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Call for papers for special issue of Nordidactica: “The Other” in RE
Deadline for abstracts: March 15th 2024.
Announcement of accept/reject: May 15th 2024.
Deadline for full draft of article: January 15th 2025.
(Peer review, proof-reading, submission of final version.)
Publication of special issue is planned for: late fall 2025/early spring 2026.
Articles in English and Nordic languages are considered.
Abstracts are sent to kristian.niemi@kau.se
The relation between possibly fostering an ‘us’ which necessarily creates a ‘them’ has been a question debated in religious education since the inception of the subject. Moreover, as societies have changed, so has the rationale for ‘religion’ as a school subject (in some shape or form; under some heading or another). Both the construction of the familiar ‘we’ and the unfamiliar ‘other’ has changed accordingly.
For this special issue, we invite researches in the field of religious education to explore ‘the other’ in RE. The theme includes, but is not limited to, discussing the multicultural state, minority voices, otherification and exotification, using the perspective of the majority to describe a minority, how culturation into an ‘us’ by implication necessarily creates a ‘them’, as well as good examples (practical or theoretical) on how to avoid all or some of the pitfalls mentioned above.
This special issue is announced in relation to the 17th Nordic Conference of Religious Education (NCRE 2024), arranged at Karlstad university on June 17 to 19 2024. Presenters at the conference and others are invited to submit proposals for the special issue.
Guest editors of the special issue:
Kristian Niemi (kristian.niemi@kau.se) and Daniel Strömner (daniel.stromner@kau.se)
Call Special Issue:
Nationella prov i samhällsorienterande ämnen – historiska och samtida perspektiv med blick mot framtiden.
Det är i år tio år sedan de första nationella proven i samhällsorienterande ämnen genomfördes. Det faktum att SO-proven nu fyller ett decennium gör det angeläget att uppmärksamma hur proven i de fyra ämnena har utvecklats till form och innehåll.
Samtidigt är det inte enbart historiska skäl som talar för ett sätta fokus på proven. Dessa har genom åren varit föremål för många synpunkter, frågor och diskussioner – av lärare, elever och debattörer med intresse för skolfrågor. Men de har också analyserats och varit föremål för vetenskapliga studier, och här finns det anledning att stanna till och fundera över de bilder av provens innebörd, mening och betydelse som framträder: hur ska det senaste decenniets forskning om nationella prov i samhällsorienterande ämnen förstås, och vilka vägar för att utveckla denna forskning mot framtiden kan urskiljas?
Till detta Special Issue inbjuds kolleger från nordiska länder att medverka. Specialnumret tänks ge utrymme för såväl analyser av nordiska länders nationella prov och liknande examensprov i samhällsorienterande ämnen, som komparativa analyser i nordiskt perspektiv.
Med anledning av att det gått ett decennium sedan de nationella proven i samhällsorienterande ämnena infördes, arrangerar Göteborgs universitet (Institutionen för didaktik och pedagogisk profession och Institutionen för pedagogik och specialpedagogik) i samarbete med Uppsala universitet och Malmö universitet en konferens den 23 och 24 november i år. Medverkande vid denna konferens inbjuds att inkomma med bidrag till specialnumret.
Viktiga datum:
1 februari 2024 Sista dag för insändande av abstracts till olof.franck@gu.se
1 mars 2024 Besked om accepterande av abstracts sänds till anmälda skribenter
30 oktober 2024 Sista dag för insändande av manus
Senare del av våren 2025 Publicering av Special Issue i Nordidactica
Gästredaktörer för SI
Professor Olof Franck
Universitetslektor Kristoffer Larsson
Docent Annika Lilja
Professor Christina Osbeck
Call for papers for special issue of Nordidactica: Observations of quality and qualities in Nordic social science teaching.
Deadline for abstracts: The 1st of February 2024
Deadline for final articles: The 1st of September 2024
All articles will be in English
Send abstracts and articles to the torben.christensen@sdu.dk
The editor group consist of researchers who are members of QUISST, a social science teaching research project under the auspices of QUINT Centre (Quality in Nordic Teaching).
Observations of quality and qualities in Nordic social science teaching.
Background: while everybody involved in social science education is pursuing high quality teaching, there is little consensus on what quality is and how to observe it in the classroom. Stakeholders involved in social science education disagree about the appropriateness of specific contents, forms, and purposes and about the relative weight one should accord to each of these elements.
The discussion of what constitutes ‘good’ social science teaching, will always include discussions on the aims and purpose as well as content and form of teaching. Dilemmas such as whether the aim is continuity or critique of the existing society, social science content or the life-world of the students, and whether democratic participation in school leads to democratic competence are part of the ongoing debate on the social science subjects (Christensen A. S., 2021). Disagreements even exists as to whether teachers are really faced with a trade-off between content, method, and form (e.g., Solhaug, 2013) or should rather see them as inseparable aspects of teaching in need of continuous integration (e.g., Christensen T. S., 2022).
For this special issue, we invite researchers in the field of social science didactics, especially those working with observations of teaching, to contribute to the ongoing discussion and development of conceptualizations and observations of quality in social science teaching. We acknowledge that different views of quality exist and that even the most basic question about whether to talk about quality in the singular or in the plural remains unsettled. In the QUISST project (Quality in Social Science Teaching), which is a project within the larger QUINT Centre (Quality in Nordic Teaching), researchers from Norway, Denmark, Sweden, and Finland have been investigating quality in social science teaching with various approaches. Systematic video observations of teaching in the participant countries have been coded using the PLATO (Protocol for Language Arts Teaching Observation) manual, and the results as well as the usefulness of this approach have been discussed. Furthermore, other observation manuals have been applied as well as qualitative analysis from different perspectives. While articles in the special issue will include observational approaches, findings, and discussions of methodological issues from within the QUISST project, this call is an open invitation to researchers, who are not affiliated with QUISST, to contribute with their own perspectives on quality in social science education.
Literature
Harald Borgebund, Kjetil Børhaug (2023) Demokratiopplæring gjennom demokratisk erfaring Nordidactica 2023 (3)
Christensen, A. S. (2021) Samfundsfagsdidaktik – livsverden fag og politisk dannelse Hans Reitzel
Christensen. T S. (2022). Observing and interpreting quality in social science teaching. In: Journal of Social Science Education 21(2). https://doi.org/10.11576/jsse-4147
Solhaug, T. (2013). Trends and dilemmas in citizenship education. Nordidactica: Journal of Humanities and Social Science Education, 2013(1), 180–200. Retrieved from: https://journals.lub.lu.se/nordidactica/article/view/18949/17146
