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Enacting democratic relations in everyday teaching: – teachers’ practices from preschool to high school
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science. (STORIES)ORCID iD: 0000-0002-1871-4488
2017 (English)In: Citizenship Teaching and Learning, ISSN 1751-1917, E-ISSN 1751-1925Article in journal (Refereed) Accepted
Abstract [en]

In democratic societies fostering democratic citizens is an important goal of education and  includes experience of democratic relations. But how do teachers interpret and carry this out? Are there differences between the levels of schooling, and if so, what? In an explorative study, interviews with teachers from preschool to high school were conducted and analyzed to elicit practical arguments (Fenstermacher and Richardson, 1993). The informants described their mission as intertwined in everyday activities and teaching democracy ‘as a way of life’ in the spirit of Dewey. For example, the task of fostering quality in relations, such as empathy, was only discussed by preschool teachers, whereas the task of balancing equal relationships was addressed by all the informants at all levels. It also became clear that the progression of democratic learning runs parallel with addressing ever-present relational issues of a democratic nature.

Place, publisher, year, edition, pages
2017.
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Didactics
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URN: urn:nbn:se:hig:diva-23857OAI: oai:DiVA.org:hig-23857DiVA: diva2:1087388
Available from: 2017-04-06 Created: 2017-04-06 Last updated: 2017-05-02Bibliographically approved

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