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Dilemmas in classroom discussions – teachers’ practical deliberations as a prerequisite for democratic education
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences. (STORIES)
2013 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The purpose of this paper is to problematize evidence based approaches for understanding mundane teacher-student interaction by showing how education for democracy involves teachers’ handling of dilemmas between goals for promoting students’ personal engagement in controversial issues and to teach for critical thinking; further, I will argue that such knowledge is important for educating teachers to promote students development into a critical democratic participation. A case is taken from a Swedish religious studies classroom chosen from a larger classroom study about teacher student interaction in discussions about controversial issues. The case makes visible the dilemmatic praxis in which the teacher has to use her own judgment in order to promote a qualified democratic participation of the students, which also could be seen as an important part of teacher education. The visibility of such judgments however seems to be excluded in the discourse of evidence based teaching.   

Place, publisher, year, edition, pages
2013.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hig:diva-15571OAI: oai:DiVA.org:hig-15571DiVA: diva2:658327
Conference
1st European Conference on Curriculum Studies. Future Directions: Uncertainty and Possibility, Braga, Portugal, 18-19 October 2013
Available from: 2013-10-21 Created: 2013-10-21 Last updated: 2013-12-12Bibliographically approved

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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
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  • Other style
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Language
  • sv-SE
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Output format
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  • asciidoc
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