Abstract
The central issue of this chapter is a case study of the pedagogical dimensions of the participatory democracy that was developed by self-organized district community assemblies in Maribor, the second largest city in Slovenia, in the beginning of 2013.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Abers, R. (2000). Inventing local democracy: Grassroots politics in Brazil. Boulder: Lynne Rienner Publishers.
Baiocchi, G. (2005). Militants and citizens: The politics of participatory democracy in Porto Alegre. Stanford, CA: Stanford University Press.
Biesta, G. (2014). Learning in public places: Civic learning for the Twenty-First century. In G. Biesta, M. De Bie, & D. Wildemeersch (Eds.) Civic learning, democratic citizenship and the public sphere (1-11). Dordrecht, Heidelberg, New York, London: Springer.
Biesta, G., & Cowell, G. (2012). How is community done? Understanding civic learning through psychogeographical mapping. International Journal of Lifelong Education, 31(1), 47–61.
Cammack, P. (2004). What the World Bank means by poverty reduction, and why it matters. New Political Economy, 9(2), 233–262.
Cohen, M., Schugurensky, D., & Wiek, A. (2015). Citizenship education through participatory budgeting: The case of Bioscience high school in Phoenix, Arizona. Curriculum and Teaching, 30(2), 5–26.
Colectivo Situaciones. (2003). Sobre el militante investigador. Retrieved December 26, 2015, from http://eipcp.net/transversal/0406/colectivosituaciones/es
Colectivo Situaciones. (2005). Something more on research militancy: Footnotes on procedures and (in)decisions. Ephemera, 5(4), 602–614.
De Sousa Santos, B. (2005). Participatory budgeting in Porto Alegre: Toward a redistributive democracy. In B. de Sousa Santos (Ed.), Democratizing democracy. Beyond the liberal democratic canon (pp. 307–376). Londores: Verso.
Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal of Lifelong Learning, 7, 1–14.
Goldfrank, B. (2011). Deepening local democracy in Latin America: Participation, decentralization, and the left. University Park: Pennsylvania State University Press.
Gregorčič, M. (2011). Potencia. Samoživost revolucionarnih bojev [Potentia. The self-determination of revolutionary struggles]. Ljubljana: Založba /*cf.
Foley, G. (1998). Clearing the theoretical ground elements in a theory of popular education. International Review of Education, 44(2), 139–153.
Fung, A., & Wright, E. O. (2003). Deepening democracy: Institutional innovation in empowered participatory governance. London/New York: Verso.
Hall, B. L. (2012). ‘A giant human hashtag’: Learning and the #occupy movement. In B. Hall, D. E. Clover, J. Crowter, & E. Scandrett (Eds.), Learning and education for a better world: The role of social movements (pp. 127–139). Rotterdam: Sense Publishers.
Hart, M. (1990). Liberation through consciousness raising. In J. Mezirow (Ed.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 47–73). San Francisco, CA: Jossey Bass.
Held, D. (2006). Models of democracy (3rd ed.). Stanford, CA: Stanford University Press.
Illeris, K. (2014). Transformative learning and identity. London, New York: Routledge.
Inglis, T. (1997). Empowerment and emancipation. Adult Education Quarterly, 48(1), 119–134.
Jackson, J. T. (2005). The globalizers: Development workers in action. Baltimore: The John Hopkins University Press.
Koga, T. (2007). Creating citizens for whom? Participatory budgeting and citizenship learning in Japan. B.A., Waseda University.
Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). Washington DC: American Psychological Association.
Lave, J. (2009). The practice of learning. In K. Illeris (Ed.), Contemporary theories of learning (pp. 200–208). London and New York: Routledge.
Lerner, J. (2011). Participatory budgeting. Building community agreement around tough budget decision. National Civic Review, 100(2), 30–35.
Lerner, J., & Schugurensky, D. (2007). Who learns what in participatory democracy? Participatory budgeting in Rosario, Argentina. In R. van der Veen, D. Wildemeersch, J. Youngblood, & V. Marsick (Eds.), Democratic practices as learning opportunities (pp. 85–100). Rotterdam: Sense Publishers.
Longo, N. V. (2007). Why community matters: Connecting education with civil life. Albany, NY: State University of New York Press.
Masser, K. (2014). Participatory budget as its critics see it. Retrieved June 29, 2016, http://www.buergerhaushalt.org/en/article/participatory-budgeting-its-critics-see-it
McLaren, P. (2000). Che Guevara, Paolo Freire, and the pedagogy of revolution. Maryland: Rowan & Littlefield.
McLaren, P., & Farahmandpur, R. (2001). Educational policy and the socialist imagination: Revolutionary citizenship as a pedagogy of resistance. Educational Policy, 15(3), 343–378.
