The Democratic Mission and the Conflict Between the Internal and the External : Two Swedish Teacher's Didactic Thoughts About the Democratic Mission

This study highlighted two Swedish teacher’s didactic thinking about the democratic mission in the Swedish subject in the upper secondary school. The two teacher interviews were then analyzed based on Ruohotie-Lyhty’s discourse-analytic concepts and Borg’s teacher cognition concept. These results illustrated how the teachers’ didactic thinking ends up in conflict. The conflict is between the external demands and norms, and the teacher’s inner, personal interpretations and drive. The teachers try to navigate between the knowledge mission and the democratic mission, which will prove difficult due to the vague wordings of the democratic mission