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The will to (de)liberate: Shaping governable citizens through cognitive behavioural programmes in school
Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. (Vuxenutbildning och Folkbildning)
Högskoleverket.
2011 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 26, no 3, 399-414 p.Article in journal (Refereed) Published
Abstract [en]

Lately, a deliberative conception of democracy has gained influence in policy debates throughout Europe. Individuals are here seen to be fostered into responsible, mature - democratic – citizens by being involved in dialogue. In the 1990s, calls for “democratic education” intensified in Sweden. This article analyze two pedagogical models influenced by programmes developed in the US that have recently had a large impact in Swedish schools and elsewhere, Social and Emotional Training and Aggression Replacement Training, both teaching pupils the “art of democratic deliberation”. By analyzing manuals and interviews with school staff, we find that both models are based on the idea that through constant dialogue, pupils develop a “democratic mentality”. Referring to Foucault, this kind of dialogue can seen as a technology of confession, where pupils are encouraged to reflect upon themselves and their behaviour, abilities and qualities, as a way to change themselves and become democratic subjects.

Place, publisher, year, edition, pages
Taylor and Francis , 2011. Vol. 26, no 3, 399-414 p.
Keyword [en]
Confession, Foucault, cognitive behavioural programmes, democratic governmentality, dialogue
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-68953DOI: 10.1080/02680939.2010.516841ISI: 000291095900005OAI: oai:DiVA.org:liu-68953DiVA: diva2:422544
Note

This is an electronic version of an article published in: Magnus Dahlstedt, Andreas Fejes and Elin Schönning, The will to (de)liberate: Shaping governable citizens through cognitive behavioural programmes in school, 2011, Journal of education policy, (26), 3, 399-414. Journal of education policy is available online at informaworldTM: http://dx.doi.org/10.1080/02680939.2010.516841 Copyright: Taylor & Francis http://www.tandf.co.uk/journals/default.asp

Available from: 2011-06-16 Created: 2011-06-13 Last updated: 2013-01-11Bibliographically approved

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Dahlstedt, MagnusFejes, Andreas
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REMESO - Institute for Research on Migration, Ethnicity and SocietyFaculty of Arts and SciencesDepartment of Social and Welfare StudiesStudies in Adult, Popular and Higher EducationFaculty of Educational Sciences
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Journal of education policy
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