9.1 Introduction: Apolitical Youth or Committed Young People?
		9.2 Theoretical Background: Youth and Political Engagement in the Mirror of Reflexive Modernization
			9.2.1 Social Transformation Processes and the Individualization Thesis
			9.2.2 Youth Political Participation
		9.3 Research Interest and Methodological Considerations
			9.3.1 Research Question and Design
			9.3.2 Methodological-Conceptual Problems
		9.4 Results: Young People’s Political Interest and Transformation of Political Engagement
			9.4.1 Political Interest and Trust
			9.4.2 Conventional Engagement: Voting Behaviour, Party Political Involvement and Association Activities
			9.4.3 Nonconventional Engagement
			9.4.4 Summary
		9.5 Discussion: Engagement Beyond Formal Organizations? Trends in Political Action Among Young People
		References
			Studies
			Shell Youth Studies
Part IV: Adulthood
	Chapter 10: Workplaces as Learning Environments: How Participative Practices in Enterprises Provide Learning Opportunities for Employees’ Democracy-Relevant Orientations and Behaviors
		10.1 Introduction
		10.2 Theoretical Framework and Hypothesis
			10.2.1 Participative Practices
				10.2.1.1 Individually Perceived Participation in Decision-Making
				10.2.1.2 Perceived Socio-Moral Climate
			10.2.2 Relevant Democratic Orientations at Work (Proximal Outcomes)
				10.2.2.1 Solidarity at Work
				10.2.2.2 Moral Self-Efficacy at Work
			10.2.3 Relevant Democratic Orientations and Behaviors Beyond the Workplace (Distal Outcomes)
				10.2.3.1 Democratic Engagement Orientations
				10.2.3.2 Moral Behavior
		10.3 Method
			10.3.1 Study 1: Democratic Enterprises
				10.3.1.1 Sample and Procedure
				10.3.1.2 Measures
			10.3.2 Study 2: Conventional Enterprises
				10.3.2.1 Sample and Procedure
				10.3.2.2 Measures
			10.3.3 Analytical Approach
		10.4 Results
			10.4.1 Study 1: Democratic Enterprises
				10.4.1.1 Confirmatory Factor Analysis
				10.4.1.2 Hypothesis Testing Study 1
			10.4.2 Study 2: Conventional Enterprises
				10.4.2.1 Confirmatory Factor Analysis
				10.4.2.2 Hypothesis Testing Study 2
		10.5 Discussion
			10.5.1 Summary
			10.5.2 Theoretical Implications
			10.5.3 Limitations and Future Research
			10.5.4 Practical Implications
			10.5.5 Conclusions
		Appendix
			Strategic Decisions
			Tactical Decisions
			Operational Decisions
		References
	Chapter 11: Organization and Participation. Aspects of a Dialectical Relationship
		11.1 Introduction
		11.2 Participation Between Organization and Society
		11.3 The Organization of Political Participation
		11.4 Participation as Organization
		11.5 The Normative Form of Participation
		11.6 Individual and Organizational Consequences of Participation
		11.7 Participation as Bildung of the Individual and the Organization
		References
Part V: Advanced Adulthood and Old Age
	Chapter 12: Participation and Civic Engagement in Scotland: The Importance of Contributions from Older Adults
		12.1 Introduction
		12.2 Theoretical Background
			12.2.1 Helping Others and Improving the Lives of Individuals and Communities: The Voluntary, Community and Social Enterprise (VCSE) Ecosystem
			12.2.2 Rural Areas, Demographic Ageing and Volunteering
			12.2.3 The Voluntary, Community and Social Enterprise Sector in Scotland
		12.3 Research Questions and Methods of Research
		12.4 Results
			12.4.1 Quantitative: Patterns of Volunteering in Scotland
			12.4.2 Qualitative: Volunteering in Rural Scotland – Evidence from the Isle of Bute
			12.4.3 Qualitative: Volunteering in the Outer Hebrides – Heritage and Community
			12.4.4 Qualitative: Rural Life, Ageing and voluntarism – Stories from East Lothian
		12.5 Discussion and Conclusions
		References
	Chapter 13: Democratic Care in Nursing Homes: Responsive Evaluation to Mutually Learn About Good Care
		13.1 Introduction
		13.2 Democratic Care as a Theoretical Lens
		13.3 Development of the Enjoying Life Approach, Plan, and Training Program
			13.3.1 Participants
			13.3.2 Contents of the Enjoying Life Training Program
				13.3.2.1 Doodle Me Tool Sessions
				13.3.2.2 Enjoying Life Plan Sessions
				13.3.2.3 Group Sessions
		13.4 Methods
			13.4.1 Action Research
			13.4.2 Responsive Evaluation
			13.4.3 Data Collection
			13.4.4 Data Analysis
		13.5 Findings
			13.5.1 Perspectives on the Enjoying Life Approach and Project
			13.5.2 Democratic Care in Practice
				13.5.2.1 Getting to Know the Resident’s Identity
				13.5.2.2 Using the Narrative When Taking Care
				13.5.2.3 Using Narratives to Evaluate Care
				13.5.2.4 Making Dilemmas Explicit
		13.6 Discussion: Lessons Learned About the Democratic Potential in Organizations
		13.7 Conclusion
		References