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Reproduction of assimilationist thinking in Norwegian social studies education: Breaking the cycle through reflective practice.
- Source :
- Journal of Social Science Education; 2024, Vol. 23 Issue 2, p1-22, 22p
- Publication Year :
- 2024
-
Abstract
- We have learned that we, as teachers and teacher educators, need to be aware of the risk of reproducing uncritical approaches in educational interventions on migration. - Without crucially reflecting on their own practice, even social studies teachers dedicated to anti-racist thinking risk reproducing assimilationist values. - The article argues that this risk can be mitigated when teachers critically evaluate their own practice as a precondition for facilitating transformative learning in their students. Purpose: The article aims to critically reflect on a classroom situation where we, as upper secondary social studies teachers, were complicit in reproducing and soliciting assimilationist values in a student assignment. Design/methodology/approach: We use a critical reflective model to 1) reflect on our discomfort at this complicity, 2) analyse the assimilationist values reproduced, and 3) redesign the assignment to promote inclusive citizenship. Findings: The article exposes the risk and potential of being vulnerable about our practice as teachers and of opening the classroom as a safe space for critical thinking. Findings: More research is needed on how social studies teachers understand integration and how they (re)design their own assignments. [ABSTRACT FROM AUTHOR]
- Subjects :
- SOCIAL sciences education
Subjects
Details
- Language :
- English
- ISSN :
- 16119665
- Volume :
- 23
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Journal of Social Science Education
- Publication Type :
- Academic Journal
- Accession number :
- 179727658
- Full Text :
- https://doi.org/10.11576/jsse-6759