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Medborgarbildning i gymnasiet: Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning
Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Citizenship Education in Upper Secondary School : Subject Knowledge and Citizenship Education in History and Social Science Education (English)
Abstract [en]

The school subjects of history and social science are expected to contribute with historical and social scientific knowledge, skills and abilities: that is, subject knowledge. The subject knowledge that students achieve during their schooling is not only meant for future studies, but is also expected to inform a life as democratic citizens. However, the curriculum and syllabus have not always been explicit about this aim, and the relationship between subject knowledge and citizenship education is only vaguely explained. This thesis investigates this relationship within the context of history and social science education in Swedish upper secondary school. The educational dimensions of Biesta – socialisation, qualification and subjectification – are used as an approach to this investigation.

The aim of the study is to explore, analyse and discuss the role of history and social science teaching for students’ citizenship education. This is done by investigating curricula, teaching and educational discourses and by using both empirical methods and content analysis. The thesis is a compilation of five articles, all exploring subject knowledge and its connection to students’ citizenship education. The first two articles investigate possible second-order concepts in social science education, which are described and discussed using theories and concepts from history didactics. The findings in these articles work as a basis for further study in following articles, where the subject knowledge and its connections to citizenship education are explored in more depth. Taken together, the articles present a rich picture of the complex reality of teaching and provide a basis for understanding better how teachers, students and curricula express subject knowledge and how this is related, or not, to citizen education.

The contribution of the thesis is a more developed theoretical and conceptual understanding of history and social science education, especially through concepts that can be used in practical teaching in order to strengthen and develop citizenship education.

Place, publisher, year, edition, pages
Stockholm: Institutionen för etnologi, religionshistoria och genusvetenskap, Stockholms universitet , 2015. , 118 p.
Keyword [en]
social science education, history education, social studies education, didactics, second-order thinking concepts, citizenship education
National Category
Didactics Educational Sciences
Research subject
Subject Learning and Teaching
Identifiers
URN: urn:nbn:se:su:diva-113655ISBN: 978-91-7649-102-7 (print)OAI: oai:DiVA.org:su-113655DiVA: diva2:786771
Public defence
2015-03-13, De Geersalen, Geovetenskapernas hus, Svante Arrhenius väg 14, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2015-02-19 Created: 2015-02-06 Last updated: 2015-02-24Bibliographically approved
List of papers
1. Preparing for Citizenship: The Value of Second Order Thinking Concepts in Social Science Education
Open this publication in new window or tab >>Preparing for Citizenship: The Value of Second Order Thinking Concepts in Social Science Education
2015 (English)In: Journal of Social Science Education, ISSN 1618-5293, Vol. 14, no 1, 18-29 p.Article in journal (Refereed) Published
Abstract [en]

Social Science as a school subject aims at making students knowledgeable in societal issues as well as preparing them for citizenship. Despite the strong position of Social Science in the Swedish school curricula, little research has been done in the field. Previous research has mainly concentrated on factual knowledge and conceptual learning, or the role of deliberation in class activities. Less research has focused on the role of disciplinary thinking and how that might promote learning to think like a social scientist while at the same time preparing students for citizenship. By using a conceptual framework from history didactics, Social Science education is in the following text explored in search of second order thinking concepts. Also, the relationship between these concepts and democratic socialisation is discussed. By focusing on one substantial case, this study tries to reach beyond the various topics commonly covered in Social Science education. The research was conducted by observing teaching in Social Science and interviewing six experienced teachers. Using this conceptual framework, ideas on how to organise, analyse, interpret and critically review discourses in society were constructed as six proposed second order thinking concepts of Social Science: social science causality, social science evidence and inference, social science abstraction, social science comparison and contrast, social science perspective taking and the evaluative dimension. The argument is that when students work scientifically they develop a way of thinking about society and they challenge their set opinions about different topics. Therefore, second order thinking concepts are important for learning Social Science and at the same time preparing students for a life as citizens.

Keyword
Social Science, Social Studies, Civics, Didactics, Second Order Concepts, Second Order Thinking Concepts, Citizenship Education, Civic Literacy
National Category
Educational Sciences
Research subject
Subject Learning and Teaching
Identifiers
urn:nbn:se:su:diva-113652 (URN)
Available from: 2015-02-06 Created: 2015-02-06 Last updated: 2015-02-12Bibliographically approved
2. Being Engaged and Knowledgeable: Social Science Thinking Concepts and Students’ Civic Engagement in Teaching on Globalisation
Open this publication in new window or tab >>Being Engaged and Knowledgeable: Social Science Thinking Concepts and Students’ Civic Engagement in Teaching on Globalisation
2013 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, 158-179 p.Article in journal (Refereed) Published
Abstract [en]

