المؤلفون: Modig, Niclas (ORCID 0000-0002-5497-720X)

المصدر: Journal of Social Science Education. 2022 21(2):22-48.

Peer Reviewed: Y

Page Count: 27

Descriptors: Foreign Countries, Textbooks, Secondary Education, Incidence, Economics, Vocabulary, Language Usage, College Preparation, Vocational Education, Textbook Content, Social Studies, Semantics, Higher Education, Economic Climate, Economic Development, Supply and Demand, Credit (Finance)

مصطلحات جغرافية: Sweden

مستخلص: Purpose: This article examines the prevalence of six economic terms in 17 Swedish upper-secondary school textbooks and how the language shifts between everyday and scientific language. Variations regarding content in the textbooks used in vocational programmes and preparatory programmes for higher education are also investigated. Design: Powerful knowledge (important knowledge within a subject) and semantic waves (variations between everyday and scientific language) are essential to cumulative knowledge building. These theories are used for quantitative and qualitative analyses of the textbooks. Findings: There are variations in the extent to which powerful economic terms appear and how the language shifts between everyday and scientific discourses in the textbooks analysed. Coverage and shifts are generally insufficient in textbooks used in vocational programmes. Practical implications: The importance of using powerful economic knowledge and shifting between everyday and scientific language in textbooks and teaching should be highlighted for policymakers, textbook authors and teacher educators.

Abstractor: As Provided

المؤلفون: Linchenko, Andrei (ORCID 0000-0001-6242-8844), Smyslova, Olga (ORCID 0000-0002-7646-9652), Lakomova, Daria (ORCID 0000-0003-2141-7721)

المصدر: Journal of Social Science Education. 2022 21(2):49-80.

Peer Reviewed: Y

Page Count: 32

Descriptors: Economics Education, Criticism, Social Systems, Foreign Countries, Textbooks, Teacher Attitudes, Discourse Analysis, Social Science Research, Computer Mediated Communication, Social Problems, Economic Climate, Rural Schools, Teaching Methods, Urban Schools, Critical Thinking, Thinking Skills, Secondary School Students

مصطلحات جغرافية: Russia

مستخلص: Purpose: The study investigated the change of the position of the official social science basic documents, textbooks and teacher's opinion in relation to the general understanding of the market economy in the context of the modern Russian economic life. Design/methodology/approach: The article was prepared on the basis of the critical discourse analysis of the official social science documents, as well as three basic lines of social science textbooks. Computer-assisted web interviewing method is used for interviewing teachers. Findings: Despite the turn of economic education at school towards a greater focus on real practices of economic activity, new social science textbooks demonstrate an increase in criticism of the market economy and the rehabilitation of the Soviet experience, as well as avoiding stating and analyzing the socio-economic problems of modern Russia. Teachers in the rural schools take a more conservative position regarding the new practices of teaching economics, while teachers in the city schools are more critical of the existing goals of Russian education. Implications: Economic education in the Russian school should be more focused on the study of modern economic problems of Russian society. Textbook authors should pay more attention to the de-ideologization of economic education and the development of critical economic thinking skills at school.

Abstractor: As Provided

المؤلفون: Kopinska, Violetta

المصدر: Journal of Social Science Education. 2020 19(1):172-187.

Peer Reviewed: Y

Page Count: 16

Descriptors: Foreign Countries, Student Participation, Textbooks, Citizenship Education, Textbook Content, Secondary Education, Secondary School Students, Participative Decision Making, National Curriculum

مصطلحات جغرافية: Poland

مستخلص: Purpose: This paper aims to reconstruct the discoursive shape of student participation on the base of Polish school textbooks for citizenship education. Methodology: The main research question is: What image of student participation can be reconstructed by analyzing the texts of Polish citizenship education textbooks? The method of gathering data was finding secondary sources. The sample included all textbooks used to teach a basic program of civic education at the upper secondary level of education. The applied method of analysis comes from the group of approaches defined as Critical Discourse Analysis (CDA). The author adopted the approach represented by Ruth Wodak and Martin Reisigl. Findings: Through discursive exclusion and numerous mitigating cases, students become passive objects of adult policy and all forms of their agency are diminished and deprived of features that determine their strength.

Abstractor: As Provided

المؤلفون: Dancs, Katinka, Fülöp, Márta

المصدر: Journal of Social Science Education. 2020 19(1):47-71.

