Current Issue

Vol. 20 No. 1 (2021): Open topics
					View Vol. 20 No. 1 (2021): Open topics

Editor of this Issue

Reinhold Hedtke, Bielefeld University, Germany

The current issue presents papers on civic and political participation of the youth in European countries, on the economic education of economics teachers in Austria, and on epistemic practices in Swedish economics classrooms fostered by different tools of presentation. Further papers deal with the impact of different notions of democracy on educational policy in the Netherlands against the backdrop of neoliberalism and educational quantification and with the attitudes of social studies teachers in Turkey towards multicultural education. By publishing open topic issues once a year, the JSSE welcomes papers on a greater variety of objects of research and of current problems of social science education beyond a frame predefined by a thematic call for papers.

Published: 2021-04-21
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Current News


New Issue:

We are very happy to inform you about our new issue of the Journal of Social Science Education (JSSE): JSSE 2021-1: Open topics

By publishing open topic issues once a year, the JSSE welcomes papers on a greater variety of objects of research and of current problems of social science education beyond a frame predefined by a thematic call for papers.

Italy: JSSE listed as A Level Journal at National Agency for the Evaluation of Universities and Research Institutes.

Calls for Papers

Most Viewed Papers

Open and Permanent Call for Papers

  • Teacher Training for Social Science Education (2021)
  • Citizenship and Civic education for Refugees and Migrants? (2021)

Call for Book Reviews

Dorothee Gronostay

Recently Reviewed Books

Advance Access

Edwards, D. Brent Jr. (2019): Global Education Policy, impact evaluations, and alternatives. The political economy of knowledge production.

Democracy and Education (John Dewey 1916)– a commentary and a handbook

Norberto Ribeiro
Liia Vijand
Jan Löfström

Featured Article

Editors' Choice

Liia Vijand
The study investigated how various school subjects can be integrated into archaeology teaching and how this could lead students towards empathy and a more sustainable worldview.
Andreas Eis, Claire Moulin-Doos
Hannu Heikkinen

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