Knowledge, Curriculum and Teaching on Matters That Concern

Frank, Jeff; Schmidt, Catarina; Sundberg, Daniel; Vogt, Bettina; Wahlström, Ninni

doi:10.4324/9781003218067-10

Cited by 2 publications

(1 citation statement)

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“…Learning to act responsibly in the world includes being accurate with one’s use of facts and making efforts to base one’s reasoning on actual knowledge. This is an important element of being respectful to others at a time when the concept of truthfulness (Frank, 2022) is increasingly challenged. A second crucial feature of acting responsibly is learning to listen from a perspective that is not one’s own.…”

Section: Civic Literacy: Educating For Democracymentioning

confidence: 99%

School and democratic hope: The school as a space for civic literacy

Wahlström

2022

European Educational Research Journal

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In this article, the central question is how the relationship between democracy and education can be understood in terms of civic literacy. By taking as a point of departure John Dewey’s basic understanding of democracy in terms of communication and experience, which also forms the basis for the pragmatist knowledge concept of transactional realism, this study explores transactional realism in relation to how this concept of knowledge can promote a democratic stance in the teaching of different school subjects. Thus, the focus is on how a democratic stance is an important part in the selection of teaching content and teaching activities in the classroom in a time when democracy is challenged from different angles. The concept of civic literacy is here understood as developing knowledge about the world, learning to act responsibly in the world and realising oneself in the world. Civic literacy is both about knowledge of facts and events and about a classroom discourse opening for responsible and reflective conversations outwards from the subject, towards the social and physical environment.

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Section: Civic Literacy: Educating For Democracymentioning

confidence: 99%