Skolan en demokratisk arena? : En kvalitativ undersökning av hur demokratiska förmågor får ta plats i SO-undervisningen
The aim of this study is tos to make visible if and how teachers integrate democratic abilities in social studies education. I also want to examine what teachers experience enable or hinder the teaching of democratic abilities. The study is based on the following questions: Does deliberative and par...
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Södertörns högskola, Lärarutbildningen
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ndltd-UPSALLA1-oai-DiVA.org-sh-302602016-06-11T05:01:29ZSkolan en demokratisk arena? : En kvalitativ undersökning av hur demokratiska förmågor får ta plats i SO-undervisningensweSilfver, SarahSödertörns högskola, Lärarutbildningen2016Democracyparticipate democracydeliberative democracysocial EducationDemokratiDeltagardemokratideliberativ demokratisamhällsdidaktikThe aim of this study is tos to make visible if and how teachers integrate democratic abilities in social studies education. I also want to examine what teachers experience enable or hinder the teaching of democratic abilities. The study is based on the following questions: Does deliberative and participatory democratic abilities apply in teaching and if so, how is this done in the actual teaching? What opportunities and challenges do teachers find in conversations-and participatory democratic abilities? The study examines how teachers teach deliberative and participatory democracy. This study is qualitative and based on interviews and observations offour teachers working in grade 3. The theoretical frame of the study is founded on the deliberative democracy model of Tomas Englund and Åsa Forsberg which is used to study how deliberative abilities take place in teaching. Furthermore, the theory formed by Roger Hart, called Ladder of participation,is used to study whether teachers invite studentsto participateand influencetheir own education. I also used Ljungberg and Unemar Öst theory about teacher's communicative strategies in connection with the controversy handling to give an understanding about how teachers handle controversy, but also how they in connection with controversy encourages deliberative conversations.The results of the study showed that the students did apply and practice conversations democratic abilities.Despite this, some deliberative democratic abilities were more prominent than others.On the other handthe application of participatory abilities were not as common as training deliberativ democractic abilites. Student thesisinfo:eu-repo/semantics/bachelorThesistexthttp://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30260application/pdfinfo:eu-repo/semantics/openAccess |
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Swedish |
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Others
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Democracy participate democracy deliberative democracy social Education Demokrati Deltagardemokrati deliberativ demokrati samhällsdidaktik |
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Democracy participate democracy deliberative democracy social Education Demokrati Deltagardemokrati deliberativ demokrati samhällsdidaktik Silfver, Sarah Skolan en demokratisk arena? : En kvalitativ undersökning av hur demokratiska förmågor får ta plats i SO-undervisningen |
description |
The aim of this study is tos to make visible if and how teachers integrate democratic abilities in social studies education. I also want to examine what teachers experience enable or hinder the teaching of democratic abilities. The study is based on the following questions: Does deliberative and participatory democratic abilities apply in teaching and if so, how is this done in the actual teaching? What opportunities and challenges do teachers find in conversations-and participatory democratic abilities? The study examines how teachers teach deliberative and participatory democracy. This study is qualitative and based on interviews and observations offour teachers working in grade 3. The theoretical frame of the study is founded on the deliberative democracy model of Tomas Englund and Åsa Forsberg which is used to study how deliberative abilities take place in teaching. Furthermore, the theory formed by Roger Hart, called Ladder of participation,is used to study whether teachers invite studentsto participateand influencetheir own education. I also used Ljungberg and Unemar Öst theory about teacher's communicative strategies in connection with the controversy handling to give an understanding about how teachers handle controversy, but also how they in connection with controversy encourages deliberative conversations.The results of the study showed that the students did apply and practice conversations democratic abilities.Despite this, some deliberative democratic abilities were more prominent than others.On the other handthe application of participatory abilities were not as common as training deliberativ democractic abilites. |
author |
Silfver, Sarah |
author_facet |
Silfver, Sarah |
author_sort |
Silfver, Sarah |
title |
Skolan en demokratisk arena? : En kvalitativ undersökning av hur demokratiska förmågor får ta plats i SO-undervisningen |
title_short |
Skolan en demokratisk arena? : En kvalitativ undersökning av hur demokratiska förmågor får ta plats i SO-undervisningen |
title_full |
Skolan en demokratisk arena? : En kvalitativ undersökning av hur demokratiska förmågor får ta plats i SO-undervisningen |
title_fullStr |
Skolan en demokratisk arena? : En kvalitativ undersökning av hur demokratiska förmågor får ta plats i SO-undervisningen |
title_full_unstemmed |
Skolan en demokratisk arena? : En kvalitativ undersökning av hur demokratiska förmågor får ta plats i SO-undervisningen |
title_sort |
skolan en demokratisk arena? : en kvalitativ undersökning av hur demokratiska förmågor får ta plats i so-undervisningen |
publisher |
Södertörns högskola, Lärarutbildningen |
publishDate |
2016 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30260 |
work_keys_str_mv |
AT silfversarah skolanendemokratiskarenaenkvalitativundersokningavhurdemokratiskaformagorfartaplatsisoundervisningen |
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1718301644177801216 |