Social science education in France. A fragmented educational landscape in transition.

Autor/inn/en	Straub, Christophe; Ravez, Claire
Titel	Social science education in France. A fragmented educational landscape in transition.
Quelle	In: Journal of social science education, 19 (2020) 1, S. 136-153Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/jsse-1568
Schlagwörter	Staatsbürgerliche Erziehung; Didaktik; Moralische Kompetenz; Unternehmensphilosophie; Wirtschaft; Wirtschaftserziehung; Sozialwissenschaften; Frankreich
Abstract	After a short historical presentation, this country report highlights current developments of social science education in France and clarifies its general status in the French school system, giving not only information about the curricula baselines, but also on current reforms, shifts and conflict lines among practitioners and researchers. This article is based on a synopsis of both official documents and evaluation reports published by the French Ministry of Education and other public organs and scientific data such as empirical case studies. Social sciences education falls under broad purposes such as educating citizens and preparing the future workforce. History, geography and civics are more established and taught to more students than other more recent subjects like Sciences économiques et sociales (Economic and social sciences), all of those subjects raising broader research questions. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1