Profiles

Johan_Sandahl

Johan Sandahl

Universitetslektor

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Arbetar vid Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik
Telefon 08-16 15 48
E-post johan.sandahl@hsd.su.se
Besöksadress Svante Arrhenius väg 20 A, plan 5
Rum P 507
Postadress Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik 106 91 Stockholm

Om mig

Jag har arbetat inom lärarutbildningen sedan 2011 som lärare och forskare med särskild inriktning mot samhällskunskap och geografi. Inom lärarprogrammen har jag särskilt ansvar för de ämnesdidaktiska kurserna i samhällskunskap och geografi inom ämneslärarprogrammet och kompletterande pedagogisk utbildning (KPU) samt programansvar för institutionens masterutbildning. Jag arbetar också som gymnasielärare och gymnasielektor på Globala gymnasiet i Stockholm där mina ämnen är samhällskunskap, historia, religionskunskap och geografi. Mina forskningsintressen handlar om undervisning i samhällsorienterande ämnen – särskilt hur undervisningen kan ses som en del av elevernas medborgarbildning.

Mina pågående forskningsprojekt handlar om mötet mellan elevernas livsvärld och samhällskunskapsämnets disciplinära sida som jag undersöker med hjälp av Michael Youngs begrepp ”kraftfullt kunnande” (Powerful Knowledge, se Young 2011). En övergripande undersökningsfråga är hur elevernas förförståelse av samhällsfrågor påverkar deras sätt att analysera och föra kritiska resonemang samt hur undervisningen kan påverka deras förmåga att göra detta mer kvalificerat. Jag arbetar också med liknade frågor inriktat mot geografiämnets kraftfulla kunnande.

På HSD fungerar jag också som forskningsledare för den forskningsgrupp som har ett särskilt intresse för medborgarbildning och handlingskompetens.

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2019. Johan Sandahl. Journal of Social Science Education 18 (1), 153-171

    Purpose: This article examines high school students’ understanding of the welfare state as a political issue and discusses how it can be approached in the classroom. The study was conducted within a social-science educational context and departs from a perspective from which educational goals can be seen as intrinsic (goals closely connected to the academic disciplines) or extrinsic (goals formulated by the political sphere, e.g. students’ deliberation on political issues). These variant goals can pose a dilemma for teachers and students alike as they engage in highly political topics.

    Design & methodology: To explain the structure of the dilemmas of teaching issues that can be understood politically in a social-science context, this paper focuses on students’ assessment of such topics before teaching and how they generally reason different political views on the welfare state. The data consist of written documents produced by tenth-year students in response to two accounts of the best welfare state. Using a qualitative content analysis, the data were analysed to identify students’ approaches to a political issue and their normative reasoning.

    Findings: The results display an understanding of the welfare state that is consistent with extrinsic goals, i.e. as an issue to engage with as a political entity rather than exclusively as a social scientist. It was noted that students experience difficulty in recognising the difference between politics and the study of politics.

    Practical implications: The study contributes to an understanding of the influence of normativity on students’ thinking and represents an attempt to bridge the difficulty of combining intrinsic and extrinsic goals in social-science education.

  • 2018. Johan Sandahl. Geografiska Notiser 76 (4), 98-108

    Vår samtid erbjuder stora utmaningar inför framtiden. Frågor om naturresurser, migration, segregering och inte minst allt mer ansträngda ekologiska gränser för vår planet är bara några av de stora och osäkra frågor som vår tid måste handskas med. Dessa frågor och många andra angelägna utmaningar ligger inom geografiämnets domän och geografiämnet har därmed en särskilt viktig funktion i att erbjuda eleverna såväl holistiska perspektiv som fördjupade kunskaper där de kan utveckla sitt rumsliga medvetande i en globaliserad värld. Men utmaningarna möts inte bara med kunskap. Lika viktigt är deras engagemang för världen omkring dem och viljan och modet att använda kunskaperna för att aktivt delta i det medborgerliga livet. Att utveckla elevernas kunskaper, attityder och förmågor för att delta och agera som aktiva och ansvariga medborgare under och efter sin skoltid kan beskrivas som medborgarbildning (Campbell, 2012; Sandahl, 2015). Centralt för denna medborgarbildning är handlingskompetens, det vill säga en förmåga att göra väl underbyggda och medvetna val, både veta vad som ska och kan göras, färdighet att kunna göra det och veta varför. I den här texten kommer jag att argumentera för en geografiundervisning med ett tydligt mål: att skapa handlingskomptenta elever som tror på sin framtid samtidigt som undervisningen är ärlig med problemens komplexitet.

