Journal of Social Science Education (JSSE - Universität Bielefeld)
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Language differences, output-orientation, popular TV series, direct school-democracy and research investment in Social Studies – Introduction to an open topics issue
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Romania: Continuity and innovation in the civics and social education curriculum
No full textPurpose: The paper maps recent developments in civics and social education in primary and lower secondary Romanian education systems, pointing to significant curriculum changes, within the broader competence-based curriculum reform. The analysis aims also to formulate policy recommendations, based on identified challenges.
Design/methodology/approach: The methodology uses documentary analysis of curriculum and thematic studies, relevant for the policy reforms and practice conceptualisations in civics/social education.
Research limitations/implications: The main findings document the important step forward in promoting civics competencies in Romanian primary education, and social competencies in the lower secondary curriculum. Various challenges affecting the effective implementation of these changes are identified, both at system and school-level.
Practical implications: Focus on formal written and taught curriculum. As curriculum reform in upper secondary education is ongoing, the analysis is limited to primary and lower secondary education.
Ukraine: Social science education in Ukraine: Current state and challenges
No full textHighlights
the goal of school social science education is development of learners’ civic and social competencies;
social and civic competencies are defined in the framework of universal values, national and European identity, patriotism, democracy and sustainable development;
the school social science education is undergoing a reform within the New Ukrainian School strategy;
the key challenge relates to better provision for the competency-based learning by competency inventory and application of the integrative approach to teaching.
Purpose: The paper provides an overview of the current state of school social science education in Ukraine, whose development is considered in the context of its internal and external challenges.
Design/methodology/approach: The analysis of the regulatory documents, school social science curriculum and course syllabi as well as publications and interviews with the stakeholders are the methods applied to identify the mission, content and current challenges of social science education.
Findings: The underlying concept is based on universal human, European and national values, respect for Ukrainian traditions and the traditions of other cultures and ethnic groups, principles of democracy, human rights and freedoms. Being a dynamic area of education, school social science is undergoing a transformation under the New Ukrainian School reform focusing on competency based integrative approach to education. The Russian military aggression against the country is another transformation factor that is currently being addressed
Teaching issues perceived to be controversial in history: Estonian teachers’ epistemic cognition
Get PDFIssues perceived to be the most controversial were topics from the 20th century.
Teachers’ views on history are often not reflective; epistemic cognition is influenced by epistemic aims and is also topic specific.
It is important to concentrate on more complex epistemological interpretation schemata concerning history and learning and the connections between them in teacher training.
Purpose: The purpose of this study was to discover topics in history education in Estonia that are perceived to be controversial, and to analyse how teachers’ epistemic cognition is reflected in the teaching of issues perceived to be controversial.
Design/methodology/approach: Qualitative research based on group and individual interviews with 12 teachers, plus data from lesson observations among 10 participants.
Findings: Issues perceived to be the most controversial are topics from the 20th century. The reflection of epistemic cognition in practice is a result of a complex interplay between knowledge and knowing related beliefs and processes.
Research limitations: The small number of participants (12). Developed categories must be considered with caution as exploratory findings
Mutual rejection: an ethnography of social science at a Swedish elite school
Get PDFAt an elite school in Sweden, social science education contradicts the ideals of democratic education.
Micro-power actions change when students outperform their teacher’s subject knowledge.
Micro-interactional power is expressed by recognition and misrecognition in the classroom.
As an observer in the elite school, one simultaneously becomes loud and invisible.
Further ethnographic “studies up from below” are needed in social science education.
Purpose: This paper offers insights into the dynamic of misrecognition in an elite school. It presents new findings on micro-interactional power relations in the classroom and argues for additional ethnographies of social science education in elite schools.
Methodology: This paper uses an ethnographic method. Its research employs the observational position of a “belonging stranger” is put forward in contrast to the idea of “going native”. The focus is on the power of micro-interaction.
