DEMOCRATIC PEDAGOGY IN PRACTICE: STRATEGIC APPROACHES TO SOCIAL STUDIES FOR FOSTERING ACTIVE CITIZENSHIP

Abstract

Democratic Pedagogy in Practice: Strategic Approaches to Social Studies for Fostering Active Citizenship aims to (1) propose a theoretical framework that connects to practical approaches in social studies instruction, (2) expand the paradigm of democracy from curriculum design to classroom practice in Thailand, and (3) suggest pathways for cultivating active citizens who are critical, responsible, and meaningfully engaged in democratic society. Although democracy has been embedded in the national curriculum since the October 14, 1973 movement, it has largely remained confined to social studies content and symbolic activities. “Democratic Classroom Practices” are therefore proposed as a starting point for restructuring power relations in schools and classrooms in ways that do not diminish students’ dignity a key factor contributing to school dropout. The ideas of Paulo Freire, who viewed education as a process of liberation, and John Dewey, who emphasized learning for life, provide the foundation for designing spaces where teachers and students co-intentionally construct knowledge through questioning, dialogue, and reflection. The study identifies four strategic approaches (1) moral deliberation, (2) cultivation of democratic dispositions, (3) acceptance of cultural diversity, and (4) problem-based learning for social change. These approaches foster moral reasoning, social responsibility, coexistence with diversity, and democratic problem-solving. The article argues for shifting pedagogy from hierarchical to horizontal structures, positioning schools as safe spaces that promote rights, freedoms, equality, and diversity. This transformation is essential for building active citizens capable of driving social change and living meaningfully in democratic society.