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J. of Social Science Education : JSSE     Open Access   (SJR: 0.244, CiteScore: 0)
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Journal of Social Science Education : JSSE
Journal Prestige (SJR): 0.244
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1618-5293
Published by sowi-online e.V., Bielefeld Homepage  [1 journal]
  • Ukraine: Social science education in Ukraine: Current state and challenges

    • Authors: Svitlana Poznyak, Olena Lokshyna, Iryna Zhadan
      Abstract: Highlights
      the goal of school social science education is development of learners’ civic and social competencies;
      social and civic competencies are defined in the framework of universal values, national and European identity, patriotism, democracy and sustainable development;
      the school social science education is undergoing a reform within the New Ukrainian School strategy;
      the key challenge relates to better provision for the competency-based learning by competency inventory and application of the integrative approach to teaching. Purpose: The paper provides an overview of the current state of school social science education in Ukraine, whose development is considered in the context of its internal and external challenges. Design/methodology/approach: The analysis of the regulatory documents, school social science curriculum and course syllabi as well as publications and interviews with the stakeholders are the methods applied to identify the mission, content and current challenges of social science education. Findings: The underlying concept is based on universal human, European and national values, respect for Ukrainian traditions and the traditions of other cultures and ethnic groups, principles of democracy, human rights and freedoms. Being a dynamic area of education, school social science is undergoing a transformation under the New Ukrainian School reform focusing on competency based integrative approach to education. The Russian military aggression against the country is another transformation factor that is currently being addressed.
      PubDate: 2022-12-21
      DOI: 10.11576/jsse-5852
      Issue No: Vol. 21, No. 4 (2022)
       
  • Romania: Continuity and innovation in the civics and social education
           curriculum

    • Authors: Simona Lidia Sava, Ciprian Fartusnic, Iacobescu Nicoleta-Ancuța
      Abstract: Purpose: The paper maps recent developments in civics and social education in primary and lower secondary Romanian education systems, pointing to significant curriculum changes, within the broader competence-based curriculum reform. The analysis aims also to formulate policy recommendations, based on identified challenges. Design/methodology/approach: The methodology uses documentary analysis of curriculum and thematic studies, relevant for the policy reforms and practice conceptualisations in civics/social education. Research limitations/implications: The main findings document the important step forward in promoting civics competencies in Romanian primary education, and social competencies in the lower secondary curriculum. Various challenges affecting the effective implementation of these changes are identified, both at system and school-level. Practical implications: Focus on formal written and taught curriculum. As curriculum reform in upper secondary education is ongoing, the analysis is limited to primary and lower secondary education.
      PubDate: 2022-12-21
      DOI: 10.11576/jsse-5492
      Issue No: Vol. 21, No. 4 (2022)
       
  • Estonia: Civics and citizenship education in Estonia: Policy design,
           normatives, and practices

    • Authors: Nikolai Kunitsõn, Leif Kalev, Triin Ulla
      Abstract: Highlights:
      Estonian citizenship education has a clear and established curricula
      The bilingual education system is prominent and reproduces socio-economic and democratic citizenship inequality
      Teachers’ autonomy is crucial Purpose: The main aim of this article is to analyze Estonian civics and citizenship education. We focus on multi-level policy design and implementation, teachers’ roles, and educational practices in the classroom. In order to achieve the aim, we analyzed the national curricula from the citizenship normative perspective, conducted interviews with teachers and students. Findings: Our main findings are related to the controversies related to theory and practice - the overload of curricula and emphasis on knowledge means that teachers play a key role in implementing citizenship education in Estonia. We conclude by giving policy suggestions related to the curricula development and separately focusing on minority schools.
      PubDate: 2022-12-21
      DOI: 10.11576/jsse-5368
      Issue No: Vol. 21, No. 4 (2022)
       
  • United Kingdom: Citizenship education in the United Kingdom: Comparing
           England, Northern Ireland, Scotland and Wales

    • Authors: Lee Jerome, Alan Britton, Lesley Emerson, Sue James, Matthew Milliken, Edda Sant
      Abstract: Highlights:
      Comparative analysis across the UK to provide insights into different curriculum models.
      Contextualised account of how citizenship education is defined and implemented. Purpose: In this country case study the authors undertake a comparative analysis of citizenship education across the four nations of the UK. The curriculum and contexts in England, Scotland, Wales and Northern Ireland are first described. Then the article considers how each national example engages with fundamental expectations of citizenship education, specifically in relation to questions of citizenship status and the relationship between citizens and the state; political identity; and active citizenship processes. Approach: Drawing on the authors’ collective experience and insights into policy and practice in each nation, we started with a ‘generative conversation’ to identify key issues for inclusion in this case study. Findings: The article unearths a variety of constraints and problems, and situates these in a broader policyscape in which policy accretion and policy approximation generate a permissive culture, which has undermined the promise of citizenship education as an entitlement for all young people.
      PubDate: 2022-12-21
      DOI: 10.11576/jsse-5853
      Issue No: Vol. 21, No. 4 (2022)
       