Peer Reviewed: Y

Page Count: 25

Descriptors: Social Studies, Educational History, Educational Change, Foreign Countries, History Instruction, Interdisciplinary Approach, National Curriculum, Textbooks, Nationalism, Multiple Literacies, Citizenship Education, Core Curriculum, Elementary Secondary Education, Service Learning, Exit Examinations, Nonformal Education, Teacher Education

مصطلحات جغرافية: Hungary

مستخلص: Purpose: We intent to provide a comprehensive picture of Hungarian social science education, to review the constituents of social science literacy, a systematic analysis of the curriculum and its changes since 1989 and of the available research in this field. Design/methodology/approach: The findings are based on the analysis of educational documents (e. g. curricula) and the review of the research publications in the field. Findings: Social science education is cross-curricular in Hungary. Among the different knowledge fields history has a decisive and dominant role. Other social science topics are mostly abandoned in everyday teaching practice. There is a growing centralization of the educational arena (e.g. government approved limited number of textbooks) and a growing emphasis on national identity and patriotism and a decreasing emphasis on Europe. The cross-curricular nature of social science education would require well trained teachers who are able to think critically and in a complex way themselves, however teacher training and classroom practice also support the hegemony of history teaching.

Abstractor: As Provided

المؤلفون: Hansen, Mogens

المصدر: Journal of Social Science Education. 2020 19(1):95-117.

Peer Reviewed: Y

Page Count: 23

Descriptors: Foreign Countries, Social Studies, Curriculum, Tests, Citizenship Education, Course Content, Instructional Materials, Secondary Education, Textbooks, Course Descriptions, Teacher Education, Teacher Associations

مصطلحات جغرافية: Denmark

مستخلص: Purpose: The purpose of the article is to give a survey of the status of Social Studies in the Danish educational system. To deepen the survey the article also will contain some reflections of the contents and didactics of the subject. Design and approach: The analysis of the contents and didactics will focus on the description of the curriculum and the examination system. The approach will primarily consist of reflections on basis of text analysis of curriculum, examples of oral and written exam and basic concepts of citizenship. Findings: The main finding in the study is that it is important to understand the teaching in Social Studies both with regards to contents and didactics as an important part of developing the sense of citizenship. Research limitations: The main focus will be on written material and the official curriculum. It would be of great value to do more qualitative research among students and teachers about the practice of teaching in relation to the official objectives of the subject.

Abstractor: As Provided

المؤلفون: Modig, Niclas

المصدر: Journal of Social Science Education. 21(2):22-48

مصطلحات موضوعية: Economics, economic terms, textbooks, powerful knowledge, semantic profiles, social studies, Samhällskunskap

الوصف: Purpose: This article examines the prevalence of six economic terms in 17 Swedish upper-secondary school textbooks and how the language shifts between everyday and scientific language. Variations regarding content in the textbooks used in vocational programmes and preparatory programmes for higher education are also investigated. Design: Powerful knowledge (important knowledge within a subject) and semantic waves (variations between everyday and scientific language) are essential to cumulative knowledge building. These theories are used for quantitative and qualitative analyses of the textbooks. Findings: There are variations in the extent to which powerful economic terms appear and how the language shifts between everyday and scientific discourses in the textbooks analysed. Coverage and shifts are generally insufficient in textbooks used in vocational programmes. Practical implications: The importance of using powerful economic knowledge and shifting between everyday and scientific language in textbooks and teaching should be highlighted for policymakers, textbook authors and teacher educators.

وصف الملف: electronic

URL الوصول: https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-91732
https://doi.org/10.11576/jsse-3969
https://kau.diva-portal.org/smash/get/diva2:1692439/FULLTEXT01.pdf

المؤلفون: Haav, Kaarel

المصدر: Journal of Social Science Education. Sum 2018 17(2):67-79.

Peer Reviewed: Y

Page Count: 13

Descriptors: Citizenship, Foreign Countries, Textbooks, Textbook Evaluation, Civics, Citizenship Education, Social Studies, Democracy, Citizen Participation, Curriculum Development, Controversial Issues (Course Content)

مصطلحات جغرافية: Estonia, Europe

مستخلص: Purpose: This article aims at elaboration of a relevant framework for European identity and citizenship. On this basis, comparative studies like ICSS, Estonian curricula, civic syllabuses and textbooks will be critically reviewed. Methods: The framework relies on former studies on democracy and education. The work also draws on normative materials for European citizenship, comparative empirical and critical studies. The conceptual system relies on the literature on basic sociological and semiotic concepts. This framework is used for analyses of the Estonian civic education system. Findings: The most general concepts like individual, society, culture, social actors and structures are defined as mutually inclusive. This has enabled to address complex and controversial social issues and achieve the aims of European identity and active citizenship. The Estonian curricula, civic syllabuses and textbooks herald democratic ideals, but fail to provide for them relevant concepts. They focus on empirical and normative descriptions of main political institutions. The books hardly describe how could active citizens evaluate and influence these institutions. Their content avoids complex and controversial issues like hierarchical power relations and social inequality and fails to describe both the hierarchical public administration and the system for public participation in Estonia. All this rather hinders students' political literacy, critical thinking and active participation.

