Call for papers - temanummer

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Call for papers for a Nordidactica – Journal of Humanities and Social Studies Education special issue: Ethics Education in Humanities and Social-Science Subjects in School.

Guest editors: Merete Wiberg (Aarhus University, Denmark) and Jan Löfström (University of Turku, Finland)

There is probably a widespread agreement among teachers that learning to identify and reflect on ethical issues is essential in preparing primary and secondary students to become enlightened and responsible members of society. Issues such as climate change, social inequality, racism and violent political extremism underline the importance of investing in school ethics education. However, the question remains how best to practice ethics education. For example, should it be a separate school subject or integrated within other subjects. Alternatively, should ethical issues be primarily addressed in cross-disciplinary topics, such as topical questions of technology, social media, ecology, bioscience, gender, sex education and wellbeing?

In the Nordic countries, ethics is not a separate school subject, but incorporated in other subjects in various ways. In Denmark, ethics is not a separate school subject, but ethical questions are explicitly addressed as part of the subjects kristendomskundskab (‘Knowledge of Christianity’) and Danish. In Sweden, ethics education is part of religionskunskap, and questions about ethics have since 2013 been part of the national exams in religionskunskap (‘Knowledge of Religion’). In Norway, ethics is part of the subject religion og livssynsfag (‘Religion and Outlook on Life’). In Finland, ethics is a focus area in three subjects: uskonto (‘Religion’), elämänkatsomustieto (‘Knowledge of Worldviews’, Secular Ethics), and filosofia (‘Philosophy’). Furthermore, ethical issues are integral to morally loaded subjects like History, Social Studies, and Geography. In the Core Curriculum for Basic Education currently in force in Finland, for instance, one teaching objective in Social Studies is that students develop their ethical judgment in relation to societal and economic issues. However, students’ ability to reflect on such issues is not assessed when awarding grades. One may wonder why this is so, and how students' development of ethical judgment might be considered as part of assessments within Social Studies. Furthermore, why does the Core Curriculum not contain similar teaching objectives in other subjects such as History? These and similar questions can be explored within a range of subjects in the other Nordic countries.

Internationally, the term ‘moral education’ covers both narrow and much broader interpretations of values education and character education. In the Nordic countries, the concept of ‘Bildung’ has a prominent position with ethics typically not considered a separate field, but integrated in relevant school subjects and situations.  What are the pros and cons of this approach, incorporating ethics education as a ubiquitous but implicit element of teaching and learning?  Tensions exist between approaches that promote particular moral values or character virtues and approaches that emphasize critical reflection on ethical issues. What role do these traditions (‘moral education’ and ‘Bildung’) and the tensions between them play when dealing with ethical issues in the subjects History, Social Studies, Religious Education, Philosophy and Geography in the Nordic countries? There is currently a strong tendency in educational policy across the globe to focus on assessment. How does the focus on competences and testing affect the content and practices of ethics education?

Proposals are invited for contributions to a special issue that focuses on ethics education in the Nordic countries in the school subjects History, Social Studies, Religious Education, Geography and Philosophy, and in cross-disciplinary settings. Proposals for both articles and review essays will be considered. Articles may be theoretical, conceptual, methodological or empirical and address topics such as:

  • The past, present and future of ethics education in the Nordic countries.
  • The conceptual and institutional framework of ethics education in the Nordic countries. The pros and cons of organizing ethics education as a separate subject or as integrated within existing subjects within the humanities and social sciences.
  • Analyses of curriculum, learning materials, and classroom teaching.
  • Concepts and theories of subject didactics in ethics education.
  • The educational backgrounds, identities and perceptions of teachers who teach ethics.
  • Ethics education in relation to values education, character education, and other approaches to moral education. Ethics education as part of the Nordic Bildung tradition.
  • Tensions between normative ethics and critical reflection in ethics education.
  • Assessment in ethics education: approaches and problems.

Contributions will be accepted in English, Danish, Norwegian or Swedish.

