Journal of Social Science Education (JSSE - Universität Bielefeld)
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Experiences of school democracy connected to the role of the democratic citizen in the future: A comparison of Swedish male and female upper secondary school students
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Purpose: The aim of this study was to explore the link between upper secondary school students’ experiences of school democracy and their future role as democratic citizens, focusing on a comparison between men and women.
Design/methodology/approach: The data derives from a questionnaire conducted to all last year upper secondary school students in Kronoberg county, Sweden. A hypothesis based on the theory of participatory democracy was tested through a four-step multilevel regression analysis.
Findings: The result show no direct effects from experiences of school democracy on the intention to vote, neither for female nor for male students. Instead, the most important factor for civic virtues and behaviour seems to be the personal trait of ambition, which is more prevalent among female students.
Research limitations/implications: More research on different ways to realize democracy in classroom connected to promotion of citizenship is needed, and so is research on how to encourage students’ ambition which is shown to be beneficial
Grasping the concept of value: Exploring students’ economic and financial literacy in citizenship education
Get PDFPurpose: To explore student’s understandings of financial literacy and economics issues with an aim to inform future teaching designs.
Design/methodology/approach: Phenomenography and variation theory has been used to analyze students’ understanding of a concept found in both financial and economic contexts, namely value.
Findings: Students need to discern that value is attributed, related to scarcity and to other values in order to elaborate their understanding. Thus, teaching also needs to address these issues.
Research implications: A social science framing of financial literacy and economics can facilitate a teaching that aims for the development of students’ critical thinking and future ability to make informed choices
Mapping and exploring national landscapes of social science education: Country reports from Europe and beyond
Get PDFSpace for linguistic and civic hybridity? : The case of social sciences in the language introduction programme in Sweden
Get PDFIn Social Sciences, subject content needs to be related to students’ experiences and knowledge.
In secondary school, the language used to construct knowledge is abstract, dense, and complex.
The concept of Third space (Bhabha,1994) revealed problems with teaching and teachers’ perceptions of L2 students’ needs.
Education here appears as a space for a restricted curriculum with Swedish as the gatekeeper.
This shows that subject teachers need to learn linguistic aspects of their own subject.
Purpose: The aim is to analyse linguistic aspects of education in Social Sciences for L2 students.
Method: Lingustic ethnography is used for studying the hybridity of Social Sciences with material from nine lesson observations and interviews with three teachers.
Findings: Findings showed that students’ earlier experiences, knowledge, and perspectives on life were not acknowledged. The Third space appears as a transitional space where students are perceived as deficient, not yet reaching the goal of the introduction programme: to enter mainstream education. Students’ agency was related to this space where the transformation was expected to take place, while teachers positioned themselves as outside, and the knowledge presented was simplified and fragmentized. While teachers expressed dissatisfaction with students’ (lacking) Swedish proficiency, they did not seem to understand their own role to teach Swedish through Social Sciences.
Implications: This shows that subject teachers need to learn linguistic aspects of their own subject and conditions for L2 students’ learning
Teaching globalization from a local perspective : Past concepts, present challenges, and future approaches
Get PDFChallenges such as the ‘globalisation backlash’ are rooted in lifeworld experiences.
These experiences are rarely addressed by global citizenship education.
Past concepts of economic education can help to explore these lifeworld experiences.
They also help to select meaningful cases for teaching globalisation.
Linking students’ experiences with a socio-economic analysis can prevent public deception.
Purpose: The ‘globalisation backlash’ poses a challenge to society and civic education. This article develops future approaches to teaching globalisation by drawing on past concepts of economic education.
Approach: An in-depth literature review on the contemporary challenges of globalisation is given and compared to the conventional approaches of teaching globalisation. Past concepts of economic education are introduced and examined for their applicability in this context.
Findings: Since the ‘globalisation backlash’ is rooted in subjective experiences of the local environment, approaches such as lifeworld-orientation are useful to activated students’ understandings. Socio-economic approaches can complement this with sociological, economic, and political theories that reveal the mechanisms behind personal experiences.
