This study aims to contribute to an enhanced understanding of how social studies teachers

reason about and manage civic education within the social studies education. The primary

purpose is to examine the management of, and challenges associated with the democratic

and civic education mission, as well as identifying the prominent type of civic education.

The study is based on qualitative interviews with nine upper secondary school teachers

qualified in social studies. The empirical material is analyzed using Biesta’s (2006, 2011)

theory regarding the functions of education. Qualification, socialization and subjectifica-

tion, along with education for and through democracy. The results indicate that teachers

balance between the different functions of education, though qualification is seen as the

foundation of education. Qualification is pointed out as crucial for achieving good, active,

and participatory citizens.