Vol. 7 No. 2017:2 (2017): Nordidactica 2017:2
In this special issue, the focus is on the teaching of social studies in school. The point of departure is in what most trachers know, but seldom have the time, space, or arena to express: that all teaching, and by extension all education, by necessity, is surrounded by risk (Biesta 2013), of the unexpected. The ambition of the articles is not primarily to highlight the unexpected as a condition or necessity, generally speaking, in educational contexts. Rather, the ambition is to view this necessity as a prerequisite to raise questions about the daily teaching practices in the social studies subjects religion, civics, and history, or in all social studies subjects. From differing empirical, and more or less theoretically informed, approaches, we attempt to raise questions that connect to the issue's overarching theme: to investigate if there are certain conditions that inform teaching of the social studies subjects in particular, in the light of the unexpected as a potential and a possibility.
Published:
2020-06-10
