Economic education: its past, present and future (2 - 2022)

2020-11-16

The Journal of Social Science Education will publish a special issue in 2022 on the theme of ‘Economic education: its past, present and future'.

This issue of JSSE is dedicated to the task of showing and bringing to discussion similarities and differences in economic education at school, in non-formal and community education and, connecting with these, in teacher training in different countries. The aim of this issue is to inspire further comparative research and cooperation among researchers, professional associations and developers of current educational policies.

Elements

Many different things are expected of economic education. It should develop individual citizen’s financial literacy, entrepreneurial orientation, and ability to keep one’s private economy in balance. It should also help understand national and international economy and the principles and aims of economic policy, and also to ask critical questions about them. Links between economy, ecology, politics, and ethics are now seen as centrally important. There are tensions in the aims of economic education that boil down to the dilemma of all education: citizen’s adaptation and socialisation versus emancipation and subjectification. How do the dilemmas show in the parameters and practice of economic education? How are they understood, debated, and set into practice among researchers, pedagogues, and educational policy makers, and what do the main actors, the students, make of this? Understandably, many different actors are eager to have influence on the economic education curricula. Who are they, and what contribution have they made to the field? Also the outcome of education is now a focus of much attention: assessments abound. What is it that we should assess in economic education, and how? With these questions as a general background, following themes are of major interest to address in this issue of JSSE:

Philosophy of economic education, in relation to the field of education, learning and Bildung.

What conceptions of society, societal life, human nature, and progress are visible in the discourses of economic education, and what value judgments can be found in them?

What is the conception of learning in economic education?

What emphases, demarcations and developments can be seen in the aims, contents, methods, assessment, and learning materials in economic education? For example:

What conceptual structure is there in the subject matter, and how has it developed in time?

What fields of economic life are in the focus, and how much, when we think of the role of private households, enterprises, the markets and the state on the one side; and citizens as consumers, taxpayers, employees and entrepreneurs on the other side?

What disciplinary input can we find in economic education, coming from economics, business studies, political economy, economic history, psychology, or sociology, for example?

What are the ideal competences of students in economic education, and how are they assessed?

What methods and learning materials are used, how are they produced, and what strengths or shortcomings can be seen in them?  

How is economic education organised, in primary and in lower and higher secondary schools, and in tertiary level, as in teacher training?

In school, is it a separate single subject or part of integrated subject or taught in cross-curricular arrangements, and relating to this, what connections does it have with other subjects, like geography or history and general civic education?

What training do economic education teachers have, and what strengths or weaknesses can be identified in that respect?

How multivocal is economic education and what emphases or points of tension are visible in it? For example:

What traces of pluralist thinking, hidden normativity, and openness to controversial and socio-economic topics can be found?

How broadly are financial education, financial literacy, and entrepreneurial education understood in economic education?

In which relation are private households, enterprises, the state on the one side, market equilibrium and macroeconomic destabilisation and crises on the other side?

How is the connection of economy with politics, psychology, and sociology addressed?

What is the role of NGOs and lobbying organisation in the discourses of economic education?

How are topical collective and global challenges addressed in economic education? For example:

How do economic education curricula, learning materials, teachers and teacher educators take on questions of environmental risks, climate change, demographic development, migration, global imbalance of prosperity and debt, digitalisation, and emphasis on human rights, and how they necessitate new ways of thinking about economy?

What interdisciplinary or cross-disciplinary solutions are there in addressing these questions that go beyond disciplinary borders?

What conception of economy and knowledge of economy can be seen in the economic education classroom? For example:

How do teachers see their task and role as economic educators, and how do they adjust their teaching for students in different environments, regarding age, gender, culture and socio-economic situations and interests of the students?

How do teachers identify the challenges of economic education and how do they try to tackle them?

How do students see the value and shortcomings of economic education, and how do they connect school economic education with aspects of their life-world?

Are there conflicts in the classroom, regarding how economic issues are interpreted seen, and how are they handled?

What methodological solutions have been used when doing research in economic education classroom, and what advantages or disadvantages do they have?

Methods

We welcome empirical papers, conceptual analyses, theoretical openings, methodological reports, review articles/metastudies on the state of art in economic education

Ideas

- Interviews or online debate

- But also information - LINKS

- Brief sketch of the history of the conceptions of the subject,

Curricula lower and higher secondary level

- Relevant national scientific journals and journals for teaching economic education

- Relevant scientific associations, teacher associations, supporting institutions / organisations

- Relevant books and controversial debates

- Relevant academic colleagues of economic educators

Digital Publishing

Please feel free to outplay the possibilities of digital publishing: integrate visual documents of textbooks, teacher or student notes, stills or screen shots, video or audio clips with commentaries from teachers and students. The goal is to create a vivid and multi-perspective image of citizenship education cultures around Europe.

Peer Review Criteria

Theory and research orientation; interdisciplinary approach, internationalism, originality, quality standards - will be sensitively adapted to the methodological purpose of this issue. For example, “internationalism” within this issue is fully met by the “national” and “typical” single case.

Language policy:

Besides English, bi-lingual publishing (English and other regional European language) is highly welcome. Divergent from the usual JSSE rules, meaningful documents already published in a regional language can be reprinted and made accessible for a global English audience.

Editorial Team

Jan Lofstrom, Turku University, Finland, jan.lofstrom@utu.fi

Birgit Weber, University of Cologne, Germany, birgit.weber@uni-koeln.de

If you consider to submit a paper, please contact us in advance

Schedule

The following schedule will be used:

First submission by authors to editors: October 31, 2021

Response to authors by editors: January 10, 2022

Final submission from authors: February 28, 2022

Final reviewing and papers ready for layout: May 15, 2022

Publication: July 15, 2022

Guidelines

All authors are kindly asked to follow the editorial guidelines of JSSE.