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Pedagogerna och demokratin. En rättssociologisk studie av pedagogers arbete med demokratiutveckling

Persson, Lars LU (2010) In Lund Studies in Sociology of Law 33.
Abstract (Swedish)
Popular Abstract in Swedish

Det svenska utbildningsväsendet styrs av nationella styrdokument som skollag, läroplaner och kursplaner. Det demokratiska uppdraget är en central fråga i dessa dokument. Avhandlingens syfte är att undersöka hur pedagogerna hanterar detta demokratiuppdrag och hur de påverkas av sociala krafter på olika nivåer.



Demokratibegreppet är öppet för olika tolkningar. Inom utbildningsväsendet tolkas demokrati brett och handlar inte enbart om beslutsfattande och politik utan omfattar, i en tradition från John Dewey, även samhälleliga livsformer i stort. Begreppet erkännande har utvecklats av författare som Nancy Fraser, Axel Honneth och Paul Ricoeur på ett sätt som fungerar väl för... (More)
Popular Abstract in Swedish

Det svenska utbildningsväsendet styrs av nationella styrdokument som skollag, läroplaner och kursplaner. Det demokratiska uppdraget är en central fråga i dessa dokument. Avhandlingens syfte är att undersöka hur pedagogerna hanterar detta demokratiuppdrag och hur de påverkas av sociala krafter på olika nivåer.



Demokratibegreppet är öppet för olika tolkningar. Inom utbildningsväsendet tolkas demokrati brett och handlar inte enbart om beslutsfattande och politik utan omfattar, i en tradition från John Dewey, även samhälleliga livsformer i stort. Begreppet erkännande har utvecklats av författare som Nancy Fraser, Axel Honneth och Paul Ricoeur på ett sätt som fungerar väl för analys av demokratiprocesser inom utbildning. Basil Bernsteins modell för rättigheter i pedagogik är en annan användbar teoretisk grund till synen på demokratibegreppet i undervisning.



Relationen mellan mänskligt handlande och lagen är det centrala fältet för studier inom rättssociologi. Rättssociologin vid Lunds universitet har fokuserat detta studium på normbegreppet. I avhandlingen utgör normbegreppet ett huvudperspektiv på studiet av professionellt handlande. Den relativa friheten i det professionella handlandet fokuserar teleologiska normer, vilket betyder normer som är intentionella och skiljer sig från normer som anger konkreta handlingar.



I avhandlingens empiriska del studeras en grupp pedagoger som genomförde demokratiprojekt på sina respektive förskolor och skolor. Material samlades in genom dokumentstudier, gruppintervjuer och individuella intervjuer. Intervjuerna visade att pedagogerna tog stort ansvar för demokratimålen och att de behövde stöd för att ha framgång i sitt arbete. Det framkom vidare att pedagogernas handlande påverkades av flera olika omgivningsfaktorer och att olika situationer hade specifika drag. Demokratiundervisning genomförs under förhållanden som är multivariata och som bildar komplexa system. I detta var det ändå möjligt att upptäcka en generell pedagogisk dynamik i undervisningen där tre dimensioner av pedagogernas handlande framträdde som bestod av att pedagogerna strävade efter att:

a) bli bättre på att se barnen/eleverna

b) bli mera kritiska i granskningen av sig själv

c) bli mera medveten om demokratifrågorna

Min slutsats är att dessa utgör tre aktiva metanormer, som till sin karaktär är teleologiska normer, i undervisning för demokrati. Metanormerna fungerar som stöd för pedagoger i det komplexa och mångtydiga demokratiuppdraget. Då dessa metanormer tydligt kan kopplas till teorierna om erkännande får de stöd av den etiska diskussionen inom samhällsfilosofin. En praktisk konsekvens är att erkännandebegreppet erbjuder både mening för demokratiundervisningen och nya möjligheter att utveckla arbetssätten inom denna. Fortsatta studier av pedagogers handlande kan bidra till den filosofiska diskussionen om erkännande, till kunskap om hur framtidens demokrati skapas och till en djupare förståelse av förhållandet mellan rättslig styrning och undervisning. (Less)
Abstract
The Swedish education system is governed by national steering documents, like the Education Act, curriculi and syllabuses. The democratic assignment is a central issue in these documents. The thesis aims to investigate how teachers handle this democratic assignment and how they are influenced by forces on different social levels.



The concept of democracy is open to many interpretations. Democracy in education has a wide meaning, according to John Dewey, including forms of life in society and not only decision making and political matters. The concept of recognition has been elaborated by writers like Nancy Fraser, Axel Honneth and Paul Ricoeur in a way that is suitable for an analysis of democratic processes in... (More)
The Swedish education system is governed by national steering documents, like the Education Act, curriculi and syllabuses. The democratic assignment is a central issue in these documents. The thesis aims to investigate how teachers handle this democratic assignment and how they are influenced by forces on different social levels.