  • Netherlands: Education for democratic citizenship in Dutch schools: A
           bumpy road

    • Authors: Isolde De Groot, Remmert Daas, Hessel Nieuwelink
      Abstract: Highlights
      Constitutional freedom of education affects democratic citizenship education policy.
      Citizenship education legislation in 2006 and 2007 placed little demands on schools.
      Legislation introduced in 2021 has further specified what is expected from schools.
      Studies of citizenship education in practice are largely critical of the extent to which schools teach about, through and for democracy. Purpose: This paper discusses developments in citizenship education policy and practice in the Netherlands, and outlines key challenges as faced by the different stakeholders involved. Design/methodology/approach: Our discussion is based on existing research and policy documents in the Netherlands. The authors, from three Dutch universities, are experts in the field of research on citizenship education. Findings: Promoting citizenship education in primary, secondary and vocational tertiary education in the Netherlands has been challenging, particularly in light of the constitutional freedom of education in the Netherlands. Five issues are discussed in this regard: the contents of CE legislation, the normative character of legal requirements, integration of CE legislation in national curriculum aims, clarifying expectations from schools in teaching CE, and teacher education and professionalization.
      PubDate: 2022-12-21
      DOI: 10.11576/jsse-5381
      Issue No: Vol. 21, No. 4 (2022)
       
  • Hong Kong: Understanding liberal studies in Hong Kong: Vehicle for civic
           education and its controversies

    • Authors: Bun Koon
      Abstract: Highlights:
      Civic education in Hong Kong has never had the status of an independent subject in the educational system. It has always been fragmented as a cross-curriculum theme.
      The historical developments of civic education curriculum can be summarized as follows: depoliticization for the most time under the British colonial government; politicization from the mid-1980s to 1997; and re-depoliticization after the sovereignty transfer in 1997.
      Liberal Studies, containing elements of citizenship and political knowledge, was reintroduced in 2009 as a core subject and had been considered a vehicle subject for civic education.
      The subject was compulsory in all senior secondary schools and in the university entrance examination.
      Against the backdrop of mounting criticisms and allegations that Liberal Studies had caused youth activism in Hong Kong, the government completely reconstructed the subject in 2021. Purpose: This country report aims to give an overview of civic education in Hong Kong as well as Liberal Studies, and to discern the reasons behind the reforms of the subject. Approach: The analysis is based on government documents related to the subject’s curriculum and assessment, press releases and secondary sources. Regarding the controversies, it draws on numerous studies conducted by educators and scholars in Hong Kong. Findings: The main finding is that there is no empirical evidence supporting the causal relationship between the subject and youth activism. It seems that the drastic reforms to Liberal Studies curriculum and assessment aim to further cultivate an uncritical national identity in the post-colonial Hong Kong.
      PubDate: 2022-12-21
      DOI: 10.11576/jsse-5410
      Issue No: Vol. 21, No. 4 (2022)
       
  • Grasping the concept of value: Exploring students’ economic and
           financial literacy in citizenship education

    • Authors: Mattias Björklund, Malin Tväråna, Ann-Sofie Jägerskog, Max Strandberg
      Abstract: Purpose: To explore student’s understandings of financial literacy and economics issues with an aim to inform future teaching designs. Design/methodology/approach: Phenomenography and variation theory has been used to analyze students’ understanding of a concept found in both financial and economic contexts, namely value. Findings: Students need to discern that value is attributed, related to scarcity and to other values in order to elaborate their understanding. Thus, teaching also needs to address these issues. Research implications: A social science framing of financial literacy and economics can facilitate a teaching that aims for the development of students’ critical thinking and future ability to make informed choices.
      PubDate: 2022-12-21
      DOI: 10.11576/jsse-5535
      Issue No: Vol. 21, No. 4 (2022)
       
  • Mapping and exploring national landscapes of social science education:
           Country reports from Europe and beyond

    • Authors: Tilman Grammes, Reinhold Hedtke, Jan Löfström
      PubDate: 2022-12-21
      DOI: 10.11576/jsse-6095
      Issue No: Vol. 21, No. 4 (2022)
       
 
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