Demokratiaa luokkahuoneessa : Toimintatutkimus kolmasluokkalaisten osallistamisesta päätöksentekoon

The crucial questions that define democracy relate to its depth and width: who can participate in decision making and what kind of things can be commonly decided? Theories deeper than representative democracy emphasize discussion, in which by evaluating justifications it is possible to achieve consensus in ideal situation. The aim of my research is to develop tools for promoting the participation of third graders in decision making in the classroom. In addition I study the development of depth and width of democracy in the classroom, the development of skills and competencies in the decision making and the challenges of the project. My research method is participative action research. I collected my data between October 2007 and March 2008. I used videos and observation diaries as my primary data. Additional data consisted of the interviews of the students, the conversations between the adults and the material produced by the teacher. Since we discussed the matters students had highlighted in specific lessons, my analysis proceeds according to these lessons constructing a general view of the process. The width and depth of classroom democracy are difficult to define. Though the system we had created enabled third graders to discuss matters they found important the participation was unequal: some of the students couldn’t among other things give justifications for their opinions. This poses challenges for models that emphasize deliberation since these theories presuppose that everyone has concordant competencies. But then again only critical citizens who are able to make justifications and to evaluate them are able to oppose indoctrination. This makes teaching these competencies justified. Different decision making procedures define the classroom democracy. Deliberation doesn’t necessarily provide deeper information about the preferences of the participants than mere voting. But then again voting doesn’t express the reasons which support one’s preferences. Structured conversation can equalize the time used for every participant’s opinions, but doesn’t solve the challenge of unequal competencies. Children’s suggestion box diversified the possibilities to participate, and also the silent ones used it during the research. The asymmetry in deliberation might also be caused by the social structure of the students. Teacher’s directing and participation encouraging role in deliberation was significant. Diversifying the participation by different roles could equalize the asymmetry in participation.

Generations and turnout : The generational effect in electoral participation in Finland

The relationship between age and turnout has been curve-linear as electoral participation first increases with age, remains relatively stable throughout middle-age and then gradually declines as certain physical infirmities set in (see e.g. Milbrath 1965). Alongside this life-cycle effect in voting, recent pooled cross-sectional analyses (see e.g. Blais et al. 2004; Lyons and Alexander 2000) have shown that there is also a generational effect, referring to lasting differences in turnout between various age groups. This study firstly examines the extent to which the generational effect applies in the Finnish context. Secondly, it investigates the factors accounting for that effect. The first article, based on individual-level register data from the parliamentary elections of 1999, shows that turnout differences between the different age groups would be even larger if there were no differences in social class and education. The second article examines simultaneously the effects of age, generation and period in the Finnish parliamentary elections of 1975-2003 based on pooled data from Finnish voter barometers (N = 8,634). The results show that there is a clear life cycle, generational and period effect. The third article examines the role of political socialisation in accounting for generational differences in electoral participation. Political socialisation is defined as the learning process in which an individual adopts various values, political attitudes, and patterns of actions from his or her environment. The multivariate analysis, based on the Finnish national election study 2003 (N=1,270), indicated that if there were no differences in socialisation between the youngest and the older generations, the difference in turnout would be much larger than if only sex and socioeconomic factors are controlled for. The fourth article examines other possible factors related to generational effect in voting. The results mainly apply to the Finnish parliamentary elections of 2003 in which we have data available. The results show that the sense of duty by far accounts for the generational effect in voting. Political interest, political knowledge and non-parliamentary participation also narrowed the differences in electoral participation between the youngest and the second youngest generations. The implication of the findings is that the lower turnout among the current youth is not a passing phenomenon that will diminish with age. Considering voting a civic duty and understanding the meaning of collective action are both associated with the process of political socialisation which therefore has an important role concerning the generational effect in turnout.