Hva slags medborger?
In this article, we explore teachers’ ideas about teaching for democratic citizenship. In short, we want to understand “what kind of citizen” teachers aim to educate. We ground our study in three ideal types that represent different ways of understanding what education for democratic citizenship edu...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
OsloMet — Oslo Metropolitan University
2019-03-01
|
| Series: | Nordic Journal of Comparative and International Education |
| Subjects: | |
| Online Access: | https://journals.hioa.no/index.php/nordiccie/article/view/2441 |
| _version_ | 1818013997206601728 |
|---|---|
| author | Emil Sætra Janicke Heldal Stray |
| author_facet | Emil Sætra Janicke Heldal Stray |
| author_sort | Emil Sætra |
| collection | DOAJ |
| description | In this article, we explore teachers’ ideas about teaching for democratic citizenship. In short, we want to understand “what kind of citizen” teachers aim to educate. We ground our study in three ideal types that represent different ways of understanding what education for democratic citizenship education revolves around: politically informed citizenship (politisk informert medborgerskap), rational autonomous citizenship (rasjonelt autonomt medborgerskap), and socially intelligent citizenship (sosialt intelligent medborgerskap). A first finding is that teacher emphasize that students should acquire knowledge that they can make use of as democratic citizens. Teachers are preoccupied with making students politically informed. A second finding is, however, that teachers understand democratic citizenship education as something more than just knowledge acquisition. One purpose that holds high priority with the teachers is that students should learn how to think critically; to become rationally autonomous. The pedagogical implication of this view is that students should acquire knowledge, skills, and attitudes that helps realize this ambition. This interpretation of what democratic citizenship is moves beyond being able to make an informed choice between different alternatives or representatives. In the last part of the article education for democratic citizenship is discussed in light of the third category; the socially intelligent citizen. We find that while teachers put much emphasis on knowledge and critical thinking, there is little emphasis on participation in democratic practices. We thus conclude that teachers talk about schooling as a tool for democracy much more than they talk about democracy as an ideal or model for schooling. |
| first_indexed | 2024-04-14T06:40:11Z |
| format | Article |
| id | doaj.art-5ce4ad68a86a489e9740bb962b7b246b |
| institution | Directory Open Access Journal |
| issn | 2535-4051 |
| language | English |
| last_indexed | 2024-04-14T06:40:11Z |
| publishDate | 2019-03-01 |
| publisher | OsloMet — Oslo Metropolitan University |
| record_format | Article |
| series | Nordic Journal of Comparative and International Education |
| spelling | doaj.art-5ce4ad68a86a489e9740bb962b7b246b2022-12-22T02:07:22ZengOsloMet — Oslo Metropolitan UniversityNordic Journal of Comparative and International Education2535-40512019-03-013110.7577/njcie.2441Hva slags medborger?Emil Sætra0Janicke Heldal Stray1MF Specialized UniversityMF Specialized University & NOVA/Oslo Metropolitan UniversityIn this article, we explore teachers’ ideas about teaching for democratic citizenship. In short, we want to understand “what kind of citizen” teachers aim to educate. We ground our study in three ideal types that represent different ways of understanding what education for democratic citizenship education revolves around: politically informed citizenship (politisk informert medborgerskap), rational autonomous citizenship (rasjonelt autonomt medborgerskap), and socially intelligent citizenship (sosialt intelligent medborgerskap). A first finding is that teacher emphasize that students should acquire knowledge that they can make use of as democratic citizens. Teachers are preoccupied with making students politically informed. A second finding is, however, that teachers understand democratic citizenship education as something more than just knowledge acquisition. One purpose that holds high priority with the teachers is that students should learn how to think critically; to become rationally autonomous. The pedagogical implication of this view is that students should acquire knowledge, skills, and attitudes that helps realize this ambition. This interpretation of what democratic citizenship is moves beyond being able to make an informed choice between different alternatives or representatives. In the last part of the article education for democratic citizenship is discussed in light of the third category; the socially intelligent citizen. We find that while teachers put much emphasis on knowledge and critical thinking, there is little emphasis on participation in democratic practices. We thus conclude that teachers talk about schooling as a tool for democracy much more than they talk about democracy as an ideal or model for schooling.https://journals.hioa.no/index.php/nordiccie/article/view/2441democracycitizenshipeducationteachingICCS 2016 |
| spellingShingle | Emil Sætra Janicke Heldal Stray Hva slags medborger? Nordic Journal of Comparative and International Education democracy citizenship education teaching ICCS 2016 |
| title | Hva slags medborger? |
| title_full | Hva slags medborger? |
| title_fullStr | Hva slags medborger? |
| title_full_unstemmed | Hva slags medborger? |
| title_short | Hva slags medborger? |
| title_sort | hva slags medborger |
| topic | democracy citizenship education teaching ICCS 2016 |
| url | https://journals.hioa.no/index.php/nordiccie/article/view/2441 |
| work_keys_str_mv | AT emilsætra hvaslagsmedborger AT janickeheldalstray hvaslagsmedborger |