Abstractor: As Provided

المؤلفون: Piedade, Filipe, Ribeiro, Norberto, Loff, Manuel, Neves, Tiago, Menezes, Isabel

المصدر: Journal of Social Science Education. Sum 2018 17(2):31-40.

Peer Reviewed: Y

Page Count: 10

Descriptors: Foreign Countries, Citizenship, Textbooks, History Instruction, English (Second Language), Critical Thinking, Textbook Evaluation, History, Grade 10, Grade 11, Grade 12, Secondary School Students

مصطلحات جغرافية: European Union, Portugal

مستخلص: Purpose: To investigate how EU related contents are represented in Portuguese upper secondary school textbooks of History and English as a Foreign Language (EFL). Design/methodology/approach: The study performs a textbook analysis on two History textbooks and three EFL textbooks to explore if and how EU related topics are addressed. The methodological approach was mainly qualitative, based on a content analysis of the textbooks, but also includes some quantitative data (e.g., number of paragraphs) to determine the importance given to European topics in each of the selected school subjects. Findings: EFL textbooks have a residual approach to EU topics that is mainly focused in students' mobility. History textbooks, while containing a significant amount of information about the EU, present it mainly in a nonconfrontational perspective and do not prioritize the development of students' critical thinking about the EU. Our data also points to a predominance of national level citizenship related content, with European citizenship being briefly and normatively presented to the students. Research limitations/implications: EFL is attended by almost 100% of students in the academic track of secondary education, but History is a curricular subject only available to 25-30% of the students; as such, our findings refer to a specific group. Practical implications: Textbooks should include more information about the actual problems and challenges of the EU to foster the development of students' critical thinking about the EU.

Abstractor: As Provided

المؤلفون: Eriksen, Kristin Gregers

المصدر: Journal of Social Science Education. Sum 2018 17(2):57-67.

Peer Reviewed: Y

Page Count: 11

Descriptors: Foreign Countries, Discourse Analysis, Minority Groups, Democracy, Cultural Pluralism, Social Studies, Indigenous Populations, Power Structure, Teaching Methods, Elementary School Students, Textbooks, Content Analysis, Vocabulary, Language Usage, Form Classes (Languages), Hidden Curriculum, Social Bias, Politics, Social Change, Educational Practices

مصطلحات جغرافية: Norway

مستخلص: Purpose: The aim of this article is to discuss to what extent and in what ways the Sami people are included in national imaginary in textbooks. The article sheds critical light on important aspects of democracy, inclusion and multiculturalism in education through the example of indigenous peoples in Norway. The article also explores what opportunities textbooks provide for promoting anti-oppressive education and pedagogical subjectification. Method: Social studies textbooks for primary school are analyzed based on critical discourse analysis (CDA) and elements from multi-modal analysis. The analysis focuses on the use of vocabulary and pronouns signaling inclusion and exclusion. Specific attention is paid to the hidden curriculum. Findings: The Sami are essentialized and actively constructed as the Other through the structure and content of narratives. This corresponds to the strategy described in anti-oppressive education as education for the Other. Externalization of the Sami from the story of the Norwegian national day and in particular, treatment of the discriminatory Norwegianization politics, reinforce the image of Norwegian exceptionalism. Practical implications: Potential for education that promotes social change and subjectification through disrupting hegemonic discourses are located. Extended knowledge on this implicates further research on the workings of discourse in educational practice.

Abstractor: As Provided

المؤلفون: Arensmeier, Cecilia

المصدر: Journal of Social Science Education. Sum 2018 17(2):5-20.

Peer Reviewed: Y

Page Count: 16

Descriptors: Secondary School Students, Citizen Participation, Foreign Countries, Textbooks, Comparative Analysis, Social Studies, Equal Education, Track System (Education), Voting, Democratic Values, Vocational Education, Academic Education, Citizenship, Social Differences, Thinking Skills, Textbook Selection, Content Analysis

مصطلحات جغرافية: Sweden

مستخلص: Purpose: The aim of the article is to examine civic education in Sweden with regard to equality, by comparing curricula and textbooks for social studies in different tracks in upper-secondary school. Method: The study is based on qualitative text analysis, with quantitative features. The analysis maps themes covered, the extent and depth of thematic coverage, and amount of emphasis on conceptual understanding and analytical training. Findings: The results point to some similarities between the tracks; limited attention is given to democratic values and civic engagement, apart from voting. Clear differences are found in amount of information and complexity. The most basic textbooks target the vocational track, while (some of) the textbooks for the academic track have an elaborated focus on complex conceptual understanding and analytical training. Practical implications: The findings indicate different expectations in civic education. Vocational students receive more limited opportunities to develop civic abilities, which might negatively affect the exercise of citizenship and increase political inequality.

Abstractor: As Provided