Medborgaren som pedagogiskt projekt

• Main Author: Niklasson, Laila
• Format: Doctoral Thesis
• Language: Swedish
• Published: Stockholms universitet, Institutionen för undervisningsprocesser, kommunikation och lärande (UKL) 2007
• Subjects: pedagogic; adult education; citizen education; public sphere; Education; Pedagogik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7096; http://nbn-resolving.de/urn:isbn:978-91-7656-640-4

Pedagogic practice often involves preparing the student for different roles in society as well as personal development. The aim of the thesis is to investigate how the concept citizen is understood by single individuals and is shaped in pedagogic practice. Its theoretical starting points are taken from sociological theories about society and from theories about education. It is primarily Jürgen Habermas’ theories about society and communication that provide the framework for this investigation and discussion. Even the criticism which Habermas has received is presented and discussed. Society is presented as divided in a private and a public sphere where the individual fulfils the role as a citizen by acting in the public sphere. Four empirical studies are carried out; interviews with single individuals, observations at a folk high school, observations in study associations and analysis of reports from European projects where folk high schools and study associations participated. The public sphere that is most apparent is an every day, local public sphere where single individuals and participants in folk high school and study associations discuss common matters. In the discussion there are few references to public political discussions on national or international level. Assuming that citizen is defined broader than as a relation between the individual and the state, the study presents and discusses a variety of ways to act as a citizen within and outside pedagogic practice, and also the obstacles. The thesis provides arguments for a discussion about the concept citizen and citizen action within pedagogic practice. There are also arguments for independent citizen actions outside the pedagogic context. Thereby the citizen action can be brought back to the pedagogic discussion for reflection.