Reviving Democracy Through Project-Based Learning

In volatile times rethinking democracy includes reflecting respective approaches to education. In this contribution we investigate the potential of Project-based Learning (PjBL) for promoting the concept of democracy and those processes that (under)support democracy. We focus on role understanding and the dynamic of control between learners and teachers in PjBL. When the individual role perception of the participants can clarify their commitment or participation in favour of democracy-building learning effects, in the long run an egalitarian collective learning and living practice can be achieved. We detail how the individual and collective appreciation of role understanding within PjBL can create awareness and understanding of change processes. In PjBL, change agents may be encouraged to take responsibility on democratic processes and the design of collective behaviour. The lever towards viable democratic processes is the increased self-efficacy of teachers and students through PjBL, which is reflected in their engagement. However, special attention needs to be paid to teachers with regard to their attitude.