The question of whether or not school makes a difference in preparing students for democratic citizenship has been debated for a long time in political science and curriculum studies. These discussions are mostly based on the results of international surveys measuring students’ political attitudes, values and participation. However, we first need to define what kind of prepared citizens are needed. This article takes on the definition issue and presents new perspectives by exploring howteachersin Social Science (Samhällskunskap) and their students in Sweden reason about engagement when they address complex societal issues such as globalisation. Based on interviews with a number of teachers and students I will argue that in order to understand what is going on in school we need to interpret Social Science teaching in terms of first-and second-order concepts,where the second-order concepts could be seen as “how to think like a social scientist”. I will make a case that there is a didactic dilemma for teachers trying to educate students who are both trained in disciplinary thinking and leave school as politically engaged. However, this dilemma is not unsolvable and I will hold a position that it might contain answers to some of the questions that political scientists deal with in terms of engagement

Place, publisher, year, edition, pages
Karlstad: Karlstad University Press, 2013
Keyword
SOCIAL SCIENCE, CIVICS, CIVIC EDUCATION, CIVIC ENGAGEMENT, STAND-BY CITIZENS, DISCIPLINARY APPROACH, FIRST AND SECOND ORDER SOCIAL SCIENCE CONCEPTS, CRITICAL THINKING, GLOBALISATION TEACHING
National Category
Political Science (excluding Public Administration Studies and Globalization Studies) Educational Sciences Didactics
Research subject
Subject Learning and Teaching
Identifiers
urn:nbn:se:su:diva-98468 (URN)
Available from: 2014-01-07 Created: 2014-01-07 Last updated: 2015-02-12Bibliographically approved
3. Samhällskunskap och historia i svensk gymnasieskola: ämnenas roll och relation i diskurs och ämnesplaner
Open this publication in new window or tab >>Samhällskunskap och historia i svensk gymnasieskola: ämnenas roll och relation i diskurs och ämnesplaner
2014 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, 53-84 p.Article in journal (Refereed) Published
Abstract [en]

Abstract: The adoption of new syllabuses in history and social science in the new Swedish curriculum raises questions on the relationship between the two subjects. Social Science and History as school subjects have previously been described as both competing and complementary. The competing aspect has mainly been descibed in terms of citizenship education and the complementary aspect has been described in terms of content, abilities, and temporality. This article discusses how history and social science relate to these four topics in didactic discourse and in the new syllabuses. In the didactic discource both subjects underline the importance of making subject matter useful in life outsideschool. However, the new syllabuses are very differently formulated in this sense. History is closely connected to citizenship education and describes content, abilities and temporality in such a context. Social Science on the other hand downtunes the traditional role as a subject important for citizenship. Instead, focus is aimed at disciplinary thinking and using knowledge to understand social science methods and theories. This development is seen as very problematic and challenging for a meaningful teaching of Social Science in upper secondary school. In response to this challenge, the author proposes interdisciplinary didactic development, especially in developing "dynamic concepts" within Social Science didactics.

Keyword
Medborgarkompetens, medborgarfostran, historiedidaktik, samhällskunskapsdidaktik, historiemedvetande, historiebruk, demokrati, medborgarskap
National Category
Educational Sciences
Research subject
Subject Learning and Teaching
Identifiers
urn:nbn:se:su:diva-110086 (URN)
Available from: 2014-12-08 Created: 2014-12-08 Last updated: 2015-02-12Bibliographically approved
4. Civic Consciousness: A Viable Concept For Advancing Students’ Ability to Orient Themselves to Possible Futures?
Open this publication in new window or tab >>Civic Consciousness: A Viable Concept For Advancing Students’ Ability to Orient Themselves to Possible Futures?
2015 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 2, no 1, 1-15 p.Article in journal (Refereed) Published
Abstract [en]

In history didactics the concept of historical consciousness has become an important theoretical framework in developing a meaningful history education. One significant aspect of historical consciousness is to give students a “usable past” to orient to possible futures. Previous research has shown that history is important when students think about the future but that their use of history in meaning-making is simplistic and based on present-day-thinking. Much research has focused on advancing students’ ability to use history in orientation to possible futures, but less attention has been focused on contemporary studies and its role in the process of orientation. By introducing a tentative concept, civic consciousness, the issue of students’ orientation is explored by studying students’ perspectives on democracy in past-present-future. The data consists of 142 narratives and reveals a pattern of normative stances, process orientation and action orientation. These aspects are considered to be important components of civic consciousness and these have implications for how social studies educators should address the challenges of preparing students for the future.

Keyword
historical consciousness, history education, history didactics, civic consciousness, social science, social studies, citizenship education, civics
National Category
Educational Sciences
Research subject
Subject Learning and Teaching
Identifiers
urn:nbn:se:su:diva-113651 (URN)000373181800001 ()
Available from: 2015-02-06 Created: 2015-02-06 Last updated: 2016-04-25Bibliographically approved

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