Journal of Social Science Education (JSSE - Universität Bielefeld)
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Problemlösen im Unterricht: Der Fuchs und die Trauben (1984)
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Völkerbundspädagogik in der Weimarer Republik. Wie ich mit 14jährigen Berliner Volksschulmädchen (8. Schuljahr) den Völkerbund behandelt habe!
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Testing and Diagnosing Social Science Literacy
Get PDFA year ago the Journal of Social Science Education 4/2010 invites to debate the foundation of social science literacy. What are the competences, and ‘what are’ the contents, and individual needs to understand the relations, systems and orders of society, economy and politics? What helps to make autonomously found decisions and responsible judgements in individual and social life? What kind of abilities are needed for autonomous action within ones own life in order to participate within the given frames of society, economy and politics, in shaping them or in creating new rules. Search and discussion of the relevant concepts and competences in the domain of social science education are going on. Nevertheless the research on testing and diagnosing social science literacy is carried as well – despite the absence of a consensus on content
A Sceptical Look at the Quantitative Education Research in Civic and Citizenship Education
Get PDFAt the latest since the PISA study, the international comparability of educational system performance is called for. Little discussion takes place on the research problems occurring in the course of internationally comparative educational systems in the social societal teaching subjects. Research, however, finds itself confronted with methodical, scientific-theoretic and test-ethical problems. These problem areas are to be outlined in this paper. The focus will be on quantitatively comparative education studies. Essentially the analysis consists of an examination of the ICCS Study (International Civic and Citizenship Education Study) of the biggest internationally comparative political education study in existence
Hauptschülers’ Conceptions of Work – An Exclusion from the Subjective Dissolution of Boundaries (Hauptschüler und ihre Vorstellung von Arbeit – eine Ausgrenzung von der subjektivierten Entgrenzung?)
Get PDFThe focus of this paper is on the experience-based conceptions of Hauptschüler regarding work. These were identified by means of guideline- and problem-based interviews in a research project of the author. Some empirical cases will show that Hauptschüler often experience atypical forms of employment with high job insecurities, vast workloads and a high risk of financial insecurity. On the other hand, standard employment relationships are limited to occupations with low status, low pay and high health risks. Privileged occupations with a high potential of subjectivization are withheld from them. This one-sided institutionally and socially generated work experience causes a rather narrow concept of work in the process of emotional conditioning. At the same time, the subjectivization of work together with the dissolution of boundaries (between private life and work) is a growing general requirement structure for all employees (cf. Lohr, Nickel 2005, 217). In order to deal with job requirements with higher subjective flexibility demands and self-organisation potentials (cf. ibid, 221) – this is my thesis – a different conception of work is needed, in particular an awareness of subjectivization with the dissolution of boundaries. Instead, Hauptschüler will enter the labour market with a rather one-dimensional, negative, and fordistic-based view on work if school education fails to extend and to differentiate these conceptions. However, their conception of work and their work habits which are inconsistent with actual requirements, might exclude Hauptschüler from jobs with higher subjective flexibility demands and self-organisation potentials (“exclusion from subjective dissolution of boundaries”)Gegenstand des Beitrages sind die erfahrungsbasierten Vorstellungen von Hauptschüler zu Arbeit, welche von der Autorin mittels leitfadengestützter, problemzentrierter Einzelinterviews eruiert wurden. An empirischen Fällen wird dargestellt, dass sich die Erfahrungen, die Hauptschüler mit Arbeit sammeln, einseitig auf atypische, unsichere Beschäftigungsverhältnisse mit hohem Prekaritätsrisiko konzentrieren sowie auf Normalarbeitsverhältnisse, beschränkt auf Berufe mit niedrigem Status, schlechter Bezahlung und hohen Gesundheitsrisiken. Privilegierte Tätigkeiten mit hohem Subjektivierungsgrad bleiben ihnen meist vorenthalten. Diese institutionell und sozial erzeugte eher einseitige Erfahrungskonzentration verursacht daher im Prozess der emotionalen Konditionierung einen eher engen Arbeitsbegriff. Gleichzeitig stellt Subjektivierung zusammen mit ihren Entgrenzungsphänomenen zunehmend eine „generelle Anforderungsstruktur an alle Beschäftigten“ (Lohr, Nickel 2005, 217) dar. Um sich auf „Arbeitsanforderungen mit höherem Gehalt an subjektiven Flexibilitäts- und Selbstgestaltungspotenzialen einzustellen“ (ebd., 221), – so meine These – bedarf es allerdings vorab einer differenzierteren Vorstellung von Arbeit, insbesondere ein Bewusstsein für die Subjektivierung von Erwerbsarbeit mit ihren Entgrenzungsphänomenen. Doch treten die befragten Hauptschüler mit einer eher einseitigen, negativen und vorwiegend fordistisch geprägten Perspektive auf Arbeit in den Lernprozess und später wahrscheinlich auch in den Arbeitsmarkt ein, wenn es Schule und Unterricht nicht gelingt, diese Vorstellungen zu erweitern und zu differenzieren. Insofern kann von einer Ausgrenzung von subjektiver Entgrenzung aufgrund eines unzureichenden Arbeitsbegriffes und einer mit aktuellen Anforderungen wenig kompatiblen Arbeitseinstellung gesprochen werden
