This theoretical review examines how democratic education is conceptualized within educational scholarship. Three hundred and seventy-seven articles published in English language peer-reviewed journals between 2006 and 2017 are discursively analyzed. Democratic education functions as a privileged nodal point of different political discourses. Two discourses against (elitist and neoliberal) and six discourses pro democratic education (liberal, deliberative, multiculturalist, participatory, critical, and agonistic) construct its meaning. It is argued that the different versions of democratic education respond to various (a) ontological and epistemological assumptions, (b) normative approaches to democracy, and (c) conceptions of the relationship between education and politics. For educational policy, the review provides a critique of elitist and neoliberal policies and support for participatory decision making across discourses. Recommendations for educational practice are made by identifying pedagogies across democratic education scholarship as well as specific pedagogies for each discourse.

中文翻译：

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民主教育：理论回顾（2006-2017）

这篇理论评论考察了民主教育是如何在教育学术中概念化的。对 2006 年至 2017 年间发表在英语同行评审期刊上的 377 篇文章进行了话语分析。民主教育是不同政治话语的特权节点。两种反对（精英主义和新自由主义）的话语和六种支持民主教育的话语（自由主义、协商、多元文化主义、参与性、批判性和对抗性）构建了其意义。有人认为，民主教育的不同版本对各种（a）本体论和认识论假设，（b）民主的规范方法，以及（c）教育与政治之间关系的概念做出反应。对于教育政策，该评论对精英主义和新自由主义政策提出批评，并支持跨话语的参与式决策。通过确定民主教育奖学金中的教学法以及每个话语的具体教学法，对教育实践提出建议。