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Kritiskt omdöme i samhällskunskap: Undervisningsutvecklande studier av samhällsanalytiskt resonerande i rättvisefrågor
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. (CitEd)ORCID iD: 0000-0001-7527-0011
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Critical judgement in social science education : Education developmental studies of civic reasoning in fairness and justice issues (English)
Abstract [en]

Teachers struggle to design teaching that that will promote students’ social science knowledge in accordance with the citizenship education purpose of the subject. This study aims to expand the knowledge base of social science education by exploring the meaning of, and teaching for, the ability to critically analyse essentially contested value issues, specifically fairness and justice issues, in social science.

The project concludes results from three studies containing five empirical intervention sub-studies of social science teaching, conducted at upper secondary, middle and lower primary school level. All studies were based on the educational design-based research approach learning study,where teaching interventions are designed, analysed and evaluated in collaboration with practising teachers. For the intervention design and the analysis of empirical data, phenomenography, variation theory and activity theory were used.

The results comprise descriptions of what it is means to know how to reason critically about fairness and justice issues in social science, what the critical aspects for learning how to do this are, how this knowing can be related to different teaching practices and design principles, and what indications of an emerging ability to critically analyse these issues can be. The results can be used as tools when designing, implementing and evaluating teaching and as empirically grounded additions to a theoretical description of teachers’ pedagogical content knowledge. 

Based on the results, the progression of the ability is discussed and a model for social science analytical reasoning (samhällsanalytiskt tänkande) is proposed. The model expresses analytical reasoning in social science as the development of a critical judgement in relation to contested societal issues with the purpose of reaching an agency-directed citizenship education.

Abstract [sv]

Lärare i samhällskunskap utbildar medborgare för att kunna bidra till rättvisa och rimliga lösningar på gemensamma samhällsangelägenheter och på vår tids stora samhällsproblem. För detta är utvecklandet av ett gott omdöme i samhällsfrågor viktigt, och omtvistade värdebegrepp som rättvisa centrala. Avhandlingen undersöker ett kunnande som är centralt i detta medborgarbildande uppdrag, nämligen förmågan till kritisk analys i omtvistade värdeladdade frågor, specifikt rättvisefrågor.

Projektet sammanfattar resultat från tre studier som baseras på fem delstudier genomförda på lågstadiet, mellanstadiet och gymnasiet. Studierna utgår från learning study, en designbaserad undervisningsutvecklande forskningsansats där undervisningsinterventioner utvecklas, prövas och analyseras i samarbete med verksamma lärare.

Resultaten beskriver innebörden av kunnandet och hur undervisning kan främja utvecklingen av det, och kan användas för formulering av mål, planering, genomförande och utvärdering av undervisning. Utifrån resultaten diskuteras dels progression av förmågan, dels en modell för samhällsanalytiskt tänkande somutvecklande av kritiskt omdöme i relation till värdeladdade samhällsfrågor i syfte att uppnå en agensinriktad medborgarbildning. 

Place, publisher, year, edition, pages
Stockholm: Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet , 2019.
Keywords [en]
social studies, social science, civics, social science education, fairness, justice, civic reasoning, critical thinking, social science analysis, civic reasoning, teaching and learning, phenomenography, variation theory, intersubjectivity, activity theory, learning study
Keywords [sv]
samhällskunskap, medborgarbildning, samhällskunskapsdidaktik, samhällsanalys, samhällsanalytiskt tänkande, kritiskt tänkande, rättvisa, ämnesdidaktik, didaktik, fenomenografi, variationsteori, intersubjektivitet, verksamhetsteori, learning study
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
URN: urn:nbn:se:su:diva-169833ISBN: 978-91-7797-696-7 (print)ISBN: 978-91-7797-697-4 (electronic)OAI: oai:DiVA.org:su-169833DiVA, id: diva2:1332886
Public defence
2019-09-13, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: In press.

Available from: 2019-08-20 Created: 2019-06-28 Last updated: 2019-09-23Bibliographically approved
List of papers
1. Rikare resonemang om rättvisa: Vad kan kvalificera deltagande i samhällskunskapspraktiken?
Open this publication in new window or tab >>Rikare resonemang om rättvisa: Vad kan kvalificera deltagande i samhällskunskapspraktiken?
2014 (Swedish)Licentiate thesis, monograph (Other academic)
Alternative title[en]
Richer reasoning about justice : What factors might qualify participation in the practise of civics?
Abstract [en]

The study explores the meaning of knowing how to reason about justice in civics in upper secondary school. This is examined through the analysis of students’ conceptions of justice, and of their conceptions of civic reasoning about justice. It is also examined through the analysis of civic education practise. In the study, teaching was designed using Variation Theory and the theory of intersubjectivity in Activity Theory, and examined and evaluated in three Learning Studies. The empirical material consists of filmed and transcribed research lessons and interviews, as well as of written pre- and post-tests. The material was first analysed using phenomenography, and then analysed using content-oriented conversation analysis. Students’ conceptions of justice were found to move between the conception of justice as (A) a universal value, (B) a personal value or (C) a value of principle. Students’ conceptions of civic reasoning about justice were found to move between three conceptions: (a) reporting about justice, (b) analysing causes of different perspectives on justice or (c) critical reasoning about principles of justice. The critical aspects of knowing how to reason about justice in civics that students needed to discern were the relativity of justice, the basis for arguments for principles of justice and the analysing as well as the criticizing aspects of reasoning. The subject-knowledge that the teachers expressed in their teaching was one condition of the practise of civics that was found to be of importance for the students’ learning. Others were the assumed purpose of the practise of civics and a genuine need for the intended knowledge in the practice. Communicative actions that seem to facilitate these conditions are real learning tasks and a subject-specific language and variation of critical aspects as mediating tools. The findings are discussed in relation to theories of justice in political science and to the practise of civics education.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2014. p. 150
Keywords
civics, civic education, civic didactics, justice, civic reasoning, teaching and learning, subject content knowledge, Phenomenography, intersubjectivity, Activity Theory, learning tasks, Learning Study, samhällskunskap, samhällskunskapsundervisning, samhällskunskapsdidaktik, rättvisa, resonerande, undervisning och lärande, ämnesdidaktik, fenomenografi, intersubjektivitet, verksamhetsteori, Learning Study
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-103233 (URN)978-91-7447-934-8 (ISBN)
Presentation
2014-06-12, 2511, Frescativägen 54, Stockholm, 11:18 (Swedish)
Opponent
Supervisors
Available from: 2014-05-19 Created: 2014-05-10 Last updated: 2019-06-28Bibliographically approved
2. Theories of justice among eight-year-olds: Exploring teaching for an emerging ability to critically analyse justice issues in social science
Open this publication in new window or tab >>Theories of justice among eight-year-olds: Exploring teaching for an emerging ability to critically analyse justice issues in social science
2018 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 4, p. 43-64Article in journal (Refereed) Published
Abstract [en]

The study addresses the question of what conditions of teaching that benefits the development of the ability to critically analyse issues of justice in early social science and civics education. It also presents some indications of this emerging ability, where students treat the concept of justice not as a stated or explained fact or viewpoint but as a contested concept that needs critical examination. The analysis shows the possibility for eight-year-olds to start learning how to reason about justice as an essentially contested concept and to start participating in critical analyses of societal issues of distributive justice in a qualified way. This article discusses how teaching can be designed to help younger students develop and qualify the ability to analyse justice issues and proposes indications of such an ability.

Keywords
DESIGN BASED RESEARCH, PHENOMENOGRAPHY, TEACHING AND LEARNING, SOCIAL SCIENCE, CIVICS, PRIMARY EDUCATION, CRITICAL THINKING, ANALYSIS, SOCIAL ISSUES
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:su:diva-168282 (URN)
Available from: 2019-04-29 Created: 2019-04-29 Last updated: 2019-07-16Bibliographically approved
3. Tycka eller tänka om rättvisa – vad främjas i mellanstadiets samhällskunskapsundervisning?
Open this publication in new window or tab >>Tycka eller tänka om rättvisa – vad främjas i mellanstadiets samhällskunskapsundervisning?
2019 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 136-161Article in journal (Refereed) Published
Abstract [en]

Social science in primary school is often shaped by a crowded curriculum, and directed towards remembering and recapitulating facts rather than developing qualified ways of reasoning about societal issues. Nevertheless, critical reasoning is regarded a crucial ability for civics, both in the national curriculum and by teachers. The article explores teaching designed to benefit students’ possibilities to qualify their critical reasoning about issues of judicial justice in civic education in year 6 of primary school. The focus is on how the actions of students’ and teachers’ build teaching practises that promote or hinder critical reasoning about justice issues, depending on the motives for civics expressed and mediated through the actions of both teachers and students. Data material in the study consisted of transcribed group discussions and whole class conversations from three cycles of research lessons in a learning study conducted in collaboration with a team of seven primary school teachers. Four subject practises were identified, driven by different motives: participation, identity, deliberation and critical judgment. Actions driven by deliberation and critical judgment benefitted students’ critical reasoning about justice issues, while actions driven by participation and identity conflicted with it. The results may contribute to the discussion within social science didactics about the meaning of critical reasoning and critical judgement as a subject specific ability.

Keywords
social studies, civics, social science education, activity theory, teaching and instruction, justice, critical thinking, samhällskunskap, medborgarbildning, samällskunskapsdidaktik, ämnesdidaktik, verksamhetsteori, rättvisa, kritiskt tänkande, analys
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:su:diva-169832 (URN)
Available from: 2019-06-18 Created: 2019-06-18 Last updated: 2019-08-20Bibliographically approved

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Kritiskt omdöme i samhällskunskap(3985 kB)568 downloads
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