School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study

In democratic societies, education should help build a participative, critical and responsible citizenry and therefore promote the role of schools as settings where students learn democratic coexistence. With the study reported on here we aimed to analyse how coexistence is fostered in classrooms an...

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Detalles Bibliográficos
Autores: García Raga, Laura, Sala Bars, Ingrid, Alguacil de Nicolás, Montserrat, Boqué Torremorell, Maria Carme
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:20.500.14342/4774
Acceso en línea:http://hdl.handle.net/20.500.14342/4774
https://doi.org/10.15700/saje.v42n2a2055
Access Level:acceso abierto
Palabra clave:Catalunya
Ciutadania
Democràcia
Escoles--Administració i organització
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spelling School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical studyGarcía Raga, LauraSala Bars, IngridAlguacil de Nicolás, MontserratBoqué Torremorell, Maria CarmeCatalunyaCiutadaniaDemocràciaEscoles--Administració i organitzacióIn democratic societies, education should help build a participative, critical and responsible citizenry and therefore promote the role of schools as settings where students learn democratic coexistence. With the study reported on here we aimed to analyse how coexistence is fostered in classrooms and schools, as well as the possible synergy between schools’ efforts to educate in democratic coexistence, and the children’s social participation in their setting. To do so, we focused on the perspective of 476 school administrators at schools in Catalonia (Spain) based on an ad-hoc questionnaire comprised of 22 items on a Likert scale. The results reflect settings that value democratic coexistence at school and in society, although when we delved a bit deeper, we found aspects that still required more work. Actions that should be the focal point in the immediate future include developing more innovative educational strategies, training the administrators and enlisting students’ participation in running the schools.info:eu-repo/semantics/publishedVersionEducation Association of South AfricaUniversitat Ramon Llull. Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna2022info:eu-repo/semantics/article17http://hdl.handle.net/20.500.14342/4774https://doi.org/10.15700/saje.v42n2a2055reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésSouth African Journal of Education, 42(2), 1-17© Education Association of South AfricaAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:20.500.14342/47742026-05-29T05:05:01Z
dc.title.none.fl_str_mv School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study
title School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study
spellingShingle School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study
García Raga, Laura
Catalunya
Ciutadania
Democràcia
Escoles--Administració i organització
title_short School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study
title_full School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study
title_fullStr School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study
title_full_unstemmed School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study
title_sort School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study
dc.creator.none.fl_str_mv García Raga, Laura
Sala Bars, Ingrid
Alguacil de Nicolás, Montserrat
Boqué Torremorell, Maria Carme
author García Raga, Laura
author_facet García Raga, Laura
Sala Bars, Ingrid
Alguacil de Nicolás, Montserrat
Boqué Torremorell, Maria Carme
author_role author
author2 Sala Bars, Ingrid
Alguacil de Nicolás, Montserrat
Boqué Torremorell, Maria Carme
author2_role author
author
author
dc.contributor.none.fl_str_mv Universitat Ramon Llull. Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna
dc.subject.none.fl_str_mv Catalunya
Ciutadania
Democràcia
Escoles--Administració i organització
topic Catalunya
Ciutadania
Democràcia
Escoles--Administració i organització
description In democratic societies, education should help build a participative, critical and responsible citizenry and therefore promote the role of schools as settings where students learn democratic coexistence. With the study reported on here we aimed to analyse how coexistence is fostered in classrooms and schools, as well as the possible synergy between schools’ efforts to educate in democratic coexistence, and the children’s social participation in their setting. To do so, we focused on the perspective of 476 school administrators at schools in Catalonia (Spain) based on an ad-hoc questionnaire comprised of 22 items on a Likert scale. The results reflect settings that value democratic coexistence at school and in society, although when we delved a bit deeper, we found aspects that still required more work. Actions that should be the focal point in the immediate future include developing more innovative educational strategies, training the administrators and enlisting students’ participation in running the schools.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/20.500.14342/4774
https://doi.org/10.15700/saje.v42n2a2055
url http://hdl.handle.net/20.500.14342/4774
https://doi.org/10.15700/saje.v42n2a2055
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv South African Journal of Education, 42(2), 1-17
dc.rights.none.fl_str_mv © Education Association of South Africa
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © Education Association of South Africa
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 17
dc.publisher.none.fl_str_mv Education Association of South Africa
publisher.none.fl_str_mv Education Association of South Africa
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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