The following essay has the purpose of giving an account of how teachers interpret the curriculum’s depiction of creating citizens ready to take part in a democratic society. One particularly important aspect here, is the role that critical thinking and learning how to accurately evaluate sources has in creating democratic citizens. 

This is being done with the help of the following research questions: 

1. How are the curriculum’s writings concerning the education of democratic citizens interpreted by upper primary school teachers?
2. How do upper primary school teachers describe their approach to source criticism in the teaching of social studies, with the increasing flow of information and perspectives on facts in mind?

The essay is based upon the assumption that learning is social – something created and developed through interaction and communication with others. For this reason, polyphony is regarded highly, as it enables students to learn from each other by allowing their voices, thoughts, and experiences to be heard. To fulfill the intended purpose, we carried out four semi- structured interviews with upper primary school teachers. Every teacher interviewed highlighted the significance of using democratic approaches, such as whole-class discussions and group work, in the classroom. This leads to the conclusion that educators recognize the necessity of the classroom mirroring the democratic values prevalent in the “real” world as a means of preparing students for those same values.