A typology of educational democratic values

Perspectives from teachers and students in Vietnamese secondary schools

Bibliographic Data

ID21485196
AuthorsTinh T T Le (0000-0001-7156-0871, Iclon, Leiden University Graduate School of Teaching, Leiden University, The Netherlands, corresponding author), 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)
Year2023
Volume43
Issue4
Pages1240-1255
Publication date2023-10-02
Open AccessYes
TypeARTICLE
VenueAsia Pacific Journal of Education (JOURNAL)
Journal identifiersISSN: 0218-8791 • E-ISSN: 1742-6855
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02188791.2021.2016371
OpenAlexW4200118853
LanguageEN
Citations received1
References cited30

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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