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• Parliamentary Democracy Versus Direct Democracy? : Challenging Liberal, Representative Democracy in the German Bundestag During the Anti-nuclear Demonstrations of 1995–1997 

  Kaarkoski, Miina (Palgrave Macmillan, 2019)

  In German politics, concepts of parliamentarism and the relationship between parliamentarism and democracy have evolved since the nineteenth century. Politicians, citizens and scholars have regularly redefined and challenged ...

• Multiple Creativities Put to Work for Creative Ecologies in Teacher Professional Learning : A Vision and Practice of Everyday Creativity 

  Szabó, Tamás Péter; Burnard, Pamela; Harris, Anne; Fenyvesi, Kristóf; Soundararaj, Gomathy; Kangasvieri, Tea (Palgrave Macmillan, 2021)

  In this chapter, we argue for a new vision for teacher professional learning based on the diverse creativities as practice which catalyzes educational change in whole-school contexts. We argue that it is possible (and ...

• ‘Democracy’ and ‘People’s Power’ in the Finnish Parliament : the Struggle between Representative, Participatory and Direct Democracy 

  Hyvärinen, Matti; Kurunmäki, Jussi; Turunen, Risto; Teräs, Kari; Andrushchenko, Mykola; Peltonen, Jaakko (Helsingin yliopisto, 2023)

  The Finnish language is one that offers two translations of the concept ‘democracy,’ demokratia and kansanvalta (people’s power), which have remained in active political use. We analyse the existence of two terms as a ...

• ‘Human rights and democracy are not self-evident’ : Finnish student teachers’ perceptions on democracy and human rights education 

  Kasa, Tuija; Rautiainen, Matti; Malama, Mia; Kallioniemi, Arto (University of South-Eastern Norway, 2021)

  This article discusses democracy and human rights education (DHRE) in Finnish teacher education, drawing on existing literature, curricula and a survey of student teachers’ perceptions. Earlier studies suggested that DHRE ...

• A whole-school intervention framework for enhancing social and emotional skills in secondary schools through arts-integrated practices : Research report from the REIMAGINED project 

  Yada, Takumi; Fenyvesi, Kristof (Jyväskylän Yliopisto, 2023)

  The 21st century demands a shift towards social and emotional education (SEE). The REIMAGINED project’s report provides an intervention framework that addresses training needs, assesses students’ needs, emphasizes interactive ...