Abstract
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.
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Notes
- 1.
A third child is also joining the activity but he does not participate in this vignette.
- 2.
Playdough is a mix of water, flour, salt, oil and alum where the alum is used to conserve the dough so it can be saved and used many times.
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Ungerberg, K. (2019). Time to Tell More Stories: Children, Democracy and Education in Movement. In: Margrain, V., Löfdahl Hultman, A. (eds) Challenging Democracy in Early Childhood Education. International Perspectives on Early Childhood Education and Development, vol 28. Springer, Singapore. https://doi.org/10.1007/978-981-13-7771-6_10
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