  • 2018. Johan Sandahl. Nordidactica (3), 44-64

    Social Science (Samhällskunskap) is the assigned school subject with the major responsibility for political education in year 1-12 (Sandahl, 2015c; cf. other Nordic countries in Christensen, 2011; Børhaug 2011). Even though Social Science is considered important and well established in schools, it has been described as in a “stage of crisis” for several decades due to its lack of a academic equivalent (Bronäs & Selander, 2002). Furthermore, researchers interested in social science education come from different communities of enquiry such as pedagogy and political science resulting in a diverse and sprawled research community. Departing from Michael Young’s (2013) notion of ‘epistemic community’, this article discusses the need to define and demarcate the research field of social science ‘didaktik’. Moreover, the article suggests a field of research interest that might help shape a community where researchers from different backgrounds can contribute. The argument is that a strong research community can provide answers to the alleged crisis of the school subject.

  • 2018. Johan Sandahl. Att bli lärare, 94-100

    De senaste åren har betyg- och bedömningsfrågor kommit att bli en allt större del av lärares arbetsliv. Frågorna är inte nya utan har varit en del av den formella skolans uppgift från allra första början, inte minst i skolans färdighetsämnen. Men de senaste åren har utvecklingen eskalerat – också i SO-ämnena. Det här är ett försök att diskutera några perspektiv och en modell för att koppla bedömningsarbetet till SO-undervisningen.

  • 2018. Johan Sandahl, Lotta Dessen Jankell. American Educational Research Association (AERA), New York, April 13-17 2018

    This study examines Swedish students’ understanding of migration in the aftermath of the European “refugee crisis” and discusses what subject resources geography education might contribute with in order to understand global migration. Previous research on young people’s knowledge on migration is limited, but studies show that students are strongly influenced by media reporting which they internalise with own lived experiences. The data consist of 51 accounts on global migration and demonstrate a narrative of migrants as refugees. Departing from Michael Young’s (2013) concept of “powerful knowledge” we discuss how geographical thinking might advance students’ understanding beyond their everyday experience. The contribution is twofold: it gives educational insight into young people’s understanding on migration and discusses the possibilities of subject resources.

  • 2017. Johan Sandahl.

    ABSTRACT: School subjects such as social science have versatile goals that can be described as internal and external. The internal goals are closely connected to the academic disciplines and the external goals are formulated by the political sphere and include, among other things, the democratic values society wants students to be incorporated in as well as students’ engagement in public deliberation. These different goals can give birth to dilemmas for both teachers and students when they engage in highly political topics. In educational research these challenges have been discussed as epistemic cognition, motivated reasoning and conceptual change but correspond mainly to internal goals of school subjects. In order to understand the structures of the dilemmas this paper focuses on students’ understanding prior to teaching and how they reason about different political views on the welfare state. The data consists of written responses, year 10 students, on two different accounts of the best welfare state, one liberal and one social democratic. The data was used to identify students’ approaches to a political issue and their normative reasoning. Even though several students recognise ideological ideas, few students approached the topic from a social science perspective, distinguishing facts from opinions. One key issue is that students have problems recognising the difference between ‘politics’ and ‘the study of politics’. The study contributes to the understanding of the influence of normativity on students’ thinking and an attempt to bridge the dilemma of combining internal and external goals in social science education.

  • 2017. Johan Sandahl.

