Selective Critical Thinking: A Textbook Analysis of Education for Critical Thinking in Norwegian Social Studies

Autor/in	Børhaug, Kjetil
Titel	Selective Critical Thinking: A Textbook Analysis of Education for Critical Thinking in Norwegian Social Studies
Quelle	In: Policy Futures in Education, 12 (2014) 3, S.431-444 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2014.12.3.431
Schlagwörter	Critical Thinking; Cultural Pluralism; Foreign Countries; Social Studies; Content Analysis; Criticism; Global Approach; Textbook Evaluation; Secondary School Students; International Organizations; Social Problems; Political Issues; Norway + Suchen Sie Ihr Suchwort? Kritisches Denken; Kulturpluralismus; Ausland; Gemeinschaftskunde; Inhaltsanalyse; Kritik; Globales Denken; Sekundarschüler; International organisation; International organisations; International organization; Internationale Organisation; Social problem; Soziales Problem; Politischer Faktor; Norwegen
Abstract	Current Norwegian curricular guidelines oblige schools to educate citizens with a critical perspective on society. From a discourse theoretical perspective, this obligation implies that various school subjects, and in particular social studies, offer discourses on social issues that allow for different points of view and critical evaluation. Educational systems have a strong tendency towards legitimising the existing social and political order. It is therefore important to examine whether critical perspectives are articulated at all, and exactly what students are encouraged to criticise. Globalisation processes are assumed to affect the extent and form of critical assessment. In this article, the textbooks used in Norwegian lower secondary schools in social studies are examined. It is found that critical perspectives are articulated, but systematically directed at issues that do not challenge core political and legal institutions, such as economic policy, non-voters, non-democratic regimes far away, and racists. Political and legal institutions, the United Nations, and Norwegian multiculturalism are above any type of critical assessment. It can be concluded that critical assessments are encouraged, albeit being guided in some directions and not others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10