This article presents the case for a progressive education that embraces notions of democratic values in the classroom, and an education for democratic citizenship. Informed by John Dewey’s and Martin Buber’s philosophies of education, and Homi Bhabha’s concept of ‘third space’ work, the article examines the problematic and contested issues of emancipation and empowerment for learning in the classroom and across the school. Democracy in schooling requires a learning environment where teachers and students are encouraged and empowered to engage in mutual dialogue over matters to do with teaching and learning. Acknowledging this requirement, and the traditional agential and power-related positioning of teacher–student relationships and role identities in the classroom and across the school, this article argues for the creation of learning environments where classroom practice is democratically ‘top-down’ teacher-guided and ‘bottom-up’ student-informed.

中文翻译：

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教室里的民主

本文介绍了在课堂中包含民主价值观的渐进式教育和民主公民教育的案例。在约翰·杜威（John Dewey）和马丁·布伯（Martin Buber）的教育理念以及霍米·巴巴（Homi Bhabha）的“第三空间”工作理念的指导下，本文探讨了解放思想和充满争议的问题，这些思想在解放思想和赋权于教室和整个学校的学习中。在学校民主要有一个学习环境，鼓励和授权师生就与教与学有关的事项进行相互对话。认识到这一要求，以及在教室和整个学校中师生关系和角色身份的传统与代理和权力相关的定位，