Teaching for democracy: Transformative learning theory mediating policy and practice

  • Janicke Heldal Stray Norwegian School of Theology
  • Emil Sætra Norwegian school of theology
DOI: https://doi.org/10.23865/ntpk.v3.555

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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Author Biographies

Janicke Heldal Stray, Norwegian School of Theology
Teacher education. Associated Professor
Emil Sætra, Norwegian school of theology
Taecher education. Research fellow

Full text

Published
2017-12-07
Issue
Vol 3 No 1 (2017)
Section
Original Research Articles
How to Cite
STRAY, Janicke Heldal; SÆTRA, Emil. Teaching for democracy: Transformative learning theory mediating policy and practice. Nordisk tidsskrift for pedagogikk og kritikk, [S.l.], v. 3, n. 1, dec. 2017. ISSN 2387-5739. Available at: <https://pedagogikkogkritikk.no/index.php/ntpk/article/view/555>. Date accessed: 18 aug. 2018. doi: https://doi.org/10.23865/ntpk.v3.555.
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