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Facilitated small-group conversations and follow-up surveys generate fifteen sets of facilitator notes and forty-six participant surveys. Results indicate participants’ ideal future school emphasizes variety, flexibility, caring relationships, individualized programs, and community connections. Policy dialogues also strengthen cognitive, affective, and behavioural engagement and support democratic scrutiny by ordinary citizens as meaningful policy actors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/democracy-in-education-through-community-based-policy-dialogues/597476/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/democracy-in-education-through-community-based-policy-dialogues/597476.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of policy dialogues in the study?","Question",{"text":112,"@type":113},"The study examines how community-based policy dialogues enable citizens to engage with education policy issues, and how this engagement can enhance democracy in education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What sources of data were analyzed for SATC?",{"text":117,"@type":113},"The analysis used fifteen sets of facilitators’ notes and forty-six participant surveys collected after the 2008 dialogue events.",{"name":119,"@type":110,"acceptedAnswer":120},"What features did participants associate with the ideal school of the future?",{"text":121,"@type":113},"Participants emphasized variety, flexibility, caring relationships, individualized programs, and community connections.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597476,1792104155,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DEMOCRACY IN EDUCATION  \nTHROUGH COMMUNITY-BASED POLICY DIALOGUES  \nSue Winton, University at Buffalo, State University of New York  \nIn 2008, People for Education, an Ontario-based parent-led organization, hosted eight policy dialogues with citizens about possibilities for the province‟s public schools. Policy dialogues are conversations about policy issues, ideas, processes, and outcomes where participants share their knowledge, perspectives, and experiences. In small groups dialogue participants were asked to share their ideas about the ideal school of the future. Participants‟ ideas were recorded by a  \nfacilitator. Following each dialogue participants were asked to complete a short survey about their experience. Fifteen sets of facilitators‟ notes and 46 participant surveys were analyzed in this study. The data show that participants‟ ideal school emphasizes variety, flexibility, caring relationships, individualized programs, and community connections. Importantly, policy dialogues promote participants‟ cognitive, affective, and behavioural engagement with education policy. Finally, policy dialogues enhance democracy in education by providing opportunities for critical examination of public policy by ordinary citizens who are viewed as  \nimportant policy actors.  \nHow can ordinary citizens enhance democracy in education? What roles should they play in education policy processes? While answers to these questions differ, there is a trend toward increasing citizen involvement in public policy development, implementation, and evaluation. Greater participation is encouraged by international organizations, governments, researchers, political theorists, nongovernmental organizations, and individual citizens. While motivations for  \nincreasing citizen engagement in policy processes vary, many advocates cite transformative possibilities for democracy (Barber, 2003; Organization for Economic Cooperation and Development, 2003; Peters & Abud, 2009; Putnam, 2000) .  \nPeople for Education, a not-for-profit organization in Ontario, Canada, is similarly hopeful. This parent-led group advocates for public education and encourages citizens to become involved in education issues in their own community as part ofits advocacy work (People for Education, n.d.-a) . In 2008, People for Education initiated a series of dialogues with Ontario citizens about possibilities for the province‟s education system. This article describes the vision for Ontario‟s schools expressed by dialogue participants and shows how policy dialogues impact participants‟ engagement with public policy. Finally, the article demonstrates how communitybased policy dialogues enhance democracy in education.  \nI begin by discussing traditional public policy processes and policy dialogues. Next, I present challenges to democracy in education and arguments in favour of engaging citizens in policy processes to counter these challenges. A review of the concept of engagement follows, and the benefits of engaging citizens in policy dialogues for strengthening democracy in education are discussed. Then, I describe People for Education‟s Schools at the Centre (SATC) policy dialogue initiative. I discuss the data analyzed for this article, describe dialogue participants‟ imagined schools, and present participants‟ reports of the effects of participating in the dialogues on their engagement with education policy. Finally, the contributions of the SATC dialogues for democracy in education are discussed. Findings from SATC participants selfreports suggests that policy dialogues not intended to directly influence policy decisions increase citizens‟ engagement with education policy and enhance democracy in education.  \nPolicy, Policymakers, and Policy Dialogues  \nWhat is policy? Who makes it? While definitions and expectations vary, policy is typically constructed as a rational process of decision-making by elected officials and policy experts (Stone, 2002) . Their decisions are codified for ","cbCaioBMvcVGws3F","https://ap.wps.com/l/cbCaioBMvcVGws3F","pdf",222447,24,"English","# Policy dialogues and democratic participation\n## People for Education and the SATC initiative\n## Policy concepts, policymakers, and the policy cycle","[{\"question\":\"What is the purpose of policy dialogues in the study?\",\"answer\":\"The study examines how community-based policy dialogues enable citizens to engage with education policy issues, and how this engagement can enhance democracy in education.\"},{\"question\":\"What sources of data were analyzed for SATC?\",\"answer\":\"The analysis used fifteen sets of facilitators’ notes and forty-six participant surveys collected after the 2008 dialogue events.\"},{\"question\":\"What features did participants associate with the ideal school of the future?\",\"answer\":\"Participants emphasized variety, flexibility, caring relationships, individualized programs, and community connections.\"}]","DEMOCRACY IN EDUCATION THROUGH COMMUNITY-BASED POLICY DIALOGUES | PDF",1792085087]