Journal of Social Science Education (JSSE - Universität Bielefeld)
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Responding to research: An interview study of the teacher wellbeing support being offered in ten English schools
Get PDFPurpose: Responding to research reporting low-levels of teacher wellbeing in England, policy makers have begun to implement strategies to support wellbeing. Given the recent introduction of such policy, this exploratory study describes the wellbeing support being offered to teachers, and perceptions of its impact on wellbeing.
Method: A purposeful sample of ten schools (primary and secondary) in Greater London beginning to offer wellbeing support was selected and fifteen teachers were interviewed.
Findings: Teachers describe a range of wellbeing support strategies being implemented in their schools and report, in some cases, activities designed with good intentions can harm their wellbeing. We apply the capabilities approach to analyse the interviews and argue wellbeing support should be matched to the needs of recipients and support should increase teachers’ freedoms to act, rather than simply mitigating in the moment feelings of stress.
Limitations: Findings of this small-scale study cannot be generalised to other contexts
Democracy and Education (John Dewey 1916): – a commentary and a handbook
Get PDFIn 1916, John Dewey published one of his most influential books, Democracy and Education, often abbreviated as D&E among the Dewey community. As part of the centennary of its publication, in 2016, some interesting works on this seminal book have been published. The books, authored by Dennis Phillips and by Leonhard Waks, describe themselves as “a companion” and “a handbook”. As it is a voluminous, jagged work and perhaps quoted more often than read, social science educators may find the following two books interesting and useful commentaries.
 
Pluriversal possibilities and challenges for Global Education in Northern Europe
Get PDFPurpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research.
Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti’s (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice.
Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers’ and students’ own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice
Global Citizenship Education for Global Citizenship? : Students’ Views on Learning About, Through, and For Human Rights, Peace, and Sustainable Development in England, India, New Zealand, South Africa, and Sweden
Get PDFPurpose: In this study, we explore students’ views and experiences in relation to education about, through, and forhuman rights, peace, and sustainability in the global north and south. We investigate what students after nine years of schooling see as central issues and productive actions linked to key elements of global citizenship education (GCE) to better understand the complexity of GCE in theory and practice.
Design: We use a survey designed in line with theories of global citizenship education. Using a mixed methods approach, we analyse responses from 672 upper secondary school students, aged 16–19, in England, India, New Zealand, South Africa, and Sweden.
Findings: We find that students in different contexts may experience global citizenship education very differently, even if they are all part of a global community with guidelines from UNESCO. Dimensions of human rights education, peace education, and education for sustainable development are evident in both the global north and south; yet, students in European contexts, namely in Sweden and England, for instance, appear to be taking away very different learnings. Overall, while students across the national samples have knowledge about human rights, peace, and sustainability, they seem to struggle to identify activities for human rights, peace, and sustainability. We find a vernacularisation of GCE, highlighting a diversity of methods and cultural contexts linked to students’ experiences from education.
Research limitations: This study is limited to a few schools in selected countries; thus, our findings may not be generalisable on a national or global level.
Practical implications: Students across our diverse sample highlight the importance of education to promote global goals. Findings indicate that more focus on education for global citizenship is necessary if schooling is to work in line with international recommendations. Similarities and differences in students’ knowledge and understanding about peace, human rights, and sustainability call for differentiated and localised approaches in attempts to reach common and shared goals
Editorial: Global education in Europe at crossroads: Contributions from critical perspectives
Get PDFCreating impact in citizenship education by transformative research: Indications for professionalisation
Get PDFPurpose: The article reconsiders and explicates the role of academia within and for society and suggests quality standards for normative research.
Approach: The article analyses and discusses transdisciplinary procedures for citizenship education research in democracies.
Findings: Paradigmatic decisions concerning ontology, axiology, epistemology, and methodology need to be made consciously and transparent. This professionalisation is necessary to ensure that the requirements of academic knowledge are met. Furthermore, the social responsibility of research needs to be acknowledged and methodologically taken into account.
Implications: The article suggests three main quality aspects for normative research: transdisciplinarity, transparency, and reflection. It emphasises the ethical and epistemological challenges of research in democracies. Hence, there has to be a close focus on structures and power during the research in order to not just create any impact, but good impact
The crisis as an opportunity to learn. Or: ‘Collateral civic education’ in the context of the COVID-19 pandemic: An essay in times of crises
Get PDFExploring teaching and learning about the Corona crisis in social studies webinars: A case study
Get PDFPurpose: Due to the Corona pandemic in 2020 schools needed to handle a challenging situation: They needed to find solutions to the question how lessons can proceed in times of physical distancing. This stages a broader need to reflect on how learning processes are organized with digital media. Thus, insights into concrete teaching and learning interactions can help to better understand lesson designs in virtual classrooms from a didactic perspective.
Methodology: This article aims to document a webinar of a German 9th grade class in its moments relevant to social studies teaching. Thus, this paper provides insights into an explorative case study that uses recordings and classroom observations. In order to analyze knowledge processes in digital contexts didactically, the “Wissensdidaktische Hermeneutik” serves as a qualitative research method.
Findings: The documented sequences of the webinar that deals with the recent media coverage of Corona show that the webinar takes into account both the learning needs of the students and an urgent social studies topic. Therefore, the social studies teacher uses advance organizers through her own explanations so that all students can stay on the same page. Furthermore, she introduces elements of the Flipped Classroom that display implications for social interaction in social studies webinars – particularly for the speech act “to explain”
