Changes in society are inevitably reflected within the school as an institution, turning it into a mirror of the challenges accompanying Bulgaria’s transition from a communist regime to a democratic political system. This transformation also marks a difficult shift from an authority-based to a participation-based paradigm in education (Petrov, 2003). Despite persistent value-based divisions in society, the author argues that greater involvement of stakeholders in the educational process – coupled with critical reflection on the goals and expected outcomes of schooling – could alleviate systemic tensions and support the development of consensus-driven policies, as well as clear delineation of roles and responsibilities among all actors involved in the upbringing and education of children. A study conducted by the author among teachers and parents reveals significant discrepancies in expectations regarding the aims, content, methods, and guiding principles of school education. At the same time, it highlights a shared need for an „open conversation“ and „genuine dialogue“ (as expressed by respondents) to adequately address ongoing societal changes and to reconcile differing perspectives – at the school level and beyond, extending to regional and national policymaking. Although initiating such public dialogue risks becoming a performative act – a mere formality masking continued authoritarian practices – the article advocates for the creation of genuine conditions for „active and democratically functioning communities“ (MON, 2016), both within schools and across society. These communities should be capable of embracing political, generational, and value-based differences in pursuit of the common good.
Vesselina Kachakova (Wed,) studied this question.