As the world begins to emerge from the COVID-19 pandemic and grapples to find ways to respond to climate change, there is growing recognition of the need to give space and time in primary schools to hear children-s experiences, ideas and perspectives on these matters and to promote their active participation in democratic solutions. This book presents vibrant examples from professional educators and researchers across the globe who are demonstrating how primary schools can nurture the conditions for new democratic education through empowering educators- and children-s voices and agency.
Written as a genuine partnership between research experts and experienced classroom teachers, the book delves into historic and contemporary theories and evidence about the children-s voices movement, and new democratic education, helping to root teachers- practices to strong educational theoretical concepts. The second section presents a set of diverse and detailed examples drawn from
