Transforming Education for Democracy through Aesthetic and Embodied Collaborative Learning, Responsive Pedagogies and Democracy-as-becoming

The learning theory on which most education for democracy is based omits a fundamental dimension of learning – that is, the aesthetic and embodied nature of learning. The ambition of this project is to remedy this omission. The intention is to design an innovative aesthetic and embodied pedagogical framework which has an impact on the practice of education for democracy through associated guides to practice (toolkits) that support responsive, participatory pedagogies; trial through case studies a prototype of the framework and guides in differing phases of education and national contexts; refine the framework and guides; and disseminate and activate exploitation of these by trailblazer users of the framework and guides.
The University of Hertfordshire led the successful Horizon Europe application for the project. As the UK did not have associate status with Horizon Europe before the Grant Agreement was signed, the project co-ordinator role was passed to another partner (University of Lapland).