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Civic Consciousness: A Viable Concept For Advancing Students’ Ability to Orient Themselves to Possible Futures?
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
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.

Place, publisher, year, edition, pages
2015. Vol. 2, no 1, 1-15 p.
Keyword [en]
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: urn:nbn:se:su:diva-113651ISI: 000373181800001OAI: oai:DiVA.org:su-113651DiVA: diva2:786750
Available from: 2015-02-06 Created: 2015-02-06 Last updated: 2017-12-04Bibliographically approved
In thesis
1. Medborgarbildning i gymnasiet: Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning
Open this publication in new window or tab >>Medborgarbildning i gymnasiet: Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Citizenship Education in Upper Secondary School : Subject Knowledge and Citizenship Education in History and Social Science Education
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
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:nbn:se:su:diva-113655 (URN)978-91-7649-102-7 (ISBN)
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

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