Journal of Social Science Education (JSSE - Universität Bielefeld)
Not a member yet
830 research outputs found
Sort by
Trouble making? : Addressing irritation in innovativeness education
Get PDFInnovation education is not compatible with a queer pedagogical approach.
Innovativeness education and queer pedagogies are theoretically compatible.
Being in trouble and making trouble might help to initiate an ongoing innovation process.
Trouble making and irritation can be useful for innovative education and fostering innovativeness as an ability.
Purpose: The aim of this contribution is to research assumptions of the education for innovativeness approach within a queer theoretical notion of pedagogy and to discuss im/possibilities of the approach in the framework of Geography and Economic education.
Approach: This article explores intersections between the approaches of queer theories and the theory of education for innovativeness by focussing on the potentials and limitations of trouble making as a starting point in innovativeness education in the secondary education sector.
Findings: If we consider trouble making and irritation within an education that fosters innovativeness, we could expand education by focusing the power structures that manifest themselves within innovation processes and education.
Direct democracy in high school: An experiment from Greece
Get PDFKeywords: School Community Assembly (SCA), direct democracy, school democratic governance
Highlights:
Only 5% of Greek secondary education students are satisfied with the modus operandi of student communities and councils.
5% of Greek adolescents are not interested in politics.
The School Community Assembly (SCA) is a new decision-making and deliberative institution in which all high school students and all faculty members participate under conditions of equality.
SCA promotes student’s direct participation in democratic decision-making and democratic school governance.
SCA serves educational goals such as making students more considerate and public-spirited, more respectful of others and more responsible concerning their relation with the school community.
Purpose: We discuss and preliminarily evaluate the SCA, a novel educational experiment that takes place in a Greek high school. Drawing on contemporary educational and political theory as well as the rich history of democratic ideas SCA has a twofold aim: to enable students to substantially participate in direct democratic decision-making procedures and to engage them along with their teachers in democratic school governance.
Design/methodology/approach: SCA operates under conditions of democratic equality and mutual respect, since all students and teachers have one vote and the same speech rights, and its decisions are binding for the school community. The preliminary results that SCA has yielded so far, are based on the systematic observation of the SCA proceedings and a structured self-report questionnaire for students.
Findings: SCA promotes democratic school governance, improves the school’s social climate, contributes to the development of certain democratic attitudes and skills, and helps students to become more responsible and public-spirited citizens
Material interpolations: Youth engagement with inclusive and exclusionary citizenship discourses
Get PDFCitizenship education, in its varying forms, seeks to address challenges of diversity and promote inclusion, while a discourse of othering within public debate implies exclusion for racialised minority citizens and residents.
Youth must navigate these dichotomous citizenship discourses in order to craft their own meaning of the concept of citizenship.
This research shows that youth draw on material and sensory tokens, such as skin colour, clothing, and audible language, to justify or challenge citizenship belonging.
The implication is that it is vital for citizenship education researchers to address the material and sensory tokens implicit in racialised discourses which Other minority citizens.
Purpose: The aim of this research is to investigate youth understandings of citizenship against the dual backgrounds of inclusive citizenship education and exclusionary discourse in the public sphere.
Design / methodology / approach: The topic was explored through group interviews with 10th grade students, while the emergent theme of material or sensory tokens as indicators of belonging was analysed through an adapted discursive-material knot framework.
Findings: The analysis shows that exclusionary citizenship discourses visible in public debate impact youth’s understanding of citizenship, and that youth use material or sensory tokens, such as skin colour, clothing, and audible language to justify or challenge citizenship belonging.
Research limitations / implications: The research demonstrates youth engagement with citizenship discourse within the public sphere and their sense-making of citizen stereotypes and prejudices. However, more research is needed in order to further explore the issue within different contexts.
Practical implications: As previous research has indicated, a clear vocabulary is needed in order to effectively address racialised prejudice in citizenship education. These findings indicate that addressing the material or sensory tokens inherent in such exclusionary discourse may be a useful starting point
Imagined sameness or imagined difference? : Norwegian social studies teachers’ views on students’ cultural and ethnical backgrounds
Get PDFSome social studies teachers show discomfort when talking about cultural difference in class
An imagined Norwegian “cultural sameness” was felt by some teachers as disrupted
Some teachers found evasion of cultural difference a good strategy for avoiding discomfort
Other teachers considered cultural difference part of the normal, and not disruptive
Pedagogy of discomfort may provide tools for dealing with the discomfort of perceived disruption
Purpose: This study investigates how Norwegian social studies teachers express their views on cultural difference among students.
Design: Qualitative, semi-structured interviews transcribed and analyzed abductively using concepts of imagined sameness, color-blindness, and a pedagogy of discomfort..
Findings: The analysis shows on the one hand, prevalence of an imagined Norwegian cultural “sameness”, where cultural and ethnic differences were seen as disruptive. On the other, there were attempts at relativizing “Norwegianness” and highlighting cultural difference as an advantage. The article discusses how teachers’ challenging of their own views on culture can be both discomforting and necessary if social studies is to challenge injustice and encourage social transformation.
Research limitations: This study does not support statistical generalization. Further research is needed to determine whether similar mechanisms are prevalent in a wider selection
What kind of economics is taught in Russian schools? Principles of teaching economics and the discourse of social education
Get PDFTeaching of economics in a Russian school reflects the existing contradictions between the abstract goals of Russian social science education and the realities of modern Russian economic life.
New social science textbooks demonstrate an increase in criticism of the market economy, the actualization of the role of the state in the economy and the rehabilitation of the Soviet experience.
