This study explores how democracy is addressed as both a knowledge content and a pedagogical practice in the early years of schooling by analyzing how primary teachers in Sweden and the United States understand and describe their work with the school’s democratic mission. The study is based on a qualitative research approach and semi-structured interviews were conducted with four teachers, two in Sweden and two in the United States. The empirical material was analyzed using thematic analysis and interpreted in relation to relevant democratic theories.

The results show that teachers in both contexts emphasize the importance of fostering responsible and respectful citizens, although their approaches differ. Swedish teachers more often describe democracy as integrated into everyday classroom practice through student participation, dialogue and practical activities. In contrast, the American teachers tend to frame democracy primarily as subject content taught through planned thematic units focusing on government and societal structures. The results also indicate that value-based issues, controversial topics and expectations of teacher neutrality are perceived as challenges in both contexts.

The study contributes to a deeper understanding of how democracy education can take different forms depending on educational context and emphasizes the central role of teachers in enacting the democratic mission of schooling.