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Time to Tell More Stories: Children, Democracy and Education in Movement
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). (UBB)ORCID iD: 0000-0002-1687-9510
2019 (English)In: Challenging Democracy in Early Childhood Education : Engagementin Changing Global Contexts / [ed] Margrain, V. & Löfdahl Hultman, A., Singapore: Springer, 2019, 1, p. 141-151Chapter in book (Other academic)
Abstract [en]

The purpose of this chapter is to highlight and challenge a dominant contemporary perspective regarding children in relation to education, learning and democracy. This perspective primarily puts economic and future-oriented ideas in focus. Scholars are now claiming that this perspective has become so prominent that it many times is assumed as the only true, right and possible alternative. In relation to this I find it interesting to contest this dominant discourse by proposing an alternative approach where a more inclusive and pluralistic idea highlights individual differences and diverse worldviews.

The chapter provides a review of key literature where the different approaches are highlighted. By introducing two vignettes, drawn from a doctoral study in Sweden, the two approaches are discussed in relation to different consequences. The conclusion opens up for a discussion concerning the role of the child and the teacher, but also a discussion with a democracy aspect concerning education based on predetermined goals and consensus or based on inclusion and diversity.

Place, publisher, year, edition, pages
Singapore: Springer, 2019, 1. p. 141-151
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746 ; 28
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-76340DOI: 10.1007/978-981-13-7771-6ISBN: 978-981-13-7770-9 (print)ISBN: 978-981-13-7771-6 (electronic)OAI: oai:DiVA.org:kau-76340DiVA, id: diva2:1387405
Available from: 2020-01-21 Created: 2020-01-21 Last updated: 2020-02-04Bibliographically approved

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Ungerberg, Kristin

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