Democracy in spanish schools: Conceptions of teachers and students

Abstract

Teachers' and students' conceptions of democracy influence the attitudes, expectations, and possibilities of this form of government; therefore, it is essential to know them. This research aims to describe the conceptions of democracy in the school held by teachers and secondary school students in Spain. With that purpose, a phenomenographic study was carried out. Participants were 15 teachers and 15 students attending schools in Spain. Results indicate that there are three conceptions of democracy in school, although with differences between groups. First, an elitist conception that reduces democracy to free competition and school choice. Discourses held under this conception are related to the neoliberal philosophy. A representative conception that emphasizes voting as a decision mechanism. The main differences between teachers and students are found here. While teachers tend to underestimate the real power of students, the second group claims interference in the transcendental school decisions. Finally, a participatory conception characterized by horizontality and consensus decision-making. To promote a participatory conception of democracy is essential to encourage critical thinking and collective agency in common issues, thus advancing towards more just and equitable societies.