Klassrummet som demokratins verkstad : En litteraturstudie om samhällskunskapsundervisningens betydelse för och påverkan på skolans demokratiuppdrag

Sammanfattning

Schools have a dual mission, which involves conveying both knowledge and democratic values. The task of promoting democratic values is referred to as the democratic mission and forms the foundation of this study. This study is a literature review aimed at contributing knowledge about the significance of social studies education for the democratic mission, as well as how teaching in social studies can be designed to support it. The review is based on twelve academic publications, which constitute the foundation of the study´s results. Through the analysis, the material was organized into themes based on the study´s aim and research questions. The selected publications were carefully chosen from the databases Primo, ERIC and SwePub. The result shows that social studies education plays a central role in the school´s mission to develop students’ democratic knowledge, values and skills. In this context, both teaching practices and the teacher play a crucial role. Teaching that promotes student participation, incorporates students’ experiences, fosters critical thinking and exposure to diverse perspectives strengthens students’ development into active democratic citizens. The teachers’ didactic choices, personal interests, values and background significantly influence how teaching is shaped and implemented. Overall, the findings highlight the importance of a conscious and reflecting teaching practice, where democracy is not only taught as content but also enacted as a lived and practiced aspect of everyday school life.