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The Journal for Social Science Education (JSSE)
fosters an interdisciplinary approach. One of its aims is to promote the discourse between the different disciplines of social science education, as e.g. economic education, civic education or historical education, and between them and the disciplines of the social sciences.

With this call for papers the editors invite scholars. administrators and practitioners to discuss the pros and cons of disciplinarity and interdisciplinarity in research, subjects of study, teacher training, school subjects and cross-curricular issues, or students’ or pupils’ learning in the field of civic and economic education and its neighbouring areas. Theoretical as well as empirical or policy oriented contributions are welcome.

On the school level we find a very wide variety of subjects related to the social science field, all over Europe as well as in single countries, e.g. “Civics”, “Politics and Economics”, “History and Politics”, “Social Studies”, “Civic, Legal, and Social Education”, “Economics” (see JSSE issues 2-2002, 1-2003 and 2-2003 for details). Universities offer a broad range of social science subjects of study for teachers, too. This variety raises some interesting questions. Is this variability of school subject structure a contingent result of historical, cultural, pedagogical and political development? Does it express very different goals of social science education? Is it possible to describe, compare and benchmark systematically these subject structures? Do we have results of empirical research on the main questions of subject structure? Can we mark some of them as good practice examples? What are the prerequisites for perceiving international experience in this field and using it to improve national policies?

Please inform the editors by e-mail until December 15 th, 2004,if you would like to submit a paper, and formulate a draft title. The deadline for submission is 1 st of April 2005.

Papers should refer to the following general aspects of disciplinarity and interdisciplinarity in the field of social science education and school subjects related to this field:

subject structure in schools, culture and history of subject structures, policies and hidden political intentions

coordination of teaching and learning in neighbouring subjects

strategies of dealing with comprehensive, multidisciplinary topics

cross-curricular approaches and interdisciplinary projects

good teaching and learning practice for developing an awareness of disciplinarity and interdisciplinarity in schools and universities

impact of subject structure on concrete learning results and general competences

teaching social sciences at universities and appropriate subjects of study for teachers

subject or field orientated teacher training and professional competences.

Contributions should mainly deal with some of the following issues and questions:

teacher training:

What types of disciplinary or interdisciplinary teacher training in the social science field are practised in European countries? What are their main achievements and challenges?

Does the established system of social science disciplines and their subdisciplines fit to the challenges of teacher training for teaching subjects as civics, economics, and their mixtures in a diverse range of school subjects?

What competences with regard to disciplinarity and interdisciplinarity do teachers need?

Do we need tailor-made structures of social science subjects for teacher training? Should they be oriented to the structure and contents of school subjects?

Which or which elements of social science related teacher training can be qualified as examples of good practice?

structure of subjects in schools and their impact:

Are disciplinary or interdisciplinary oriented school subjects more suitable to enhance pupils’ and students’ understanding of the social, the economic, and the political world and to develop their social, economic, and political competences?

Under which conditions, in which fields, for which kinds of studies or schools, and for which age groups are interdisciplinary approaches more successful than disciplinary ones and vice versa?

policies and development of school subject structures:

How can the different cultures of subjects in social science education be explained? What are the conditions for their longstanding continuity or frequent changes?

Is it possible to define rules for the construction and reconstruction of school subjects and cross-curricular issues in the social, political and economical field?

practice of disciplinarity and interdisciplinarity in schools:

Does the question of disciplinarity and/or interdisciplinarity matter?

What does interdisciplinarity mean for the daily work of teachers and pupils?

How are disciplinary and interdisciplinary teaching and learning organised at schools?

What are the main challenges of interdisciplinary teaching and learning?

What competences do pupils and students need to understand the complex interrelation of political, economic and social worlds, to act in these worlds in an effective and responsible way, and what are appropriate means to achieve them?

Which examples of good practice are appropriate to inspire interdisciplinarity in schools?

The editors

Prof. Dr. Reinhold Hedtke (Universität Bielefeld, Faculty of Sociology)
Prof. Dr. Andreas Fischer (Universität Lüneburg, Faculty of Economics and Social Sciences)
Prof. Dr. Andreas Henkenborg (Technische Universität Dresden, Faculty of Philosophy)
Dr. Norbert Jacke (Universität Bielefeld, Centre for Teacher Training)

The Editorial Board

Prof. Dr. François Audigier, Université de Genève, Switzerland
Prof. Peter Davies, PhD, Staffordshire University, Stoke-on-Trent, UK
Prof. Dr. Tilman Grammes, Universität Hamburg, Germany
Prof. Dr. Gitsa Kontogiannopoulou-Polydorides, National and Kapodestrian University of Athens, Greece
Prof. Dr. Klaus-Peter Kruber, Universität Kiel, Germany
Prof. Dr. Bruno Losito, National Institute for the Evaluation of Education System, Frascati, Italy
Prof. Dr. Albert Martin, Universität Lüneburg, Germany
Ass. Prof. Isabel Menezes, PhD, University of Porto, Portugal
Prof. Dr. Concepción Naval, Universidad de Navarra, Spain
Prof. Dr. Dr. h.c. Fritz Oser, Université de Fribourg, Switzerland
Prof. Dr. Dr. Constantinos Papanastasiou, University of Cyprus, Nicosia, Cyprus
Prof. Dr. Bernd Siebenhüner, Universität Oldenburg, Germany
Dr. Ruud Veldhuis, Instituut voor Publiek en Politiek, Amsterdam, Netherlands
Dr. Birgit Weber, Universität Siegen, Germany

Contact

Journal of Social Science Education, Universität Bielefeld, Faculty of Sociology, Prof. Dr. Reinhold Hedtke, Post Box 100 131, 33501 Bielefeld, Germany, E-Mail: info@jsse.org Phone: +49(0)521-106-3986, -3985 (office), +49(0)521-87 57 26 (private).

Publisher

The Journal of Social Science Education (JSSE) is published by sowi-online e.V., a non-profit organisation and registered society at the Bielefeld Court of Record (Registergericht), Germany. Members of the JSSE team are the editors, the editorial staff, the technical staff, and the editorial board.

www.sowi-online.de

sowi-online offers a broad range of internet resources for Social Science Education, Civic Education, Economic Education, and Teacher Education at http://www.sowi-online.de Among them are databases for online available teaching resources, online readers, and papers on teaching methods in the field of social sciences. Most of these resources are in German.

 

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