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Rikare resonemang om rättvisa: Vad kan kvalificera deltagande i samhällskunskapspraktiken?
Stockholms universitet, Institutionen för pedagogik och didaktik.ORCID iD: 0000-0001-7527-0011
2014 (Swedish)Licentiate thesis, monograph (Other academic)Alternative title
Richer reasoning about justice : What factors might qualify participation in the practise of civics? (English)
Abstract [en]

The study explores the meaning of knowing how to reason about justice in civics in upper secondary school. This is examined through the analysis of students’ conceptions of justice, and of their conceptions of civic reasoning about justice. It is also examined through the analysis of civic education practise. In the study, teaching was designed using Variation Theory and the theory of intersubjectivity in Activity Theory, and examined and evaluated in three Learning Studies. The empirical material consists of filmed and transcribed research lessons and interviews, as well as of written pre- and post-tests. The material was first analysed using phenomenography, and then analysed using content-oriented conversation analysis. Students’ conceptions of justice were found to move between the conception of justice as (A) a universal value, (B) a personal value or (C) a value of principle. Students’ conceptions of civic reasoning about justice were found to move between three conceptions: (a) reporting about justice, (b) analysing causes of different perspectives on justice or (c) critical reasoning about principles of justice. The critical aspects of knowing how to reason about justice in civics that students needed to discern were the relativity of justice, the basis for arguments for principles of justice and the analysing as well as the criticizing aspects of reasoning. The subject-knowledge that the teachers expressed in their teaching was one condition of the practise of civics that was found to be of importance for the students’ learning. Others were the assumed purpose of the practise of civics and a genuine need for the intended knowledge in the practice. Communicative actions that seem to facilitate these conditions are real learning tasks and a subject-specific language and variation of critical aspects as mediating tools. The findings are discussed in relation to theories of justice in political science and to the practise of civics education.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University , 2014. , p. 150
Keywords [en]
civics, civic education, civic didactics, justice, civic reasoning, teaching and learning, subject content knowledge, Phenomenography, intersubjectivity, Activity Theory, learning tasks, Learning Study
Keywords [sv]
samhällskunskap, samhällskunskapsundervisning, samhällskunskapsdidaktik, rättvisa, resonerande, undervisning och lärande, ämnesdidaktik, fenomenografi, intersubjektivitet, verksamhetsteori, Learning Study
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:uu:diva-402804ISBN: 978-91-7447-934-8 (print)OAI: oai:DiVA.org:uu-402804DiVA, id: diva2:1386879
Presentation
2014-06-12, 2511, Frescativägen 54, Stockholm, 11:18 (Swedish)
Opponent
Supervisors
Available from: 2020-01-20 Created: 2020-01-20 Last updated: 2020-01-24Bibliographically approved
In thesis
1. Kritiskt omdöme i samhällskunskap: Undervisningsutvecklande studier av samhällsanalytiskt resonerande i rättvisefrågor
Open this publication in new window or tab >>Kritiskt omdöme i samhällskunskap: Undervisningsutvecklande studier av samhällsanalytiskt resonerande i rättvisefrågor
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Critical judgement in social science education : Education developmental studies of civic reasoning in fairness and justice issues
Abstract [en]

Teachers struggle to design teaching that that will promote students’ social science knowledge in accordance with the citizenship education purpose of the subject. This study aims to expand the knowledge base of social science education by exploring the meaning of, and teaching for, the ability to critically analyse essentially contested value issues, specifically fairness and justice issues, in social science.

The project concludes results from three studies containing five empirical intervention sub-studies of social science teaching, conducted at upper secondary, middle and lower primary school level. All studies were based on the educational design-based research approach learning study,where teaching interventions are designed, analysed and evaluated in collaboration with practising teachers. For the intervention design and the analysis of empirical data, phenomenography, variation theory and activity theory were used.

The results comprise descriptions of what it is means to know how to reason critically about fairness and justice issues in social science, what the critical aspects for learning how to do this are, how this knowing can be related to different teaching practices and design principles, and what indications of an emerging ability to critically analyse these issues can be. The results can be used as tools when designing, implementing and evaluating teaching and as empirically grounded additions to a theoretical description of teachers’ pedagogical content knowledge. 

Based on the results, the progression of the ability is discussed and a model for social science analytical reasoning (samhällsanalytiskt tänkande) is proposed. The model expresses analytical reasoning in social science as the development of a critical judgement in relation to contested societal issues with the purpose of reaching an agency-directed citizenship education.

Abstract [sv]

Lärare i samhällskunskap utbildar medborgare för att kunna bidra till rättvisa och rimliga lösningar på gemensamma samhällsangelägenheter och på vår tids stora samhällsproblem. För detta är utvecklandet av ett gott omdöme i samhällsfrågor viktigt, och omtvistade värdebegrepp som rättvisa centrala. Avhandlingen undersöker ett kunnande som är centralt i detta medborgarbildande uppdrag, nämligen förmågan till kritisk analys i omtvistade värdeladdade frågor, specifikt rättvisefrågor.

Projektet sammanfattar resultat från tre studier som baseras på fem delstudier genomförda på lågstadiet, mellanstadiet och gymnasiet. Studierna utgår från learning study, en designbaserad undervisningsutvecklande forskningsansats där undervisningsinterventioner utvecklas, prövas och analyseras i samarbete med verksamma lärare.

Resultaten beskriver innebörden av kunnandet och hur undervisning kan främja utvecklingen av det, och kan användas för formulering av mål, planering, genomförande och utvärdering av undervisning. Utifrån resultaten diskuteras dels progression av förmågan, dels en modell för samhällsanalytiskt tänkande somutvecklande av kritiskt omdöme i relation till värdeladdade samhällsfrågor i syfte att uppnå en agensinriktad medborgarbildning. 

Place, publisher, year, edition, pages
Stockholm: Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet, 2019
Keywords
social studies, social science, civics, social science education, fairness, justice, civic reasoning, critical thinking, social science analysis, civic reasoning, teaching and learning, phenomenography, variation theory, intersubjectivity, activity theory, learning study, samhällskunskap, medborgarbildning, samhällskunskapsdidaktik, samhällsanalys, samhällsanalytiskt tänkande, kritiskt tänkande, rättvisa, ämnesdidaktik, didaktik, fenomenografi, variationsteori, intersubjektivitet, verksamhetsteori, learning study
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:uu:diva-402798 (URN)978-91-7797-696-7 (ISBN)978-91-7797-697-4 (ISBN)
Public defence
2019-09-13, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, 13:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: In press.

Available from: 2020-01-20 Created: 2020-01-20 Last updated: 2020-01-20Bibliographically approved

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