| Autor: |
Linda Ekström |
| Jazyk: |
German<br />English<br />French |
| Rok vydání: |
2024 |
| Předmět: |
|
| Zdroj: |
Journal of Social Science Education, Vol 23, Iss 3 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
1618-5293 |
| DOI: |
10.11576/jsse-6757 |
| Popis: |
Highlights: – Civics teachers face challenges in offering male vocational students quality citizenship education. – Civics teachers perceive this student group as vulnerable and in need of extra support. – When unable to offer desired civics education, teachers feel angry and resigned. – Civics teachers are willing to bend certain rules to support this particular student group. – If this student group lacks better civics education, their future and Sweden's democracy are at risk. Purpose: This paper examines how vocational civics teachers navigate structural constraints and their understanding of the challenges involved in preparing vocational students for democratic citizenship. Design/methodology/approach: Using a discoursive psychological approach to analyse interview material, the study discusses identified discourses about critical policy analysis and street-level bureaucracy theory. Findings: The findings reveal that the structure of vocational upper-secondary education significantly constrains civics teachers. Teachers oscillate between feelings of compassion, anger, resignation, and rebellion as they attempt to manage these challenges. Research limitations/implications: The study highlights the need for further ethnographic research on teaching practices. Practical implications: A significant number of Swedish upper-secondary students receive a limited civics education that inadequately prepares them for democratic citizenship. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
