Facing Uncertainty and Conflict: Stories of Ethical Decision-Making and Teacher Leadership When Educating Newly Arrived Students for Democratic Participation
This chapter explores the ethical decision-making and teacher leadership required to educate newly arrived students for democratic participation in Norway, with special emphasis on situations of uncertainty and conflict. Specifically, the focus is on how educators work with and navigate the complexities related to inclusion, cultural diversity, and trauma while also fostering democratic values. The theoretical approach integrates theories on justice in education, democratic citizenship, as well as ethical decision-making and phronesis to provide insight into ethical deliberation in teaching. Methodologically, the chapter draws on qualitative data from interviews with teachers in introductory classes Key findings suggest the vital role of practical wisdom, or phronesis in managing conflict and reconciliation alongside a restorative approach grounded in ‘agape’. Teachers’ reliance on procedural and intuitive knowledge, while being fundamental, also highlights the challenges and limitations posed by organizational constraints, such as insufficient qualifications and technical focus in teacher education. Despite these constraining factors, the study underscores the enabling role of leadership support in creating inclusive and adaptive learning environments. The chapter emphasizes the need for systemic reforms in teacher education and resource allocation to empower educators in addressing the unique needs of newly arrived students. Through illuminating these stories of teacher leadership, the chapter contributes to the broader discourse on democratic education in diverse and uncertain contexts.
Publisert i 2025
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