Teaching for democracy: Transformative learning theory mediating policy and practice

Stray, Janicke Heldal; Sætra, Emil

doi:10.23865/ntpk.v3.555

Cited by 2 publications

(2 citation statements)

References 8 publications

(8 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Udfordringen ved Biestas forståelse af demokrati er, som hos for eksempel også Jürgen Habermas, John Dewey, Paulo Freire og Jerome Bruner, at kunne transformere politiske intentioner om demokrati i uddannelser til paedagogiske og didaktiske virkninger i den konkrete undervisning (Samuelsson & Bøyum, 2015;Stray & Saetra, 2017). Forskning bidrager imidlertid med forslag til didaktikker, som anvender eksempelvis casearbejde, kommunikation og forskellige typer af dialogformer (Emslie, 2009;Englund, 2016), men der er fortsat forskellige forståelser af demokratiske modeller, og unges praeferencer for sådanne modeller, og anvendelse i praksis i beslutningsprocesser kan vaere mere eller mindre sammenhaengende og velegnede til at reflekterer over erfaringer (Husfeldt & Nikolova, 2003;Nieuwelink mfl., 2016).…”

Section: Forskning I Demokrati I Uddannelserunclassified

Untitled

2023

NJVET

View full text Add to dashboard Cite

Since the year 2000, the Danish vocational education and training institutions have been legally required to include the educational objective of educating the students to participate in democracy. We examine the implementation of the requirement from a student perspective, through interviews with twelve newcomers at a social and health care college. Our focus is the student experience in school and their expectations for their working life.With the theoretical approach of John Dewey's philosophy on democracy and education we find a diversity among students. Some students are very active and express their opinions while others choose to be reluctant in public. In social science, the students learn about representative democracy but democracy as a social practice is limited in other subjects and in the classroom. However, the teachers' role seems important for the students' courage to speak up. The article concludes that some students might be in risk of exclusion of democracy, and we suggest more research in didactical approaches to address this.

show abstract

Section: Forskning I Demokrati I Uddannelserunclassified

Untitled

2023

NJVET

View full text Add to dashboard Cite

show abstract

Section: Forskning I Demokrati I Uddannelserunclassified

Demokrati på erhvervsuddannelser med afsæt i social- og sundhedsuddannelser

Duch

Skov²

2023

NJVET

View full text Add to dashboard Cite

Since the year 2000, the Danish vocational education and training institutions have been legally required to include the educational objective of educating the students to participate in democracy. We examine the implementation of the requirement from a student perspective, through interviews with twelve newcomers at a social and health care college. Our focus is the student experience in school and their expectations for their working life. With the theoretical approach of John Dewey’s philosophy on democracy and education we find a diversity among students. Some students are very active and express their opinions while others choose to be reluctant in public. In social science, the students learn about representative democracy but democracy as a social practice is limited in other subjects and in the classroom. However, the teachers’ role seems important for the students’ courage to speak up. The article concludes that some students might be in risk of exclusion of democracy, and we suggest more research in didactical approaches to address this.

show abstract

Teaching for democracy: Transformative learning theory mediating policy and practice

Cited by 2 publications

References 8 publications

Untitled

Untitled

Demokrati på erhvervsuddannelser med afsæt i social- og sundhedsuddannelser

Contact Info

Product

Resources

About