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Doing democracy through simulation, deliberation, and inquiry with elementary students

Doing democracy through simulation, deliberation, and inquiry with elementary students <jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>Democracy is learned through doing, not telling. The purpose of this paper is to report the findings from an action research project where a group of fourth-grade students participated in a simulation that explored the possibilities and the constraints of acting democratically, while faced with the dilemmas of environmental disaster and establishing a new society.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>The authors studied how participating students engaged in deliberations and self-directed inquiry. The authors focused the data collection on the responses of students to the challenges presented in the simulation.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>Based on the analysis of student work during the simulation and reflection on the simulation after the project, the authors documented the ways in which students critiqued authority or expressed their distrust in it, engaged in difficult deliberations around controversial issues, and developed expanded agency through inquiry-based learning.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>This paper presented a model of inquiry learning that can be critical, i.e. examining issues of power and justice, while engaging in deliberation via a simulation that integrated social studies and English language arts. Creating space for young students to deliberate issues, steeped in values, and ethics, allows them to recognize the inherent tension and dissension necessary to a healthy democracy.</jats:p> </jats:sec> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Social Studies Research and Practice CrossRef

Doing democracy through simulation, deliberation, and inquiry with elementary students

Social Studies Research and Practice , Volume 12 (1): 56-69 – May 23, 2017

Doing democracy through simulation, deliberation, and inquiry with elementary students


Abstract

<jats:sec>
<jats:title content-type="abstract-subheading">Purpose</jats:title>
<jats:p>Democracy is learned through doing, not telling. The purpose of this paper is to report the findings from an action research project where a group of fourth-grade students participated in a simulation that explored the possibilities and the constraints of acting democratically, while faced with the dilemmas of environmental disaster and establishing a new society.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title>
<jats:p>The authors studied how participating students engaged in deliberations and self-directed inquiry. The authors focused the data collection on the responses of students to the challenges presented in the simulation.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Findings</jats:title>
<jats:p>Based on the analysis of student work during the simulation and reflection on the simulation after the project, the authors documented the ways in which students critiqued authority or expressed their distrust in it, engaged in difficult deliberations around controversial issues, and developed expanded agency through inquiry-based learning.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Originality/value</jats:title>
<jats:p>This paper presented a model of inquiry learning that can be critical, i.e. examining issues of power and justice, while engaging in deliberation via a simulation that integrated social studies and English language arts. Creating space for young students to deliberate issues, steeped in values, and ethics, allows them to recognize the inherent tension and dissension necessary to a healthy democracy.</jats:p>
</jats:sec>

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Publisher
CrossRef
ISSN
1933-5415
DOI
10.1108/ssrp-03-2017-0009
Publisher site
See Article on Publisher Site

Abstract

<jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>Democracy is learned through doing, not telling. The purpose of this paper is to report the findings from an action research project where a group of fourth-grade students participated in a simulation that explored the possibilities and the constraints of acting democratically, while faced with the dilemmas of environmental disaster and establishing a new society.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>The authors studied how participating students engaged in deliberations and self-directed inquiry. The authors focused the data collection on the responses of students to the challenges presented in the simulation.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>Based on the analysis of student work during the simulation and reflection on the simulation after the project, the authors documented the ways in which students critiqued authority or expressed their distrust in it, engaged in difficult deliberations around controversial issues, and developed expanded agency through inquiry-based learning.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>This paper presented a model of inquiry learning that can be critical, i.e. examining issues of power and justice, while engaging in deliberation via a simulation that integrated social studies and English language arts. Creating space for young students to deliberate issues, steeped in values, and ethics, allows them to recognize the inherent tension and dissension necessary to a healthy democracy.</jats:p> </jats:sec>

Journal

Social Studies Research and PracticeCrossRef

Published: May 23, 2017

References