    Samhällskunskapsämnet (samfundsfag, samhällslära) återfinns i samtliga nordiska skolsystem och framhålls ofta som det viktigaste skolämnet i elevernas politiska bildning (Christensen 2011, Børhaug 2011). Samhällskunskapsämnet tillkom efter andra världskriget i ett hopp om att förhindra totalitära och odemokratiska tendenser hos elever (Hartman 2012), men har alltmer kommit att kretsa kring de samhällsvetenskapliga disciplinernas frågeställningar. Samhällskunskap saknar dock en motsvarande disciplin på universitetet och har därför utmålats som ett splittrat och osammanhängande ämne från högskoleperspektiv, medan lärarna själva ser ämnet som sammanhållet (Bronäs & Selander 2002, Olsson 2016). Dessa förhållanden visar sig tydligt i den samhällskunskapsdidaktiska forskningen som är svagare och mindre sammanhållen än många andra ämnesdidaktiska traditioner i Norden. Forskare har primärt närmat sig samhällsämnet från två perspektiv. Ett första är det allmändidaktiska/pedagogiska perspektivet där lärandefrågor stått i förgrunden och där det samhällsvetenskapliga innehållet blivit fallstudier för generella frågor kring lärande och undervisning (t.ex. Marton & Pang 2005). Ett andra perspektiv är det statsvetenskapliga där samhällskunskapsämnets frågor kring demokrati och politik stått i centrum och därmed blivit ett fall av elevers inställningar till statsvetenskapliga intresseområden och undervisningens möjliga påverkan på dessa inställningar (t.ex. Broman 2009). Denna spretighet i förhållandet till samhällskunskapsundervisning gör att samhällskunskapsdidaktiken saknar vad utbildningssociologer kallar för en ”epistemisk gemenskap” (Young 2013), det vill säga en gemensam kunskapsinsamling där forskare tillsammans utvecklar problemformuleringar, teorier och metoder som är centrala för det vetenskapliga fältet. Detta paper diskuterar några viktiga skiljelinjer för vad samhällskunskapsdidaktik är, kan och bör vara i förhållande till såväl allmändidaktik som de samhällsvetenskapliga disciplinerna (jfr Ongstad 2006:33). Vidare föreslås några problemområden som jag menar belyser samhällskunskapsdidaktikens centrum – ett centrum vilken en framtida gemenskap kan byggas för en grupp forskare med skilda metodologiska och teoretiska bakgrunder.

  • 2015. Ingegerd Ekendahl, Lars Nohagen, Johan Sandahl.

    Undervisa i samhällskunskap är en ämnesdidaktisk introduktion till undervisning och lärande i skolämnet samhällskunskap. Med utgångspunkt i vardagsnära beslutssituationer synliggörs hur ämnesdidaktiken kan fungera som en reflektionsarena för läraren inför de frågor och utmaningar som samhällsundervisningen ställer.

  • 2015. Johan Sandahl.

    In most countries, social studies is the assigned subject responsible for political education. Schools’ overall assignment can be defined using Gert Biesta’s three concepts of the functions of education: socialisation, qualification and subjectification. Firstly, schools have a role in socialising students into society, passing on values and knowledge. Secondly, the school system should contribute to students’ qualification as citizens, helping them advancing their civic and critical literacy. Thirdly, education should give students’ the possibility to be independent individuals. The functions, or dimensions, are separate, but meet in all kinds of education and generally aim at societal participation. In the intersections between the dimensions friction arises and teachers are faced with several educational challenges. One example is the meeting between legitimising perspectives and critical thinking; teachers should both uphold democratic values and trust of political institutions as well as allowing students to critically review them. Thus, there is a tension in allowing students to “be citizens” as well as qualifying them, thus seeing them as “citizens to be”. This paper theoretically examines how Biesta’s educational functions relate to social studies teaching and what challenges this poses for social studies teachers.

  • 2015. Johan Sandahl (et al.).

    The school subjects of history and social science are expected to contribute with historical and social scientific knowledge, skills and abilities: that is, subject knowledge. The subject knowledge that students achieve during their schooling is not only meant for future studies, but is also expected to inform a life as democratic citizens. However, the curriculum and syllabus have not always been explicit about this aim, and the relationship between subject knowledge and citizenship education is only vaguely explained. This thesis investigates this relationship within the context of history and social science education in Swedish upper secondary school. The educational dimensions of Biesta – socialisation, qualification and subjectification – are used as an approach to this investigation.

    The aim of the study is to explore, analyse and discuss the role of history and social science teaching for students’ citizenship education. This is done by investigating curricula, teaching and educational discourses and by using both empirical methods and content analysis. The thesis is a compilation of five articles, all exploring subject knowledge and its connection to students’ citizenship education. The first two articles investigate possible second-order concepts in social science education, which are described and discussed using theories and concepts from history didactics. The findings in these articles work as a basis for further study in following articles, where the subject knowledge and its connections to citizenship education are explored in more depth. Taken together, the articles present a rich picture of the complex reality of teaching and provide a basis for understanding better how teachers, students and curricula express subject knowledge and how this is related, or not, to citizen education.

    The contribution of the thesis is a more developed theoretical and conceptual understanding of history and social science education, especially through concepts that can be used in practical teaching in order to strengthen and develop citizenship education.

