| 1. |
- Björklund, Mattias, 1971-, et al.
(författare)
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Financial Literacy as Citizenship Education – a viable prospect?
- 2020
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Ingår i: Journal of Social Science Education. - : Bielefeld University. - 1618-5293. ; 19:3, s. 4-20
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This article aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad citizenship education.Method: Content analysis where an assessment of students’ answers was compared and aligned with Westheimer & Kahne’s (2004) theory driven conceptions of citizenship.Findings: Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications of what needs to be included in teaching in order to address financial issues as citizenship education.Implications: Focus in financial literacy education should be widened to include political and social aspects of the relation between households and the financial systems.
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| 2. |
- Björklund, Mattias, 1971-, et al.
(författare)
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Inviting students to independent judgement : Teaching financial literacy as citizenship education
- 2021
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Ingår i: Citizenship, Social and Economics Education. - : SAGE Publications. - 1478-8047 .- 2047-1734. ; 20:2, s. 103-121
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Tidskriftsartikel (refereegranskat)abstract
- Many financial literacy educational efforts mainly focus on teaching money management. However, money management alone do not address financial prerequisites concerning home ownership, savings or retirement planning since these issues are governed by agents outside households, namely the financial system and policy makers. This study examines students’ response to a financial literacy teaching that treats financial issues as controversial and contextually bounded to the financial and societal systems. Data consists of 36 students’ conversations during a financial literacy teaching intervention. Results show that students are capable of grasping and relating to financial concepts where association to the financial system and policy-making produce elaborate understanding. Furthermore, students that contest given financial concepts and system do not only present constructive alternate solutions for the future, but these students also seem to grasp current financial and societal systems in more advanced ways and thereby demonstrate a possible convergence between financial literacy and citizenship education.
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| 3. |
- Björklund, Mattias, 1971-, et al.
(författare)
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Privatekonomiundervisning som medborgarbildning – Är det möjligt?
- 2020
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Ingår i: Nordic Conference in Social Studies Didactics 2020, 30.3–1.4.2020 in Vaasa. - : Åbo Akademi University. ; , s. 21-22
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Konferensbidrag (refereegranskat)abstract
- Sedan 1990-talet har individens privatekonomiska ansvar ökat beträffande sparande till pension, försäkringar för sjukvård och lån för bostadsköp. Detta har förbundit individen med det finansiella systemet, men även ökat individens privatekonomiska utsatthet vilket samtidigt ställer nya och högre krav på privatekonomisk utbildning (Lucey & Bates, 2012).Detta hörsammades tidigt av OECD:s vars definition på privatekonomisk litteracitet med fokus på hushållskunskaper (OECD, 2016) däremot ansågs vara för snäv från forskarhåll (Davies, 2015). Detta hjälper inte individen att förstå de ekonomiska och finansiella systemen (Berti, 2016) utan reser frågor när privatekonomi ska undervisas och läras inom ramen för ett medborgarbildande ämne som samhällskunskap. I Sverige verkar dessutom samhällskunskapslärare uppfatta privatekonomiinslaget som kopplat till hushållskunskaper (Björklund, 2019), men samhällskunskapsämnet strävar, å andra sidan, mot en vidare uppfattning av medborgarbildning syftande till personligt deltagande i samhälleligt förändringsarbete (Sandahl, 2015) som överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner.Denna studie utforskar relationen mellan privatekonomi och medborgarbildning och undersöker hur undervisning kan utformas för att elever ska kunna förändra sin uppfattning om privatekonomi från något givet och individuellt till något dynamiskt och samhälleligt.Undersökningen bestod av en förtestfråga där elever år 1 på gymnasiet fick svara på en fråga rörande presumtivt ansvar för en förändrad privatekonomisk situation. Resultaten pekar mot att elever uppvisar fyra kvalitativt skilda uppfattningar där tre av dessa typer av uppfattningar överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner. För att utveckla elevers förståelse av privatekonomi mot en mer elaborerad medborgarbildning föreslår vi att det finansiella systemet ska diskuteras som en samhällsfunktion vilken kan förändras via demokratiska styrmedel.
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| 4. |
- Björklund, Mattias, 1971-, et al.
(författare)
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Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions
- 2023
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Ingår i: Journal of Curriculum Studies. - 0022-0272 .- 1366-5839. ; 55:3, s. 325-388
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Tidskriftsartikel (refereegranskat)abstract
- Most salient financial literacy frameworks and curricula mainly focus on teaching and learning of simple money management. However, the financial demands placed on individuals today include much more complicated matters, such as buying a home and saving for retirement. Furthermore, financial literacy gives rise to normative questions such as what responsibility should be placed on individuals. In educational terms, this creates an alignment problem where the hopes and expectations placed in financial literacy as mass-education is not met by desirable results. This article uses previous results and the construct of powerful knowledge to discuss how financial literacy education in upper secondary school can benefit from an incorporation into social studies, which is an existing school subject in many educational systems. Findings include that teachers can utilize their existing teaching competence to also teach financial literacy. However, to accomplish results, both curricula and syllabi must guide teachers to abandon the focus on money management to instead focus on teaching students concerning the financial, economic and political issues that affect personal finances, yet at the same time can be affected by democratic decisions. Implications for financial literacy teaching and learning are discussed using the concept Powerful Financial Literacy.