The concept of democracy is open to many interpretations. Democracy in education has a wide meaning, according to John Dewey, including forms of life in society and not only decision making and political matters. The concept of recognition has been elaborated by writers like Nancy Fraser, Axel Honneth and Paul Ricoeur in a way that is suitable for an analysis of democratic processes in education. Basil Bernstein´s model for rights in pedagogy also fits well into the background of the concept of democracy.



The relation between human action and law is a central area for studies in Sociology of Law. In Sociology of Law at Lund University these studies have been centered around the concept of norms. In this study the norm concept is placed in the environment of professional teaching. The relative freedom of acting in a professional area focuses intentional norms, classified as teleological norms.



An empirical study of teachers working with democracy projects was carried out using both indivdual and groups interviews. The interviews showed that teachers took responsibility for democratic goals and that they needed support to be able to succeed The results showed that the teachers´ acting was influenced by several factors and that different situations showed specific features. Democratic teaching was thus set in multi-variate conditions of a complex system. It was however possible to detect a general dynamic teaching process with three dimensions of professional teaching. Teachers´ actions aimed to:

­ Improve the capacity to see the child/student

­ Become more critically aware of their own role

­ Increase the awareness of democratic issues

My conlusion is that this forms three active meta-norms in education for democracy. The meta-norms serve as a support for teachers in the complex and multi layered assignment of teaching democracy. As the meta-norms can clearly be linked to the theories of recognition they gain support by an ethical discussion in social philosophy. A practical consequence of this is that the concept of recognition presents both meaning and potentially powerful possibilities in developing methods for teaching democracy. Further studies in teachers acting can contrubute to the philosophical discussion on recognition, the knowledge on building of a future democracy and a deeper understanding of the relation between legislation and education. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Professor Lundgren, Ulf P, Uppsala universitet
organization
publishing date
type
Thesis
publication status
published
subject
keywords
curriculum, professionality, democratic education, recognition, meta-norms, pedagogy, teachers, democracy, education, Sociology of Law, democratic development, democratic values
in
Lund Studies in Sociology of Law
volume
33
pages
192 pages
publisher
Lund University
defense location
Universitetshuset sal 206
defense date
2010-04-16 13:15
ISSN
1403-7246
language
Swedish
LU publication?
yes
id
c557a2bd-131d-41d7-89de-91a76a383940 (old id 1566349)
date added to LUP
2010-03-12 09:14:46
date last changed
2018-05-29 10:03:59
@phdthesis{c557a2bd-131d-41d7-89de-91a76a383940,
  abstract     = {The Swedish education system is governed by national steering documents, like the Education Act, curriculi and syllabuses. The democratic assignment is a central issue in these documents. The thesis aims to investigate how teachers handle this democratic assignment and how they are influenced by forces on different social levels. <br/><br>
<br/><br>
The concept of democracy is open to many interpretations. Democracy in education has a wide meaning, according to John Dewey, including forms of life in society and not only decision making and political matters. The concept of recognition has been elaborated by writers like Nancy Fraser, Axel Honneth and Paul Ricoeur in a way that is suitable for an analysis of democratic processes in education. Basil Bernstein´s model for rights in pedagogy also fits well into the background of the concept of democracy. <br/><br>
<br/><br>
The relation between human action and law is a central area for studies in Sociology of Law. In Sociology of Law at Lund University these studies have been centered around the concept of norms. In this study the norm concept is placed in the environment of professional teaching. The relative freedom of acting in a professional area focuses intentional norms, classified as teleological norms. <br/><br>
<br/><br>
An empirical study of teachers working with democracy projects was carried out using both indivdual and groups interviews. The interviews showed that teachers took responsibility for democratic goals and that they needed support to be able to succeed The results showed that the teachers´ acting was influenced by several factors and that different situations showed specific features. Democratic teaching was thus set in multi-variate conditions of a complex system. It was however possible to detect a general dynamic teaching process with three dimensions of professional teaching. Teachers´ actions aimed to: <br/><br>
­	Improve the capacity to see the child/student<br/><br>
­	Become more critically aware of their own role<br/><br>
­	Increase the awareness of democratic issues<br/><br>
My conlusion is that this forms three active meta-norms in education for democracy. The meta-norms serve as a support for teachers in the complex and multi layered assignment of teaching democracy. As the meta-norms can clearly be linked to the theories of recognition they gain support by an ethical discussion in social philosophy. A practical consequence of this is that the concept of recognition presents both meaning and potentially powerful possibilities in developing methods for teaching democracy. Further studies in teachers acting can contrubute to the philosophical discussion on recognition, the knowledge on building of a future democracy and a deeper understanding of the relation between legislation and education.},
  author       = {Persson, Lars},
  issn         = {1403-7246},
  keyword      = {curriculum,professionality,democratic education,recognition,meta-norms,pedagogy,teachers,democracy,education,Sociology of Law,democratic development,democratic values},
  language     = {swe},
  pages        = {192},
  publisher    = {Lund University},
  school       = {Lund University},
  series       = {Lund Studies in Sociology of Law},
  title        = {Pedagogerna och demokratin. En rättssociologisk studie av pedagogers arbete med demokratiutveckling},
  volume       = {33},
  year         = {2010},
}