Education for Democracy

Introductory speech, Hugo Wester, Nordic Council of Ministers, DIS-network Conference Stockholm 19-20 November 2024

When democracy is challenged - schools are often expected to do more

Dear colleagues – policymakers, researchers, learners, teachers and other school staff. Six years ago in 2018, we met at ?rebro University under the heading “Nordic Education in Democratically troublesome times”. I remember it well because I had to start the conference instead of Mr. Gustav Fridolin, at the time Swedish Minister of Education. He did show up at lunch and as planned gave a great speech, but he was busy in the morning forming a government after weeks of negotiations.

Sweden was then as now, chair of the DIS-network. Already back in 2018 many of us said that the role om democracy education had never been more important. Challenges for Democracy was the background to the Nordic Council of Minsters initiative with DIS 2016. DIS initially stood for Democracy Inclusion and Security. The S in Security should be seen with the backdrop of the terrorist attacks in Europe these years. In the early years of DIS the network balanced the role of education between policing with more of a security discourse, checklist for radicalization. On the other hand, and in line with the work of UNESCO and Council of Europe the DIS-network leaned towards an understanding that education’s role in preventing radicalization is primarily to strengthen democratic competences. For example, by promoting media- and information literacy to resist conspiracy theories and fake news. And by managing controversy in open safe classroom discussions.

In 2015, the Council of Europe launched materials for teaching controversial issues, wish was translated into our Nordic languages under the DIS program. In 2017 came recommendations on education work on radicalization from UNESCO that emphasized a more proactive approach with democracy education. DIS continued with a new mandate and changed the meaning with S from Security to Samfundskraft (Cohesion) – to promote and safeguard resilience and relations built on trust – in schools and in the society as a whole – to strengthen our democracies.

Developments in our Nordic countries and other part of the world since ?rebro 2018 have not made democracy education less urgent. Democracy faces new challenges and education needs to respond. For example, when disinformation leads to affective polarization, that enables populistic political initiatives to push democracies in a more autocratic direction. This often creates tensions, pits groups against each other and undermines fundamental rights and freedoms and the conditions for a sustainable democracy.

As often when democracy faces challenges, we turn to school to do more. Democratic education initiatives are often perceived as narrow, reactive and disruptive. Often based on overarching societal challenges identified at the moment. For example, extremism and radicalization, sexism under the “metoo and honour-related violence and oppression have all generated government assignments and initiatives but more seldom coordinated based on the needs for schools for a more long-term approach and a systematic work.

However, the democratic mission and role for education and schools has been there for many decades. Meeting colleagues in other parts of Europe makes us aware of the importance of policy such as education act and national curricula. But policy alone makes no change. And we must do something about the widening gap between policy and practice in democracy education. We come together policymakers, researchers and practitioners like this because we know this is what we need to strengthen education for democracy in times of challenge.

Still, we′re good at education for democracy in our Nordic region. My colleague Stephany will soon show how good we are by presenting ICCS. In ?rebro, we heard about a Nordic Lighthouse of democracy education. But democracy is a moving target. New challenges require our lighthouse to be resilient to safeguard a sustainable and strong democracy. We need tokeep up the good work and make all schools great in democracy education – especially where this is needed the most.

A mutual understanding of school's democratic mission is necessary to strengthen democracy through education

The purpose of schooling and education is, of course, to prepare children and young people for further studies and a professional working life. Lifelong learning – Bildung- are also often pointed out as an overall purpose. In addition to this our Nordic countries have long held that the purpose also includes preparing and equipping children and young learners for active participation in society. To take actions in and for our democracy.

Work on democracy and human rights cover several areas in school. The goal is for children and young people to develop democratic knowledge and skills. A school climate based on and characterized by fundamental democratic principles and human rights becomes a means to achieve this goal.

Reports and research show that democracy education is perceived and implemented in many different ways, with different interpretations and orientations. We know that a mutual understanding of democracy education enables improvement and quality. When do we teach democracy? What do we do? How? Can we do this better?

