Demokratiopplæringen i spenning mellom legitimering og kritikk

Abstract

The purpose of this article is to propose a more nuanced understanding concerning the tension between critique and legitimization in education for democracy. In light of a democratic mandate in education it is important for teachers to be conscious about what this tension can be said to involve in their democratic-pedagogic practice. The theoretic contribution of this article consists of applying Biesta’s three categories – qualification, socialization and subjectification – on a specific democracy-pedagogic problem – the tension between legitimization and critique. These three categories are furthermore elaborated and nuanced with the aid of perspectives on legitimization, critical thinking and epistemology. It is argued that this is a fruitful approach towards a more nuanced understanding of the tension between critique and legitimization in education for democracy.