{"title":"Suggesting a framework for students’ academic perspective-taking in secondary social science education","authors":"Nora Mathe","doi":"10.5617/adno.9202","DOIUrl":null,"url":null,"abstract":"Contributing to secondary students’ perspective-taking is one of the main purposes of social science education in school, closely related to the democratic mandate. Previous literature has distinguished between interpersonal and academic perspective-taking, both deriving from theories on social perspective-taking (Gehlbach et al., 2012; Sandahl, 2020). The purpose of this article is to argue for and discuss a framework for facilitating academic perspective-taking in secondary social science education. The framework combines an existing model of perspective-taking with recent deliberative and agonistic democratic theory to integrate disciplinary perspectives, students’ perspectives and perspectives from broader social and political debates and processes. In presenting the framework, I argue that and discuss how perspectives from deliberative and agonistic theory can contribute to and have different implications for social science classroom practice in secondary school. To contribute with practical implications of the article’s theoretical contributions to social science didactics research, I outline some didactic opportunities for working with perspective-taking, focusing on the specific purpose of the activity.","PeriodicalId":33721,"journal":{"name":"Acta Didactica Norden","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Acta Didactica Norden","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5617/adno.9202","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Contributing to secondary students’ perspective-taking is one of the main purposes of social science education in school, closely related to the democratic mandate. Previous literature has distinguished between interpersonal and academic perspective-taking, both deriving from theories on social perspective-taking (Gehlbach et al., 2012; Sandahl, 2020). The purpose of this article is to argue for and discuss a framework for facilitating academic perspective-taking in secondary social science education. The framework combines an existing model of perspective-taking with recent deliberative and agonistic democratic theory to integrate disciplinary perspectives, students’ perspectives and perspectives from broader social and political debates and processes. In presenting the framework, I argue that and discuss how perspectives from deliberative and agonistic theory can contribute to and have different implications for social science classroom practice in secondary school. To contribute with practical implications of the article’s theoretical contributions to social science didactics research, I outline some didactic opportunities for working with perspective-taking, focusing on the specific purpose of the activity.
促进中学生的换位思考是学校社会科学教育的主要目的之一,与民主授权密切相关。以前的文献已经区分了人际换位思考和学术换位思考,两者都源于社会换位思考的理论(Gehlbach et al., 2012;Sandahl, 2020)。本文的目的是论证和讨论促进中学社会科学教育中学术观点采纳的框架。该框架将现有的观点采纳模型与最近的审议和竞争民主理论相结合,以整合学科观点、学生观点以及来自更广泛的社会和政治辩论和过程的观点。在提出这个框架时,我论证并讨论了审议和竞争理论的观点如何有助于中学社会科学课堂实践,并对其产生不同的影响。为了将本文的理论贡献用于社会科学教学研究的实际意义,我概述了一些使用换位思考的教学机会,重点是活动的具体目的。