We′ve found that the perspectives ABOUT, THROUGH and FOR can be used to promote a more mutual understanding of teaching and learning democracy and human rights. ABOUT, THROUGH and FOR are well-established from research as well as the work from UN, Council of Europe, Human Rights Education and Training and Education for Active Citizenship.

I school, children and students develop knowledge ABOUT democracy and human rights. Learning is best achieved THROUGH a democratic school climate based on human rights. Children and students learn FOR an active participation in democracy.

The knowledge and skills needed are found in several subject curriculas. How democracy works and how societies are governed and organized, and the rule of law are all found in social studies, political science and history – subjects I used to teach before I became a drop out teacher. As well as learning about human rights in the past and the present. Knowledge and skills for active citizenship also include critical and languages skills. Basic skills such as reading and writing are crucial to be able to take part in democracy, make an opinion, to vote. Media- and information literacy is important to part facts and knowledge from disinformation and conspiracy theories.

Learning THORUGH democracy and human rights is for children and learners to feel belonging, safe and respected. It′s about participation and inclusion. It′s preventing bullying, discrimination and all forms of violence to safeguard equal opportunities for all to learn regardless of background or functionality. Learning THROUGH democracy is also to choose democratic learning methods, sharing the floor in the circle in preschool and allowing children and learners to express their thoughts and opinions, learning to cope and resolving conflicts together in peace. It′s about a safe classroom. When feeling safe you learn more. This applies to learning in general. National Agency for Education resent report shows a link between perceived personal safety and pupils individual result in PISA.

With the risk of being perceived as bragging please let me share an anecdote. I was invited to a reunion by my former pupils – 10 years after leaving elementary school. Infront of me this 25-year-old young man telling me about his life. Wedding plans, career choices and political engagement (first Socialdemokraterna, later on Moderaterna). After half a pint and a pizza slice, he turns to me a says “I want you to know that you learned me about human right, that we′re all equal.” A bit embarrassed (but of course proud) I thanked him for letting me know and asked him” When was this? Was it teaching the Second World War? The Holocaust? Or the forming of the UN and the Declaration of human rights?”. “No, not at all”, he answers, “it was that day when you spotted Maria in the school yard dropping out your lesson. You started up and then went out to get her back to class. You treating us equal, that′s how I learned about human rights”. ?

From this experience learning ABOUT, TROUGH and FOR democracy and human rights can definitely be done overlapping and both intentional and more unconsciously.

With systematic work based on the best knowledge - school can contribute to a resilient democracy

The overall challenges for our democracy are reflected in our classrooms but schools work on democracy must start with the specific needs at each school -– in school climate as a whole or in specific parts of teaching and learning. This is a systematic approach. Later today we will be presented practical examples of systematic whole-approach in the work of Norwegian DEMBRA and Swedish Democracy Step by Step.

We have high expectations for education and schools – not only in terms of education for democracy. At the same time, space and time for improvement work are often limited for schools. We must consider this in our expectations and in how we support schools in their work on democracy.

Systematic work also needs to be based on the best available knowledge and use materials and methods we know work. Later today, the Swedish Institute for Educational Research will present a research review on Democracy learning.

To identify and analyze needs, teachers and other school staff also need knowledge – often on complex issues. Several elements of this conference highlight this with examples of schools work to encounter and prevent antisemitism and other forms of racism.

Different forms of racism need to be identified and understood according to their specific characteristics. Thers is no specific method or approach that can be used. Antisemitism and other forms of racism can include exposure to racist bullying, harassment and discrimination. It can also involve vandalism, hate crime, conspiracy theories or managing challenging controversial issues in classrooms. It can even consider prejudices and norms upheld by school staff itself by expecting and treating learner’s unequal based on ethnicity or religious beliefs.

We are good at democracy education in our Nordic Countries. Still, we face problems with lack of equivalence and equal education for all. Studies show that school can compensate for socio-economic differences when it comes to education for democracy. Democracy learning can have a particular impact on learners from homes that more seldom or never discuss democracy or societal issues.

Our Nordic democracies stand strong. At the same time, we know that we cannot take democracy and human rights for granted. All schools need to be good at democracy education.

Thank you, and please let′s reflect on democracy education together in this conference.