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Teachers’ democratic assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden
University of Limerick.
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science. (SEEDS)ORCID iD: 0000-0002-4618-0532
2019 (English)In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 40, no 6, p. 832-846Article in journal (Refereed) Published
Abstract [en]

Abstract: The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values in Europe and calling up a new understanding of teachers’ role in stimulating democratic spaces, which we have termed teachers’ democratic assignment. In this study we examined changing notions of teachers’ democratic assignment using a Critical Discourse Analysis grounded in the methodology of Fairclough (1995, 2004, 2013) and philosophical worldviews of education and democracy (Dewey 1959/1916; Edling, 2012, 2015; Englund, 2016). We tested our hypothesis that teachers’ democratic assignment has changed in rapid and unprecedented ways using a critical analysis of four public policy documents in teacher education in Ireland and Sweden. Our findings, albeit limited to only two policy documents in each country, reported a substantive and converging paradigm shift from a predominantly progressive (reconstructivist) discourse in the early years of this century to a more essentialist (perennialist) discourse in recent times. The findings will have interest for a wider audience and have implications for society and teacher education as a social responsibility for democracy and emancipation in turbulent times.

Place, publisher, year, edition, pages
Taylor & Francis, 2019. Vol. 40, no 6, p. 832-846
Keywords [en]
eacher education, democracy, critical discourse analysis, policy documents, teachers’ democratic assignment
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
URN: urn:nbn:se:hig:diva-25723DOI: 10.1080/01596306.2018.1449733ISI: 000493175400006Scopus ID: 2-s2.0-85043478724OAI: oai:DiVA.org:hig-25723DiVA, id: diva2:1162243
Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2022-09-16Bibliographically approved

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Edling, Silvia

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf