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Perspectives, experiences and perceptions of education students in Montreal in relation to democracy. Overview. Methodology Quantitative analysis Conceptualization of democracy Conceptualization of citizenship Democracy, citizenship and education Themes Graphic illustration

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Overview

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  1. Perspectives, experiences and perceptions of education students in Montreal in relation to democracy

  2. Overview • Methodology • Quantitative analysis • Conceptualization of democracy • Conceptualization of citizenship • Democracy, citizenship and education • Themes • Graphic illustration • Qualitative analysis

  3. Methodology • Starting-point: similar study with 114 Education students at an American university • Undergraduate Education students at a French-language university in Québec invited to participate in research on democracy and citizenship in education • Participants are largely under 23 years of age, White, francophones born in Quebec • Participation on an anonymous basis through hard-copy (n=50) and electronic format (n=211) questionnaires in late 2007 • Analysis of data: quantitative and qualitative , with significant text analysis (over 7000 texts in data-base) • Comparative analysis: 1) jurisdictional: US-Canada; English-French; Quebec-Canada; 2) disciplinary: education (curriculum, pedagogy, teaching and learning)/socio-political (context, impact and implications); 3) educational policymaking

  4. Focus of questionnaire • Guiding principles: • How future educators understand, experience and perceive democracy may have an effect on how they will teach for and about democracy; • Ascertaining the comprehension of democracy among education students may lead to insight and reforms re: teacher education, educational policymaking, student engagement, the politics of education, etc. • How future educators perceive the connection between social justice and democracy may lead to a re-conceptualization of pedagogical approaches as well as the importance of identity in relation to educational achievement • Questionnaire: 1) participant information (11 closed-ended); 2) questions on democracy (16 open-ended, of which 13 have quantitative scores); 3) questions on citizenship (12 open-ended, of which 6 have quantitative scores); 4) questions on the questionnaire (3 open-ended) • Area of inquiry: • Participants` perceptions of, experiences with, and perspectives on: • democracy and democratic education; • citizenship and citizenship education; • social justice and social justice in education.

  5. SÉMATO analytical software • Sémato is an internet-based, analytical software program, developed by the Université du Québec à Montréal, which semantically works with French or English textual documents. It is well-suited for analyzing interviews, speeches, documents, and surveys with open-ended questions. • Sémato can undertake coding and text mining, emphasizing qualitative analysis for networks of similitude, and also generates graphic representations of the data, themes and key concepts. • The software can conduct multiple cross-analyses between external variables, which characterize the textual elements as well as the contents found in an automatic or assisted way. • The development of themes, proposed by Semato, and, more importantly, by the researcher, facilitates the analysis of a range of concepts. • Sémato is an advanced software that surpasses simple dictionary- and thesaurus-based language. It builds on concepts, meshing words and themes that have the same or similar meaning given the appropriate context, allowing for a more indepth and salient analysis. • In sum, Sématofavors a “bottom-up” as opposed to a “top-down” approach in order to develop themes and analysis.

  6. 1. Demographic information

  7. 2. Conceptualization of democracy

  8. 3. Conceptualization of citizenship

  9. 4. Democracy, citizenship and education

  10. C. Themes

  11. Graphic representation 1 – All themes

  12. Graphic representation 2 – Inter-relationships of all themes

  13. Graphic representation 3 – Democracy theme

  14. Graphic representation 4 – Politics theme

  15. Graphic representation 5 – Elections theme

  16. Graphic representation 6 - Citizenship theme

  17. Graphic representation 7 – Education theme

  18. Graphic representation 8 – Democratic education theme

  19. Graphic representation 9 – Social Justice theme

  20. Theme 1 – Conceptualizing Democracy • Several trends and focal-points, especially in relation to democracy being predicated on voting/elections, the importance of liberty (reference to etymology) and principles, and the connection to government or democracy being a system. • Few participants focus on education, the media, social justice and political literacy. • A minority of participants emphasize how utopian and incomplete democracy is, stressing the need the need to be critical. • In general, most participants illustrated a thin interpretation of democracy. • Key themes: • Participation, in general, and Voting, in particular • Democracy as a system, and the salience of government • Liberty and the principles of democracy • Majority rule • Critique of democracy • Superior to other systems and countries

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