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Conscious and Unconscious Forces in Democratic Relationships: Implications for the Range of Teacher Responsibility
Uppsala Universitet, Utb vet fak, Inst f Didaktik.ORCID iD: 0000-0002-1871-4488
2006 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this paper Edling and Frelin strive to incorporate the features of complexity in discussions about democracy as a form of life and especially teachers’ moral responsibility for others. By placing the unconscious in relation to mainstream educational policy documents (deliberate democracy) the authors strive to illuminate the conditions these imply for teacher responses. In this paper they discuss the restrictions present in a predefined democratic model and argue for a view of responsibility and learning that takes its beginning in the complexity of the educational process in which the unconscious is a significant force.

Place, publisher, year, edition, pages
2006.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-10564OAI: oai:DiVA.org:hig-10564DiVA: diva2:444675
Conference
The 2006 European Conference on Educational Research (EERA) Geneva, Switzerland, 13-16 September 2006
Available from: 2011-09-29 Created: 2011-09-29 Last updated: 2014-12-12Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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