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  • 1.
    Bahous, Rima
    et al.
    Lebanese American University, Lebanon.
    Nabhani, Mona
    Lebanese American University, Lebanon.
    Rabo, Annika
    Stockholm University, Faculty of Social Sciences, Department of Social Anthropology.
    Parochial education in a global world? Teaching history and civics in Lebanon2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 1, p. 57-79Article in journal (Refereed)
    Abstract [en]

    This exploratory article is based on a researchproject which runs 2011-2013 that examines how global processes are expressedin educational policies and pedagogical texts in Lebanon, Sweden and Turkey byfocusing on school subjects like civics, history, geography, and religion. In thistext we discuss the development ofeducation in Lebanon, the development of history and civics after the civilwar, and on opinions about these school subjects in order to make a preliminaryanalysis of how the future Lebanese citizen is depicted in policies,curricula, and textbooks. Lebanon is interesting because of its uniqueeducation system in which foreign international institutions rather thannational ones have the task of preparing individuals for a globalized world.Material for the study were collected from a sample of curricula used inprivate and public or national schools for history and civics/citizenshipeducation in grade 8 as well as interviews and conference proceedings andconversations with activists, teachers and principals. We also reviewedfindings of relevant empirical studies conducted in Lebanon. Our datacollection was guided by three questions: how is the right citizen depicted inthe Lebanese material? How is the relationship between national and globalperspectives treated in guidance documents and pedagogical texts? What civicrights and obligations are given attention and what individuals are included/excluded? Our preliminary findings imply that there is no consensus on theimportance of teaching a unified history and civics book and subjects inLebanon. Other findings indicate that private and international schools have agreater impact than national schools on preparing Lebanese students as futurecitizens.

  • 2.
    Bergström, Göran
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Political Science.
    Ekström, Linda
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    "Att lyssna på lärarna" - en metodologisk utmaning2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 120-144Article in journal (Refereed)
    Abstract [en]

    Teacher education today is expected to strongly focus on pedagogical content knowledge. This means, among other things, increased attention to practice. However, how practice is to be analyzed and for what purpose practice is analyzed is still up for debate. In this article we turn to the growing field of civics didactics to shed light on these questions. The analysis is based on a qualitative content analysis of twelve Swedish dissertations in civics didactics. Our findings suggest that the field of civics didactics has contributed with important suggestions on how practice and academic knowledge may enrich each other. However, we also find that the ways that practice has been analyzed are characterized by methodological challenges. To overcome these, and to contribute to the civics didactics research and future independent research projects within the teacher education, we call for a broader research agenda. This means a stronger focus on methodological questions, on other kinds of research projects and on developing the practice of teaching, rather than solely describing it.

  • 3.
    Bergström, Göran
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Political Science.
    Ekström, Linda
    Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
    Mellan ämne och didaktik – om ämnesteorins roll inom samhällskunskapsdidaktiken2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 93-119Article in journal (Refereed)
    Abstract [en]

    Pedagogical content knowledge is generally understood as a "bridge" between content and pedagogy, and therefore assumed to be theoretically informed by theories on both the content knowledge in question, and on general pedagogical knowledge. In this article we analyze whether this bridge exists in eleven Swedish civic didactics dissertations. This is done by developing a typology of how theory is used in relation to research problems and analytical frameworks. Our findings suggest that theories on content knowledge are downplayed in favor of pedagogical theories. We argue the need for strengthening the pillar of content knowledge, benefitting both research and teaching.

  • 4.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Att möta det förflutna i de historiska källorna. Ett utforskande av lärande och meningsskapande genom två källtolkningsuppgifter i historia2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, ISSN 2000-9879, no 2, p. 180-207Article in journal (Refereed)
    Abstract [en]

    The article uses a form of content focused conversation analysis to explore processes of learning and attributing meaning when upper secondary students work with two primary source assignments in history. Empirical data was collected through audio recordings of students’ collaborative work on the assignments, which consisted in analysing two primary sources in small groups. The article addresses one primary research question: what is characteristic for the processes of learning and meaning-making when students work with two source analysis assignments? As a first step, the students’ learning processes, understood as a change in participation in the learning activity, are described. As a second step, the article describes how the students’ construct meaning when working with the primary sources. The main results are descriptions of the students’ learning, and meaning-making, processes. Based on the analysis of the students’ conversations it is suggested that the temporal aspect is discerned in a contrastive process between the present and the past in terms of values, ideas and societal conditions. In relation to the human aspect the students experienced a difficult balancing act in contrasting their own perspective with the historical actor’s perspective. However, a successful strategy was to take on the role of hypothetical historical agents. Finally, in relation to the contextual aspect once the students were involved in a process of inquiry and reasoning they managed to discern subtexts of the sources in relation to the historical context. It is suggested that certain aspects of school culture might inhibit the students’ learning of primary source analysis, as they occasionally strive to find the "right answers" rather than engaging in interpretative work. One interesting finding was the vital role of the students’ life-world perspective in creating meaning while working with the primary sources, and it is suggested that this perspective should be regarded in educational design.

