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JSSE Journal of Social Science Education Journal of Social Science JSSE Education What’s Wrong With Secondary School Economics and How Teachers Can Make it Right - Methodological Critique and Pedagogical Possibilities Jacek Wiktor Brant About the Use of the Word “Market” in the Teaching of Economics: The Lexicon at Work at the High School and at the University Hervé Blanchard, Yves-Patrick Coléno Why We Need to Question the Democratic Engagement of Adolescents in Europe Isolde de Groot, Wiel Veugelers Iranian EFL Teachers’ Voices on the Pedagogy of Word and World Parvin Safari, Nasser Rashidi What’s Wrong With (Secondary School) Economics and How Teachers Can Make it Right Martin Tolich, Bonnie Scarth, Kerry Shephard Economics from a Different Point of View - Good Practice in Teacher Training: How to Handle, Use and Judge External Standardized Tests in Schools Julia Prieß-Buchheit 20th AEEE Conference and 1st ENSECASS Symposium, Aix-Marseille University, 27-29 August 2014: Summary and Perspectives 20ème Conférence de l’AEEE et 1er Colloque ENSECOSS, Université d’Aix-Marseille, 27-29 août 2014: Eléments de bilan et perspectives Alain Legardez, Hans-Jürgen Schloesser Civics and citizenship education in the Nordic Conference on Subject Didactics NoFa-5, May 26 – 28, 2015, Helsinki, Finland Jan Löfström Journal of Social Science Education Volume 14, Number 4, Winter 2015 ISSN 1618–5293 Masthead Editors: Reinhold Hedtke, Bielefeld University, Faculty of Sociology Ian Davies, Department of Educational Studies, University of York Andreas Fischer, Leuphana University Lüneburg, Faculty of Economics and Social Sciences Tilman Grammes, University of Hamburg, Faculty of Educational Science Isabel Menezes, University of Porto, Faculty of Psychology and Educational Sciences Birgit Weber, University of Cologne, Faculty of Human Sciences Editors of this Issue: Birgit Weber, University of Cologne, Faculty of Human Sciences Editorial Assistant: Simon Niklas Hellmich Editorial Office: Journal of Social Science Education Bielefeld University Faculty of Sociology Postbox 100 131 33501 Bielefeld Germany E-Mail: [email protected] http://jsse.ub.uni-bielefeld.de/index.php/jsse/index Editorial Board: Prof. Mehmet Acikalin, PhD, Instanbul, Turkey; Prof. Dr. Helena C. Araújo, Porto, Portugal; Prof. Dr. François Audigier, Genève, Switzerland; Prof. Dr. Gert Biesta, Luxembourg; Prof. Dr. Cesar Birzea, Bucharest, Romania; Prof. Dr. Olga Bombardelli, Trento, Italy; Prof. Pepka Boyadjieva, Sofia, Bulgaria; Dr. Jennifer Bruen, Dublin, Ireland; Ass. Prof. Dr. Kenan Çayir, Istanbul, Turkey; Prof. Peter Davies, PhD, Stoke-on-Trent, UK; Prof. Dr. Georgi Dimitrov, Sofia, Bulgaria; Ass. Prof. Niklas Eklund, PhD, Umeå, Sweden; Prof. Dr. Peter Filzmaier, Krems, Austria; Prof. Dr. Karl Peter Fritzsche, Magdeburg, Germany; Prof. Dr. Ipek Gurkaynak, Ankara, Turkey; Prof. Dr. Ireneusz Pawel Karolewski, Wroclaw, Poland; Prof. Takahiro Kondo, PhD, Tokyo, Japan; Prof. Dr. Gitsa Kontogiannopoulou-Polydorides, Athens, Greece; Dr. Janez Krek, Ljubljana, Slovenia; Prof. Dr. Klaus-Peter Kruber, Kiel, Germany; Ass. Prof., PhD, Anna Larsson, Umeå, Sweden; Prof. Dr. Bruno Losito, Rome, Italy; Ass. Prof. Despina Makridou-Bousiou, Thessaloniki, Greece; Dr. Tristan McCowan, London, UK; Prof. Erich Mistrik, PhD, Bratislava, Slovakia; Prof. Dr. Concepción Naval, Pamplona, Spain; Prof. Dr. Dr. h.c. Fritz Oser, Fribourg, Switzerland; Prof. Dr. Vedrana Spajic-Vrkas, Zagreb, Croatia; Prof. Dr. Anu Toots, Tallinn, Estonia; Prof., PhD, Ilo Trajkovski Skopje, Rep. Macedonia; Prof. Dr. Nicole Tutiaux-Guillon, Villeneuve d’Ascq Cedex, France; Dr. Ruud Veldhuis, Amsterdam, the Netherlands; Prof. Arja Virta, Turku, Finland; Ass. Prof. Dr. Irena Zaleskiené, Vilnius, Lithuania The Journal of Social Science Education is published quarterly by sowi-online e.V., a non-profit organisation and registered society at the Bielefeld Court of Record (Registergericht), Germany. Members of the JSSE team are the editors, the editorial assistant, the technical staff, and the editorial board. http://www.sowi-online.de Journal of Social Science Education Volume 14, Number 4, Winter 2015 ISSN 1618–5293 Contents Editorial Multiperspectivity, Values and Criticism in Economic and Civic Education 2-6 Birgit Weber Featured Topic What’s Wrong With Secondary School Economics and How Teachers Can Make it 7-16 Right (Methodological Critique and Pedagogical Possibilities) Jacek Wiktor Brant About the Use of the Word “Market” in the Teaching of Economics: The Lexicon at 17-26 Work at the High School and at the University Hervé Blanchard, Yves-Patrick Coléno Why We Need to Question the Democratic Engagement of Adolescents in Europe 27-38 Isolde de Groot, Wiel Veugelers Iranian EFL Teachers’ Voices on the Pedagogy of Word and World 39-52 