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Criticality in policy, attitudes and practices: Evidence from upper secondary History classrooms in Sweden, Russia and Australia
Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
2017 (engelsk)Inngår i: Criticality in Education (Research): Definitions, Discourses and Controversies: Booklet of abstracts, University of Helsinki, 2017Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

This paper examines conceptions of criticality in the History learning environment in Sweden, Russia, and Australia as evidenced in one sample upper secondary school in each country. The combined findings of the analysis of policy, interview and classroom data provide a transnational account of criticality and its instruction and reveal some inconsistencies in the articulated value of criticality for different groups of students. Based on the transnational findings, some harmonisation measures are proposed to ensure the equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula in Sweden, Russia and Australia. 

sted, utgiver, år, opplag, sider
University of Helsinki, 2017.
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap; Humaniora
Identifikatorer
URN: urn:nbn:se:lnu:diva-68137OAI: oai:DiVA.org:lnu-68137DiVA, id: diva2:1146070
Konferanse
Criticality in Education (Research): Definitions, Discourses and Controversies
Tilgjengelig fra: 2017-10-02 Laget: 2017-10-02 Sist oppdatert: 2018-01-13bibliografisk kontrollert

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