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The Public and citizenship education today
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (Studies in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0001-5554-6041
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of this paper is twofold. First, I will problematize Dewey’s ideal of “the public” in The Public and Its Problems from the current perspective of a challenged democracy. Second, I will suggest a pragmatism view of knowledge, in terms of transactional realism. By problematizing both the definite article and the singular form in the concept of “the public,” I argue that “the public” should be viewed as both a space for pluralism and heterogeneous groups rather than a homogenous domain of “the people.” Based on a transactional realism view of knowledge, citizenship education can best be understood as an educational approach which opens up for the critical and the unforeseen in students’ experiences.

 

Place, publisher, year, edition, pages
2021.
Keywords [en]
The Public, democracy, citizenship education, transactional realism
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-102390OAI: oai:DiVA.org:lnu-102390DiVA, id: diva2:1546439
Conference
American Educational Research Association Congress, AERA 2021 Virtaul Annual Meeting, April 8-13, 2021
Available from: 2021-04-22 Created: 2021-04-22 Last updated: 2024-01-19Bibliographically approved

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Wahlström, Ninni

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CiteExportLink to record
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