Hungarian secondary school students' views on the tasks of the Student Council (DÖK) and their participation in it
The Student Council is the body that represents and protects the interests of secondary school students and organises their social and cultural life at school. In Hungary, it is called a student self-government (diákönkormányzat, DÖK) in the Public Education Act. The Public Education Act gives the s...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
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Belvedere Meridionale
Szeged
2024
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| Sorozat: | Belvedere Meridionale
36 No. 1 |
| Kulcsszavak: | Önkormányzat - tanulói - Magyarország |
| Tárgyszavak: | |
| doi: | 10.14232/belv.2024.1.1 |
| Online Access: | http://acta.bibl.u-szeged.hu/85125 |
| Tartalmi kivonat: | The Student Council is the body that represents and protects the interests of secondary school students and organises their social and cultural life at school. In Hungary, it is called a student self-government (diákönkormányzat, DÖK) in the Public Education Act. The Public Education Act gives the student council wide-ranging rights. The DÖK is one of the most important non-formal educational arenas for the development of civic competences, where the views of students are formed, their opinions are nuanced, and their knowledge can become skills and competences. The basic condition for this is individual and community activity and active participation, the development of which is a central tool for the social integration of young people. Participation in the framework of this study means participation in everyday life and decisions of the community, rather than mere organizational membership: ways of thinking and activities that are based on the world of social values and are reflected in public action and patterns of action. In this study, we also wanted to gain a deeper understanding of how do students’ responses paint a picture regarding the role of the DÖK as a “democracy school”. The self-governments of secondary school students are not only formed within the framework of the social climate and institutional microclimate, but they can also shape it reflectively when these frameworks are sometimes expanded. In this study we will examine the presence of conformity and the ability to innovate in relation to the DÖK, i.e. what patterns can be seen in the students’ views on the functions and role and task assumption of the DÖK, and in the relationship of intention to participate in them. |
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| Terjedelem/Fizikai jellemzők: | 5-23 |
| ISSN: | 2064-5929 |