R.W. Hildreth
p. 2
In what ways does organizing a classroom on democratic principles help teach
students about democratic theory? In this paper, I present findings from a study of
students’ “lived experiences of a democratic classroom” in the political theory course
Democracy and Education and experiential practicum Coaching Public Achievement.
1
This paper discusses select findings from a larger study which seeks to analyze the extent
to which this course fosters political engagement among undergraduate students.
2
This
paper has two distinct goals. The first goal is to describe the course and practicum as a
potential model for instructors who wish to incorporate similar pedagogies and practical
experiences into their courses. The second goal is to analyze the pedagogical impact of
democratic pedagogy in terms of fostering students’ understanding of democratic theory
and practice.
3
A sample of students in this course were interviewed at two different times
during the course. The interview transcripts are the primary data source; producing a
"thick description" of student experiences. Through thematic analysis of the narratives of
experience, I hope to document and learning and personal change (see Appendix A for a
1
I would like to thank Rick Battistoni, Harry Boyte, James Farr, and Terri Wilson for their thoughtful
comments and criticisms of this paper. Ross Velure-Roholt and Michael Baizerman not only conducted the
interviews, but helped with data analysis and the final crafting of the paper. This study was made possible
by a research grant from the Carnegie Foundation for the Advancement of Teaching. I would especially
like to thank the support of Liz Beaumont at the Carnegie Foundation for help making this research
possible.
2
The larger study is sponsored by the Carnegie Foundation for the Advancement of Teaching’s Political
Engagement Project which examines this and twenty-one other courses designed to foster political
engagement.
3
Although this study does not operationalize concepts as variables, it is important to clarify the concepts
that I use. I offer a broad working definition of “political engagement,” encompassing an individual’s
involvement in formal and informal activities with others intended to influence or address public problems
(this definition draws from Barber 1984; Boyte and Kari 1996). Moreover, the study is open-ended: it asks
students to personally define politics and to consider how their experiences in the course and practicum are
examples of political engagement. My working definition of experience is the interaction between and
individual and what constitutes her environment at the time (social, physical, or intellectual) (Dewey 1997).
Experience is therefore situated in and over time as well as what Etienne Wenger calls a “community of
practice” (Wenger 1998).
Convention