Journal of Social Science Education (JSSE - Universität Bielefeld)
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From National Cultural Paradigms to European/Global Cultural Paradigms: A Copernican Revolution
Get PDF- The polycrisis that the European Union is experiencing calls into question the very essence of the EU itself.
- Dissemination of national-populist propaganda that feeds the myth of the restoration of national sovereignty, an illusion which is unable to respond to the current challenges.
- Citizens’ disillusionment with the European Union, which has not met their expectations.
- Unification can no longer be founded on market and economic criteria alone, rather a sense of belonging to Europe needs to be boosted to make it a point of reference for identity.
- Shaping the European citizen, who must undertake a Copernican revolution in the paradigms used to interpret the contemporary world, and rethinking what a nation is
Components of a Financial Education Technology for Micro-entrepreneurs in Brazil
Get PDFPurpose: This article designs a pedagogy and scalable technological solution to provide Brazilian micro- and small enterprises with guidance in business management habitdevelopment.
Approach: The study demonstrates the need for formalized micro-entrepreneurship training and, given general financial education programs’ poor performance, considers micro-entrepreneurs’ fundamental educational needs.
Findings: The analysis provides three fundamental components to consider in microentrepreneurship training design: content utility, communication intelligibility, and material interactivity.
Research implications: The proposed pedagogy and virtual trainer technology suggest further study and development of optimal approaches to content utility, communication intelligibility, and material interactivity to improve micro-entrepreneurial habit-development and economic development
Language and Citizenship Education in Postcolonial Mozambique
Get PDFPurpose: Despite the formal political decolonization of much of the world, the colonial legacy continues to prevail around the globe, in particular in the Global South. This article explores the interface of language, education and citizenship in Mozambique, with special reference to the role of education and language ideologies in forging the ideal citizen in the postcolonial context.
Method: Drawing on previous studies on education and citizenship in colonial and postcolonial contexts, I use the decolonial lenses of Linguistic Citizenship and other related frameworks to show how citi-zenship education in Mozambique has been inextricably bound up with political efforts towards the management of linguistic, cultural and political diversity. I argue that in spite of the progress made, there is still a mismatch between legislation and political discourses on language, education and citizen-ship education and actual practices of citizenship in Mozambique, which continue to be linguistically and politically constrained.
Findings: This article may contribute to uncover language related social injustices, often associated with the persisting colonial matrix of power, and also to promote decolonial, more pluralist and inclusive forms of citizenship education in Mozambique and elsewhere
„Austria is celebrating itself“. The House of Austrian History: A Press Report: A Press Report
Get PDFPurpose: On the occasion of its one hundredth birthday, the Republic of Austria has opened a history museum in November 2018 called the House of Austrian History. The considerations towards this are almost as old as the republic itself. This article shall analyze why political parties could not agree on a specific project for so long and illustrate the decision-making process and its implementation before ultimately categorizing the didactical-museographical concept of the exhibition from a historical-didactical perspective.
Design/methodology/approach: The basis for the analysis is provided by Austrian daily newspaper coverage of the House of Austrian History. The body of sources limits itself to the period between January 2008 and January 2019 and has been evaluated based on the analysis of its content.
Findings: In the course of the discussion, which preceded the opening of the House of Austrian History, the Austrian People’s Party (ÖVP) and the Social Democratic Party of Austria (SPÖ) debated bitterly for decades about how to best interpret Austrian contemporary history and were unable to find common ground. Eventually, both the SPÖ and the ÖVP were able to agree on a concept whereby the museum would focus upon the controversial, politically influenced metanarratives of the Austrian interwar period themselves. With the SPÖ having departed from the government, however, the museum’s future remains uncertain
A Yhteiskuntaoppi: Social studies in Finland. A country report
Get PDFPurpose: This country report aims to provide a view of the current state and recent developments of the school subject social studies in Finland.
Approach: This report draws from research in social studies education that has been done in Finland in the last 20 years, and it also presents selected highlights from the national core curricula and the matriculation exam.
Findings: Social studies has recently got the status of independent school subject and it has got more teaching resources which suggests decision-makers consider it important. It does not have a clear epistemological homebase, as school subjects like history or physics, for example, which poses challenges when defining what kind of academic studies are the most pertinent to a social studies teacher, for exampl
Review of the book: Hedtke, Reinhold. (2018). Das Sozioökonomische Curriculum und die Grundlagen der sozioökonomischen Bildung (The Socioeconomic Curriculum and the Foundations of Socio-economic Education). Wochenschau Verlag
No full textDo non-formal and informal adult education affect citizens’ political participation during adulthood?
Get PDFPurpose: While research on political participation hardly takes into account the effects of non-formal or informal education, the effects of formal education are well investigated. The aim of this paper is to determine the extent to which non-formal and informal education contribute to adults’ participation in different political activities when formal educational background and other socioeconomic factors are controlled.
Method: This paper uses data from the German National Educational Panel Study (NEPS, N=9,084). Binomial logistic regressions are used for the analyses, and average marginal effects (AMEs) are used for the model’s output.
Findings: The findings reveal that non-formal and informal adult education significantly affect different political activities. However, the effects of non-formal and informal adult education differ with regard to the different forms of political participation. The results underline the importance of differentiated analyses of political participation and non-formal and informal adult education. In addition, the results show that some types of non-formal and informal education have a greater impact on adults of low socioeconomic status.
Research limitations: This paper cannot account for self-selection effects because adults’ participation in different political activities was collected only in one wave
To What Extent do Civic Education Curricula and Textbooks Establish Foundations for Developing Active Citizens in the Republic of Macedonia?
Get PDFPurpose: The paper presents a review of the process of inclusion of ‘civic education’ as part of the formal education system in the Republic of Macedonia, from its beginnings as project activity in the late 1990’s to its current implementation as a mandatory subject in the primary grades. Comparison is made between what was initially planned and what has been achieved in the area of civic education during this 20-year period, with a critical review on the potential of the subject for developing civic competencies.
Methodology: The findings are based on content-analysis of curriculum goals and textbook tasks, through their classification in an indicators’ matrix of Civic Key Competencies as defined by the Council of Europe’s key competence framework for lifelong learning.
Findings: The analysis provides insight into the frequency of curriculum goals and textbook tasks which relate to manifesting civic competencies, from knowledge, skills, attitudes and values, to the behavior indicators, which should be the goal of civic education.
Research limitations/implications: The research was based on the method of textual analysis, which is inherently open to individual interpretations by the researcher. However, in order to limit arbitrary interpretations and classification of textual information, variables were operationalized on the basis of the indicators of Civic Key Competences (Appendix 1)
Practical implications: Bearing in mind that the country is in the process of revising the civic education curriculum for primary and secondary school, the research has the potential to inform the policy process through providing viable recommendations on the most effective models for developing active citizens
Norway:: Social science education (samfunnsfag) in Norway: A country report
Get PDFPurpose: The current article on social studies in primary and secondary education in Norway covers a range of relevant topics which starts with a brief context of Norwegian society, history and social studies framework. Main topics are the new (2020) curriculum, textbooks analyses, social studies teacher competence and practices followed by research in social studies.
Findings: The original data on teacher practice reveal that teachers talking while using textbooks is (still) a dominant form of practice in Norway, but there is a great variety of practices both in and out of school (excursions). The textbooks still aim at being ‘neutral’ and less critical. A new national curriculum from November 2019 emphasises interdisciplinarity subjects, and have less goals than the previous 2006, but is still very specific and rather top down. Some research is presented, the field is under researched, and an outlook is discussed