Should Government Agencies Be Trusted? Developing Students’ Civic Narrative Competence Through Social Science Education
العنوان: | Should Government Agencies Be Trusted? Developing Students’ Civic Narrative Competence Through Social Science Education |
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المؤلفون: | Johansson, Patrik, 1972, Sandahl, Johan, 1974 |
المصدر: | Social Science Education on Trust for an Active and Critical Citizenship (_VR) The Journal of Social Studies Research. 48(1):1-16 |
مصطلحات موضوعية: | Social science education, civic narrative competence, civic narrative, citizenship education, social and political trust, inquiry teaching, Subject Learning and Teaching, ämnesdidaktik, ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik, Teaching and Learning with Specialisation in the Social Sciences Education |
الوصف: | 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. |
وصف الملف: | electronic |
URL الوصول: | https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-225714 https://doi.org/10.1177/23522798231223668 https://su.diva-portal.org/smash/get/diva2:1829881/FULLTEXT01.pdf |
قاعدة البيانات: | SwePub |
تدمد: | 23522798 |
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DOI: | 10.1177/23522798231223668 |