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| 5. |
- Björklund, Mattias, 1971-, et al.
(författare)
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Towards a Financial Literacy Teaching as Part of Citizenship Education
- 2020
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Ingår i: Paper Summary.
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Konferensbidrag (refereegranskat)abstract
- This paper departs from Westheimer & Kahne’s (2004) three citizen conceptions and investigates students understanding of an individual’s financial situation in terms of responsibilities, agency and societal change. In line with calls from previous research, it aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad definition of citizenship. The data consist of 97 accounts collected in collaboration with teachers where students discuss who ‘should’ be responsible (cf. Davies & Lundholm, 2012). Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications what needs to be included in teaching in order to address financial issues as citizenship education.
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| 6. |
- Dessen Jankell, Lotta, 1970-, et al.
(författare)
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Organising concepts in geography education : a model
- 2021
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Ingår i: Geography. - : Informa UK Limited. - 0016-7487 .- 2043-6564. ; 106:2, s. 66-75
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a model for organising geographical concepts that aims to support teachers’ choices of what to teach and how to organise a cohesive and appropriate teaching plan for school geography. The model is a result of a collaborative research process between researchers and Swedish teachers. The purpose was to explore how the core concepts of geography, which are implicit in the Swedish syllabus (Örbring, 2017), can be used in teaching as powerful tools for learning (Brooks, 2018) and to develop epistemic teaching practices for school geography to counterbalance the traditional focus on content (Eriksson and Lindberg, 2016; Knorr-Cetina, 1999). During professional development seminars, teachers’ experiences were linked to procedural concepts in geography (i.e. concepts that mediate specific geographical ways of thinking and doing (Lambert, 2011)), used at an organisational level in line with models introduced by Taylor (2008). This article describes a model that integrates geographical concepts and suggests how they could be used as tools in relation to each other as well as to specific content. Here, we present the considerations behind the structure and functions of the model, and teachers’ reflections on producing and using it in class as a way to develop students’ geographical knowing.
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| 7. |
- Dessen Jankell, Lotta, 1970-, et al.
(författare)
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Powerful Geographical Knowledge and Geographical Thinking Concepts : Lessons from History Education
- 2019
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Ingår i: NOFA7 Abstracts. - Stockholm : Stockholm University. ; , s. 60-60
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Konferensbidrag (refereegranskat)abstract
- For almost a decade there has been an ongoing discussion about the question of powerful knowledge in geography education (Lambert, 2011; Roberts, 2015; Maude, 2017; Taylor, 2018) and there are several conceptual models trying to describe what might be considered powerful knowledge in a school context. However, these models have mainly addressed philosophical, epistemological and pedagogical issues in its focus on (a) the characteristics of powerful knowledge, and (b) what kind of power does it give those who possess it. Building upon the extensive work made in history education (Lee, 2005; Seixas & Morton, 2013) this paper suggests a shift in focus towards a conceptual model describing knowledge as first and second order concepts. The argument is that powerful geographical knowledge as geocapabilities mainly can be understood from the second order level and that these can be useful for teachers in order to make tacit knowledge more explicit in learning activities. Departing from the discussions in geography education, a framework of six geographical thinking concepts are suggested.
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| 8. |
- Dessen Jankell, Lotta, 1970-, et al.
(författare)
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Tankeredskap som stöd för geografiundervisning
- 2020
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Ingår i: Geografididaktik för lärare 4-9. - Malmö : Gleerups Utbildning AB. - 9789151102719 ; , s. 55-94
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Ekendahl, Ingegerd, 1950-, et al.
(författare)
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Undervisa i samhällskunskap : en ämnesdidaktisk introduktion
- 2015
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Undervisa i samhällskunskap är en ämnesdidaktisk introduktion till undervisning och lärande i skolämnet samhällskunskap. Med utgångspunkt i vardagsnära beslutssituationer synliggörs hur ämnesdidaktiken kan fungera som en reflektionsarena för läraren inför de frågor och utmaningar som samhällsundervisningen ställer.
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| 10. |
- Hesby Mathé, Nora E., et al.
(författare)
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Between the lifeworld and academia: Defining political issues in social science education
- 2023
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Ingår i: Journal of Social Science Education. - 1618-5293. ; 22:3, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- Highlights:We identified four aspects for defining political issues.Political issues are collective.Political issues are conflictual in nature.Political issues are contemporary issues.Issues are political due to contextual factors.Purpose: The purpose of this study is to discuss mutual understandings of political issues among students and academics. The aim is to suggest a framework that teachers can use to address politics from both the discipline’s and the students’ perspectives.Design/methodology/approach: This study is based on semi-structured interviews with twelve students in six upper secondary schools and eight social science academics in Norway and Sweden.Findings: We identified four guiding aspects for defining political issues in social science education to connect disciplinary thinking with students’ views of the political. These aspects are: 1) collective, 2) contemporary, 3) conflictual, and 4) contextual.Limitations: This study relied on interviews with a selection of students and academics and what they chose to express. The results may not be applicable to other samples.Implications: The framework presented can be used in social science education to understand and discuss the nature of political issues.
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