Participation in science and its potential for democracy learning

This paper argues that contexts with “double participation” (i.e., by students and external stakeholders) have a particular potential. Using a model that describes steps of participation, various options for student participation in the fields of teaching, research and transfer are presented. From a practice-theoretical perspective, “Wissenschaft” (science) is framed as doing, which changes when what is understood as scientific is not taught by researchers but rather negotiated between participants. When this is the case, spaces for democracy learning can emerge and be integrated in the aforementioned fields.