Teaching for democracy: Transformative learning theory mediating policy and practice
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 Sætra. “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
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