ABSTRACT
This chapter focuses on how Norwegian preservice teachers (PTs) reflect upon their responsibility for democratic education after their teaching practicum, first in Norway and then in South Africa. They reflected in particular upon racism and apartheid as controversial political issues to be avoided in classrooms. The chapter discusses the relevance of the concept of communities of disagreement in light of theories on multiculturalism, such as different forms of power. It concludes that orchestrating sensitive disagreements in educational settings is a challenge for PTs, and calls for teacher educators to take responsibility for a more thorough provision of political education.
