Journal of Social Science Education (JSSE - Universität Bielefeld)
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Why powerful economic content and scientific language in social studies textbooks matters
Get PDFThe use of scientific economic terms is insufficient in Swedish social studies textbooks.
Analysed textbooks do not offer optimal preconditions to develop in-depth economic knowledge.
Insufficient use of economic terms may have negative impact on cumulative knowledge building.
The insufficient use of economic terms may also lead to unequal economic education.
Purpose: This article examines the prevalence of six economic terms in 17 Swedish upper-secondary school textbooks and how the language shifts between everyday and scientific language. Variations regarding content in the textbooks used in vocational programmes and preparatory programmes for higher education are also investigated.
Design: Powerful knowledge (important knowledge within a subject) and semantic waves (variations between everyday and scientific language) are essential to cumulative knowledge building. These theories are used for quantitative and qualitative analyses of the textbooks.
Findings: There are variations in the extent to which powerful economic terms appear and how the language shifts between everyday and scientific discourses in the textbooks analysed.Coverage and shifts are generally insufficient in textbooks used in vocational programmes.
Practical implications: The importance of using powerful economic knowledge and shifting between everyday and scientific language in textbooks and teaching should be highlighted for policymakers, textbook authors and teacher educators
Book Review: Szakács, Simona (2020). Europe in the Classroom. World Culture and Nation-Building in Post-Socialist Romania.
Get PDFGlobal Citizenship Education for Non-Citizens?
Get PDFGlobal Citizenship Education is one of the fastest-growing educational reform movements in educational research and policy development.
Recent theoretical development, however, has given rise to a plethora of different conceptions of what Global Citizenship Education is, and to whom it is directed.
Conceptions of Global Citizenship Education that construe it as an extension of Citizenship Education end up excluding non-citizens, such as migrants and refugees.
Despite the importance of fostering an awareness of existing social injustice, Global Citizenship Education must therefore take the form of a moral cosmopolitanism.
Purpose: This article seeks to examine whether Global Citizenship Education is able to address non-citizens, such as migrants and refugees. While conceptions of Global Citizenship Education differ, the popular conception of Global Citizenship Education as an extension of Citizenship Education has left the role of non-citizens precarious and in need of explanation.
Approach: Through a theoretical analysis of the dominant approaches to Global Citizenship Education, the articles seeks to expose a lacuna in the postcolonial conception of Global Citizenship Education.
Findings: Acknowledging that postcolonial theory has provided a necessary corrective to naïve forms of cosmopolitanism, I argue that a moral or cosmopolitan approach to Global Citizenship Education is more accommodating to non-citizens by allowing them to take part in the conversation. In increasingly diverse societies it is paramount that Global Citizenship Education is able to speak to citizens and non-citizens alike in seeking to foster future global citizens
Consumer education as counselling? Teacher beliefs about consumption and (social science) education
Get PDF- Consumer education is a normative field of action.
- Social science teachers base the design of consumer education concepts often on their own, milieu-bound values.
- Especially when teachers see students\u27 consumption as deficient, consumer education has the task to teach appropriate consumption patterns.
- In formal teacher training processes, students’ everyday experiences as members of society can serve as a starting point for self-reflective processes.
Purpose: This article aims to discuss the influence of milieu-based daily life experiences on teaching social science studies by taking the example of consumption. It should be asked to what extent personal habitus in a Bourdieuian sense influences teachers’ beliefs about consumer education in particular and social science education in general.
Method: Qualitative interviews and group discussions with 19 teachers out of the social science domain were analysed following the concept of interpretation patterns as socially shared world views.
Findings: Personal experiences and common knowledge based on the daily involvement in consumption practices are a crucial factor influencing consumer education. They lead rather to tendencies of overwhelming students than imparting knowledge about consumption as a social phenomenon. Implications: Teacher training in fields of social science education, which is strongly related milieu-driven daily life, should focus a distanced, reflective and multiperspective view on the teaching practices based on professional, theoretic knowledge
More than a virus: : How COVID 19 infected education in Turkey?
Get PDFPurpose: We aim with this report to provide information on how the Covid-19 pandemic affected education and citizenship education in Turkey.
Design: The report is based on literature review, the analysis of social media, and the observations of the authors. We provide a general framework of Turkish education after the pandemic using sources such as official statements from government offices; social media entries were analyzed to provide different perspectives. Finally, observations of the authors based on their experiences with distance learning were included in the report.
Findings: We argue that despite the efforts of the state, there are still problems in the distance learning process, mainly relating to the access to online classes and the very limited room given to Covid-19 as a topic in social studies courses. In addition, we find that social media have played a significant role in increasing citizen participation as a consequence of the pandemi
What Can be Learned about Antisemitism from Holocaust Survivor Testimonies? A Narrative Inquiry Approach
Get PDFPurpose: The purpose of this contribution is to analyse a set of Holocaust survivor testimony transcripts in order to find out their educational value regarding the connection between antisemitism of the past and the present. The narrative analyses are used to generate questions that might be relevant for addressing certain curricular aims within German Social Science Education.
Approach: Testimony transcripts of six Jewish Holocaust survivors were reconstructed using portraiture techniques with the aim of capturing the essence of the experience of being Jewish in a given socio-cultural context. Certain themes from the stories were picked out and probed further with other historical and scholarly literature so as to lend them depth and generalisability to theoretical concepts.
Findings: Within the context of antisemitism, the following themes are identified and discussed: a sense of safety, love, belonging, solidarity and resistance; set-apart times, Kristallnacht and the burning of the Book of Books; an example of an “identity model” under tension; Father-Son relationship and continued experiences of antisemitic stereotypes. Questions are generated about aspects of cultural and national self-image that could be relevant in Social Science Education
The merchant, the scientist and the citizen: The competing approaches of social science education in the French high school
Get PDFPurpose: The aim of this article is to give a bird’s eye view of the main issues surrounding the teaching of economic and social sciences in the French high school
Approach: This article is based above all on a synthesis of the existing primary and se-condary literature on Economic and social sciences (“sciences économiques et sociales”) teaching in France and the controversies surrounding it.
Findings: This text gives a general overview of the situation of SES teaching in France, by going back to the original intentions of its authors; by analysing curricular developments, which show a progressive distance from them; and finally by highlighting the main collective actors involved (SES teachers and other neighbouring disciplines, national education hierarchy, academics, political actors, employer lobbies, etc.).
Practical implications: Beyond the French situation it presents, this article raises a number of more general questions about the objectives that can be assigned to social science teaching in high schools, the opportunity to mix several academic disciplines and the pedagogical methods that can be implemented
Critical and Postcolonial Perspectives on Global Education: The Case of Poland
Get PDFPurpose: This paper aims to contribute to the academic debate on postcolonial perspectives on global education problematising the context of global education in Poland, a former Second World country that does not fit to Global North-Global South dichotomy.
Approach: The article explores global education in Poland from a critical and postcolonial perspective. It examines both supra-national factors shaping global education nowadays (like migrations, cosmopolitan turn, growing right-wing populism, the culture of measurement) and specific Polish context as a country not only “in-between”, but with the experience of “triple coloniality”.
Findings: I argue that taking into consideration this complexity and multilayeredness of the Polish situation, together with more general, not country-specific factors, can offer new insights and understandings of global education in Poland. It is a necessary step to decolonise global education and make it more inclusive