12345673 of 21
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
Discourses of criticality in Nordic countries’ school subject Civics
Umeå University.
2019 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:3, p. 149-167Article in journal (Refereed) Published
Abstract [en]

Criticality (the ability to think, self-reflect and act critically, as well as reason analytically) is framed as an important goal of education generally, and citizenship education specifically. However, literature and research within subject didactics tend to frame criticality as subject-specific, hence its conceptualisation can vary substantially depending on epistemological and research traditions. Thus, this paper compares its treatment in the same subject, civics, in curricula of the five Nordic countries. Civics is an interesting case as it is a major element of citizenship education, which varies somewhat among the five countries. Four ideal types of criticality are elaborated and deployed in the analysis: general, disciplinary, moral and ideological criticality. The results reveal substantial differences between the five compared curricula. They also reveal apparent correlations between civics as a single-subject construct (as in Denmark and Sweden) and disciplinary criticality, and between civics as an integrated curriculum construct (as in Iceland) and general criticality. Overall, the disciplinary view of criticality slightly prevails in the five compared curricula. The results raise questions about contextual factors’ effects on how criticality is constructed in school subjects, and helps reflection on what we actually refer to when we talk about a certain school subject.

Place, publisher, year, edition, pages
Karlstad: CSD Karlstad , 2019. no 2019:3, p. 149-167
Keywords [en]
CIVICS, SOCIAL STUDIES, CITIZENSHIP EDUCATION, CRITICALITY, CRITICAL THINKING, CURRICULUM, COMPARATIVE METHOD
National Category
Didactics
Identifiers
URN: urn:nbn:se:kau:diva-75849OAI: oai:DiVA.org:kau-75849DiVA, id: diva2:1374269
Available from: 2019-11-29 Created: 2019-11-29 Last updated: 2019-11-29Bibliographically approved

Open Access in DiVA

fulltext(524 kB)14 downloads
File information
File name FULLTEXT01.pdfFile size 524 kBChecksum SHA-512
95b776289ac4003ebb8c155eca82707a63993dbf394d465994e57104ba6287fa42c67566b3da084bb38b22f04e03ce0505d23e7098adedbb8f43eacb3bd189a9
Type fulltextMimetype application/pdf

In the same journal
Nordidactica: Journal of Humanities and Social Science Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 14 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 74 hits
12345673 of 21
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