The Merchant, the Scientist and the Citizen: The Competing Approaches of Social Science Education in the French High School

Autor/inn/en	Martinache, Igor; Gobert, Cloé
Titel	The Merchant, the Scientist and the Citizen: The Competing Approaches of Social Science Education in the French High School
Quelle	In: Journal of Social Science Education, 19 (2020) 1, S.10-26 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Foreign Countries; Social Sciences; High Schools; Economics Education; Curriculum Development; Interdisciplinary Approach; Educational Change; Educational History; Teacher Associations; Teacher Attitudes; France + Suchen Sie Ihr Suchwort? Ausland; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; High school; Oberschule; Wirtschaftskunde; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsreform; History of education; Bildungsgeschichte; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Lehrerverhalten; Frankreich
Abstract	Purpose: The aim of this article is to give a bird's eye view of the main issues surrounding the teaching of economic and social sciences in the French high school Approach: This article is based above all on a synthesis of the existing primary and secondary literature on Economic and social sciences ("sciences économiques et sociales") teaching in France and the controversies surrounding it. Findings: This text gives a general overview of the situation of SES teaching in France, by going back to the original intentions of its authors; by analysing curricular developments, which show a progressive distance from them; and finally by highlighting the main collective actors involved (SES teachers and other neighbouring disciplines, national education hierarchy, academics, political actors, employer lobbies, etc.). Practical implications: Beyond the French situation it presents, this article raises a number of more general questions about the objectives that can be assigned to social science teaching in high schools, the opportunity to mix several academic disciplines and the pedagogical methods that can be implemented. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01