  • 5.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige; Högskolan i Skövde, Sverige.
    Det oväntade i so-ämnenas undervisning – bjudningar till annat kunskapande och tillblivande2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 1-7Article in journal (Other academic)
    Abstract [sv]

    I detta temanummer riktar vi intresse mot So-ämnenas undervisning i skolan. Vi tar vår utgångspunkt i vad de flesta lärare vet, men kanske inte alltid finner tid, utrymme eller någon lämplig plattform att uttrycka. Nämligen att all undervisning, och i förlängningen all utbildning – av nödvändighet – är omhuldad av risk (Biesta 2013), av det som är oväntat. Vår ambition är inte i första hand att lyfta fram detta oväntade som en omständighet eller nödvändighet i allmän mening i utbildningssammanhang. Ambitionen är snarare att utifrån denna nödvändighet resa frågor till den dagliga undervisningen i de samhällsorienterade ämnena religionskunskap, samhällskunskap och historia, alternativt i so-undervisning generellt. Utifrån skilda empiriska, i högre eller lägre grad teoretiskt färgade ansatser, prövar vi att resa frågor som på olika sätt knyter an till vårt överordnade syfte i temanumret, vilket är att undersöka om, och i så fall vilka särskilda villkor eller bevekelsegrunder som kan tänkas prägla just de samhällsorienterade ämnenas undervisning, sett i ljuset av det oväntade som en potential, som möjlighet.

  • 6.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Being Engaged and Knowledgeable: Social Science Thinking Concepts and Students’ Civic Engagement in Teaching on Globalisation2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 158-179Article in journal (Refereed)
    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

  • 7.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Samhällskunskap och historia i svensk gymnasieskola: ämnenas roll och relation i diskurs och ämnesplaner2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 53-84Article in journal (Refereed)
    Abstract [en]

    Abstract: The adoption of new syllabuses in history and social science in the new Swedish curriculum raises questions on the relationship between the two subjects. Social Science and History as school subjects have previously been described as both competing and complementary. The competing aspect has mainly been descibed in terms of citizenship education and the complementary aspect has been described in terms of content, abilities, and temporality. This article discusses how history and social science relate to these four topics in didactic discourse and in the new syllabuses. In the didactic discource both subjects underline the importance of making subject matter useful in life outsideschool. However, the new syllabuses are very differently formulated in this sense. History is closely connected to citizenship education and describes content, abilities and temporality in such a context. Social Science on the other hand downtunes the traditional role as a subject important for citizenship. Instead, focus is aimed at disciplinary thinking and using knowledge to understand social science methods and theories. This development is seen as very problematic and challenging for a meaningful teaching of Social Science in upper secondary school. In response to this challenge, the author proposes interdisciplinary didactic development, especially in developing "dynamic concepts" within Social Science didactics.

  • 8.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Vart bör samhällskunskapsdidaktiken gå? Om ett splittrat forskningsfält och vägar framåt2018In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 3, p. 44-64Article in journal (Refereed)
    Abstract [en]

    Social Science (Samhällskunskap) is the assigned school subject with the major responsibility for political education in year 1-12 (Sandahl, 2015c; cf. other Nordic countries in Christensen, 2011; Børhaug 2011). Even though Social Science is considered important and well established in schools, it has been described as in a “stage of crisis” for several decades due to its lack of a academic equivalent (Bronäs & Selander, 2002). Furthermore, researchers interested in social science education come from different communities of enquiry such as pedagogy and political science resulting in a diverse and sprawled research community. Departing from Michael Young’s (2013) notion of ‘epistemic community’, this article discusses the need to define and demarcate the research field of social science ‘didaktik’. Moreover, the article suggests a field of research interest that might help shape a community where researchers from different backgrounds can contribute. The argument is that a strong research community can provide answers to the alleged crisis of the school subject.

  • 9.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Where is Norwegian religious education research heading? A discussion based on two dissertations2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 27-48Article in journal (Refereed)
    Abstract [en]

    Norwegian religious education research has produced more than 30 dissertations since late1990’s and has a strong and growing research record in spite of a rather weak and vulnerable position in academic structures. In order to assess the situation and to discuss future possibilities, the article presents the research context and go on to discuss the dissertations of Geir Skeie (1998) and Bengt-Ove Andreassen (2007). It is argued that they have many similarities, but also differences in the way they address the field and discuss epistemological issues. Theory, method and effects of the dissertations in the research community are mentioned and this leads to a deliberation about the role of academic disciplines in the construction of religious education research. A final discussion concludes that systematic reviews of religious education research would be helpful in order to develop future research and to avoid less fruitful disciplinary rivalries.

  • 10.
    Thorp, Robert
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Persson, Anders
    Högskolan Dalarna.
    Historieundervisningens existentialiserande potential2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 59-74Article in journal (Refereed)
    Abstract [en]

    This article presents a study of how history education can be understood as a practice directed towards existentialisation. Through classroom observation, teacher interviews and focus group interviews with students in grade 9 in Swedish lower secondary school, a complex teaching practice is uncovered where history teachers have to deal with matters pertaining to disseminating a meaningful narrative of the past, a critical approach to these narratives and an awareness of historicity and its implications for how we approach and understand the past. These results are then discussed from the perspectives of how history education can promote existentialisation among students, and what challenges and opportunities this may present to history teachers. 

1 - 10 of 10
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