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Criticality in policy, attitudes and practices: Evidence from upper secondary History classrooms in Sweden, Russia and Australia
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
2017 (English)In: Criticality in Education (Research): Definitions, Discourses and Controversies: Booklet of abstracts, University of Helsinki, 2017Conference paper, Oral presentation only (Refereed)
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. 

Place, publisher, year, edition, pages
University of Helsinki, 2017.
National Category
Didactics Specific Languages
Research subject
Pedagogics and Educational Sciences; Humanities
Identifiers
URN: urn:nbn:se:lnu:diva-68137OAI: oai:DiVA.org:lnu-68137DiVA: diva2:1146070
Conference
Criticality in Education (Research): Definitions, Discourses and Controversies
Available from: 2017-10-02 Created: 2017-10-02 Last updated: 2017-10-05Bibliographically approved

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Ivanov, Sergej
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf