How can upper secondary schools educate youth to become democratic and innovative?:Theoretical and empirical analyses of Inquiry Based Education

Educating all youth can be seen as an investment for modern western states. Well-educated creative youth contribute to the knowledge based globalized world economy and equality in education can contribute to maintaining the democratic welfare state. But do educational institutions and the educational system reflect this demand? Newer educational policies tend to focus on measuring and testing skill in particular subjects as important methods for attaining the educational goals. However, this has not led to greater equality in education and has given rise to theoretical and methodological questions. In this article, we focus on the classroom level in secondary schools and ask: How can a specific educational approach contribute to fulfilling the goal of educating all youth to be innovative, democratic citizens? We explore the concept of Inquiry Based Education (IBE) as a theoretical and empirical approach to learning. We perceive IBE as an academic way of thinking and learning and not just a pedagogical method. IBE can be understood as a way of supporting democratic praxis and experience by creating innovative learning processes in an inclusive learning environment. The article discuses how IBE works in theory and on a classroom level. The aim is to unfold how IBE can contribute to equality in education and avoid being ‘just another’ pedagogical method that favors middle-class norms and culture.In this article we will explore the concept of Inquiry Based Education (IBE) on classroom level in secondary schools. We use casestudies to deskribe and analyze two different learning environments and give a theoretical and an empirical approach to understanding students’ learning opportunities. In the article IBE is perceived as an academic way of thinking and learning and not just a pedagogical method. Taking this broad understanding, we use the concept of IBE as an educational approach and a theoretical framework. The article points to how different educational aims bring about different teacher – students relations and offer students different kind of learning possibilities and positions. It is further shown how different learnings environments can open up for democratic praxis and experience and be understood as creating inclusive learning environment. The argument in the article is that central elements of IBE can contribute to more equality in education by creating inclusive learning environments that take into account different levels of the students learning processes