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dc.contributor.authorRyen, Erik
dc.contributor.authorJøsok, Evy
dc.date.accessioned2023-02-10T10:40:41Z
dc.date.available2023-02-10T10:40:41Z
dc.date.created2021-09-28T14:41:38Z
dc.date.issued2021-09-27
dc.identifier.citationEuropean Educational Research Journal. 2021, .en_US
dc.identifier.issn1474-9041
dc.identifier.urihttps://hdl.handle.net/11250/3050000
dc.description.abstractHow can the teaching of knowledge in schools contribute to the development of students as individual human beings, with the capacity not only for problem solving within the existing structures of society but also for developing ideas and solutions that go beyond the existing structures? The purpose of this article is to bring this question to the forefront within the context of citizenship education (CE) through a theoretical analysis of the epistemology underpinning two dominant conceptualisations of teaching CE. The analysis shows that both the model of teaching about, through and for democracy that underpins the understanding of CE in competence frameworks and the conceptualisation of CE as teaching directed towards qualification, socialisation and subjectification that is used to criticise citizenship-as-competence fall short in accounting for how knowledge can play a part in taking us beyond the existing. Turning to Bildung-centred Didaktik, which has dealt extensively with questions of knowledge in relation to the formation of the individual subject, the article explores how a renewed focus on knowledge can contribute to answering the question that Joris et al. pose in the title of their article ‘Citizenship -as-competence, what else?’en_US
dc.language.isoengen_US
dc.publisherSAGE Publicationsen_US
dc.relation.ispartofseriesEuropean Educational Research Journal;Volume 22, Issue 1
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectCitizenship educationen_US
dc.subjectCompetenciesen_US
dc.subjectKnowledgeen_US
dc.subjectBildungen_US
dc.subjectDidaktiken_US
dc.titleCitizenship-as-knowledge: How perspectives from Bildung-centred Didaktik can contribute to European Citizenship Education beyond competenceen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2021en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.doihttps://doi.org/10.1177/14749041211045777
dc.identifier.cristin1939912
dc.source.journalEuropean Educational Research Journalen_US
dc.source.volume22en_US
dc.source.issue1en_US
dc.source.pagenumber39–57en_US


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