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Social Studies Education From the Socialisation, Qualification, and Subjectification Perspectives: A Proposed Synthesis

Social Studies Education From the Socialisation, Qualification, and Subjectification Perspectives: A Proposed Synthesis

Johan Sandahl
Copyright: © 2020 |Pages: 17
ISBN13: 9781799836773|ISBN10: 1799836770|EISBN13: 9781799836780
DOI: 10.4018/978-1-7998-3677-3.ch008
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MLA

Sandahl, Johan. "Social Studies Education From the Socialisation, Qualification, and Subjectification Perspectives: A Proposed Synthesis." Political Identity and Democratic Citizenship in Turbulent Times, edited by Niels Noergaard Kristensen, IGI Global, 2020, pp. 186-202. https://doi.org/10.4018/978-1-7998-3677-3.ch008

APA

Sandahl, J. (2020). Social Studies Education From the Socialisation, Qualification, and Subjectification Perspectives: A Proposed Synthesis. In N. Kristensen (Ed.), Political Identity and Democratic Citizenship in Turbulent Times (pp. 186-202). IGI Global. https://doi.org/10.4018/978-1-7998-3677-3.ch008

Chicago

Sandahl, Johan. "Social Studies Education From the Socialisation, Qualification, and Subjectification Perspectives: A Proposed Synthesis." In Political Identity and Democratic Citizenship in Turbulent Times, edited by Niels Noergaard Kristensen, 186-202. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3677-3.ch008

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Abstract

In most countries, social studies education is the assigned subject responsible for citizenship education, that is, developing students' attitudes, experiences, knowledge, abilities, and the skills that they need to be active participants in a democratic society. The role of social studies can be defined using Gert Biesta's three concepts of the domains of education: socialisation, qualification, and subjectification. First, schools have a role in socialising students into society, passing on values and knowledge. Second, the school system should contribute to students' qualification as citizens by helping them enhance their civic and critical literacy. Third, education should equip students with the necessary skills to allow them to develop their own political identity. Each of these domains gives rise to challenging questions related to educational outcomes. This chapter theoretically examines how Biesta's educational domains relate to social studies education in a synthetic understanding.

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