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
strategies of dealing with comprehensive, multidisciplinary
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
Contributions should mainly deal with some of the following
issues and questions:
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
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
Does the question of disciplinarity and/or interdisciplinarity
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
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?
Prof. Dr. Reinhold Hedtke (Universität Bielefeld,
Faculty of Sociology)
The Editorial Board
Prof. Dr. Andreas Fischer (Universität Lüneburg, Faculty of Economics
and Social Sciences)
Prof. Dr. Andreas Henkenborg (Technische Universität Dresden, Faculty
Dr. Norbert Jacke (Universität Bielefeld, Centre for Teacher Training)
Dr. François Audigier, Université de
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,
Prof. Dr. Bruno Losito, National Institute for
the Evaluation of Education System, Frascati, Italy
Dr. Albert Martin, Universität Lüneburg,
Ass. Prof. Isabel Menezes, PhD, University of Porto,
Prof. Dr. Concepción Naval, Universidad
de Navarra, Spain
Prof. Dr. Dr. h.c. Fritz Oser, Université de
Prof. Dr. Dr. Constantinos Papanastasiou,
University of Cyprus, Nicosia, Cyprus
Prof. Dr. Bernd Siebenhüner,
Dr. Ruud Veldhuis, Instituut voor Publiek en Politiek,
Dr. Birgit Weber, Universität
Journal of Social Science Education, Universität
Bielefeld, Faculty of Sociology, Prof. Dr. Reinhold Hedtke,
Post Box 100 131, 33501 Bielefeld, Germany, E-Mail: firstname.lastname@example.org
Phone: +49(0)521-106-3986, -3985 (office), +49(0)521-87
57 26 (private).
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.
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.