Democratic Climates in Elementary Classrooms: A Review of Theory and Research

• Autores: Ann V. Angell
• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 19, Nº 3, 1991, págs. 241-266
• Idioma: inglés
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• Resumen

  • This study reviews theory and research on the relationship between classroom climate and citizenship outcomes in elementary settings. A comparison of democratic learning environments described by Dewey (1916/1966); Dreikurs, Crunwald, and Pepper (1971); and Kohlberg (1975) suggests that classroom climate mediates democratic citizenship outcomes through: (a) peer interaction in cooperative activities, (b) free expression, (c) respect for diverse viewpoints, and (d) student participation in democratic deliberations and decision making. Empirical findings support a relationship between these conditions and the development of positive sociopolitical attitudes, higher levels of moral reasoning, prosocial behavior, and sense of community in elementary classrooms. Drawing on Gutmann's theory (1987), it is argued that because the classroom is a vital organ of a democratic system, democratic climates in elementary classrooms may be a sine qua non for promoting the goals of democratic citizenship education.