Demokratiopplæring gjennom demokratisk erfaring

Abstract

A growing, multidisciplinary literature on the didactics of democracy has evolved. It is marked by different theoretical perspectives, and a dominant perspective emphasises deliberative and participation. In this literature, it is argued that such democracy can best be learned through democratic experiences at school. Assuming that such experiences are valuable, we raise the question of whether also other forms of democracy than deliberative participation may be learnt by school based experiences. If education for democracy is to be relevant for participation in political life, this is an important question. The article first argues that deliberative participation is a dominant perspective in didactics of democracy in Norway as well as internationally. Next, other notions of democracy are introduced before it is discussed to what extent these different notions of democracy can be experienced at school.