Democracy & education

Research Intelligence issue 160

In a year when almost half of the world’s population can vote in some form of democratic political process, this issue of Research Intelligence investigates the relationship between democracy and education. Guest editors Chris Rolph and Phil Wood bring together contributors based across the UK and internationally to reflect on the tensions and opportunities which emerge through the interaction of democracy and education.

The contributions offer a range of reflections on the complexities of the links between democracy and education, and why a continued focus on their relationship is so important in understanding our current systems. The special section begins by looking at issues across the four devolved nations of the UK, before exploring international perspectives from Switzerland, India and Kenya. It concludes with a series of contributions that consider reflections on embedding democracy in education – through decolonial approaches, philosophical inquiry and play in the early years.

Contributions to this issue:

• Ross Evans and Jane Gatley consider the need for the Curriculum for Wales to engage with the fast-moving development of artificial intelligence (AI) if the stated aim of the curriculum to aid children in preparation for a democratic life is to be realised.
• Tony Gallagher reflects on the long-term changes in the democratic process and its impact on education in the context of Northern Ireland.
• Anna Beck explores the complexities of attempts to develop a democratic and participatory approach to policy development in Scotland when it is intertwined with the political process.
• Chris Rolph considers the long-term development of neoliberal approaches to education in England.
• Doris Ittner outlines how the democratic structures of Switzerland have ensured a stable political climate over the long term, and how this supports and is supported by citizenship education in schools.
• Mousumi Mukherjee considers recent changes to the curriculum in India and reflects on the potential for developing stronger democratic and global citizenship activity in schools.
• Mukirae Njihia, Damaris Kariuki and Samson Ondigi discuss the challenges in implementing the widely accepted competency-based curriculum that has been democratically developed and agreed in Kenya.
• Rucelle Hughes and Melanie Nash explore the development of decolonial approaches to initial teacher education in Australia, and how positive co-leadership can lead to critical and inclusive approaches to teacher education.
• Aimee Quickfall reflects on the use of philosophical inquiry with young children to learn how to tolerate differences of opinion and disagree well.
• Aaron Bradbury argues that the centrality of play in the early years can act as the catalyst for successful child development and the emergence of positive and critically minded individuals.

Elsewhere in this issue:

• In her final message as BERA president, Vivienne Baumfield reflects on collaborative partnerships, new members and the association’s 50th anniversary celebrations across her two-year presidency.
• BERA announces the publication of a landmark book edited by members of the British Curriculum Forum steering group, Curriculum in a Changing World.
• Angela Jaap reflects on a joint event between BERA and the Scottish Educational Research Association (SERA), which commemorated the 50th anniversary of both associations.
• We feature programme highlights from the BERA Annual Conference 2024 and WERA Focal Meeting, including sessions involving young people and showcasing topical research.
• Who’s Afraid of Political Education, edited by Henry Tam, is reviewed in this issue’s book feature.
• The special feature celebrating BERA’s 50th anniversary year continues:
  • Chief Executive, Nick Johnson, discusses the expansion of BERA in the early 21st century as it sought to advocate for educational research and develop the association’s professional services.
  • Colin Rogers and Felicity Wikeley (former BERA Council members) share their personal memories of BERA from the late 20th century and into the 21st century.
  • From BERA’s archive, we uncover an extract from a 2004 issue of Research Intelligence identifying the most exciting intellectual challenges facing educational research over the next 10 years; and an extract published at the time of BERA’s 40th anniversary reflecting on changes in educational research since BERA was founded in 1974.
• Liesel Ebersöhn, president of WERA, presents two evidence-based vignettes that depict the enabling capacity of collective efficacy and agency to promote positive development in Southern Africa.