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coACTION Project ModulePage 23/25Whole School Approach Bibliografía Arnstein, S. R. (1969). A Ladder of Citizen Participation. Journal of the American Institute of Planners, 35(4), 216–224. → This classic theory of citizen participation serves as a basis for the presentation of participation in the school context (e.g. the participation ladder). It helps to differentiate between genuine co-determination and sham participation. Council of Europe (2018). Reference Framework of Competences for Democratic Culture (RFCDC). Strasbourg: Council of Europe Publishing. → The RFCDC defines key democratic competencies such as the ability to engage in dialogue and responsibility. These are taken up in the text as the third ‘cogwheel’ of democratic school development. Glasser, W. (1998). Choice Theory: A New Psychology of Personal Freedom. New York: HarperPerennial. → Glasser describes five basic psychological needs that are considered the foundation of democratic behaviour in the module (security, belonging, power, freedom, fun). Kriwy, P. & Lange, A. (Hrsg.) (2017). Demokratiepädagogik: Theorie, Empirie und Praxis. Wiesbaden: Springer VS. → This work combines the theoretical foundations of democratic education with empirical findings and offers practical approaches for school development. Reichenbach, R. (2016). Demokratie lernen: Politische Bildung als Herausforderung für Schule und Lehrerbildung. In: Zeitschrift für Pädagogik, 62(5), 719–733. → Reichenbach argues that democracy must be conveyed as an attitude and an experiential space in everyday school life - a central concern of the Whole School Approach.