Equity, Teaching Practice and the Curriculum

Wahlström, Ninni

doi:10.4324/9781003218067

Cited by 6 publications

(1 citation statement)

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“…These two traditions differ in the view of the individual. While the individual learner is the central actor in Bildung, the focus of transactional realism is on the individual in transaction with the social and physical world (Wahlström, 2022).…”

Section: Transactional Realism As a Concept Of Knowledge And Knowingmentioning

confidence: 99%

School and democratic hope: The school as a space for civic literacy

Wahlström

2022

European Educational Research Journal

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In this article, the central question is how the relationship between democracy and education can be understood in terms of civic literacy. By taking as a point of departure John Dewey’s basic understanding of democracy in terms of communication and experience, which also forms the basis for the pragmatist knowledge concept of transactional realism, this study explores transactional realism in relation to how this concept of knowledge can promote a democratic stance in the teaching of different school subjects. Thus, the focus is on how a democratic stance is an important part in the selection of teaching content and teaching activities in the classroom in a time when democracy is challenged from different angles. The concept of civic literacy is here understood as developing knowledge about the world, learning to act responsibly in the world and realising oneself in the world. Civic literacy is both about knowledge of facts and events and about a classroom discourse opening for responsible and reflective conversations outwards from the subject, towards the social and physical environment.

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Section: Transactional Realism As a Concept Of Knowledge And Knowingmentioning

confidence: 99%