SDID 4020
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), s. 33-46. 13 s.
*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 s. 171-183. 12 s.
*Stray, J.H. (2014). Skolens demokratiske mandat. I Stray, J. H., & Wittek, L. Pedagogikk – en grunnbok. (s. 651-664). Cappelen Damm akademisk, Oslo 13.s
Demokrati
Biesta, G.J.J. (2011). The ignorant citizen: Mouffe, Rancière, and the subject of democratic education. Studies in Philosophy and Education 30, s. 141- 153. 12 s.
Englund, T. (2010). Rethinking democracy and education: Towards and education of deliberative citizens. Journal of Curriculum Studies, 32(2), s. 305-313. 8 s.
Enslin, P., Pendlebury, S., & Tjiattas, M. (2001). Deliberative democracy, diversity and the challenges of citizenship education. Journal of Philosophy of education, pp. 115-130. 15.s
*Habermas, J. (1995). Tre normative demokratimodeller: om begrepet deliberativ politikk. I Eriksen, E.O. (red.) Deliberativ Politikk: Demokrati i teori og praksis. Tano, Oslo, s. 30-45. 15 s.
*Stray, J.H. (2011). Hva er demokrati? Kapittel 1 i Stray. J.H. Demokrati p? timeplanen, s. 21-43. Fagbokforlaget, Bergen. 22 s.
Identitet og medborgerskap
B?rhaug, K. (2011). Justifying Citizen Political Participation in Norwegian Political Education. Journal of Educational Media, Memory, and Society 3(2), s. 23-41. 18 s.
Dimick, A.S. (2015). Supporting youth to develop environmental citizenship within: Against a neoliberal context. Environmental Education Research 21(3), s. 390-402.
12 s.
Ekstr?m, M., & Shehata, A. (2016). Social media, porous boundaries, and the development of online political engagement among young citizens. New Media & Society. s. 1-20, 19 s.
Ljunggren, C. (2014). Citizenship Education and National Identity: Teaching Ambivalence Policy Futures in Education 12(1), s.34-47. 13 s.
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), s. 157-176. 19 s.
Melo-Escrihuela, C. (2008). Promoting ecological citizenship: Rights, duties and political agency. ACME: An International Journal for Critical Geographies, 7(2), 113-134. 21 s.
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. 11 s.
Sloam, J. (2014). New voice, less equal: the civic and political engagement of young people in the United States and Europe. Comparative Political Studies, 47(5), 663-688. 25 s.
Skelton, T. (2010). Taking young people as political actors seriously: opening the borders of political geography. Area, 42(2), 145-151. 6 s.
Stray, J.H., & Berge, K.L. (2012). Demokratisk medborgerskap i skolen. Fagbokforlaget, Bergen. Kapittel 1,2,5,7 og 10. 111 s.
Menneskerettigheter
Ekel?ve-Slydal, B.,& Ekel?ve-Slydal, G. (2014). Menneskerettigheter: en innf?ring. Humanist forlag, Oslo. Kapittel 1,4,5 og 6. 169 s.
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), s. 37-51. 14 s.
Starkey, H. (2012). Human rights, cosmopolitanism and utopias: Implications for citizenship education, Cambridge Journal of Education 42(1), s. 21-35. 14 s.
*Stray, J.H. (2011). Menneskerettigheter. Kapittel 3 i Stray J.H. Demokrati p? timeplanen, s. 61-70. Fagbokforlaget, Bergen 9 s.
Tibbitts, F., & Kirchschlaeger, P. G. (2010). Perspectives of research on human rights education. Journal of Human Rights Education, 2(1), 8-29. 21 s.
Todd, S. (2007). Promoting a just education: Dilemmas or rights, freedom and justice. Educational Philosophy and Theory, 39(3), s. 25-38. 13 s.
Mangfold
*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 38 s.
Gay, G. (2015). Teaching to and through cultural diversity. Curriculum inquiry 43(1), s. 48-70. 22 s.
Grann?s, J. & Ljungquist, S. (2015). Ber?ttelsen som forum f?r kontroversiella fr?gor. I Ljunggren, C; Englund, T. & Unemar-?st, I. (red.). Kontroversiella fr?gor i samh?llsundervisningen. Lund: Gleerups. s. 149-167. 18 s (Dette kapitlet deles ut i seminar)
McAvoy, P., & Hess, D. (2013). Classroom deliberation in an era of political polarization. Curriculum Inquiry, 43(1), 14-47.33 s.
*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 19 s.
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. 15 s.
Todd, S. (2007). Teachers judging without scripts, or thinking cosmopolitan. Ethics and Education, 2(1), pp. 25-38. 13 s.
*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 25 s.
Totalt 741 sider
*Finnes i kompendium
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