  • 2015. Johan Sandahl. Journal of Social Science Education 14 (1), 18-29

    Social Science as a school subject aims at making students knowledgeable in societal issues as well as preparing them for citizenship. Despite the strong position of Social Science in the Swedish school curricula, little research has been done in the field. Previous research has mainly concentrated on factual knowledge and conceptual learning, or the role of deliberation in class activities. Less research has focused on the role of disciplinary thinking and how that might promote learning to think like a social scientist while at the same time preparing students for citizenship. By using a conceptual framework from history didactics, Social Science education is in the following text explored in search of second order thinking concepts. Also, the relationship between these concepts and democratic socialisation is discussed. By focusing on one substantial case, this study tries to reach beyond the various topics commonly covered in Social Science education. The research was conducted by observing teaching in Social Science and interviewing six experienced teachers. Using this conceptual framework, ideas on how to organise, analyse, interpret and critically review discourses in society were constructed as six proposed second order thinking concepts of Social Science: social science causality, social science evidence and inference, social science abstraction, social science comparison and contrast, social science perspective taking and the evaluative dimension. The argument is that when students work scientifically they develop a way of thinking about society and they challenge their set opinions about different topics. Therefore, second order thinking concepts are important for learning Social Science and at the same time preparing students for a life as citizens.

  • 2015. Johan Sandahl.
  • 2015. Johan Sandahl. Historical Encounters 2 (1), 1-15

    In history didactics the concept of historical consciousness has become an important theoretical framework in developing a meaningful history education. One significant aspect of historical consciousness is to give students a “usable past” to orient to possible futures. Previous research has shown that history is important when students think about the future but that their use of history in meaning-making is simplistic and based on present-day-thinking. Much research has focused on advancing students’ ability to use history in orientation to possible futures, but less attention has been focused on contemporary studies and its role in the process of orientation. By introducing a tentative concept, civic consciousness, the issue of students’ orientation is explored by studying students’ perspectives on democracy in past-present-future. The data consists of 142 narratives and reveals a pattern of normative stances, process orientation and action orientation. These aspects are considered to be important components of civic consciousness and these have implications for how social studies educators should address the challenges of preparing students for the future.

  • 2014. Johan Sandahl. Nordidactica (1), 53-84

    Abstract: The adoption of new syllabuses in history and social science in the new Swedish curriculum raises questions on the relationship between the two subjects. Social Science and History as school subjects have previously been described as both competing and complementary. The competing aspect has mainly been descibed in terms of citizenship education and the complementary aspect has been described in terms of content, abilities, and temporality. This article discusses how history and social science relate to these four topics in didactic discourse and in the new syllabuses. In the didactic discource both subjects underline the importance of making subject matter useful in life outsideschool. However, the new syllabuses are very differently formulated in this sense. History is closely connected to citizenship education and describes content, abilities and temporality in such a context. Social Science on the other hand downtunes the traditional role as a subject important for citizenship. Instead, focus is aimed at disciplinary thinking and using knowledge to understand social science methods and theories. This development is seen as very problematic and challenging for a meaningful teaching of Social Science in upper secondary school. In response to this challenge, the author proposes interdisciplinary didactic development, especially in developing "dynamic concepts" within Social Science didactics.

  • 2013. Johan Sandahl. Nordidactica (1), 158-179

    The question of whether or not school makes a difference in preparing students for democratic citizenship has been debated for a long time in political science and curriculum studies. These discussions are mostly based on the results of international surveys measuring students’ political attitudes, values and participation. However, we first need to define what kind of prepared citizens are needed. This article takes on the definition issue and presents new perspectives by exploring howteachersin Social Science (Samhällskunskap) and their students in Sweden reason about engagement when they address complex societal issues such as globalisation. Based on interviews with a number of teachers and students I will argue that in order to understand what is going on in school we need to interpret Social Science teaching in terms of first-and second-order concepts,where the second-order concepts could be seen as “how to think like a social scientist”. I will make a case that there is a didactic dilemma for teachers trying to educate students who are both trained in disciplinary thinking and leave school as politically engaged. However, this dilemma is not unsolvable and I will hold a position that it might contain answers to some of the questions that political scientists deal with in terms of engagement

  • 2013. Johan Sandahl. Workshop on Citizenship Discourses in the MENA Region
Visa alla publikationer av Johan Sandahl vid Stockholms universitet

Senast uppdaterad: 30 april 2019

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