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ERIC Number: EJ1047213
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: EISSN-1478-2103
Learning through Civic Participation: Policy Actors' Perspectives on Curriculum Reform Involvement in Ontario
Pinto, Laura Elizabeth
Policy Futures in Education, v12 n3 p403-416 2014
When citizens participate in policy production, the advantages go beyond policy outcomes--though the presumption is that participation leads to better public policy. Robust democracy characterized by agonistic exchanges among policy actors ought to encourage learning, dialogue, empow­erment, equity, and a shared spirit of inquiry. This article describes and analyses citizen participation in curriculum policy production during the late 1990s based on archival documents and interviews with 16 policy actors (including writers, bureaucrats, and consultation participants). Their reflections on the process reveal unintended learning about politics, government, and the cultivation of civic skills arising out of interaction with others in different roles and on different ends of the political spectrum. While the analysis reveals how some describe the process as "radicalizing" enlightenment, the findings point to a number of areas for improving opportunities for learning in formal policy production processes, as well as areas for further empirical investigation.
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/pfie
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada