Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Common-Sense Notions of “Nation": A Challenge for Teaching
Stockholms universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.ORCID-id: 0000-0003-4825-6390
2013 (Engelska)Ingår i: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177, Vol. 9, nr 1, s. 34-51Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article examines how students' common-sense conceptualizations of “nation,” specifically the Swedish nation, operate in teaching situations in which a critical constructivist theory of “nation” is part of the curriculum. Taking its point of departure from discussions of conceptual change, this article examines how students negotiate common-sense notions and how these notions affect students' learning processes. We examine group discussions from two different undergraduate courses at a Swedish university. The article discusses obstacles and opportunities for students to understand the concept of “nation” from a constructivist perspective and to challenge the concept of “nation” as a given and natural entity. We find several discursive repertoires in the material. Three of these repertoires are scrutinized to discover how common-sense notions work. The repertories are multifaceted and can function in ways that facilitate as well as block denaturalization. The results show that common-sense understandings remain with the students even if they learn to account for constructivist perspectives. Furthermore, the results demonstrate that students' understandings of scholarly discussions of “nation” are complex and that resisting the content of a specific theory may, in some cases, be productive in terms of learning.

Ort, förlag, år, upplaga, sidor
2013. Vol. 9, nr 1, s. 34-51
Nyckelord [en]
common-sense notions, conceptual change, discursive repertoires, nation, political science teaching
Nyckelord [sv]
undervisning, statsvetenskap, nationalism, diskursiva repertoarer, vardag
Nationell ämneskategori
Statsvetenskap Utbildningsvetenskap
Forskningsämne
statsvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-89093DOI: 10.1080/15512169.2013.747837OAI: oai:DiVA.org:su-89093DiVA, id: diva2:615557
Tillgänglig från: 2013-04-11 Skapad: 2013-04-11 Senast uppdaterad: 2020-01-23Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Sök vidare i DiVA

Av författaren/redaktören
Jansson, MariaWendt, MariaÅse, Cecilia
Av organisationen
Statsvetenskapliga institutionen
I samma tidskrift
Journal of Political Science Education
StatsvetenskapUtbildningsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 558 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf