By Wolfgang Weber, Michael Thoma, Annette Ostendorf, Lynne Chisholm

The contributions during this booklet tackle the query of the way to enhance and foster democratic competences. this can occur through institution curricula, source fabrics and teaching/learning tools; in places of work via formalised preparations that motivate self-direction and during the casual techniques engendered through expansive operating environments; and in own and group existence, together with during incidental studying in social networks. The reviews and analyses are just a little nonconformist in its thematic unfold and its boundary-crossing among disciplines and views that conventionally reside separate lives.

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Extra resources for Democratic Competences and Social Practices in Organizations

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Yet the pre-legislative consultative phase of the drafting of the regulation showed that most stakeholders base their comments on national or sub-national experiences (Kaufmann 2010). Of course the ECI is not a citizens’ initiative such as those provided for in the majority of Member States (MS)4, which give rise to a binding referendum, but rather a non4 CIs at national level: Austria, Hungary, Italy, Latvia, Lithuania, Poland, Portugal, Romania, Slovakia, Slovenia, Spain and the Netherlands; CIs at regional level: Austria, Germany, Spain, Sweden and the Netherlands; CIs at local leval: Belgium, Germany, Hungary, Italy, Luxemburg, Slovenia, Spain and Sweden.

In schools there are two ways of managerial participation. On the one hand the participation in development processes as mentioned above. On the other hand participation as a so called teaching method, where teachers allow the pupils to decide and discuss different questions related to teaching or the lessons. There are different questions raised in this context. The idea is to help to develop the democratic understanding of the pupils. This idea is not so new. As we can see above in the beginning of the 20th century the first steps in this direction have been taken.

Another form of conventional participation in schools would be the representation of interests in form of an e. g. lawyer or – in less dramatic cases – through parents talking to teachers in the name of their children. Lawyers are consulted sometimes, if parents or pupils want to appeal against a grade. This would be a conventional form of representing ones interests. Some schools even have institutionalised teacher-parents talks. In many school systems parentteacher-meetings have been implemented.

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