Manson, Heugh Cecil Drummond2011-02-092022-10-252011-02-092022-10-2519881988https://ir.wgtn.ac.nz/handle/123456789/22753The purpose of this thesis is to justify a series of recommendations concerned with the need for New Zealanders to be able to take a greater share of the control of the democratic state. It is suggested that the means to securing a genuine share of democratic participation is the acquisition of political - and democratic - literacy. It is further suggested that the education system, which exists as a mould for the continuance and survival of society, is the appropriate arena in which to acquire political literacy and thereby experience genuine participatory democracy. Part 1 provides an historical background to the concept of participatory democracy, describing various models since the days of the ancient Greek city state, or polis, in which participatory democracy is regarded as having existed in its purest form. Influences on the different forms of democracy are described, such as that of the growing political awareness of the traditional working classes, the evolution of the party system, and the forms of power exerted by various groups invovled in the political process. Part 2 examines participatory democracy as it relates to the educational system. The hierarchical nature of the system is contrasted with the supposed purpose of educators to prepare children for life in a democratic society. It is suggested that because of the degree to which they are locked into a vertical, authoritarian structure, it is very difficult for any of those involved in the education process - principals, teachers, ancillary staff, parents or students - to practise or experience democracy. To do so represents a threat to the authoritarian structure. Part 3 describes the evolution of control of the curriculum in the New Zealand state education system since 1877, and demonstrates two notable features of this evolution: the repeated offers from the central authority to those at the periphery to take an increased share in curricular decision-making, and the apparent continuing unwillingness - or inability - of teachers and schools to accept the opportunities offered. Also discussed is the ultimate power of the central system and the possibility for manipulation of that power so that those at the periphery to whom curricular and political power-sharing is offered remain largely ignorant of what they are being offered. Part 4 illustrates this last point through two case studies of participatory democracy in New Zealand. The first involves the establishment of a parent-controlled primary school, the second describes the process leading to the acceptance of a student on the board of governors of a major secondary school. In both cases can be seen a degree of participatory democracy as well as the inability of those involved to make best use of their democratic gains because of their lack of political literacy. Each case reveals the level of energy that is required to participate in and sustain democratic institutions. The conclusion emphasises the need for political literacy leading to an understanding of the subtleties of the language of politics and institutions, and to effective democratic participation. For, it is contended, the continued existence of the democratic state depends upon its citizens being aware of how to manage it democratically.pdfen-NZText