16th ESA Conference in Porto – Exploring Education for Democracy in Poland
Marta Warat and Paulina Sekuła, scholars from the Jagiellonian University and members of the DEMOCRAT project consortium, recently participated in the 16th European Sociological Association (ESA) conference held in Porto from August 27th to 30th, 2024. The conference, themed “Tensions, Trust and Transformation,” gathered around 4000 sociologists and researchers to discuss social changes and the challenges facing contemporary Europe.
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Marta Warat and Paulina Sekuła contributed to the conference with a presentation titled “How to Teach about Democracy? From a Curriculum Framework to Practice-based Approach to Education for Democracy in Poland” during a session of ESA’s Research Network 10, focusing on Sociology of Education. Their research, conducted with Barbara Ostafińska-Molik and Inga Hajdarowicz, examined a vital issue in today’s political landscape—the role of education in shaping democratic attitudes and practices, particularly through Education for Democracy in Poland. Their presentation addressed key issues such as civic competencies that schools should foster, the factors that facilitate or hinder effective Education for Democracy, and strategies to overcome its limitations.
Tackling the Crisis of Democracy through Education for Democracy
The research was framed within the broader context of the democratic crisis across Europe. Recent trends such as political inefficacy, rising distrust in governments, and the growing popularity of far-right and Eurosceptic movements have led to heightened concerns about the future of democracy. In response, Education for Democracy (EfD) has been identified as a potential solution, equipping citizens with the knowledge and skills necessary for meaningful civic engagement.
Their study focused specifically on Poland, analyzing the relationship between the national curriculum on Education for Democracy and the practical challenges that teachers and students face. This analysis was drawn from a qualitative study conducted in Polish primary and secondary schools, alongside insights from the DEMOCRAT Living Lab, an innovative platform for knowledge exchange and the co-creation of educational practices. The Living Labs offer educators opportunities to collaborate and develop new tools and methods for teaching democracy. It aims to bridge the gap between theory and practice, providing practical solutions for implementing Education for Democracy in schools and beyond.
Practical Challenges in Teaching Education for Democracy in Poland
A central theme of the presentation was the tension between the formal curriculum on Education for Democracy and the school environment, which often limits opportunities for students to actively practice democratic principles. While the curriculum emphasizes democratic values and processes, educators face significant obstacles in bringing these concepts to life in classrooms. These challenges include a narrow interpretation of democracy, often limited to formal political activities, and an overemphasis on theoretical knowledge rather than experiential learning. Additionally, many educators report that students exhibit low levels of agency and responsibility, which highlights the need to reconceptualize schools as democratic institutions.
Another major obstacle is the lack of institutional support for participatory teaching methods. Without strong backing for these approaches, teachers are left to navigate these issues on their own, which limits the effectiveness of democratic education. The research suggests that greater support for practice-based learning environments is essential for cultivating democratic engagement in students.
Conclusion: Strengthening Education for Democracy in Schools
This research provides valuable insights into how the Polish education system can evolve to foster stronger democratic participation and understanding among students. By addressing both the explicit and hidden curricula, and by highlighting the practical challenges that teachers face, this study contributes to a larger discussion on how Education for Democracy can better prepare young people to be active, engaged citizens. The researchers advocate for innovative, practice-based approaches that empower both educators and students to navigate the complexities of modern democracy.
