NW 27: Teaching and learning under societal pressure. Didactics, societal demands and individual needs in a changing world

Network
NW 27. Didactics, Learning and Teaching

Title
Teaching and learning under societal pressure. Didactics, societal demands and individual needs in a changing world

Abstract
This special call in Network 27 would like to explore more precisely the tensions that teachers and students face in the context of rapid societal changes and the emergence of new social and individual needs. We invite theoretical and empirical contributions from scholars whose work deals with the integration of political and economic demands, social and individual needs in learning and teaching at all stages of education, and with the impact of these societal requirements on conceptions of didactics, teaching practices, students´ interests and interaction in class.

The Call
The general theme of the ECER 22, Education in a Changing World: The impact of global realities on the prospects and experiences of educational research, proposes to investigate in the “drive towards greater integration and interdependency” as “one of the most significant social trends of recent decades” and its impact on education and educational research.

This special call in Network 27 would like to explore the tensions that teachers and students face in the context of rapid societal changes and the emergence of new social and individual needs. We invite contributions from scholars whose work deals with the integration of political and economic demands, social and individual needs in learning and teaching at all stages of education, and with the impact of these societal requirements on conceptions of didactics and teaching practices.

As didactics is concerned with the interrelation of teachers and students and their interaction on chosen content, we are especially interested in how research and intervention in didactics:

  • focuses on teachers and their integration of mainstream themes arising from the debates in society such as nurturing cultural and linguistic diversity; reducing social, gender, ethnic inequities; countering climate change; etc.; their rethinking of contents that were previously presented as "subjects" or “disciplines” in order to integrate complex questions calling for several disciplinary frameworks or social sensitive questions that are dependent of historical, cultural and political contexts; their handling with new requirements, the problems they raise when it comes to select, plan and assess the curriculum contents;
  • takes into account the students as developing selfs with their own interests and fears, their specific developmental tasks in a complex world; the role of students´ views on individual and societal issues and challenges at school, their empowerment to participate in curriculum development and the development of democratic structures concerning classroom interaction, content, and learning objectives; their social status and effects of inclusion and exclusion, of discrimination and injustice at school;
  • highlights classroom research which focuses on interaction in class, the choice of topics and curricula by teachers and students, challenges of epistemic quality and joint negotiation of meaning, democratic spaces of reflexion concerning societal demands and individual challenges, beliefs and interests, an intergenerational discourse of topics that matter.

We encourage authors to include reflexions on the tensions due to societal expectations arising in the considered didactics context, for instance:

- tensions between the transmission of a core of subject knowledge and the requirement to address complex problems related to many subjects, and/or socially acute questions;

- tensions between what counts as school knowledge through formal assessment, teaching concepts and the transformation of the students in the encounter with complex problems and societal issues;

- tensions between teachers´ views and students´ standpoints, experiences and developmental tasks regarding societal challenges and issues, and the need of an intergenerational discourse on content being at stake in the classroom.

Since this topic is related to questions that are also discussed in other networks, we will organize joint sessions as far as possible for ECER 22.

 

Contact Person(s)
Marte Blikstad-Balas (marte.blikstad-balas(at)ils.uio.no)
Anke Wegner  (wegner(at)uni-trier.de)

NW 27 runs a mailing list and invites researchers to join. To join the mailing list, send a blank message to nw27-subscribe(at)lists.eera-ecer.de

NW 27, ECER 2016, Dublin

Research Gate Project

“Didactics – Learning and teaching in Europe”
Link