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Research Models Laying the Foundation for the Unesco Chair: Democracy, Global Citizenship and Transformative Education (DCMÉT) Year of publication: 2018 Author: Paul R. Carr | Gina Thésée Corporate author: Chaire UNESCO Démocratie, citoyenneté mondiale et éducation transformatoire (DCMÉT) The conceptual and theoretical models presented in this document were developed over a roughly twelve-year period, starting in 2005, by the Chair (Paul R. Carr, Université du Québec en Outaouais) and Co-Chair (Gina Thésée, Université du Québec à Montréal) of the UNESCO Chair DCMÉT. These models have been published in diverse academic journals in either English or French, and have been translated and adapted herein to produce an updated and bilingual representation of the Education for Democracy research that Carr and Thésée have produced. In some cases, the models have been refined (and improved) over time, and they are presented as a means of attempting to elucidate, interrogate and highlight the meaning of the three themes that underpin the UNESCO Chair DCMÉT. 
The Role of Teachers in Education and Democracy: The Impact of a Research Project on Preservice Teacher Perceptions Year of publication: 2015 Author: Gina Thésée | Paul R. Carr | Franck Potwora Corporate author: McGill University. Faculty of Education This article presents reflections on a survey questionnaire related to the connection between education and democracy. A sample of 157 teacher-education students in Montreal completed a follow-up questionnaire after having participated in a research questionnaire (first study) concerning their perception and experience of the linkage between education and democracy. The first study underscored a weak democratic experience as well as an educational journey without a strong linkage to democracy, which concurs with our previous findings. However, the results of the follow-up survey indicate that participation in this inquiry generated socio-educational, epistemological, pedagogical, and methodological reflections, which could have significant implications for the perception of the role of educators. Le rôle des enseignants dans l’éducation et la démocratie: Impacts d’un projet de recherche sur la perception de futurs enseignants Year of publication: 2015 Author: Gina Thésée | Paul R. Carr | Franck Potwora Corporate author: McGill University. Faculty of Education Cet article étudie les réflexions suscitées par un questionnaire d’enquête portant sur les liens entre l’éducation et la démocratie. Un échantillon de 157 étudiants d’un programme de formation initiale des enseignants à Montréal a répondu à un questionnaire de suivi (seconde étude) après avoir rempli un questionnaire d’enquête (première étude) portant sur leurs perceptions et leurs expériences des liens entre l’éducation et la démocratie. La première étude révèle une expérience démocratique faible et un parcours éducatif pratiquement sans lien avec la démocratie, ce qui concorde avec les résultats d’études antérieures. Cependant, les résultats du questionnaire de suivi indiquent que la participation à l’enquête a suscité des réflexions d’ordre socioéducatif, épistémologique, pédagogique et méthodologique, qui pourraient avoir des retombées significatives sur leur perception du rôle de l’enseignant.