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Abstract
The authors spent a week working in teacher education institutions in Latvia in which they addressed the issue of ‘Philosophy and Pedagogy for Democratic Citizenship’. The experience was a challenging one, in which some of their main professional commitments were called into question. This paper examines in particular how their commitments to reflective teaching, equality issues and world studies were tested
1. An earlier version of this paper, entitled Towards a philosophy and pedagogy for democratic citizenship in the New Europe: lessons from Latvia’, was presented at the conference of the Association of Teacher Educators in Europe’, in Lisboa. Portugal, September 1993. We would like to thank members of that group, particularly Bereket Yebio, for their support and advice.
Notes
1. An earlier version of this paper, entitled Towards a philosophy and pedagogy for democratic citizenship in the New Europe: lessons from Latvia’, was presented at the conference of the Association of Teacher Educators in Europe’, in Lisboa. Portugal, September 1993. We would like to thank members of that group, particularly Bereket Yebio, for their support and advice.