Critical Perspectives on the Role as Social Studies Teacher (5-10)

The majority of the course aims to establish a critical academic and professional self-reflexivity about being a social studies teacher linked to the normative basis for social studies, specifically linked to central school subject content 5-10 and seen in a school and educational history perspective. The course is based on sociological insights and theoretical apparatus, and uses political science and historical inputs to assess the role as a social studies teacher. Scientific and social didactic concepts such as political culture / history culture and history consciousness, use of history, ideological hegemony and influence will then be central. The course will thematize social science traditions in the whole range from reflective and justifiable normative influence to propaganda, and see this in connection with a critical analytical look at the development line from school (with its social science learning goals) as a space in the Norwegian "folkedanningsheimen" to school as a service producer institution where the social studies teacher is a functionary for the production of goal-directed learning. Ethical dilemmas related to goal-directed learning and values ​​such as t.d. democracy, solidarity, equality and tolerance, will be themed. In the second part of the course, the student can choose specialization topics with an associated reading syllabus of about 400 pages. The specialization topic can be a professional and / or didactic knowledge area, and should be used as a way towards advanced knowledge in a subject area the student is to work with in the master's thesis. Available choices will be announced at the start of the semester, but other choices can be approved upon application to the section's master's degree committee. The specialization syllabus must be at master's degree level and must build on the knowledge content earlier in the study.

KNOWLEDGE

The student

• has advanced and self-reflexive knowledge of the normative basis and social function of the social sciences.
• has advanced knowledge of theory, scope and relevant research results from sociology
• has in-depth knowledge of history consciousness, history use and political culture as research fields.
• has advanced knowledge of the educational-historical development for and around the school subject
• has in-depth knowledge of dilemmas in the democracy and citizenship mission of the social studies subject.
• has advanced knowledge within the self-chosen syllabus part.

SKILLS

The student

• can analyze the current and past role and function of the social sciences in society on the basis of social science didactic theories and central concepts and compare this in time and space.
• can assess and analyze different views on professional ethics platform and the implications these may have for professional practice.

GENERAL COMPETENCE

The student

• can practice social studies in school with a sound balance between different values ​​and professional ethical considerations and between conscious influence and open democratic practice.
• can select new professional and / or didactic knowledge areas for professional specialization at a high level for use in their own research or development work.

Lectures, seminars with student presentations and discussions, exercises, independent work and work in groups. On the self-chosen syllabus, colloquium groups are organized for clusters of students who have chosen similar pre-approved special syllabi. Follow-up of these by agreement with the course coordinator. Students who receive an approved application for their own special syllabus can arrange follow-up from the subject teacher if there is capacity for this - by agreement with the course coordinator.