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February 13, 2026Open Access

Connecting with democracy in secondary education: A Guide to aesthetic and embodied learning for democracy

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Authors

PWPhilip WoodsMAMarta AbelhaJBJoanne Barber

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Overview

This guide integrates Aesthetic and Embodied Learning for Democracy in secondary education, highlighting pedagogical implications.

Key Points

  • The aim is to provide a foundational guide for implementing Aesthetic and Embodied Learning for Democracy in secondary education.
  • Utilized participatory action research from the AECED project.
  • Developed key concepts and pedagogical approaches to enhance learning for democracy.
  • Provided flexible pathways for educators to apply appropriate practices.
  • Highlighted the importance of democracy as a dynamic process in education.
  • Identified key democratic values and principles that shape educational environments.
  • Emphasized multimodal and reflective practices that promote agency and inclusion.

Cite This Study

Woods et al. (2026) studied this question.

synapsesocial.com/papers/698ebf5085a1ff6a93016a37https://doi.org/10.5281/zenodo.18613924
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Guide for aesthetic and embodied learning for democracy in the field of adult, professional and organisational learning2026
  2. 2Connecting with democracy in secondary education: A practice companion for secondary education2026
  3. 3Developing democratic engagements and transformation in adult, professional and organisational learning: A practice companion for inspiring your facilitation and changemaking2026
  4. 4Learning democracy in early education: aesthetic and embodied pedagogies in teachers’ professional learning2026
  5. 5Democracy-as-becoming in early years and primary education: aesthetic, embodied, and digital pedagogical ecologies2026 · 1 citations