Barns m te med institutionaliserad undervisning och dess inneb rder f r demokratiskt medborgarskap

Children’s encounters with institutionalized teaching and theirimplications for democratic citizenship. The aim of this article is to study children’s early socialization to institutionalized teaching practices and its consequences for democratic citizenship. The data on which the study is based consist of recordings from a group of 5-year-olds at a preschool and from a preschool class. The results show that a recurring pattern in teaching practices is that curricula are closely linked to the knowledge and experiences of the teachers, with few connections with the lifeworld of the children. If institutionalized teaching is to support democratic citizenship,it is suggested that children’s perspectives and experiences must be seen as an important point of departure.