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Theories of justice among eight-year-olds: Exploring teaching for an emerging ability to critically analyse justice issues in social science
Stockholm University.
2018 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2018:4, p. 43-64Article in journal (Refereed) Published
Abstract [en]

The study addresses the question of what conditions of teaching that benefits the development of the ability to critically analyse issues of justice in early social science and civics education. It also presents some indications of this emerging ability, where students treat the concept of justice not as a stated or explained fact or viewpoint but as a contested concept that needs critical examination. The analysis shows the possibility for eight-year-olds to start learning how to reason about justice as an essentially contested concept and to start participating in critical analyses of societal issues of distributive justice in a qualified way. This article discusses how teaching can be designed to help younger students develop and qualify the ability to analyse justice issues and proposes indications of such an ability.

Place, publisher, year, edition, pages
Karlstad: CSD Karlstad , 2018. no 2018:4, p. 43-64
Keywords [en]
DESIGN BASED RESEARCH, PHENOMENOGRAPHY, TEACHING AND LEARNING, SOCIAL SCIENCE, CIVICS, PRIMARY EDUCATION, CRITICAL THINKING, ANALYSIS, SOCIAL ISSUES
National Category
Didactics
Research subject
Samhällskunskap
Identifiers
URN: urn:nbn:se:kau:diva-70709OAI: oai:DiVA.org:kau-70709DiVA, id: diva2:1281330
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-01-22Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf