Journal of Social Science Education (JSSE - Universität Bielefeld)
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Financial Understanding: A Phenomenographic Access to Students’ Concepts of Credits
Get PDFFinancial education has become a more popular part of general education in schools. Different social and economic backgrounds as well as experiences influence the students’ conceptualization of the same financial phenomenon. Therefore, phenomenography is an appropriate research strategy for investigating students’ deeper understanding of financial core concepts. Our research concentrates on ‘credit’ as a central phenomenon. Thirteen focus groups made up of secondary school students and university students in Germany discussed varying examples of taking out a loan. Systematizing students’ conceptualizations, the outcome space consists of four main categories: attitudes, needs, credit terms and calculation. On a deeper level we found further subcategories. The results of our explorative study can guide a chronology of teaching different concepts as well as further research
Making Sense of the Financial Crisis in Economic Education: An Analysis of the Upper Secondary School Social Studies Teaching in Finland in the 2010’s
Get PDFThe current financial-economic crisis has actualized important issues regarding the dynamics of the economic system, the relations between economy and politics, and the notions of good society. Thus the question of how economic education in school can support students’ understanding of the crisis is relevant to pose. This article asks what are the strengths and weaknesses, and also the promises and challenges, in the Finnish upper secondary school economic education, concerning teaching about the crisis? The article analyses the core curriculum for upper secondary school economic education in Finland, the available upper secondary school economy textbooks, and a selection of students’ social studies exam papers in the matriculation examination in spring 2010. The focus of the analysis is on how the current financial-economic crisis is presented in the textbooks and in the exam papers, what the competences are that the core curriculum delineates economic education should develope in students, and what capacity Finnish social studies teachers have for teaching about economy. The article proposes that the presence of historical perspectives and political analyses in economic education are important, in particular when teaching about topics like the current financial-economic crises
Learning Democracy by Empowerment? A Controversial View on the Project The Chestnut Case
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Heterogeneous Teacher Recruitment and Social Studies Didactics: Bringing the Sociology of Education Back In
Get PDFThis article contributes to a newer debate in teacher education research regarding the professionalization for the work in multicultural urban classrooms. In a social studies didactics’ perspective teacher-learnermismatch seems to be an important factor influencing the ability to construct meaningful social studies learning environments – and thus represents an important challenge for the education of future teachers in our domain. But what are the social origins of diverse teacher professional identities in the social studies domain? This article refers to a biographicalnarrative study on teacher students from very heterogeneous backgrounds exploring their basic beliefs and attitudes towards becoming a social studies teacher
The complex ecology of young people’s community engagement and the call for civic pedagogues
Get PDFThis paper focuses upon the community engagement of young people growing up in socio-economically disadvantaged areas and the creation of apt civic learning spaces. It is in direct response to public policy within the UK, as in many other democratic countries, giving continued attention to how young people’s active citizenship can be best supported. As a consequence of processes of globalisation, social change and technological advancement it is being increasingly recognised that young citizens face unprecedented challenges in the 21st century. At the same time young people growing up within areas of socio-economic disadvantage are commonly identified as being most at risk of social exclusion and discouragement with regard to their civic participation.This paper draws from the EngagED research project, a two-year study based in England that used a mixed methods approach to explore the civic action and learning of young people living in both inner city and rural areas of socio-economic disadvantage. It presents an eco-systemic model of the host of factors and agencies that influence young people’s civic identity and patterns of community engagement. It outlines two new civic learning spaces that were created in response to these complex ecologies and from these experiments in ‘pre-figurative practice’ proposes a set of key principles for the effective civic pedagogue. This radical notion of the civic educator moves away from educational strategies that seek to ‘transform’ young people into good future citizens, towards finding personalised ways of supporting young people ‘as’ citizens
