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Fostering democratic relations: Comparing teacher practices from preschool to high school
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences. (STORIES)ORCID iD: 0000-0002-1871-4488
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In democratic societies, an important goal of education is to foster democratic citizens, which includes experiences of democratic relations. How do teachers interpret and carry out this mission? Are there differences between the levels of schooling and if so which? In an explorative study, interviews with teachers from preschool to high school were conducted and analyzed eliciting practical arguments (Fenstermacher & Richardson, 1993). The informants described their mission as intertwined in everyday activities, teaching democracy “as a way of life” in the spirit of Dewey. Whereas e.g. empathy was only discussed by preschool teachers, balancing equal relationships was addressed by all informants from preschool to high school. Progression of democratic learning runs parallel to addressing ever-present relational issues of democratic character.

Place, publisher, year, edition, pages
2014.
Keyword [en]
Democratic practices, citizenship, teacher knowing
National Category
Educational Sciences Didactics
Identifiers
URN: urn:nbn:se:hig:diva-15515OAI: oai:DiVA.org:hig-15515DiVA: diva2:656122
Conference
Paper presented at The American Educational Research Association (AERA) annual meeting, 3th April – 7th April, 2014, Philadelphia, USA
Available from: 2013-10-15 Created: 2013-10-15 Last updated: 2014-12-12Bibliographically approved

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Citation style
  • apa
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  • ieee
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Output format
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