Guest editors: Merete Wiberg (Aarhus University, Denmark) and Jan Löfström (University of Turku, Finland)

 

Deadlines:

Deadline for submission of abstract 1/10-2021:

Abstract proposals not exceeding 1500 characters, including spaces, should be send by email to the editors Merete Wiberg wiberg@edu.au.dk and Jan Löfström  jan.lofstrom@utu.fi

(Feedback and decision related to the call as well as guidelines, aims and scope of Nordidactica (please see journal website) will be provided by 15/10-21.)

Deadline for submission of the manuscript 1/2-2022:

Article manuscripts must be uploaded to the Nordidactica OJS on the journal website https://journals.lub.lu.se/nordidactica/about/submissions

Deadline for submission of revised manuscript addressing reviewers' comments 1/6-2022.

Publication of the special issue ultimo June 2022.   

 

 

CALL FÖR TEMANUMMER – Komparativa perspektiv på de samhällsorienterande ämnena i Norden

2021 firar Nordidactica 10-årsjubileum, och i samband med det kommer vi ge ut ett temanummer nr 4 /2021:

Tidskriften har under åren etablerat sig som en viktig publiceringsmiljö för de humanistiska och samhällsvetenskapliga ämnenas didaktik. De olika växande tematiska fält som ingår i tidskriftens publiceringsprofil är ofta i ett nationellt perspektiv att betrakta som små disciplinära öar av individer eller forskargrupper. Det var en av anledningarna till att vidga det nationella perspektivet och etablera tidskriften som ett nordiskt samarbetsprojekt på en nordisk arena.

Ur ett ämnesdidaktiskt och utbildningshistoriskt perspektiv kan vi härvid konstatera att den nordiska kulturella gemenskapen och de nordiska välfärdssamhällena i hög grad har format en gemensam kontext för de samhällsorienterande skolämnena. Men bland många likheter finns också intressanta skillnader om vi betraktar ämnena i ett nordisk komparativt perspektiv. I ett nordiskt perspektiv fokuserar Nordidactica i första hand ämnena Historia, Samhällskunskap/Samfundsfag, Geografi, Religionskunskap/Kristendomskundskap.  Med utgångspunkt i Nordidacticas tio år som nordisk arena för de samhällsorienterande ämnena inbjuder vi till ett temanummer där vi önskar artiklar med ett sådant nordiskt komparativt perspektiv, och då särskilt:

-Teman kring SO-ämnena/samfundsfag i ett komparativt nordiskt perspektiv om exempelvis läroplaner, lärarutbildning, de skolprofessionellas institutioner (tex ämnesföreningar), debatter, fältets uppdrag i kritisk belysning, arenor för kunskapsspridning (t.ex. tidskrifter), samt ämnena i skolpraktiken.

- Centrala samhällsutmaningar i relation till SO-undervisning/samfundsfags-undervisning ur ett nordiskt perspektiv som till exempel teman som medborgarskap, jämlikhet, demokrati, jämställdhet, hållbar utveckling, nation, migration och integration. 

- Forskningstraditioner i SO-ämnenas didaktik/samfundfagsdidaktik; metoder, teman, teorier, institutionella inramningar och sammanhang

Vi välkomnar också bidrag som öppnar upp debatt och övergripande policyfrågor. Dessa bidrag kommer inte att granskas med traditionell ”double blind” peer review.

 

Abstract på högst 300 ord skickas till gabriel.bladh@kau.se och johan.samuelsson@kau.se senast 1 maj

 

Tidsfrist för insändande av bidrag: 1 augusti 2021 via https://journals.lub.lu.se/nordidactica/index

 

Redaktionsgruppen för jubileumsnumret: Gabriel Bladh Karlstads universitet, Torben Spanget Christensen Syddansk universitet, Lise Kvande NTNU Trondheim, Jan Löfström Åbo Universitet, Roar Madsen NTNU Trondheim och Johan Samuelsson, Karlstads Universitet.