How curriculum frameworks cultivate democratic and historical consciousness.
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| Title: | How curriculum frameworks cultivate democratic and historical consciousness. |
|---|---|
| Authors: | Sharp, Heather1 (AUTHOR), Alvén, Fredrik2 (AUTHOR), Ammert, Niklas3 (AUTHOR) niklas.ammert@lnu.se, Edling, Silvia4 (AUTHOR), Löfström, Jan5 (AUTHOR), Nally, David1 (AUTHOR) |
| Source: | Citizenship, Social & Economics Education: An International Journal. Aug2026, Vol. 25 Issue 2, p97-118. 22p. |
| Subject Terms: | *Curriculum frameworks, *History education, *Citizenship, *Educational equalization, *Comparative education, *Civics education, Historical literacy, Political attitudes |
| Abstract: | This article elaborates on findings made in a special issue collection of research in Citizenship, Social and Economics Education, in terms of how History curricula in different countries frame the development of democratic and historical consciousness. Collectively, these contributions provided analyses across nine countries. The function of this present contribution is to weave together several threads introduced in this special issue and to foreshadow a potential trajectory for further research, guided by the inquiry question: What is the role of historical consciousness in facilitating democratic consciousness? First, an overview is provided of how historical consciousness influences the ways democracy is characterised and engaged with across the nine nations examined in the special issue. Second, the workings of a comparative methodology is explored that sketches out how protective, developmental, and disruptive types of democracy occur in various curriculum documents. It is followed by a discussion about the convergences and divergences between the curriculum texts, in terms of how forms of democracy are articulated in the curriculum. These considerations suggest how the History curriculum in each country influences how understandings of democratic consciousness are developed in tandem with moral and historical consciousness. The conclusion makes the case for how each country might cross-pollinate forms of democracy that are aligned with providing educational equity and producing active and informed citizens. [ABSTRACT FROM AUTHOR] |
| Copyright of Citizenship, Social & Economics Education: An International Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195711510 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How curriculum frameworks cultivate democratic and historical consciousness. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sharp%2C+Heather%22">Sharp, Heather</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Alvén%2C+Fredrik%22">Alvén, Fredrik</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ammert%2C+Niklas%22">Ammert, Niklas</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> niklas.ammert@lnu.se</i><br /><searchLink fieldCode="AR" term="%22Edling%2C+Silvia%22">Edling, Silvia</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Löfström%2C+Jan%22">Löfström, Jan</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nally%2C+David%22">Nally, David</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Citizenship%2C+Social+%26+Economics+Education%3A+An+International+Journal%22">Citizenship, Social & Economics Education: An International Journal</searchLink>. Aug2026, Vol. 25 Issue 2, p97-118. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Curriculum+frameworks%22">Curriculum frameworks</searchLink><br />*<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br />*<searchLink fieldCode="DE" term="%22Citizenship%22">Citizenship</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+education%22">Comparative education</searchLink><br />*<searchLink fieldCode="DE" term="%22Civics+education%22">Civics education</searchLink><br /><searchLink fieldCode="DE" term="%22Historical+literacy%22">Historical literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Political+attitudes%22">Political attitudes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article elaborates on findings made in a special issue collection of research in Citizenship, Social and Economics Education, in terms of how History curricula in different countries frame the development of democratic and historical consciousness. Collectively, these contributions provided analyses across nine countries. The function of this present contribution is to weave together several threads introduced in this special issue and to foreshadow a potential trajectory for further research, guided by the inquiry question: What is the role of historical consciousness in facilitating democratic consciousness? First, an overview is provided of how historical consciousness influences the ways democracy is characterised and engaged with across the nine nations examined in the special issue. Second, the workings of a comparative methodology is explored that sketches out how protective, developmental, and disruptive types of democracy occur in various curriculum documents. It is followed by a discussion about the convergences and divergences between the curriculum texts, in terms of how forms of democracy are articulated in the curriculum. These considerations suggest how the History curriculum in each country influences how understandings of democratic consciousness are developed in tandem with moral and historical consciousness. The conclusion makes the case for how each country might cross-pollinate forms of democracy that are aligned with providing educational equity and producing active and informed citizens. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Citizenship, Social & Economics Education: An International Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/14788047261443214 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 97 Subjects: – SubjectFull: Curriculum frameworks Type: general – SubjectFull: History education Type: general – SubjectFull: Citizenship Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Comparative education Type: general – SubjectFull: Civics education Type: general – SubjectFull: Historical literacy Type: general – SubjectFull: Political attitudes Type: general Titles: – TitleFull: How curriculum frameworks cultivate democratic and historical consciousness. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sharp, Heather – PersonEntity: Name: NameFull: Alvén, Fredrik – PersonEntity: Name: NameFull: Ammert, Niklas – PersonEntity: Name: NameFull: Edling, Silvia – PersonEntity: Name: NameFull: Löfström, Jan – PersonEntity: Name: NameFull: Nally, David IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 20471734 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: Citizenship, Social & Economics Education: An International Journal Type: main |
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