This study explores the practical implications of the paradox of moral education, focusing on how Swedish social study teachers (civics, geography, history, and religious education) navigate conflicting responsibilities to convey values and facilitate critical thinking when addressing controversial issues in their classrooms. Through qualitative…

The aim of the current study was to examine Swedish and Turkish teachers' perspectives on values education. Qualitative interviews with 52 teachers were conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on…

Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly…

This descriptive study investigated ethical conflicts within teaching, examining Swedish teachers' writings about their personal ethical conflicts in teaching. The study uncovered an ambiguity about ethical practice, noting that teachers sometimes seemed ready to abandon the value of caring for children out of respect for other adults. (SM)