Session Information
27 SES 03 B, Critical Thinking, Citizenship and Worldview Education
Paper Session
Contribution
For 50 years, since 1964, the organization Operasjon Dagsverk (Operation Day’s Work, OD) has encouraged Norwegian students to work and collect money for one day a year. This money is then donated to projects that aim at educating youth in ”needy” countries. OD develops an educational program, which is to be used in Norwegian public schools at the secondary level. The program focuses on global topics such as solidarity, human rights and education. In addition to the Scandinavian countries, schools in a handful of countries in Europe are involved in Operation Day’s Work, including Germany, Belgium and Italy. The Norwegian Operasjon Dagsverk is however the largest, engaging approx. 100 000 students and collecting approx. NOK 30 million (EUR 3.1 million) for their projects each year. The OD2015 campaign was for education on sexual and reproductive rights in Peru, Chile and Argentina, and the funds are distributed through Amnesty International.
My primary research question is how OD2015s educational material can support operationalizing the high school curriculum. By analysing the material in relevance to the curriculum competence aim and overall goals, I will discuss how this educational material can add to the students’ Bildung, as stated as goals in the Norwegian Education Act and Core Curriculum. I will implement classic motivation theory in the analysis (Atkinson 1964; Heckhausen 1977) and sociocultural theory (Vygotsky 1987; Bruner 1960; Bandera 1986), in order to identify the OD2015s educational material's potential to motivate and educate students.
After 50 years, OD is losing grounds in the Norwegian schools. A second research question is to what extent this loss is caused by (what is experienced as) more narrow curriculums and teaching plans that do not permit the school to implement the educational material developed by OD? To what extent does this pertain to a general notion of Bildung (as a stated goal in the Norwegian Core Curriculum) losing grounds?
A central theoretical framework for both research questions is Janicke Heldal Stray’s research on how the Norwegian Education Act and Core Curriculum are implemented in the Norwegian schools, especially the challenge of how the teaching should contribute to the students’ social and cultural competence, empathy, understanding of human rights and democratic citizenship (Stray 2011).
Method
Expected Outcomes
References
Atkinson, J.W. (1964), An introduction to motivation. New York: Van Nostrand Company Bandura, A. (1986), Social foundations of thought and action. A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall Bruner, J. (1960), The Process of Education. Cambridge, MA.: Harvard University Press Education Act (2014), Education Act published on government.no, https://www.regjeringen.no/en/dokumenter/education-act/id213315/ [read 13.11.15] Gillham, B. (2005), Research Interviewing: The Range of Techniques. Open University Press Heckhausen, H. (1977), ”Achievement Motivation and its Constructs: A cognitive model" published in Motivation and Emotion, Vol. 1, Nr. 4, 1977 Læremiddeltjek, published on læremiddel.dk, http://laeremiddel.dk/evalueringsvaerktojer/laeremiddeltjek/ [read 13.11.15] Tjora, A. (2010), Kvalitative forskningsmetoder i praksis. Oslo: Gyldendal Akademisk Stray, J. H. (2011), Demokrati på timeplanen. Oslo: Fagbokforlaget Vygosky, L.S. (1978), Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press
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