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Theories of justice in primary school: On teaching for emerging critical reasoning in social studies
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0001-7527-0011
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Critical thinking about key concepts in social studies and civics has long been recognized as crucial for social studies education, but there is less agreement on when and how it is meaningful to introduce them. This study addresses the question of what conditions of teaching that are necessary and beneficial for the development of the ability to reason critically about issues of justice in early social studies and civics education. In an interventional study with 30 participating students in primary education, teaching was designed and analysed in collaboration with two class teachers. The teaching design was based upon previous results, showing that older students need to grasp the concept of justice not as a fact to be stated or as a view to be stated or explained, but as a contested concept to be critically examined. Phenomenography and variation theory were used for the analysis, and the results show that it is possible for eight-year-olds to start learning how to reason about justice as an essentially contested concept and to start participating in critical reasoning about societal issues of distributive justice in a qualified way. The results suggest that it is worth considering introducing critical thinking and the concept of justice early in social studies education, and presents an educational approach to introducing this subject content.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Design based research, Phenomenography, Student learning, Teaching/instruction, Social sciences, Primary education, Communities of practice, Teaching and Teacher Education
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
URN: urn:nbn:se:su:diva-178872OAI: oai:DiVA.org:su-178872DiVA, id: diva2:1392226
Conference
European Association for Research on Learning and Instruction (EARLI), Aachen, Germany, August 12-16, 2019
Available from: 2020-02-06 Created: 2020-02-06 Last updated: 2020-02-14Bibliographically approved

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Citation style
  • apa
  • ieee
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  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
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Output format
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  • asciidoc
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