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Vart bör samhällskunskapsdidaktiken gå? Om ett splittrat forskningsfält och vägar framåt
Stockholms universitet.
2018 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2018:3, p. 44-64Article in journal (Refereed) Published
Abstract [en]

Social Science (Samhällskunskap) is the assigned school subject with the major responsibility for political education in year 1-12 (Sandahl, 2015c; cf. other Nordic countries in Christensen, 2011; Børhaug 2011). Even though Social Science is considered important and well established in schools, it has been described as in a “stage of crisis” for several decades due to its lack of a academic equivalent (Bronäs & Selander, 2002). Furthermore, researchers interested in social science education come from different communities of enquiry such as pedagogy and political science resulting in a diverse and sprawled research community. Departing from Michael Young’s (2013) notion of ‘epistemic community’, this article discusses the need to define and demarcate the research field of social science ‘didaktik’. Moreover, the article suggests a field of research interest that might help shape a community where researchers from different backgrounds can contribute. The argument is that a strong research community can provide answers to the alleged crisis of the school subject.

Place, publisher, year, edition, pages
Karlstad: CSD Karlstad , 2018. no 2018:3, p. 44-64
Keywords [en]
SOCIAL SCIENCE, EDUCATION, DIDACTICS, DIDAKTIK, EPISTEMIC COMMUNITIES
National Category
Didactics
Research subject
Samhällskunskap
Identifiers
URN: urn:nbn:se:kau:diva-69736OAI: oai:DiVA.org:kau-69736DiVA, id: diva2:1257198
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-19Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • de-DE
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  • nn-NB
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Output format
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