Journal of Social Science Education (JSSE - Universität Bielefeld)
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Educating Pre-Service Teachers on Global Citizenship: Research Perspectives from a Preliminary Study in the Italian context
Get PDFPurpose: To analyse prospective teachers’ interest in global citizenship education (GCE) and the inclusion of GCE-related issues in a teaching programme in Italy.
Design/methodology/approach: Administration of an online questionnaire to pre-service teachers attending a course for becoming pre-primary and primary school teachers, and discussion of the main results.
Findings: Pre-service teachers are provided with basic discipline-related and pedagogical knowledge that is not directly linked to GCE but allows the implementation of GCE in their classrooms. Findings also suggest the influence on prospective teachers’ self-preparedness and confidence of the learning opportunities that occur in non-formal and informal contexts.
Research implications: There should be further analysis of the relations between GCE and students’ interests, their opportunities to learn about GCE, their degree of global engagement, and civic and citizenship education for the enhancement of pre-service training curricula
Book Review: Helmuth Hartmeyer, H. & Wegimont, L. (ed.). (2016). Global Education in Europe Revisited. Strategies and Structures - Policy, Practice and Challenges
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Preparing to Teach Democracy: Student Teachers’ Perceptions of the ‘Democracy Cake’ as a Set of Teaching Materials in Social Science Education
Get PDFPurpose: Few studies have examined student teachers’ perceptions of teaching materials on democracy. For the purpose of addressing how teacher education in social science might contribute to student teachers’ qualifications for teaching democracy, this study investigated student teachers’ perceptions of the ‘Democracy Cake’ as a set of teaching materials for teaching democracy in social science education.
Design/methodology/approach: This study relied on a survey and observations among 47 student teachers in a social science didactics course.
Findings: Analyses of student teachers’ perceptions revealed concerns about teaching social science concepts, engagement of secondary school students in classroom discussions and the theoretical framing of the teaching materials.
Research limitations: The study focused on 47 student teachers’ perceptions of a particular set of teaching materials and may not be generalisable.
Practical implications: This study indicates that social science teacher education might benefit from involving student teachers in the examination of teaching materials
Financial Literacy as Citizenship Education – a viable prospect?
Get PDFPurpose: This article aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad citizenship education.
Method: Content analysis where an assessment of students’ answers was compared and aligned with Westheimer & Kahne’s (2004) theory driven conceptions of citizenship.
Findings: Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications of what needs to be included in teaching in order to address financial issues as citizenship education.
Implications: Focus in financial literacy education should be widened to include political and social aspects of the relation between households and the financial systems
Reproduction, deconstruction, imagination: On three possible modi operandi of economic education
Get PDFPurpose: Gegenwärtige ökonomische Bildung ist hochgradig reformbedürftig – sowohl was ihre Inhalte, als auch was ihre Formen anbelangt. Dieser Beitrag möchte zu dieser Reform mit einer Skizzierung grundlegender Ausrichtungen ökonomischer Bildung beitragen, die kontextabhängig kombiniert werden können.
Design/methodology/approach: In diesem Artikel werden werden ökonomische Theorien und Modelle als interpretative Deutungsrahmen verstanden und drei Wege voneinander unterschieden, wie mit diesen Deutungsrahmen im Kontext ökonomischer Bildung umgegangen werden kann. Alle Wege werden aus der existenzialistischen Bildungsphilosophie komparativ rekonstruiert und für den hier interessierenden Bereich ökonomischer Bildung fruchtbar gemacht.
Findings: Während ein Reproduzieren ökonomischer Deutungsrahmen als repetitives und zur großen Teilen unbewusstes Lerngeschehen anzusehen ist, arbeitet sich ein Dekonstruieren an bestehenden Deutungsrahmen in kritischer und relativierender Form ab. Ein Imaginieren versucht im Bildungskontext neue Deutungsrahmen zu entwickeln, die eine reflexive und performative Bewältigung der erfahrbaren Lebenswelt ermöglichen. Ein möglicher Zusammenhang der drei Modi wird abschließend diskutiert.Purpose: Current economic education is in urgent need of reform – both in terms of content and in terms of didactics. This paper aims at contributing to this reform by outlining possible directions economic education might take or combine in a purposeful way.
Design/methodology/approach: This article considers economic thinking as interpretative institutions and identifies three possible types of handling these institutions in the context of economic education. All of the types are developed in a comparative analysis from existentialist educational philosophy and subsequently brought into dialogue with recent discourses and practices of economic education.
Findings: Whereas reproducing relies on a largely unconscious passing on of economic interpretation schemes, deconstructing them fosters their pejorative penetration. Imagining aims at the development of new interpretation schemes that allow for economic thinking and action in resonance with a tangible life-world. A possible interrelation of the three modi operandi is being outlined in the conclusion
Making sense of the impact agenda in UK higher education: A case study of Preventing Violent Extremism policy in schools
Get PDFPurpose: This article explores the policy context in the UK around securing impact from academic research, particularly from the perspective of a social science education researcher.
Approach: The article locates impact studies within debates about broader accountability frameworks. Insights from this literature are applied to a case study about Preventing Violent Extremism (PVE) policy.
Findings: Linear models of ‘impact’ are problematic for social science education researchers (especially (ex) school teachers) for several reasons. First, research and impact may be intertwined, especially in broader development work with practitioners. Second, impact in schools and on learners is often difficult to measure. Third, it is not always clear how the research contributes to impact, as opposed to other roles or activities in professional communities
Walter Benjamin and William Corsaro\u27s Contributions to a Human Rights Education Approach with Children
Get PDFPurpose: This paper aims to discuss Walter Benjamin\u27s Critical Theory and William Corsaro\u27s Sociology of Childhood contributions to a Human Rights Education approach with children. Our intent is to investigate how children’s personal experiences can enrich the construction of a differentiated pedagogical model, based on the promotion of attitudes and values infused in the human rights tradition.
Approach: We address this paper to a reflection on the expressions of agency, social engagement, and cultural productions in the course of childhood.
Findings: Our thesis is that Human Rights Education has to recognize the different ethical lives, or subcultures, that compose each educational environment, assuring children’s autonomy and social protagonism in the process of identifying human rights violations and organizing strategies to assure social justice
Studying Politics or Being Political? High School Students’ Assessment of the Welfare State
Get PDFPurpose: This article examines high school students’ understanding of the welfare state as a political issue and discusses how it can be approached in the classroom. The study was conducted within a social-science educational context and departs from a perspective from which educational goals can be seen as intrinsic (goals closely connected to the academic disciplines) or extrinsic (goals formulated by the political sphere, e.g. students’ deliberation on political issues). These variant goals can pose a dilemma for teachers and students alike as they engage in highly political topics.
Design & methodology: To explain the structure of the dilemmas of teaching issues that can be understood politically in a social-science context, this paper focuses on students’ assessment of such topics before teaching and how they generally reason different political views on the welfare state. The data consist of written documents produced by tenth-year students in response to two accounts of the best welfare state. Using a qualitative content analysis, the data were analysed to identify students’ approaches to a political issue and their normative reasoning.
Findings: The results display an understanding of the welfare state that is consistent with extrinsic goals, i.e. as an issue to engage with as a political entity rather than exclusively as a social scientist. It was noted that students experience difficulty in recognising the difference between politics and the study of politics.Practical implications: The study contributes to an understanding of the influence of normativity on students’ thinking and represents an attempt to bridge the difficulty of combining intrinsic and extrinsic goals in social-science education