Journal of Social Science Education (JSSE - Universität Bielefeld)
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Estonia: Civics and citizenship education in Estonia: Policy design, normatives, and practices
No full textHighlights:
Estonian citizenship education has a clear and established curricula
The bilingual education system is prominent and reproduces socio-economic and democratic citizenship inequality
Teachers’ autonomy is crucial
Purpose: The main aim of this article is to analyze Estonian civics and citizenship education. We focus on multi-level policy design and implementation, teachers’ roles, and educational practices in the classroom. In order to achieve the aim, we analyzed the national curricula from the citizenship normative perspective, conducted interviews with teachers and students.
Findings: Our main findings are related to the controversies related to theory and practice - the overload of curricula and emphasis on knowledge means that teachers play a key role in implementing citizenship education in Estonia. We conclude by giving policy suggestions related to the curricula development and separately focusing on minority schools
Andreas Petrik, David Jahr & Christopher Hempel (eds.) 2021: Methoden der qualitativen Politikunterrichtsforschung. Acht Persepktiven auf eine Unterrichtsstunde zum Thema Wahlen [Methods of qualitative social studies education research. Eight perspectives on a “elections” lesson]
Get PDFCultivating student participation in the context of mock elections in schools: Practices and constraints in secondary education in the Netherlands
Get PDFMany governments in the EU and US promote democratic learning opportunities in schools
Mock elections have a long tradition in several EU countries, including the Netherlands
Coordinating teachers of the Dutch high schools in our sample want to increase student involvement in the organisation of mock elections
Three main constraining factors identified are: limited resources for curriculum development; lack of a clear school-policy on citizenship education; and insufficient attention to relevant teacher competences in (post)initial training.
Purpose: In light of growing attention to promoting democratic learning opportunities in the EU and the US, this study provides insight into student opportunities to engage in the organisation of mock elections in Dutch high schools, and constraints that teachers identify in implementing mock elections.
Approach: A survey study was conducted. One fourth of Dutch high schools that organise mock elections through the National NGO for Democracy and Education participated.
Findings: Data analysis reveals clear discrepancies between the existing versus the desired (1) participation of student groups invited to the organisation of mock elections and (2) types of student involvement offered in our research population according to teachers. Main constraints that teachers identified are: limited resources for curriculum development; lack of a clear school-policy on citizenship education; and insufficient attention to relevant teacher competences in (post)initial training.
Practical implications: Our paper concludes with several suggestions for strengthening policies and practices on political and educational participatory practices in schools
Teaching social studies with mind and intelligence games: A study of teacher candidates’ views and experience
Get PDFThe mind and intelligence games can be used as an effective instrument for teaching some skills included in the social studies curriculum such as historical empathy, thinking, problem solving and decision-making skills.
Teacher candidates were both excited and concerned about using mind and intelligence games for social studies education.
To increase the professional self-confidence of social studies teachers, in-service teacher training can be enriched with workshop activities on mind game training and practices.
Purpose: The study aims at analyzing teacher candidates’ experience and views about the use of mind and intelligence games in social studies courses.
Design/methodology/approach: The basic qualitative design was used in this paper. Data were obtained during the 2016-2017 academic year from 12 4th year college students studying social studies teacher education in a university located in Turkey. A two-week (16 hours) workshop program on 21 different mind and intelligence games of different genres was given to the teacher candidates. Dataset were analyzed regarding the usability of mind and intelligence games in social studies education.
Findings: The obtained results showed that although mind and intelligence games offer important contributions to teaching social studies, there may be some difficulties.
Practical implications: University administrators may organise in-service training programs for instructors on mind and intelligence games as implementing them in courses may increase learner satisfaction and contribute to a more positive classroom environment
Flags, crucifix, and language regimes: Space-marking in three central european primary schools
Get PDFMulti-sited ethnographies allow for a cross-cultural qualitative reading of schooling spaces.
Flags, crucifix and language regimes are sociocultural and political symbols that set the tone for narratives of belonging inside and outside of the classroom.
Transclusion (Biesta 2019) provides a fruitful concept to dissect and interpret how authority over space, language and resources is shared in schooling communities.
