This thesis investigates the extent to which a Play-Arts-Action approach can support the development of a Learning Foundation for Democratic Engagement for 10- to 11-year-olds in England.
Firstly, the origins of democratic engagement are explored – specifically, if it starts and/or is rejected in childhood, and if so, when, why and how. Secondly, the learning requirements to engage children with a Learning Foundation for Democratic Engagement are examined. This entails an evaluation of what ignites interest, the way children learn and approach democracy, the knowledge, values and skills required for interaction, and barriers to engagement.
Play-Arts-Action (P-A-A) is an original approach that has been devised by the author for this research. It interweaves the familiarity and conventions of childhood games with the creative possibilities of arts-based discovery. As such, it sits at the intersection of play and arts theory, and is then applied to action research. P-A-A is employed in three ways: as a methodology, to inform the research design and data collection, and as a pedagogical approach. The benefits of using P-A-A are that it sparks curiosity and collective energy, and encourages children with different levels of interest and ability to engage within the same learning space. In doing so, participation and inclusion are maximised.
This PhD study is inspired by the work of John Dewey (1897, 1902, 1910, 1916). He asserts that democracy faces extinction if it is not ‘continually explored afresh’ (1937: 32), and that children must be educated to take on this responsibility (Dewey and Dewey, 1915: 304). With this underpinning, the thesis starts with a depiction of the Theoretical Landscape that contextualises the contemporary significance of the research, and identifies research gaps. It then interrogates the data to address the three research questions that support the overarching research question and ends with a blueprint for applied practice for use in classrooms by Year 6 teachers. The thesis adopts an inductive approach and entwines theory and practice, or praxis.
At 10- to 11-year-olds, the children are in the final year of primary school, Year 6, and are preparing to transition to secondary education. This is a fertile but fleeting window of opportunity for democratic engagement as it is disruptive and outwards facing, but supported by teachers in an established classroom environment.
