Reproduction of assimilationist thinking in Norwegian social studies: Breaking the cycle through reflective practice
Highlights: • We have learned that we, as teachers and teacher educators, need to be aware of the risk of reproducing uncritical approaches in educational interventions on migration. • Without crucially reflecting on their own practice, even social studies teachers dedicated to anti-racist think...
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| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
| Published: |
Bielefeld University
2024-06-01
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| Series: | Journal of Social Science Education |
| Online Access: | https://129.70.12.29/index.php/jsse/article/view/6759 |
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| Summary: | Highlights:
• We have learned that we, as teachers and teacher educators, need to be aware of the risk of reproducing uncritical approaches in educational interventions on migration.
• Without crucially reflecting on their own practice, even social studies teachers dedicated to anti-racist thinking risk reproducing assimilationist values.
• The article argues that this risk can be mitigated when teachers critically evaluate their own practice as a precondition for facilitating transformative learning in their students.
Purpose: The article aims to critically reflect on a classroom situation where we, as upper secondary social studies teachers, were complicit in reproducing and soliciting assimilationist values in a student assignment.
Design/methodology/approach: We use a critical reflective model to 1) reflect on our discomfort at this complicity, 2) analyse the assimilationist values reproduced, and 3) redesign the assignment to promote inclusive citizenship.
Findings: The article exposes the risk and potential of being vulnerable about our practice as teachers and of opening the classroom as a safe space for critical thinking.
Research limitations/implications: More research is needed on how social studies teachers understand integration and how they (re)design their own assignments.
Practical implications: Without crucially reflecting on their own practice, even social studies teachers dedicated to anti-racist thinking risk reproducing assimilationist values. This risk can be mitigated when teachers critically evaluate their own practice as a precondition for facilitating transformative learning in their students.
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| ISSN: | 1618-5293 |