Abstract
The aim of this article is to present a theory of learning which can support education for democracy and citizenship in the classroom. We argue that one constructive strategy for implementing democratic learning and teaching in the classroom is to understand these processes in the framework of transformative learning theory. This theory offers an approach to learning and teaching in accordance with important features of democratic education. The discussion is contextualized in recent educational political developments aiming to implement democracy and citizenship as one of three cornerstones in Norwegian education. Published: 7 December, 2017 Citation: Janicke Heldal Stray og Emil Saetra. “Teaching for democracy: Transformative learning theory mediating policy and practice.” Nordisk tidsskrift for pedagogikk og kritikk, Vol. 3, 2017, pp. 1-16. http://dx.doi.org/10.23865/ntpk.v3.555
Highlights
This paper examines democratic education1 in Norway
We argue that theory can be used for translating policy into pedagogy and, we propose transformative learning theory (TLT) as a possible resource for negotiating the gap between policy and practice
Teaching for democracy:Transformative learning theory mediating policy and practice to note that Mezirow emphasises the line of action within which the learning process occurs as this influences perception, memory, problem solving and learning
Summary
One of the traditional aspirations and goals of the Norwegian education system is to foster democratic citizens, which is stated in the Education Act as well as in the school curriculum goals of several school subjects. Both academics and practitioners have faced challenges regarding how to implement democratic practices in classroom teaching. Janicke Heldal Stray and Emil Sætra citizenship is dependent on teachers’ individual preferences and competencies This situation may change as a result of a suggestion by the Ministry of Education to implement democracy and citizenship as one of three core priorities of the revised curriculum. We argue that theory can be used for translating policy into pedagogy and, we propose transformative learning theory (TLT) as a possible resource for negotiating the gap between policy and practice
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