Research group DEMSOD – Democracy and Citizenship in Social Studies Education

The research group’s focus is directed toward how the social studies subjects have been organised and governed over time, from scientific, political, economic, and legal perspectives. We study the subjects’ distinctive perspectives on society, community, the world, and the human being as a historical, cultural, political, and social actor. This includes ethical, existential, epistemological, and identity-related questions, as expressed by pupils, teachers, student teachers, and teacher educators—in various educational settings, in policies and teaching materials, and in related research.

The research group’s area of interest also encompasses teaching and educational practices that take place outside schools and the formal education system. This includes, for example, various forms of civil society activity as well as activities within organisations, public authorities, and business contexts.

A particular focus is directed toward the Nordic countries as a context. Historically, the region has been characterised by both similarities and differences within and between the social studies and humanities subjects—in theory, practice, and research, locally, regionally, and internationally. Moreover, several established and ongoing subject-didactic collaborations exist in the region. The Nordic countries have also re-emerged as a relevant reference point in public debate, as an important political, social, and cultural context in discussions concerning democracy and citizenship.

Subject-didactic questions are never neutral. They rest on different ideological foundations that reflect and shape diverse—sometimes competing—understandings of subject content, knowledge, pedagogy, and research. These foundations are formed within a specific context—of time, place, and circumstances—that makes them possible and meaningful.

Against this background, the group approaches teaching, education, and research in the social studies subjects as vital components of broader historical, contemporary, and future-oriented processes. Issues of democracy and citizenship are addressed from both critical and constructive perspectives—theoretically, methodologically, and through comparative analyses.