This study deals with the democracy mission of school, in which democratic working methods are a central part. The aim is to contribute with knowledge about how teachers as professional actors construct meaning of and shape to the democracy mission of school. Six teachers working in grades 4-6, have been interviewed on two occasions each, and one social science lesson by each teacher has been observed. The study is based on a social constructionist basis. The teachers are regarded as actors in the construction of the democratic mission of school. The results show different democracy theoretical influences operating in the teachers' constructions, and that the didactic dimensions are complex. The teachers value the democracy mission as important and always present in their everyday practice, but at the same time, it appears to be invisible and implicit. The results can be read as a story that begins in a perceived problem where teachers talk about the democracy mission as diffuse, in competition with other obligations, and associated with different dilemmas. However, when the teachers continue their stories, they start to fill the democracy mission with legitimacy, meaning and content. Examples of possible meanings that emerge are to promote respectful interaction between all persons in school, to offer students influence and choices, to encourage students to develop a willingness to participate in and influence the society and an everyday school practice permeated with democratic values. When the teachers describe the meanings of democratic working methods they talk about establishing formal student participation, non-formalized student participation, methods of work which involve cooperation between the students and the learning processes in which the students gradually develop the ability to exercise influence on their learning. The teachers regard the democratic mission as a matter of concern for all school subjects, but the social sciences are given a particular position in relation to both working methods and content. / ”Skolväsendet vilar på demokratins grund”, så inleds nuvarande läroplan (Lgr11). Skolan har sedan tiden efter andra världskriget haft ett dubbelt uppdrag som innefattar både fostran och kunskapsförmedling. Demokratiområdet innefattar två delar. Dels det övergripande demokratiuppdraget med en fostrande, etisk och ideologisk ambition som greppar över hela skolverksamheten. Dels demokrati som kunskapsstoff som handlar om att via undervisning om demokrati och demokratiska principer förbereda eleverna för deltagande i samhället. Studiens fokus riktas mot lärarnas erfarenhet och professionella överväganden så som de gestaltas i deras tal och i deras SO‑undervisningspraktik. Studien handlar om hur några lärare förhåller sig till och konstruerar skolans demokratiuppdrag, inom ramen för SO‑undervisningen. Resultatet kan läsas som en berättelse som börjar i en upplevd problembild där lärare talar om demokratiuppdraget som diffust, i konkurrens med annat och förknippat med olika dilemman. Berättelsen övergår sedan till att handla om hur de uppfattar och fyller demokratiuppdraget med legitimitet, mening och innehåll. Slutligen mynnar berättelsen ut i reflektioner kring SO-ämnenas roll i relation till demokratiska arbetsformer och demokratiuppdragets innebörder, där SO-ämnena ges en central roll.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-65551 |
| Date | January 2018 |
| Creators | Henriksson Persson, Anna |
| Publisher | Karlstads universitet, Institutionen för pedagogiska studier, Avdelning utbildningsvetenskap, Akademin utbildning, hälsa och samhälle, Högskolan Dalarna, Karlstad |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Licentiate thesis, monograph, info:eu-repo/semantics/masterThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | Karlstad University Studies, 1403-8099 ; 2018:5 |
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