The decisive role in the development of market thinking in Russian schools belongs to social science teachers, whose working conditions and economic thinking in the rural and urban schools differ significantly.
The teachers in the rural schools turned out to be more conservative in their attitude towards modern practices of teaching economics.
The teachers in the city schools demonstrate a greater level of critical reflection on the “ideal” goals of teaching social studies in the context of the realities of the economy in Russia.
Purpose: The study investigated the change of the position of the official social science basic documents, textbooks and teacher’s opinion in relation to the general understanding of the market economy in the context of the modern Russian economic life.
Design/methodology/approach: The article was prepared on the basis of the critical discourse analysis of the official social science documents, as well as three basic lines of social science textbooks. Computer–assisted web interviewing method is used for interviewing teachers.
Findings: Despite the turn of economic education at school towards a greater focus on real practices of economic activity, new social science textbooks demonstrate an increase in criticism of the market economy and the rehabilitation of the Soviet experience, as well as avoiding stating and analyzing the socio-economic problems of modern Russia. Teachers in the rural schools take a more conservative position regarding the new practices of teaching economics, while teachers in the city schools are more critical of the existing goals of Russian education.
Implications: Economic education in the Russian school should be more focused on the study of modern economic problems of Russian society. Textbook authors should pay more attention to the de-ideologization of economic education and the development of critical economic thinking skills at school
Twenty-five years of the European dimension in education in Croatia: Research origins, theoretical deficiencies, and the future development pathway
Get PDFThe European dimension in education was formed as a multilateral project of the Council of Europe and the European Union to improve European integration processes.
From the scholarly perspective, the development of the European dimension in education in Croatia is analysed from 1996 until 2020
Political praxiology of education is introduced as a possible theoretical framework for future development.
Purpose: This paper aims to present the twenty-five-year evolving pathway of the European dimension in education in Croatia. Furthermore, the paper critically problematises the lack of a theoretical framework that has marked this concept\u27s research and partly contributed to its conceptual dispersion and scholarly ambiguity.
Design: The paper design is based on chronological and content analysis of the European dimension in education development, primarily focusing on the Croatian context. The period analysed is from 1996, when the first paper on the European dimension in education in Croatia was published until 2020.
Findings: The development frame of the European dimension in education is proposed, with an overview of appurtenant phases, followed by chronological and detailed elaborated thematic groups. As an answer to detected theoretical deficiencies, the political praxiology of education is introduced as a direction of its future theoretical development and a partly new shift in the conceptual definition of the European dimension in education is proposed
Visual ethnography in classrooms: the “action of showing” in classroom videos in contexts of social science teacher education
Get PDFUnique historical sources of German social science classroom videos in the phase of 1990–91
Historical documentation of the relations between camerawork and intentions for further use
Insights into documentary practices and implicit images of teaching methods and practices
Reconstruction of the complex and multi-layered process of image production
Classroom videography needs a reflection of the complex process of meaningful image production
Purpose: The paper discusses the camerawork within a historic video case study as a meaningful practice of visualization of classrooms and also as an aspect worth consideration in current contexts of video-based classroom research and teacher education.
Design/methodology/approach: The case study combines elements of video hermeneutics and a visual sociology of knowledge to reconstruct the visual within historic classroom videos. It discusses these reconstructions based on the theoretical framework of video ethnography as an alternative method of classroom research focused on specific actions of showing within the historical context.
Findings: The analysis and interpretation underpin the assumption of relations between camerawork and intentions for the use of the videos and enables insights into practices of documentation, implicit images of teaching practices, and classroom interaction as a part of the history of social science education
United Kingdom: Citizenship education in the United Kingdom: Comparing England, Northern Ireland, Scotland and Wales
No full textHighlights:
Comparative analysis across the UK to provide insights into different curriculum models.
Contextualised account of how citizenship education is defined and implemented.
Purpose: In this country case study the authors undertake a comparative analysis of citizenship education across the four nations of the UK. The curriculum and contexts in England, Scotland, Wales and Northern Ireland are first described. Then the article considers how each national example engages with fundamental expectations of citizenship education, specifically in relation to questions of citizenship status and the relationship between citizens and the state; political identity; and active citizenship processes.
Approach: Drawing on the authors’ collective experience and insights into policy and practice in each nation, we started with a ‘generative conversation’ to identify key issues for inclusion in this case study.
Findings: The article unearths a variety of constraints and problems, and situates these in a broader policyscape in which policy accretion and policy approximation generate a permissive culture, which has undermined the promise of citizenship education as an entitlement for all young people
Youth participation and citizenship education: An analysis of relations in four European countries
Get PDFYoung people are often accused of a lack of interest and disengagement from public affairs.
Little is known about the opportunities and experiences for youngsters to be more engaged.
Citizenship education has been at the centre of educational proposals in many European countries.
The investments made in education policies, concerning citizenship education seem to fall short.
Purpose: We intend to bring into debate what seems to be a paradoxical relation between the lack of youth civic and political participation, and the current disinvestment in the effective implementation of citizenship education policies.
Design: A comparative framework between four European countries concerning youth civic and political participation, and citizenship education policies, including the involvement of NGOs in youth civic education.
Findings: Data shows that young people’s (apparent) participatory apathy may have other readings or other meanings. Young people seem to be increasingly looking for more dynamic and less traditional forms of participation, and there is a need for citizenship education policies to be more grounded in this reality.
Implications: Overall, we might be facing a paradox where educational policies seem to be tailor-made for young people who do not actually relate to them