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

Informations projet

AECED

N° de convention de subvention: 101094052

DOI

10.3030/101094052

Projet clôturé

Date de signature de la CE 9 Decembre 2022

Date de début 1 Avril 2023

Date de fin 31 Mars 2026

Financé au titre de

• Culture, creativity and inclusive society

Coût total

€ 2 138 281,25

Contribution de l’UE

€ 2 138 281,25

Coordonné par

LAPIN YLIOPISTO
Finland

CORDIS fournit des liens vers les livrables publics et les publications des projets HORIZON.

Les liens vers les livrables et les publications des projets du 7e PC, ainsi que les liens vers certains types de résultats spécifiques tels que les jeux de données et les logiciels, sont récupérés dynamiquement sur OpenAIRE .

Livrables

Documents, reports (10)

Transnational conclusions

Report, by lead partner, of transnational conclusions and evidence-based implications concerning the prototypes

Policy brief 2

Policy brief

Project handbook

Project handbook to describe the management structure and operation of the project

Data analysis reports

Case report, by each partner, giving an account of their case(s), data analysis and implications for the prototypes

Project report

Project report, including reports of accounts of ‘guide champions’ and early adopters, with accounts also shared via the project website and blogs

Policy brief 1

Policy brief

Completed conference presentations

Completed conference presentations (At European Conference on Educational Research) and 4 scientific publications for submission

Reports of case research designs

Report, by each partner, of their case(s) design (including ethics permission) and how it contributes to the total project.

Report of methodological framework

Report, by lead partner, presenting the methodological framework, its rationale and guidance for its use as the basis for evaluative data collection in the case studies.

Progress report 1

Reporting to the Commission, Progress report 1

Other (2)

Launch-ready framework

Launch-ready framework, including its rationale, development and features – in English language and partner country language versions

Launch-ready guides

Launch-ready templates (in textual, audio, graphic and video formats) explaining their rationales, development and features, with accompanying adaptation advice on using and adapting the guides in differing contexts (user pathways) – in English language and partner country language versions

Demonstrators, pilots, prototypes (2)

Prototype guides

Prototype guides to pedagogical practice (in textual, audio, graphic and video formats), explaining their rationales, development and features – in English language and partner country language versions.

Prototype framework

Prototype framework, including its rationale, development and features – in English language and partner country language versions

Data sets, microdata, etc (1)

Reports of case research completion

Report, by each partner, of completion of their case(s) research, including participant recruitment, conduct and data collection, creation of data sets.

Websites, patent fillings, videos etc. (2)

Webinar event

Webinar event launching the framework, templates and resources on the website

Incorporation into the project website

Incorporation into the website of the framework, templates and their textual, graphic, audio and video resources, and user pathways

Publications

Other (12)

Practice companion: Living democracy in higher education: A guide to educational activities and pathways for practice in aesthetic and embodied learning for democracy (AELD)

Auteurs: Wallenius-Korkalo, S., & Pažur, M.
Publié dans: 2026
Éditeur: Zenodo
DOI: 10.5281/ZENODO.18614244

The importance of the aesthetic-embodied dimension in learning for democracy

Auteurs: PAULIINA JÄÄSKELÄINEN, PHILIP WOODS, KARINE OGANISJANA
Publié dans: 2025
Éditeur: AECED project

Living democracy in higher education: A guide to aesthetic and embodied learning for democracy (AELD)

Auteurs: Wallenius-Korkalo, S., & Pažur, M.
Publié dans: 2026
Éditeur: Zenodo
DOI: 10.5281/ZENODO.18614105

DEMOCRATIC SENSIBILITY

Auteurs: Philip Woods, Monika Pazur
Publié dans: 2025
Éditeur: AECED project

Conencting with democracy: a pedagogical framework for education for democracy

Auteurs: See full author list in the publication metadata (DOI: 10.5281/zenodo.18466370)
Publié dans: 2026
Éditeur: Zenodo
DOI: 10.5281/ZENODO.18466370

The four dimensions of holistic democracy

Auteurs: Philip Woods
Publié dans: 2024
Éditeur: AECED project

Early years and primary education practice companion

Auteurs: Neves, C., & Pažur, M.
Éditeur: Zenodo
DOI: 10.5281/ZENODO.18613676

Developing democratic engagements and transformation in adult, professional and organisational learning: A practice companion for inspiring your facilitation and changemaking

Auteurs: Weber, S. M., Spahn, L., Mpamhanga, K., Pinzger, V., & Petzold, J.
Publié dans: 2026
Éditeur: Zenodo
DOI: 10.5281/ZENODO.18614671

Connecting with democracy in secondary education: A Guide to aesthetic and embodied learning for democracy

Auteurs: Woods, P., Oganisjana, K., & Barber, J. (
Publié dans: 2026
Éditeur: Zenodo
DOI: 10.5281/ZENODO.18613924

Growing democracy from the start (Ages 3–10): Early years and primary education guide

Auteurs: Neves, C., & Pažur, M.
Publié dans: 2026
Éditeur: Zenodo
DOI: 10.5281/ZENODO.18613589

Guide for aesthetic and embodied learning for democracy in the field of adult, professional and organisational learning

Auteurs: Weber, S. M., Spahn, L., & Mpamhanga, K.
Publié dans: 2026
Éditeur: Zenodo
DOI: 10.5281/ZENODO.18614458

Connecting with democracy in secondary education: A practice companion for secondary education

Auteurs: Oganisjana, K., Woods, P., & Ozols, R.
Publié dans: 2026
DOI: 10.5281/ZENODO.18614016

Peer reviewed articles (1)

Educação para a Democracia em Ambiente Virtual - Práticas de formação docente para a aprendizagem estética e corporizada em eLearning

Auteurs: Claudia Neves, Ana Patricia Almeida, Juliana Oliviera, Marta Abelha, Pedro Abrantes
Publié dans: Sociedade Portuguesa de Ciências da Educação (SPCE), Numéro Vol 3 No 1, 2025, ISSN 1645-7587
Éditeur: Sociedade Portuguesa de Ciências da Educação (SPCE)
DOI: 10.34626/A1Y5Q391