Education for participatory democracy: a Grade R perspective

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dc.contributor.authorLinington, Vivien
dc.contributor.authorExcell, Lorayne
dc.contributor.authorMurris, Karin
dc.date.accessioned2016-06-15T09:20:48Z
dc.date.available2016-06-15T09:20:48Z
dc.date.issued2011
dc.description.abstractThis paper proposes a form of Grade R pedagogy in South African schools that addresses both the diverse realities of South Africa’s children and the principles underpinning a participatory democracy. The community of enquiry pedagogy we propose is based on a socio-cultural historical theoretical perspective and focuses on the nurturing of a reasonable person (both learner and teacher) in the context of a play-based Grade R (reception year). This relational pedagogy assumes the inclusion of child’s voice and the participation of child1 as thinker, and therefore challenges teachers to take up different roles as co-enquirers, democrats, guides and listeners.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationLinington, V., Excell, L., & Murris, K. (2011). Education for participatory democracy: A Grade R perspective. Perspectives in Education, 29(1), 36-46.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3036
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectEarly childhood developmenten_ZA
dc.subjectGrade Ren_ZA
dc.subjectDevelopmentally appropriate practiceen_ZA
dc.subjectSocio-cultural historical approachen_ZA
dc.subjectPhilosophy for childrenen_ZA
dc.subjectCommunity of enquiryen_ZA
dc.subjectReasonable personen_ZA
dc.subjectThinking skillsen_ZA
dc.subjectParticipatory democracyen_ZA
dc.subjectInclusionen_ZA
dc.subjectChildhooden_ZA
dc.subjectVoiceen_ZA
dc.titleEducation for participatory democracy: a Grade R perspectiveen_ZA
dc.typeArticleen_ZA
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