Implementation of democratic classroom management at a university: Practices and perceptions

Abstract

In South Africa, the translation of democratic principles into actionable classroom management strategies presents a significant challenge, particularly within teacher-educator training programmes. This study explores the practices and perceptions of student-teachers and lecturers regarding democratic classroom management practices at a university in South Africa. The research is framed by critical theory as its theoretical foundation and adopts a transformative research paradigm within a qualitative research approach. A participatory research design is utilised, with data collected through observation and semi-structured interviews involving 10 student-teachers and 5 lecturers at a selected university in the Eastern Cape Province of South Africa. Thematic analysis indicates that some classrooms predominantly employ traditional lecture-based approaches, characterised by limited student engagement and minimal use of participatory methods, while others exhibit efforts to cultivate a more inclusive and interactive learning environment. The findings reveal that students place a high value on feeling heard and respected, advocating for active participation in decision-making processes. Conversely, lecturers underscore the empowering nature of democratic management in fostering student ownership of education and collaborative learning environments. The research identifies challenges in translating theory into practical techniques due to student reluctance and highlights the positive effects of providing students with opportunities for decision-making in class activities. Furthermore, the study emphasises the importance of flexibility and adaptability in the implementation of democratic practices. In conclusion, the research posits that effective democratic management is contingent upon nurturing a collaborative environment in which students feel empowered, while also ensuring alignment with educational objectives.