Citizenship Education: Lithuanian Mapping
Get PDFSome theoretical concepts of globalisation and citizenship are discussed in the article as well as changing role of citizenship education in transforming Lithuanian Society. The author points out that many problems in contemporary Lithuanian society arise from the fact that the relationship between individuals and the state is changing fundamentally. The state should broaden “positive” choices and support an individual by ensuring principles of equality in basic human rights and access to opportunities. On the other hand, an individual has to take the responsibility for his/her own life becoming a decisive factor in choosing personal life style and in building up civic community. In this respect, it is expected that Citizenship Education would lay an important role in educating competence and attitudes towards own responsibilities, in educating mental and practical skills for positive civic participation. Current status and new approaches of citizenship education in Lithuania are presented in the light of international developments. The article concludes that changing role of citizenship education has significant implications for professional development of teachers and for the national teacher training system as a whole
Citizenship Education and Curriculum Development in Nigeria
Get PDFThe article highlights the evolutionary trends of citizenship education in Nigeria. The 1914 British amalgamation of erstwhile Northern and Southern Protectorates gave birth to Nigeria as a state. The disparage ethnic composition of the new state, especially after independence, necessitated finding a common ground to promote committed citizens, against primordial ethnic cleavages and indigenization. It is not therefore surprising that the role of education in fostering national citizenship and consciousness was emphasized. Initially, social studies was used as a curriculum framework, until lately when a new subject, civics, was created in primary and junior secondary schools. The author considers the historical, cultural and political context underlining these curricular changes and identifies the current and future challenges face by the implementation of Civics curricular in Nigerian schools
The Political Dimension of Global Education: Global Governance and Democracy
Get PDFPolitical and economic global transformation processes are encompassing the field of political education. The subject matter of political education, namely the political, has itself undergone a radical transformation. The changes have had a particular effect on democratic structures and opportunities for participation in the political process. Focusing on a conception of critical education for democracy, this article will highlight the democratic deficits of the globalisation process, and shed light on political-theoretical conceptions of global governance. As opposed to the paradigmatic reorientation of political education into democratic and (European) citizenship education, which has taken place in Germany, the case will be put forward for political education for global democracy which goes beyond Eurocentric thinking and the concept of the nation state. Global political education involves a broad conception of politics and incorporates the new democratisation processes as well as the accompanying expanded forms of participationDie globalen Transformationsprozesse von Politik und Ökonomie erfassen auch die politischen Bildungsprozesse. Der Gegenstand der politischen Bildung: das Politische ist einem radikalen Wandel unterzogen. Die Veränderungen wirken sich insbesondere auf die demokratischen Strukturen und Partizipationsmöglichkeiten aus. Im Fokus einer Konzeption kritischer Demokratiebildung werden in diesem Artikel die Demokratiedefizite des Globalisierungsprozesses sowie der politiktheoretischen Konzeptionen einer Global Governance beleuchtet. In Kontrast zur paradigmatischen Neuausrichtung politischer Bildung in Deutschland als Demokratie-Pädagogik und european citizenship education wird in diesem Beitrag für eine globale Perspektive politischer Bildung plädiert, die über ein nationalstaatliches und eurozentristisches Denken hinausweist. Eine globale politische Bildung legt einen weiten Begriff von Politik an und greift die Impulse neuer Demokratisierungsbewegungen sowie die damit einhergehenden erweiterten Partizipationsformen auf
Problem Solving in Classroom: The Fox and the Grapes (1984)
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History Education and Civic Education: The Bulgarian Case
Get PDFThis text looks at the developments in the relationship between history education and civic education in the Bulgarian educational tradition in the 1878-1944 period and tends to finally refer to the present state of affairs. It examines the political contexts of the methods and writing of textbooks which have ensured the political longevity of the conservative nationalist model in the worldview of both school subjects. The observations are based upon more than eighty textbooks on history and civic education published since 1878 (of which only those that are typical and representative of the dominant trends in the Bulgarian educational tradition are cited here) as well as upon some works in didactics. The main features in the texture of the conservative model are identified on the basis of a discourse analysis of history and civic education textbooks, and they concern the disciplinary, spatio-temporal, and conceptual homologies found in them