Practical implications: Diagnostic teaching becomes necessary to link the students’ realm of experience and globalised reality
Katarzyna Gawlicz (2020): Szkoły demokratyczne w Polsce: Praktykowanie alternatywnej edukacji [Democratic Schools in Poland: Practicing Alternative Education].
Get PDFContractualism as an element of democratic pedagogy?
Get PDFPedagogical practices are based on establishing commitment.
Contractual pedagogy corresponds to a contract-based social order.
Contractual pedagogy aims at democratizing pedagogical relationships.
Contractual pedagogy involves a pedagogic process of collective subjectivation.
Contractual pedagogy does not represent the kind of pedagogical ‘counter-model’ familiar to progressive pedagogies that aspire towards democratic codetermination.
Purpose: This article investigates the establishment of commitment in pedagogical practices through what are known as ‘behavioural contracts’. Such contracts are seen as a participatory element of democratic pedagogy and are linked to the aim of strengthening students’ self-determination. The objective is to demonstrate that as a pedagogical phenomenon, contractual pedagogy is oriented towards a practice of self-control achieved through external control, assuming a basis of sovereignty and reason.
Methodology: The article provides an investigation of material from an ethnographic research project in Germany on social learning in school-based pedagogical contexts. The study is informed by practice theory, theory of school and theory of social pedagogics.
Findings: This article argues that contractual pedagogy as a subjectivising constellation is primarily directed towards re-establishing the pre-existing institutional order. It demonstrates that contractual pedagogy can neither be understood as a particularly participatory method of democratic pedagogy, nor as a governmental power strategy, but as a subjectivising exercise that introduces students to a central tenet in modern societies. Through this, connections are formed between specific forms of (collective) subjectivation.
Research implications: Further theoretical and empirical analyses are required, which make other pedagogical impulses, such as an ethics of care or the critique of the subject, fruitful for Democratic Pedagogy
Improving citizenship competences: Towards an output-driven approach in citizenship education
Get PDFKeywords: Citizenship education; Measuring citizenship competences; Output-driven approach; Data-use in education; Social outcomes of education
Highlights:
Research on effective characteristics of citizenship education is still scarce.
An output-driven approach may improve the effectiveness of citizenship education.
We reflect on the feasibility of an output-driven approach to citizenship education.
We conclude that such an approach seems feasible for citizenship education.
Normativity and the availability and quality of measurement instruments need attention.
Purpose: Scholars are increasingly paying attention to the characteristics of effective citizenship education. The systematic use of data to maximise student learning, also called an output-driven approach, is often presented as a powerful predictor of student outcomes. However, its effectiveness has not been studied in citizenship education. Therefore, this paper aims to theoretically reflect on whether an output-driven approach is also feasible for citizenship education.
Methodology: We distinguish five building blocks of an output-driven approach and elaborate on their applicability in citizenship education. While doing so, we draw attention to the normative notion in citizenship education and the quality and availability of measurement instruments for citizenship competences. Both may challenge the application of an output-driven approach, particularly given the relatively young tradition of measuring citizenship competences.
Findings: We conclude that an output-driven approach in citizenship education seems feasible, provided that the characteristics of citizenship education are carefully considered
“It makes me angry. REALLY angry”: exploring emotional responses to climate change education
Get PDFConsideration of emotional response to climate education in a primary classroom
Exploration of emotions that teaching about climate change may raise for teacher, researcher and pupil
Identification of gender and cultural bias in children’s climate mitigation visions
Use of three stage approach to climate education with emotion navigated, not ignored
Purpose: Climate change education and the emotional consequences this topic raises in the classroom has been largely ignored by researchers. This paper considers the emotional response to climate education in a primary classroom (age 9-10 years) in England and begins to explore the emotions that teaching about climate change may raise for both teacher, researcher and pupil.
Design: Part of a long- term ethnographic project in a school in England. Analysis of c60, 9-10-year olds drawings, participant observation notes and research diaries.
Limitations: This is a small study - further research with larger numbers, different ages and in different geographical regions are required with both pupils and teachers.
Practical implications: This work identifies pedagogies that allow injustices children identify to be explored with emotional responses being navigated rather than ignored. Such approaches support wellbeing in the face of growing numbers of young people suffering from eco-anxiety.