Læreplan og demokrati

Om lærernes bruk av læreplanen i samfunnsfag i et demokratipedagogisk perspektiv

  • Emil Sætra MF Specialized University
  • Janicke Heldal Stray MF Specialized University & NOVA/Oslo Metropolitan University
Keywords: democracy, citizenship, education, teaching, curriculum


In this article, we examine how social studies teachers’ say they interpret and use different parts of the curriculum in order to teach for democracy. The empirical material of the study is based on a questionnaire and semi-structured interviews with teachers in secondary school in Norway. We present three main find-ings. A first finding is that most social studies teachers plan their instruction based on the subject-specific competence aims. For most teachers, the general part of the curriculum, where democratic education is highlighted, does not constitute an articulated part of instruction. Some teachers feel, however, that they still work in accord with this part of the curriculum, but in a way better described as tacit. A second finding is that teachers agree that the subject-specific competence aims are comprehensive and that many teachers agree they are too comprehensive. A third finding is that the teachers disagree about whether conditions for democratic citizenship education are adequate or not. We suggest two inter-related reasons for this disa-greement. One reason is somewhat different interpretations of and emphasis put on the mandate to teach for democracy by different teachers. A second reason is differences in pedagogy and school culture.


Download data is not yet available.

Author Biographies

Emil Sætra, MF Specialized University

Research Fellow, 

MF Specialized University

Janicke Heldal Stray, MF Specialized University & NOVA/Oslo Metropolitan University

Associate Professor, 

MF Specialized University & NOVA/Oslo Metropolitan University
How to Cite
Sætra, E., & Stray, J. H. (2019). Læreplan og demokrati. Nordic Journal of Comparative and International Education (NJCIE), 3(1), 3-18. https://doi.org/10.7577/njcie.2440