Democracy and curriculum—the task still before us

Wahlström, Ninni

doi:10.1177/1474904119889795

Cited by 7 publications

(6 citation statements)

References 19 publications

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“…No Methodology Country RQ Qualitative and quantitative method [59] Netherlands RQ 1 Analysis Study [60] China RQ 2 Qualitative [61] Belgium RQ 2 A systematic procedure for reviewing or evaluating documents [62] Vietnam RQ 3 Qualitative descriptive [63] Indonesia RQ 3 Qualitative descriptive [64] United States RQ 1 Qualitative descriptive [65] Sweden and USA RQ 3 Qualitative approach [66] Indonesia and Japan RQ 1 Quantitative and qualitative methods [67] Indonesia and Malaysia RQ 3 10 Qualitative approach [68] China RQ 1 11 Qualitative study [69] Indonesia RQ 3 12 Descriptive-analytic method [70] Indonesia RQ 1 13 Instruments development [71] Indonesia RQ 2 14 Mixed methods approach [72] Hong Kong RQ1 15 Qualitative study [73] Iceland and Finland RQ1 16 Research and Development [74] Indonesia RQ 3 17 Comparative (quasi-experimental approach) [75] Indonesia RQ 2 18 Qualitative method (content analysis) [76] Hong Kong RQ 2 19 Analyze the historical development [77] France RQ 2 20 Qualitative descriptive research [78] Indonesia RQ 1…”

Section: Table 1 Mapping Results Of 50 Articles Based On Links To Res...mentioning

confidence: 99%

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Nationalism education in elementary school: A systematic literature review

Saputra

Murdiono

Tohani

2023

IJERE

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This article aims to present a literature review on nationalism education in Elementary School in the latest literature because there are still few who research it. This research applies the systematic review literature method with the preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol. The research stages include identification, screening, eligibility, inclusion, and analysis presentation utilizing the help of the Publish or Perish 7 application, VOSviewer, and NVIVO 12 Plus. The results of searching for articles according to the theme in Scopus through the Publish or Perish 7 application there are 226 articles which are filtered into 50 selected papers. The topic findings are character education, education, architectural education, democratic parenting, nationalism attitude, character building, international education, digital citizenship, acculturation, literacy, citizenship education, traditional games, national education, de-colonialism, ethnicity, implementation of character education reinforcements, ethno-nationalism, and curriculum. The research findings mention that nationalism education in elementary schools is a conscious effort of educational institutions to instill students’ understanding, knowledge, and attitudes to love and defend the country implemented through civics, social studies, and character education, which has an impact on character building, students’ love for language, culture and the integrity of the country. Future research needs to examine nationalism education in elementary schools according to approaches, strategies, media, materials, technological developments, and research trends.

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Section: Table 1 Mapping Results Of 50 Articles Based On Links To Res...mentioning

confidence: 99%

“…The implementation of nationalism education there ensures that democracy, synonymous with school reform in the USA, should be promoted. Still, now support for anti-democratic governance is also growing [65].…”

Section: Impact Of Nationalism Learning On Elementary School Studentsmentioning

confidence: 99%

Nationalism education in elementary school: A systematic literature review

Saputra

Murdiono

Tohani

2023

IJERE

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“…Second, democracy primarily takes place and develops locally, through communication in the social spaces of our neighbourhoods and in everyday lives (Bernstein, 2000). Both understandings point to an element of creativity and openness in the concept of democracy, because democracy is a multifaceted concept with different understandings of what can be thought of as ‘the common good’ (Wahlström, 2020). The basic characteristics of civic literacy – participating with deliberation in a pluralistic world, thinking critically and acting with empathy in relation to others – can serve as indicators of approaches, or methods, that need to be included to call an educational stance democratic .…”

Section: Transactional Realism As a Concept Of Knowledge And Knowingmentioning

confidence: 99%

School and democratic hope: The school as a space for civic literacy

Wahlström

2022

European Educational Research Journal

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In this article, the central question is how the relationship between democracy and education can be understood in terms of civic literacy. By taking as a point of departure John Dewey’s basic understanding of democracy in terms of communication and experience, which also forms the basis for the pragmatist knowledge concept of transactional realism, this study explores transactional realism in relation to how this concept of knowledge can promote a democratic stance in the teaching of different school subjects. Thus, the focus is on how a democratic stance is an important part in the selection of teaching content and teaching activities in the classroom in a time when democracy is challenged from different angles. The concept of civic literacy is here understood as developing knowledge about the world, learning to act responsibly in the world and realising oneself in the world. Civic literacy is both about knowledge of facts and events and about a classroom discourse opening for responsible and reflective conversations outwards from the subject, towards the social and physical environment.

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“…Avhandlingen innefattar ett didaktiskt perspektiv, eftersom studien intresserar sig för undervisning och lärande i ett skolsammanhang (Jank & Meyer, 1997;Wahlström, 2019). Didaktik definieras av Jank och Meyer (1997) som undervisningens och inlärningens teori och praktik.…”

Section: Didaktik Och Demokratiunclassified

“…Som flera forskare har betonat på senare år, är emellertid gränsdragningen mellan allmändidaktik och ämnesdidaktik sällan helt självklar. Istället finns det många likheter och överlappande aspekter mellan den allmänna didaktiken och den mer ämnesinriktade didaktiken (Uljens & Nordin, 2022, Wahlström, 2019. Många frågeställningar är relevanta i förhållande till fler sammanhang än ett specifikt skolämne.…”

Section: Didaktik Och Demokratiunclassified

Diskurser och dilemman i gymnasieskolans samhällskunskapsundervisning

Möllenborg

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The aim of this thesis is to explore, from a critical interpretive perspective, how discourses and ideological dilemmas emerge in upper secondary school teaching in civics in relation to the upper secondary school curriculum Lgy11. The theoretical perspectives and concepts are developed within the frameworks of curriculum theory and discursive psychology. While curriculum theory directs attention toward what counts as knowledge in the subject of civics, discursive psychology focuses more specifically on the social construction of discourses and dilemmas that emerge from teachers' and students' understanding of the teaching of the subject. The data of the study consist of interviews with 22 teachers, 98 students, and nine principals in Swedish upper secondary schools. Subject matter curricula in civics have also been analysed. The first empirical chapter deals with discourses that can be linked to the understanding of the nature of civics as a subject in upper secondary school. The second empirical chapter highlights discourses of teaching in civics. In the third empirical chapter, civics as a democracy subject is discussed, with a starting point in the typology of “the good citizen” by Westheimer and Kahne. The empirical findings and analyses indicate several different discourses. Within discourses of the subject of civics, the subject is constructed as a subject of democracy, as a subject of economy, as a subject of analysis, and as a functional subject. Regarding teaching in the subject of civics, the emerging teaching discourses in the subject are as arenas for individual positioning, socialization, student-active learning, and teacher-led teaching. For the students in university preparatory programs, analytical skills are emphasized in the teaching of civics. In vocational programs, the teaching has an emphasis on personal responsibility. However, students in both vocational and university preparatory programs are not expected to engage in society as adults to any great extent. Civics is taught with an emphasis on citizenship education as a matter of shaping personally responsible citizens.

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Democracy and curriculum—the task still before us

Cited by 7 publications

References 19 publications

Nationalism education in elementary school: A systematic literature review

Nationalism education in elementary school: A systematic literature review

School and democratic hope: The school as a space for civic literacy

Diskurser och dilemman i gymnasieskolans samhällskunskapsundervisning

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