Innebörden av rättvisa i resonemang om rättvisefrågor i samhällskunskapsundervisning på gymnasiet.
2014 (Swedish)In: Faglig kunnskap i skole og lærerutdanning: Nordiske bidrag til samfunnsfag- og historiedidaktikk. / [ed] Lise Kvande, Bergen: Fagbokforlaget, 2014, 1, 113-131 p.Chapter in book (Refereed)
The article accounts for the results of a research project of justice as a phenomenon, carried out with upper secondary school students studying the subject of civics. The research was made using phenomenography and the empirical material was collected throughout seven interviews and nine research lessons. The lessons where conducted during three learning studies concerning how to reason about justice in civics. The results show that in order to understand justice as a concept with several simultaneously existing meanings grounded in different principle-based positions, it is critical for students to distinguish between two aspects of justice. The first one is to see justice as a relative value rather than a universal value. The second critical aspect is to see that distinct meanings of justice are constituted on different principles more than on personal interests. It also appears as though the way in which students experience justice – as a universal, a personal or a principle-based value – determines the way in which they are able to reason about justice in issues of civics. This ability is important for students in terms of being able to distinguish opinions as well as taking a stand in political issues. The results could form a basis for planning of a teaching that makes it possible for students to experience the critical aspects of justice and develop the ability to reason well about justice in civics.
Place, publisher, year, edition, pages
Bergen: Fagbokforlaget, 2014, 1. 113-131 p.
rättvisa, samhällskunskap, samhällskunskapsdidaktik, didaktik, fenomenografi, undervisning
Research subject Didactics
IdentifiersURN: urn:nbn:se:su:diva-114811ISBN: 978-82-321-0404-8OAI: oai:DiVA.org:su-114811DiVA: diva2:794357