A typology of educational democratic values

Perspectives from teachers and students in Vietnamese secondary schools

Datos Bibliográficos

ID21485196
AutoresTinh T T Le (0000-0001-7156-0871, Iclon, Leiden University Graduate School of Teaching, Leiden University, The Netherlands, autor de correspondencia), Dineke E H Tigelaar (0000-0003-0335-2370, Iclon, Leiden University Graduate School of Teaching, Leiden University, The Netherlands), W F Admiraal (0000-0002-1627-3420, Iclon, Leiden University Graduate School of Teaching, Leiden University, The Netherlands)
Año2023
Volumen43
Número4
Páginas1240-1255
Fecha de publicación2023-10-02
Open AccessSí
TipoARTICLE
RevistaAsia Pacific Journal of Education (JOURNAL)
Identificadores de la revistaISSN: 0218-8791 • E-ISSN: 1742-6855
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02188791.2021.2016371
OpenAlexW4200118853
IdiomaEN
Citas recibidas1
Referencias citadas30

Educational democratic (ED) values and their manifestation in school are related to the school context and the socio-political-cultural setting. In-depth interviews were conducted with nine participants, including two principals, four teachers, and three students in two secondary schools in Da Nang city, Central Vietnam. The participants indicated sixteen ED values, either instrumental (e.g., friendliness, autonomy) or terminal (e.g., fairness, equality). These ED values can be recognized in both formal and informal school spaces. The findings shed light on the Vietnamese stakeholders’ views on ED values, their manifestation, and their contribution to the democratic school, which could be a premise for further exploring stakeholders’ democratic commitment in the Vietnamese educational context

Autonomy · Democracy · Geography · Pedagogy · Political science · Politics · Premise · Sociology · Typology · Vietnamese · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Reforms and Inequalities · Psychology

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