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This study aims to provide inexperienced social studies teachers with guidance on the complex issue of social science teachers approach to the subject and the pluralistic dilemma of values. The extent to which one can express one ́s own view of society and the development of society. The three questions this study wants to find answers to are: How do experienced social studies teachers experience that they balance and have balanced value neutrality and values during their professional years? What experienced social studies teachers feel has shaped their understanding and view of the subject? To what extent do teachers feel that their view of society has been given space in their teaching? The method used is life story where the experiences and interpretations of experienced teachers are in focus. It is a hermeneutic approach where the researcher, based on his own prior knowledge, has interpreted the teacher interpretations. The theoretical framework is based on various approaches such as subject biography, reflective practitioners, practical vocational theory, front-line bureaucrats and the wisdom of practise.  The study shows that teacher build up an occupational safety that makes them more independent from control documents. They have a complex understanding of the dilemma and they found a pragmatic path to cope with it. The path is constructed from their own subject biography. But social studies teachers have a unique ability to reflect and argue that their choices could possibly be problematic. Like previous research, this study confirms the view that teacher get more independent the more experienced they get. Further I found that social studies teachers have a complex contextual understanding of society and the democratic dilemma of values. They can change their view in what is important depending on how society develops. The continuity is characterized by their own practical vocational theory that is built on their subject biography. The subject biography is formed during their early years when they were growing up. They notice in one way the benefits that taking in their own perspective and values in the classroom education, but they reflect when and why it could be problematic in another way.

The value of Black students knowing about their history has been well-established within the scholarly literature on the teaching and learning of African American history. There is a paucity of empirical studies, however, that examine how exposure to this knowledge informs students’ historical and contemporary understandings. Framed by the theory of collective memory, the purpose of this study was to investigate how two teachers’ contrasting representations of African American history shaped student’ understanding of the Black past and its relationship to the experiences of Black Americans today. To examine this, I conducted an ethnographic study at two school sites that each required students to complete a year-long course on African American history. The participants in this study were two groups of Black high school students and their respective African American history teacher. Analysis of data derived from classroom observations, student and teacher interviews and curricular artifacts (e.g., reading materials, handouts, assessments and writing samples) indicate that teachers’ representations of African American history shaped students’ understandings in distinctive ways. This study contributes to the existing literature by examining students’ interpretations of the Black experience in relation to two teachers’ competing narratives on the meaning and significance of African American history. Findings from this study suggest that we must go beyond advocating for inclusion of African American history curricula and work toward ensuring this is being taught in a way that is relevant and meaningful for students. / Urban Education

We live in an increasingly globalized and digitized world where young people spend significant time on social media. This brings both opportunities and challenges. This paper explores, through a scoping review, how social media literacy can be used as a strategy to address these challenges. Research on social media literacy is synthesized and analyzed from a didactic perspective to better understand how social media literacy relates to various dimensions of social studies education. The result highlights several reasons why teachers should integrate social media literacy into their teaching and identifies specific skills that young people need to navigate and interact on social media platforms safely and responsibly. Additionally, the literature´s perspectives on methods for teaching social media literacy and evaluating learning and teaching are presented. Based on this, a number of practical suggestions are discussed for how social media literacy can be integrated into social studies education.

The aim of this study is to examine how teachers can utilize chatbots in education to continue using writing assignments as assessment tools. Through a Scoping review, various strategies are presented by analyzing empirical material based on a SWOT analysis. The study seeks to address the following research questions: How can chatbots be used to enhance teaching and learning in social studies? And What measures are emphasized to prevent potential challenges regarding the relationship between writing assignments and chatbots? The results section of the paper is structured as a categorical overview based on the didactic questions: what, how, and why? Based on the results, eight strategies are identified: Chatbots as co-creators, Student-active exercises, Teacher assistant, Formality tool, Note-taking, Individualized lesson planning, Critical thinking, Reverse search. Overall, all strategies aimed to optimize both students' and teachers' work. From a student perspective, chatbots could serve as a support to individualize the learning process based on the student's own conditions. From a teacher perspective, chatbots could optimize teachers' work and reduce workload. The results indicates that teachers can view chatbots as an additional resource during class time, a brainstorming tool during the planning phase, and an aid through feedback and professional development during the evaluation phase. The results also highlight several potential challenges to consider. The conclusion of this study is that writing assignments can still serve important functions in schools, though in a somewhat different manner than how we typically have employed them historically. Chatbots can serve as a tool to meet the guidelines issued by the Swedish National Agency for Education in the national curriculum for social studies at the high school level. Based on the internal factors presented, there is a need for a willingness to develop and change traditional work methods, and the perception of what writing assignments should generate needs to change. All the strategies presented can either be seen as support during the writing process itself or as a supplementary assessment method for writing assignments. Based on the external factors, it is evident that the entire school as an organization needs to be involved for a successful integration of chatbots into education.