Parvin Safari, Nasser Rashidi Article What’s Wrong With (Secondary School) Economics and How Teachers Can Make it 53-63 Right Martin Tolich, Bonnie Scarth, Kerry Shephard Project Economics from a Different Point of View − Good Practice in Teacher Training: How 64-69 to Handle, Use and Judge External Standardized Tests in Schools Julia Prieß-Buchheit Congress Report 20th AEEE Conference and 1st ENSECASS Symposium, Aix-Marseille University, 27- 70-72 29 August 2014: Summary and Perspectives 20ème Conférence de l’AEEE et 1er Colloque ENSECOSS, Université d’Aix-Marseille, 27-29 août 2014 : Eléments de bilan et perspectives Alain Legardez, Hans-Jürgen Schloesser Civics and citizenship education in the Nordic Conference on Subject Didactics 73-74 NoFa-5, May 26 – 28, 2015, Helsinki, Finland Jan Löfström Review Review of the Book: McCloskey, Stephen. 2014 (ed.). Development Education in 75-76 Policy and Practice. Hampshire: Palgrave MacMillan Jennifer Bruen 1 Journal of Social Science Education Volume 14, Number 4, Winter 2015 DOI 10.2390/jsse-v14-i4-1510 Birgit Weber Editorial: Multiperspectivity, Values and Criticism in Economic and Civic Education Keywords Even if the poor countries as well as the countries with Crises, economic education, civic education, multipers- emerging markets are not really content, the strong pectivity, values, criticism economic areas continue forcing free trade by bilateral negotiations. NGOs demonstrate their concern, that the 1 Introduction: Facing multiple and multipolar crises fight against protectionism could undermine future Until last year the European Union was overshadowed by democratic self-determination of nations by independent severe economic crises including various ordeals by the arbitration courts and regulatory councils that create referendum on the United Kingdom's membership and extended space for lobbyism. At the end of 2015, the the Grexit option and the troubled debates in national countries of the world committed to climate protection parliaments about help for the most affected countries. in Paris in order to keep global warming "far below" two In issue 2013-2 about Crisis and Economic Education in degrees. This historic agreement was possible because Europe we still characterized that with multiple crises. national targets have not been set, voluntarily climate Even if these crises would not have been really targets were allowed, while the agreement should be mastered, additional crises appear. Wars developed at realized within five years and the balance of greenhouse the edge of the EU and raised the question of support or gases by mid-century. intervention. At the risk of life nearly a million persons flee 2015 from Zones of war, crises and poverty to the 2 Interdependence of crises versus narrowing affluent societies in the EU, that seem to be safe, with perspectives the exception of raising terrorist attacks. While European These global entanglements of social, economic, political countries differ between welcoming culture and and environmental challenges as well as regional, separation, anxiety about social decline creates the rise national and global crises can be mastered by of xenophobic groups. Even if those groups use confrontation and decoupling, or by cooperation. Facing democratic forms, threats to democracy are developed. such crises shows, how strong economic, political and However, the freedom to migrate is also used by others, social developments on the one side, regional, national who do not flee out of fear for their lives, but want to and global developments on the other side are secure their own capital in safe havens before nationa- intertwined. Economic and civic education should enable lization. students for a better understanding of the world in its As long as capital finds the means to migrate to avoid social, politic and economic dimensions and prepare taxes, only economic growth seems to be the panacea them to take part in creating a world they want to live in. against national and global poverty. But as the rates of It has also to deal with such intertwinements that ask for growth are narrowing in OECD countries, the high rates different perspectives, dealing with values and critique. of emerging markets reached their peak recently. With In contrast in Germany, the results of international the evidence, that social inequality rises with economic comparative studies such as Pisa led to contradictory growth, because capital income grows stronger, the developments in economic and civic education. The French economist Thomas Piketty also warns about orientation towards competences on the one side went dangers for democracy and economy, as inherited assets hand in hand with loosing content but favouring concentration causes power imbalances and the lack of competencies
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