2013 | 4(22) | 7-24
Article title

Democracy: A fundamental value of education

Selected contents from this journal
Title variants
Languages of publication
Niniejszy artykuł to skrócona wersja rozdziału książki pt. Transformative Change and Real Utopias in Early Childhood Education: A Story of Democracy, Experimentation and Potentiality [Zmiana transformacyjna i prawdziwe utopie we wczesnej edukacji: Opowieść o demokracji, eksperymentowaniu i możliwościach]. Koncentruje się on na wczesnej edukacji, jednak będzie użyteczny dla wszystkich obszarów edukacji, z uwzględnieniem specjalnych potrzeb edukacyjnych. Obecnie wczesna edukacja traktowana jest często jako praktyka o wyłącznie technicznym charakterze. Artykuł stawia tezę, że wczesna edukacja to przede wszystkim działanie polityczne i koncentruje się na zasadniczych wartościach w edukacji. Autor wskazuje, że jedną z tych wartości jest demokracja. To twierdzenie nie jest nowe, jako że istnieje silna tradycja przedstawiająca demokrację jako istotną wartość w edukacji. Artykuł pokazuje, w jaki sposób demokrację można rozumieć jako wartość oraz jak wprowadzić ją do instytucji dla małych dzieci.
This article is an edited version of a chapter in a book – Transformative Change and Real Utopia in Early Childhood Education: A Story of Democracy, Experimentation and Potentiality. While its focus is early childhood education, the article is relevant to all educational sectors, including special learning needs. Currently, early childhood education are often treated as a purely technical practice. The article brings thesis that early childhood education is primarily the political act and concentrates on the fundamental values in education. The author suggests that one of the values is democracy. This statement is not new, as there is a strong tradition presenting democracy as an important value in education. The article presents how democracy can be understood as a value, and how to bring democracy to the institution for young children.
  • Institute of Education University of London
  • Amsler, S. (2012). Taking great pains: Critical theory, affective pedagogies and radical democracy.
  • Paper given at Real Utopias, American Sociological Association annual conference.
  • Denver, CO, 17–21 August 2012.
  • Balducci, L., Lazzari, A. (2013). Bruno Ciari and “educational community”: The relationship from
  • an Italian perspective, in: P. Moss (ed), Early Childhood and Compulsory Education: Reconceptualising
  • the Relationship. London: Routledge.
  • Bentley, T. (2005). Everyday Democracy: Why We Get the Politicians We Deserve. London: Demos.
  • Bloom, A.A. (1948). Notes on a school community. New Era, 29(6), 120–121.
  • Cagliari, P., Barozzi, A., Giudici, C. (2004). Thoughts, theories and experiences: For an educational
  • project with participation. Children in Europe, 6, 28–30.
  • Carr, W., Hartnett, A. (1996). Education and the Struggle for Democracy: The Politics of Educational
  • Ideas. Buckingham: Open University Press.
  • Catarsi, E. (2004). Loris Malaguzzi and the municipal school revolution. Children in Europe, 4,
  • 8–9.
  • Clark, A. (2010). Transforming Children’s Spaces: Children’s and Adults’ Participation in Designing
  • Learning Environments. London: Routledge.
  • Clark, A., Moss, P. (2005). Spaces to Play: More Listening to Young Children using the Mosaic
  • Approach. London: National Children’s Bureau.
  • Crouch, C. (2004). Post-democracy. Cambridge: Polity.
  • Dahlberg, G. (2000). Everything is a beginning and everything is dangerous: Some reflections on
  • the Reggio Emilia experience, in: H. Penn (ed), Early Childhood Services: Theory, Policy and
  • Practice. Buckingham: Open University Press.
  • Dahlberg, G., Moss, P., Pence, A. (2013, 3rd edn). Beyond Quality in Early Childhood Education
  • and Care: Languages of Evaluation. London: Routledge.
  • Darling, J., Norbenbo, S.E. (2003). Progressivism, in: N. Blake, P. Smeyers, R. Smith, P. Standish
  • (eds), The Blackwell Guide to Philosophy of Education. Oxford: Blackwell.
  • Dewey, J. (1900). School and Society. Chicago: University of Chicago Press.
  • Dewey, J. (1939). Creative democracy – The task before us. Address given at a dinner in honour of
  • John Dewey, New York, 20 October 1939. (
  • creative_dem.pdf#).
  • Fielding, M., Moss, P. (2011). Radical Education and the Common School: A Democratic Alternative.
  • London: Routledge.
  • George, S. (2009). Too Young for Respect? Realising Respect for Young Children in their Everyday
  • Environments. Den Haag: Bernard van Leer Foundation.
  • Gray, J. (2009). Gray’s Anatomy: John Gray’s Selected Writings. London: Allen Lane.
  • Hoyuelos, A. (2004). A pedagogy of transgression. Children in Europe, 6, 6–7.
  • Hoyuelos, A. (2013). The Ethics in Loris Malaguzzi’s Philosophy. Reykjavik: Isalda.
  • Malaguzzi, L. (1995). La storia, le idee, la cultura, in: C. Edwards, L. Gandini, G. Forman (eds),
  • I cento linguaggi dei bambini. Bergamo: Edizioni Junior.
  • Morin, E. (1999). Homeland Earth: A Manifesto for the New Millennium. Cresskill, NJ: Hampton
  • Press.
  • Morin, E. (2001). Seven Complex Lessons in Education for the Future. Paris: UNESCO.
  • Mouffe, C. (2000). The Democratic Paradox. London: Verso.
  • Nussbaum, M. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton NJ:
  • Princeton
  • University Press.
  • OECD (2006). Starting Strong II. Paris: OECD.
  • 24 Peter Moss
  • Power Inquiry (2006). The Report of Power: An Independent Inquiry into Britain’s Democracy.
  • London: The Power Inquiry.
  • Reggio Children (2012). One City, Many Children: Reggio Emilia, a History of the Present. Reggio
  • Emilia: Reggio Children.
  • Rinaldi, C. (2005). Is a curriculum necessary? Children in Europe, 9, 15.
  • Rinaldi, C. (2006). In Dialogue with Reggio Emilia: Listening, Researching and Learning. London:
  • Routledge.
  • Rose, N. (1999). Powers of Freedom: Reframing Political Thought. Cambridge: Cambridge University
  • Press.
  • Skidmore, P., Bound, K. (2008). The Everyday Democracy Index. London: Demos.
  • Skolverket (2010). Curriculum for the Preschool Lpfö 98 Revised 2010. Stockholm: Skolverket.
  • ( = 2704).
  • Vecchi, V. (2010). Art and Creativity in Reggio Emilia: Exploring the Role and Potentiality of
  • Ateliers in Early Childhood Education. London: Routledge.
  • Wagner, J.T. (2006). An outsider’s perspective: Childhoods and early education in the Nordic
  • countries, in: J. Einarsdottir, J.T. Wagner (eds), Nordic Childhoods and Early Education: Philosophy,
  • Research, Policy and Practice in Denmark, Finland, Iceland, Norway, and Sweden.
  • Greenwich, Connecticut: Information Age Publishing.
  • Yeatman, A. (1994). Postmodern Revisionings of the Political. London: Routledge.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.