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Being Engaged and Knowledgeable: Social Science Thinking Concepts and Students’ Civic Engagement in Teaching on Globalisation
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
2013 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, 158-179 p.Article in journal (Refereed) Published
Abstract [en]

The question of whether or not school makes a difference in preparing students for democratic citizenship has been debated for a long time in political science and curriculum studies. These discussions are mostly based on the results of international surveys measuring students’ political attitudes, values and participation. However, we first need to define what kind of prepared citizens are needed. This article takes on the definition issue and presents new perspectives by exploring howteachersin Social Science (Samhällskunskap) and their students in Sweden reason about engagement when they address complex societal issues such as globalisation. Based on interviews with a number of teachers and students I will argue that in order to understand what is going on in school we need to interpret Social Science teaching in terms of first-and second-order concepts,where the second-order concepts could be seen as “how to think like a social scientist”. I will make a case that there is a didactic dilemma for teachers trying to educate students who are both trained in disciplinary thinking and leave school as politically engaged. However, this dilemma is not unsolvable and I will hold a position that it might contain answers to some of the questions that political scientists deal with in terms of engagement

Place, publisher, year, edition, pages
Karlstad: Karlstad University Press, 2013. no 1, 158-179 p.
Keyword [en]
SOCIAL SCIENCE, CIVICS, CIVIC EDUCATION, CIVIC ENGAGEMENT, STAND-BY CITIZENS, DISCIPLINARY APPROACH, FIRST AND SECOND ORDER SOCIAL SCIENCE CONCEPTS, CRITICAL THINKING, GLOBALISATION TEACHING
National Category
Political Science (excluding Public Administration Studies and Globalization Studies) Educational Sciences Didactics
Research subject
Subject Learning and Teaching
Identifiers
URN: urn:nbn:se:su:diva-98468OAI: oai:DiVA.org:su-98468DiVA: diva2:684011
Available from: 2014-01-07 Created: 2014-01-07 Last updated: 2017-12-06Bibliographically approved
In thesis
1. Medborgarbildning i gymnasiet: Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning
Open this publication in new window or tab >>Medborgarbildning i gymnasiet: Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Citizenship Education in Upper Secondary School : Subject Knowledge and Citizenship Education in History and Social Science Education
Abstract [en]

The school subjects of history and social science are expected to contribute with historical and social scientific knowledge, skills and abilities: that is, subject knowledge. The subject knowledge that students achieve during their schooling is not only meant for future studies, but is also expected to inform a life as democratic citizens. However, the curriculum and syllabus have not always been explicit about this aim, and the relationship between subject knowledge and citizenship education is only vaguely explained. This thesis investigates this relationship within the context of history and social science education in Swedish upper secondary school. The educational dimensions of Biesta – socialisation, qualification and subjectification – are used as an approach to this investigation.

The aim of the study is to explore, analyse and discuss the role of history and social science teaching for students’ citizenship education. This is done by investigating curricula, teaching and educational discourses and by using both empirical methods and content analysis. The thesis is a compilation of five articles, all exploring subject knowledge and its connection to students’ citizenship education. The first two articles investigate possible second-order concepts in social science education, which are described and discussed using theories and concepts from history didactics. The findings in these articles work as a basis for further study in following articles, where the subject knowledge and its connections to citizenship education are explored in more depth. Taken together, the articles present a rich picture of the complex reality of teaching and provide a basis for understanding better how teachers, students and curricula express subject knowledge and how this is related, or not, to citizen education.

The contribution of the thesis is a more developed theoretical and conceptual understanding of history and social science education, especially through concepts that can be used in practical teaching in order to strengthen and develop citizenship education.

Place, publisher, year, edition, pages
Stockholm: Institutionen för etnologi, religionshistoria och genusvetenskap, Stockholms universitet, 2015. 118 p.
Keyword
social science education, history education, social studies education, didactics, second-order thinking concepts, citizenship education
National Category
Didactics Educational Sciences
Research subject
Subject Learning and Teaching
Identifiers
urn:nbn:se:su:diva-113655 (URN)978-91-7649-102-7 (ISBN)
Public defence
2015-03-13, De Geersalen, Geovetenskapernas hus, Svante Arrhenius väg 14, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2015-02-19 Created: 2015-02-06 Last updated: 2015-02-24Bibliographically approved

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