hig.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Democracy for me is saying what I want”: The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (STORIES)ORCID-id: 0000-0002-4618-0532
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.ORCID-id: 0000-0003-4439-6169
2020 (engelsk)Inngår i: Teacher education and the development of democratic citizenship in Europe / [ed] Andrea Raiker, Matti Rautiainen & Blerim Saqipi,, London, NY: Taylor & Francis Group, 2020Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

In the light of current tendencies for stable democratic states to be challenged by authoritarian forms of governance, issues of democracy and its status in teacher education institutions need to be problematised. This chapter focuses on democracy as an ideological form of governance in Swedish teacher education and discusses the implications that the various views of democracy have on teachers’ professionalism. Teachers’ responsibilities are fleshed out based on the current political guidelines for teacher education and discussed in relation to the tensions between free speech and the importance of taking a stand against oppression. Accordingly, students enrolled in Swedish teacher education institutions are expected to actively create conditions in everyday life that promote equal opportunities for children and students. Whereas some student teachers tend to regard free speech as the cornerstone of democracy, the data gathered from the ICCS study of teachers’ ways of understanding their democratic obligations indicates a more nuanced approach to obligations linked to democracy. The majority of these teachers stress that they actively intervene in discussions when students’ free speech risks violating ethnic groups.

sted, utgiver, år, opplag, sider
London, NY: Taylor & Francis Group, 2020.
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-31115ISBN: 9780429030550 (digital)OAI: oai:DiVA.org:hig-31115DiVA, id: diva2:1373527
Merknad

ebok publicerad, tryckt boken kommer 2020

Tilgjengelig fra: 2019-11-27 Laget: 2019-11-27 Sist oppdatert: 2020-01-14bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Personposter BETA

Edling, SilviaLiljestrand, Johan

Søk i DiVA

Av forfatter/redaktør
Edling, SilviaLiljestrand, Johan
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric

isbn
urn-nbn
Totalt: 39 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf