Why agonists should stop discussing with deliberative theorists

Tryggvason, Ásgeir

doi:10.3384/confero.2001-4562.210903

Cited by 2 publications

(1 citation statement)

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“…Still, the outcome is different in its emphasis on non-consensus, with students learning to accept and channel conflicting ideas positively (and thus is more likely to reflect the “reality” of political life, see Tryggvason, 2018). These approaches have been theoretically explored by researchers, who have discussed merits, disadvantages, and efficiency (for an overview, see Koutsouris et al, 2022; Samuelsson & Bøyum, 2015; Tryggvason, 2021).…”

Section: Social Science Education As Citizenship Educationmentioning

confidence: 99%

Should Government Agencies Be Trusted? Developing Students’ Civic Narrative Competence Through Social Science Education

Johansson,

Sandahl

2024

The Journal of Social Studies Research

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Democratic school systems are expected to equip students with the knowledge, abilities, and attitudes needed for life as citizens, particularly through social science education. Disciplinary knowledge, derived from the academic counterparts to school subjects, is essential in developing these skills. However, research has also emphasized the importance of life-world perspectives, where students’ experiences are included and taken seriously in teaching. This study suggests that the theory of (civic) narrative competence can function as a bridge between the disciplinary domain and the life-world domain in its focus on how students’ civic reasoning can be developed through teaching. The article uses narrative theory to explore how the students’ civic narratives changed and became more nuanced after a teaching segment focusing on social and political trust. In the article, we demonstrate how the students’ personal experiences colored their interpretations and orientations before the teaching segment and how their civic narratives were developed through the implemented teaching, which provided them with concepts, a theoretical model, and empirical examples. We found that the students did not discard previous perceptions after the teaching segment, but integrated them into their new knowledge and orientations, thus integrating the life-world and disciplinary domains.

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Section: Social Science Education As Citizenship Educationmentioning

confidence: 99%