Preparing Future Teacher for Demoracy: Reading Lists in and Era of Democratic Decline
As democratic institutions face challenges across the globe, the task of preparing future teachers for democracy acquires renewed urgency. This article examines the literature used in the social studies components of three Norwegian teacher education programmes, drawing on a quantitative content analysis of reading lists. Two sets of texts are analysed: one centred on democratic theory and civic education (Set A), and another addressing contemporary political issues (Set B). The findings reveal a shared core of literature grounded in political science, history, and school-oriented perspectives, but also considerable variation in democratic orientation, disciplinary emphasis, and thematic scope. While two institutions prioritise institutional knowledge and procedural models, one gives more weight to civic virtues and normative ideals. Notably, literature addressing contemporary democratic threats – such as autocratisation, democratic erosion and disinformation – is almost entirely absent. This raises concerns about whether democratic education in teacher training is adequately attuned to the conditions of democracy today. The study highlights the need for a more deliberate and responsive approach to democratic education, one that acknowledges both the fragility and the contested nature of democracy in the 21st century.
Publisert i 28th World Congress of Political Science, 2025
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