Pensum/l?ringskrav f?s kj?pt p? Akademika.
Tekster markert med * er i kompendium.
Samfunnsfagets rolle og mandat
Biesta, G.J.J. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), pp. 33-46.
*B?rhaug, K. (2005). Hvorfor samfunnsfag?I B?rhaug, K., Fenner, A.B., & Aase, L. (red.) Fagenes begrunnelser: Skolens fag og arbeidsm?ter i et danningsperspektiv. Fagbokforlaget, Bergen
*Stray, J.H. (2014). Skolens demokratiske mandat. I Stray, J. H., & Wittek, L. Pedagogikk – en grunnbok. (s. 651-664). Cappelen Damm akademisk, Oslo
Demokrati
Biesta, G.J.J. (2011). The ignorant citizen: Mouffe, Rancière, and the subject of democratic education. Studies in Philosophy and Education 30, pp. 141- 153.
Englund, T. (2010). Rethinking democracy and education: Towards and education of deliberative citizens. Journal of Curriculum Studies, 32(2), pp.305-313.
Enslin, P., Pendlebury, S., & Tjiattas, M. (2001). Deliberative democracy, diversity and the challenges of citizenship education. Journal of Philosophy of education, pp. 115-130.
*Habermas, J. (1995). Tre normative demokratimodeller: om begrepet deliberativ politikk. I Eriksen, E.O. (red.) Deliberativ Politikk: Demokrati i teori og praksis. Tano, Oslo
*Stray, J.H. (2011). Hva er demokrati? Kapittel 1 i Stray. J.H. Demokrati p? timeplanen, s. 21-43. Fagbokforlaget, Bergen
Identitet og medborgerskap
*Bauman, Z., & May, T. (2004). ? tenke sosiologisk. Kapittel 1 og 2, s. 27-58. Abstrakt forlag, Oslo (Kompendium)
B?rhaug, K. (2011). Justifying Citizen Political Participation in Norwegian Political Education. Journal of Educational Media, Memory, and Society 3(2), pp. 23-41.
Dimick, A.S. (2015). Supporting youth to develop environmental citizenship within: Against a neoliberal context. Environmental Education Research 21(3), pp. 390-402.
Ljunggren, C. (2014). Citizenship Education and National Identity: Teaching Ambivalence Policy Futures in Education 12(1), pp.34-47.
Ljunggren, C. (2003). The public has to define itself: Dewey, Habermas, and Rorty on Democracy and Individuality. Studies in Philosophy and Education. 22, pp. 351-370.
L?den, H. (2014). Peace, love, depoliticisation and the domestic alien: national identity in the memorial messages collected after the terror attacks in Norway 22 July 2011, National Identities, 16(2), pp. 157-176.
Sandahl, J. (2015). Preparing for Citizenship: The Value of Second Order Thinking Concepts in Social Science Education. Journal of Social Science Education 14(1), pp. 19-30.
Stray, J.H., & Berge, K.L. (2012). Demokratisk medborgerskap i skolen. Fagbokforlaget, Bergen
Menneskerettigheter
Ekel?ve-Slydal, B.,& Ekel?ve-Slydal, G. (2014). Menneskerettigheter: en innf?ring. Humanist forlag, Oslo
Hung, R. (2012). Being human or being a citizen? Rethinking human rights and citizen education in the light of Agamben and Merleu-Ponty. Cambridge Journal of Education 42(1), pp. 37-51.
Starkey, H. (2012). Human rights, cosmopolitanism and utopias: Implications for citizenship education, Cambridge Journal of Education 42(1), pp. 21-35.
*Stray, J.H. (2011). Menneskerettigheter. Kapittel 3 i Stray J.H. Demokrati p? timeplanen, s. 61-70. Fagbokforlaget, Bergen
Todd, S. (2007). Promoting a just education: Dilemmas or rights, freedom and justice. Educational Philosophy and theory, 39(3), pp. 25-38.
Mangfold
*Bourdieu, P. (1986). The forms of capital. I Halsey, A.H., Brown, P., & Wells A.S (red.) Education: Culture, Economy and Society. Oxford University Press, London
*Edling, S. (2012). (O)r?ttvisa som utg?ngspunkt. I At vilja andra v?l ?r inte alltid sm?rtfritt: -str?van att motverka kr?nkningar och f?rtryck i skolan. Kapittel 4, s. 103-141. Studentlitteratur, Lund
Gay, G. (2015). Teaching to and through cultural diversity. Curriculum inquiry 43(1), pp. 48-70.
*R?thing, ?. (2014). Kj?nn, normer og identiteter i skolen. I Stray, J. H., & Wittek, L. Pedagogikk – en grunnbok, s. 599-618. Cappelen Damm Akademisk, Oslo
Solhaug, T. (2012). Political alienation among migrant youths: Exploring the mechanisms of political alienation and acculturation among migrant youths in Norwegian schools. Education, Citizenship and Social Justice 7(1), pp. 3-18.
Todd, S. (2007). Teachers judging without scripts, or thinking cosmopolitan. Ethics and Education, 2(1), pp. 25-38.
*Young, I. M. (1990). The ideal of impartiality and the civic public. I Justice and the politics of difference. Kapittel 4, s 96-121. Princeton University Press, Princeton