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Democracy and emancipation in teacher education: A summative content analysis of teacher educators' democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000-2010
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science. (STORIES)
University of Limerick.
2018 (English)In: Citizenship, Social and Economics Education, ISSN 1478-8047, E-ISSN 2047-1734, Vol. 7, no 1, p. 20-34Article in journal (Refereed) Published
Abstract [en]

How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators’ democratic assignment. The framework allowed us to identify key words which we then used for a limited content analysis of policy documents in two European countries, Sweden and the Republic of Ireland, in two separate timelines 2000/2002 and 2010/2012. Our findings indicate that despite significant cultural and contextual differences between the two education systems, key words linked to democracy and emancipation have significantly decreased in policy documentation in both countries in this timeline. This prompts our hypothesis that a paradigm shift has occurred in the discursive positioning of teacher educators’ democratic assignment. The findings suggest the need for a deeper discourse analysis of the four documents as the next phase in the research design. The findings while tentative have implications, well beyond two nation states, for contemporary issues in teacher education and society that require collective consciousness and action.

Place, publisher, year, edition, pages
Sage Publications, 2018. Vol. 7, no 1, p. 20-34
Keywords [en]
teacher education, democracy, emancipation, theoretical frameworks, policy documents, content analysis
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-25724DOI: 10.1177/2047173417743760Scopus ID: 2-s2.0-85045383027OAI: oai:DiVA.org:hig-25724DiVA, id: diva2:1162245
Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2018-06-04Bibliographically approved

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Edling, Silvia

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CiteExportLink to record
Permanent link

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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