London Metropolitan University Research Institutes

Who? Why? What? How? : Didactic questions and becoming an active citizen

Author(s) Hartsmar, N. & Jönsson, K.  
Publisher London: CiCe  
Year 2010  
Editor P. Cunningham & N. Fretwell, Lifelong Learning and Active Citizenship  
Age group -  
What might subject didactic considerations mean when working with children in preschool and early school years? Curricula and syllabuses lay stress on children’s various experiences and understanding of what is to be studied. In order to better understand the needs of the individual child and groups of children. Studies like Comber (2001) emphasise the importance of teachers updating their knowledge about who the children are and the area they are living in. Studies like Bunar (2001); Runfors (2003); Lahdenperä (2004, 2006, 2008); Ljungberg (2005) and Skolverket (2005) shed light on and problematise childhood and adolescence in transition from a democratic and an intercultural perspective and as a starting point for work with children and young people. Findings from our literature review reporting the years 1995-2009 and from subject areas like Swedish, Mathematics, History, Science and Artistic subjects will be presented. The review is mainly based on doctoral theses, research articles and other research reviews. Active citizenship and citizenship education may have the potential to empower individuals and groups. However, our review shows that the question about who the child is, is set aside, and seems to have scarce relevance to what is to be studied and why. Instead, research from different areas show that how to plan and carry out the work comes to the fore in most cases. Key words: active, citizen, democracy, didactics

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