Findings: A key empirical finding is the change in power relations that occurs when students outrank their social science teacher in subject knowledge
JSSE-Editorial-Template
No full textPlease use this template for your Editorial. 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) 
Inequalities in youth citizenship knowledge: Do language abilities of classroom peers matter?
Get PDFKeywords: citizenship competence, language, compositional effects, primary education
Highlights:
Is acquiring individual citizenship knowledge also associated with peer language environment?
Students in classes with lower language achievement attain higher civic knowledge scores
High language-achievement students do better if part of lower language achievement class
Students with lower achievement level do better when part of a better performing class
Also the variance in language skills in the class influences citizenship knowledge
Purpose: The degree to which inequalities in citizenship outcomes of students develop, may depend on the composition of the classroom. We investigate to what degree language competences of the students’ class mates are associated with youth citizenship knowledge.
Design/methodology/approach: A Dutch nationally representative data was used. Given the nested structure of the data, multilevel analyses were performed.
Findings: Inequalities in citizenship knowledge may be reduced when low language ability students are surrounded with classroom peers who display both variation in and high average levels of language ability. Being surrounded with high language ability peers was shown to have a negative general effect on citizenship knowledge of lower performing students, in line with the big-fish-little-pond effect.
Research limitations/implications: Before recommending our findings as a basis for policy-making within schools, additional evidence must be gathered to establish the causal nature of the relationships suggested by our analyses
Samhällskunskap (social science education) in Sweden : A country report
Get PDFKeywords: Social science education, Sweden, curriculum, teacher practice, research practice
Highlights:
Social science education is the core subject assigned responsibility for citizenship education and holds a strong position in Swedish schools (policy and teaching).
Two reforms of curricula and syllabi through years 1–9 and 10–12 are upcoming.
There is a growing community of researchers investigating the purpose, design and conditions of social science education.
Research is mainly small-scale and qualitative and there is a lack of large-scale and/or quantitative studies.
Purpose: This report provides an overview of social science education in primary and secondary education in Sweden with the purpose of introducing the international research community to policy-related issues concerning citizenship education, educational institutions and the scholarly state of the art. The principal topics are: a context of Sweden and its educational setting, the current policy documents and upcoming reforms, the state of teaching and teacher education, and the state of the art of Swedish social science education theory and research.
Findings: Social science education holds a strong position as the main agent of citizenship education in Swedish schools and is a mandatory subject in every school year. The current and upcoming syllabi both emphasise disciplinary knowledge as well as citizenship education. Sweden has a growing community of researchers, but this community is somewhat fragmented because researchers originate from different disciplines.
La cittadinanza digitale: Competenze, diritti e regole per vivere in rete [Digital citizenship. competences, rights and rules to live on the net]
No full textOur space at the heart of the smallpox vaccine expedition: A service-learning project for social studies and citizenship education in Galicia (Spain)
Get PDFThe study reports on, analyses and gives voice to the participants of a service-learning project involving students of education in a real educational context.
The project was based on a historical event whose proximity to the students’ local environment helped them to realise its relevance to their own lives.
The interdisciplinary nature of the project approaches citizenship education from the perspective of historical issues and events.
The preparation and delivery of teacher training activities in a real educational context proved a positive, effective and enriching experience for all of the agents involved.
The Smallpox Vaccine Expedition offers a more historiographically inclusive approach to school history and is directly relatable to current social issues.
Purpose: The article reports on and analyses the creation, development and implementation of a service-learning project involving primary and secondary school pupils and students of education (bachelor’s and master’s level), carried out in a real educational setting over the course of two academic years.
Approach: The project was conducted within a social science didactics framework of issues-centred teaching for the study of socially acute questions and global citizenship.
Findings: The research yielded very positive results. The task for student teachers of contextualising their social studies learning in a real educational setting was found to be a motivating factor and provided useful lessons in relation to practical teacher training experiences of this kind.
Implications: Greater emphasis should be placed on teacher training projects that include direct experience in real educational settings, particularly in relation to service-learning methodologies involving community service