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  • 1.
    Mårdh, Andreas
    Örebro University, School of Humanities, Education and Social Sciences.
    Between stability and contingency: A case study of the social, political and fantasmatic logics of Swedish history classroom practice2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 132-155Article in journal (Refereed)
    Abstract [en]

    This study explores the political and ideological workings of history classroom practices enacted in the context of Swedish upper secondary education. Using the post-structuralist logics of critical explanation framework (Glynos & Howarth, 2007), the paper reports on a series of video-recorded observations and outlines the discursive logics found to constitute the studied practices. At the heart of the analysis are the socially shared assumptions, political relationships of us-and-them, and ideological narratives that alternately furnish the history classroom practices with stability and contingency. The results encompass three case-specific logics: (I) a social logic demonstrating that the stability of the studied classroom practices rests on shared assumptions about historical idealism and partial progress, (II) a political logic indicating that the classroom practices are unsettled when students establish temporal equivalence between past and present us-and-them relationships, and (III) a fantasmatic logic showing that teachers and students become ideologically invested in said practices through narratives emphasizing the need to prevent the repetition of past injustices.

  • 2.
    Piepenburg, Sebastian
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Demokratiutbildningens didaktik: internalisering, tänkande och handlande2020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 115-136Article in journal (Refereed)
    Abstract [en]

    This article discusses democratic and citizenship education with the ambition of linking theoretical insights from several fields of research to practical teaching. Perspectives on education, citizenship, politische Bildung, democratic theory and power, provides theoretical input. These perspectives are combined into three ideal-typical approaches to democratic education, emphasizing different aspects: democratic internalization, democratic acting and democratic thinking. We argue that practical teaching should utilize all three positions. Ultimately, a comprehensive didactic model is developed in order to visualize the relationship between the approaches. The model provides a bridge between theoretical and practical aspects of democratic education, which is useful for both teaching and research.

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