In search of a democratic school culture: an analysis from the lenses of critical realism

ABSTRACT

Critical realism is a valuable philosophical stance in providing an in-depth analysis of multi-dimensional and multi-layered relationships in social science. Considering the scarcity of studies on this philosophical framework in social science, this study aimed, from multiple viewpoints, to examine the multi-faceted and multi-stratified experiences, events, structures, and mechanisms underlying democratic school climate in primary school education in Northern Cyprus, through a critical realist philosophical stance. The analysis of the data obtained from teachers, headteachers, and students in five state schools revealed that certain factors limited the opportunities for achieving a democratic school culture. The inadequacy of the education system manifested itself in various forms at the empirical level and therefore affected the climates of the participating schools. The fragmented governance, the pressure of the college entrance examination, and the lack of integration of the newly arrived migrants were found to be influencing the climate in the participating schools.

KEYWORDS:

• Critical realism
• democratic school climate
• school culture
• primary school education
• migrant students
• newly arrived migrant population

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Senem Sanal-Erginel

Senem Sanal-Erginel is a faculty member at the Faculty of Education at Final International University, Northern Cyprus. She has been teaching education-related courses for several years. Her research interests include curriculum and instruction, teacher education, democratic education, peace education, parental involvement in education, migrant education, qualitative research, critical realism, and critical pedagogy.

Sıtkıye Kuter

Sıtkıye Kuter is a faculty member at the Faculty of Education, Eastern Mediterranean University, Northern Cyprus. She is specialized in the field of curriculum and instruction. Her research interests involve the areas of initial teacher education programs, curriculum design and evaluation, professional development, values education, democratic education, peace education, critical realism, and critical pedagogy.