Mezirow, J. (1997). Transformative learning: Theory to practice. In P. Cranton (Ed.), New directions for adult and continuing education, 74. Transformative learning in action: Insights from practice (pp. 5–12). San Francisco, CA: Jossey-Bass.
Pateman, C. (1988 [1970]). Participation and democratic theory. New York: Cambridge University Press.
Pontual, P. (2014). Building a democratic pedagogy. Participatory budgeting as a ‘School of Citizenship’. In N. Dias (Ed.), Hope for democracy. 25 years of participatory budgeting worldwide (pp. 427–429). São Brás de Alportel, Portugal: InLoco Editions.
Rückert, A. (2007). Producing neoliberal hegemony? A neo-Gramscian analysis of the PRSP in Nicaragua. Studies in Political Economy, 79, 91–118.
Salgado, M. (2015). Call this democracy? Education and empowerment through participatory city budgeting. Journal of Urban Regeneration and Renewal, 8(2), 199–209.
Schmidt-Herta, B., Jelenc-Krašovec, S, & Formosa, M. (Eds.). (2014). Learning across generations in Europe: Contemporary issues in older adult education (Research on the education and learning of adults, 2). Rotterdam: Sense Publishers.
Schugurensky, D. (2002). Transformative learning and transformative politics: The pedagogical dimension of participatory democracy and social action. In E. V. O’Sullivan, A. Morrell, & M. A. O’Connor (Eds.), Expanding the boundaries of transformative learning. Essay on theory and praxis (pp. 59–76). New York: Pelgrave.
Schugurensky, D. (2004). The tango of citizenship learning and participatory democracy. In K. Mündel, & D. Schugurensky (Eds.), Lifelong citizenship learning, participatory democracy and social change (pp. 326–334). Toronto: Transformative Learning Center, OISE/UT.
Schugurensky, D. (2006a). Strategies to elicit informal learning and tacit knowledge: Methodological notes from the field. Paper presented at the conference Rethinking work and learning: Research findings and policy challenges organized by the Research Network on Work and Lifelong Learning, Toronto, June 4–5, 2006.
Schugurensky, D. (2006b). This is our school of citizenship: Informal learning in local democracy. In Z. Beckerman, N. C. Burbules, & D. S. Keller (Eds.), Learning in places: The informal educational reader (pp. 163–182). New York: Peter Lang AG.
Schugurensky, D. (2010). Introductory essay: Citizenship learning for and through participatory democracy. In E. Pinnington & D. Schugurensky (Eds.), Learning citizenship by practicing democracy: International initiatives and perspectives (pp. 1–16). Newcastle upon Tyne: Cambridge Scholars Publishing.
Schugurensky, D. (2013). Volunteers for democracy: Informal learning through participatory budgeting. In F. Duguid, K. Mündel, & D. Schugurensky (Eds.), Volunteer work, informal learning and social action (pp. 159–176). Rotterdam, The Nederlands: Sense Publisher.
Schugurensky, D., Mündel, K., & Duguid, F. (2006). Learning from each other: Housing cooperative members’ acquisition of skills, knowledge, attitudes, and values. Cooperative Housing Journal, 2–15.
Sintomer, Y., Herzberg C., & Röcke, A. (2014). Transnational models of citizen participation: the case of participatory budgeting. In N. Dias. (Ed.), Hope for democracy. 25 years of participatory budgeting worldwide (pp. 28–44). São Brás de Alportel, Portugal: InLoco Editions.
Stiglitz, J. E. (2010). Freefall: America, free markets, and the sinking of the world economy. New York: WW Norton & Company.
Thompson, J. (2002). Community education and neighbourhood renewal. Leicester, UK: NIACE.
Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Cambridge University Press.
Wildemeersch, D. (2012). Imagining pedagogy in public space: Visions of cultural policies and practices in a city in transformation. International Journal of Lifelong Education, 31(1), 77–95.
Wildemeersch, D. (2014). Displacing concepts of social learning and democratic citizenship. In G. Biesta, M., De Bie, & D. Wildemeersch (Eds.) Civic learning, democratic citizenship and the public sphere (pp. 15–28). Dordrecht, Heidelberg, New York, and London: Springer.
Wilhelmson, L. (2002). On the theory on transformative learning. In A. Bron & M. Schemmann (Eds.), Social science theories in adult education research (pp. 180–210). Münster: LIT Verlag.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Gregorčič, M., Krašovec, S.J. (2017). Pedagogical Dimensions of Participatory Democracy. In: Koulaouzides, G.A., Popović, K. (eds) Adult Education and Lifelong Learning in Southeastern Europe. International Issues In adult Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-173-5_3
Download citation
DOI: https://doi.org/10.1007/978-94-6351-173-5_3
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-173-5
eBook Packages: EducationEducation (R0)