Fostering inclusion and pluralism through democratic education. A critical-comparative analysis of Swedish and Dutch curricula

Abstract

This study examines how democratic education fosters inclusion and pluralism in diverse societies through a comparative analysis of Swedish and Dutch curricula for early and primary education. Drawing on critical discourse analysis, the research explores how inclusion, pluralism, agency, and critical citizenship are conceptualized and operationalized in these contexts. The theoretical framework integrates foundational concepts from Dewey and Freire with contemporary insights from Biesta and Englund, and critical approaches from Waghid and Andreotti to evaluate democratic education practices. The findings reveal that both countries articulate strong commitments to democratic values in their curricula, though they differ in implementation approaches. While Swedish curricula emphasize normative democratic values and ethos, Dutch frameworks focus on competencies and constitutional principles. Both systems face tensions between curricular ideals and practical implementation within contexts shaped by neoliberal policies and societal polarization. The study identifies promising practices in both countries while highlighting persistent challenges, including balancing pluralism with social cohesion, fostering genuine student agency, and addressing Eurocentric narratives. The conclusions offer practical recommendations for strengthening democratic education through teacher preparation, curriculum development, and educational policy alignment.