Drawing on Biesta’s functions of education (qualification, socialization, subjectification), the three case studies give insights into the ways that space-marking indicates how schools prioritize one function of education over another.
Central European schools exist within the complex history of the continent and must be locally contextualized to understand how the “ruinations” (Abu El-Haj 2020) of the myth of monoethnic (Poland), segregated migrant labor districts (Germany) or multicultural communities (Austria) play out in the everyday lives of schools.
In the German-speaking schools, efforts were made to embrace diversity but the German language bias remained an uncontested site of power, achievement and discipline.
At the Polish site, emphasis on homogeneity and competition favors passive learning settings and renders diverse student needs invisible.
Purpose: Against the backdrop of a global policyscape of inclusion, this paper investigates how three primary schools (Poland, Austria, Germany) mark entry halls and classrooms with state and religious symbolism and grant presence or absence of multilingualism.
Design/methodology/approach: This multi-sited school ethnography investigates how EU educational policy projects on social justice and inclusion are appropriated and negotiated in the spaces of three Central European schools (Abu El-Haj et al. 2017; Levinson, et al. 2018). I build on Gert Biesta’s concept of “transclusion” (2019) to interpret how school spaces appropriate EU inclusion policies and create a shared sense of community and belonging.
Research limitations: Findings must be treated with caution as these are snapshots into the everyday life of three schools and cannot serve as general claims.
Findings: Monoethnic expressions of religious faith (cross), national symbolism (flag) and language regimes co-construct national narratives that draw a line between those who belong and those who do not. Strong national narratives, communicated through entry hall decorations and classroom practices, allow little space for peripheral identities, i.e. migrant students, to claim voice and participate in the classroom and other shared spaces (Poland). Where there is less overlap between entry hall and classroom discourses (Austria), on the other hand, students receive mixed messages when it comes to their acceptance as AustriansBlank spaces (Germany) presume a possibility to create shared spaces of communication and decision-making that students playfully engage in. However, in both Germany and Austria the ambivalence around space-marking means that language regimes are the more prominent factor in drawing the demarcation line between insiders and outsiders
Education beyond safety: Facilitating educational meetings between refugee and non-refugee youth
Get PDFPurpose: The article unpacks potentials of and resistance towards facilitating meetings between refugee and non-refugee youth in global citizenship education.
Design/methodology/approach: The analyses are based on participant observation in a school-based intervention in three locations, developed on the principles of design-based research [DBR].
Findings: The article exposes both how meetings between students could be deeply educational and how teachers prevent meaningful interaction between students out of concern for refugee students.
Research limitations/implications: More research is needed on how students care for themselves and others in transformational learning contexts.
Practical implications: Privileged teachers’ concern for retraumatising students can veil unconscious protection of the privileged self against students’ trauma and should therefore be subject to critical reflection.
The curriculum question and school economics: Three educational scenarios for the future
Get PDFWhat shall we teach and to what end?
Framing the curriculum question
A ‘Future 3’ curriculum for school economics underpinned by Powerful Knowledge
School economics addressing the problems faced by the world
Purpose: To challenge Future 1 and Future 2 curriculum approaches and offer a more holistic vision of school economics that empowers teachers and students.
Practical implications
Argument for curriculum space for school economics
Articulation of purpose of school economics for teachers and teacher educators
Suggestion of change of didactical approach of teaching economic
Thanks to Referees 2020/2021
No full textMaintaining the high quality of the Journal of Social Science Education is greatly dependent on the dedicated work of the academics who give their valuable time to review the papers that have been submitted to the journal. In the JSSE we are aware of the pressure for time that researchers have to face, and we are extremely grateful for their support to our editorial work. Thus the Editors of the Journal of Social Science Education would like to express our warm and heartfelt thank you to the following people who have reviewed papers for the journal in 2020 and 2021!
JSSE-Book Review-Template
No full textPlease use this template for your Book Review. This procedure facilitates the work of the editorial office and helps to publish your article as an open source article.
As part of the submission process, authors are required to check off their submission\u27s compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines. (Link)