Samfunnsfagets rolle og mandat
Biesta, G.J.J. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), s. 33-46. 13 s.
*B?rhaug, K. (2005). Hvorfor samfunnsfag?I B?rhaug, K., Fenner, A.B., & Aase, L. (red.) Fagenes begrunnelser: Skolens fag og arbeidsm?ter i et danningsperspektiv. Fagbokforlaget, Bergen s. 171-183. 12 s.
*Stray, J.H. (2014). Skolens demokratiske mandat. I Stray, J. H., & Wittek, L. Pedagogikk – en grunnbok. (s. 651-664). Cappelen Damm akademisk, Oslo
13 s.
Demokrati
Biesta, G.J.J. (2011). The ignorant citizen: Mouffe, Rancière, and the subject of democratic education. Studies in Philosophy and Education 30, s. 141- 153. 12 s.
Englund, T. (2010). Rethinking democracy and education: Towards an education of deliberative citizens. Journal of Curriculum Studies, 32(2), s. 305-313. 8 s.
Enslin, P., Pendlebury, S., & Tjiattas, M. (2001). Deliberative democracy, diversity and the challenges of citizenship education. Journal of Philosophy of education, pp. 115-130. 15.s
Ezzati, Rojan Tordhol & Marta Bivand Erdal (2018). Do we have to agree? Accommodating unity in diversity in post-terror Norway, Ethnicities 18 (3), 363-384 10 s.
*Habermas, J. (1995). Tre normative demokratimodeller: om begrepet deliberativ politikk. I Eriksen, E.O. (red.) Deliberativ Politikk: Demokrati i teori og praksis. Tano, Oslo, s. 30-45. 15 s.
Kahne, J., & Bowyer, B. (2017). Educating for Democracy in a Partisan Age. American Educational Research Journal,54(1), 3-34. 31 s.
Mathé, N. (2018). Engagement, passivity and detachment: 16-year-old students’ conceptions of politics and the relationship between people and politics. British Educational Research Journal., 44(1), 5-24. 19 s.
Identitet og medborgerskap
Anker, T., von Der Lippe, M. (2015). N?r terror ties i hjel- En diskusjon om 22. juli og demokratisk medborgerskap i skolen. Norsk Pedagogisk Tidsskrift., 99(02), 85-96 (12 s.)
B?rhaug, K. (2014). Selective Critical Thinking: A textbook analysis of education for critical thinking in Norwegian social studies. Policy Futures in Education 12 (3), 431- 444. 13 s.
Dimick, A.S. (2015). Supporting youth to develop environmental citizenship within: Against a neoliberal context. Environmental Education Research 21(3), s. 390-402.
12 s.
Ekstr?m, M., & Shehata, A. (2016). Social media, porous boundaries, and the development of online political engagement among young citizens. New Media & Society. s. 1-20, 19 s.
Erdal, M.B., Amjad, A., Bodla, Q.Z., Rubab, A. (2016). Going Back to Pakistan for Education? The interplay of Return Mobilities, Education and Transnational Living. Population, Space and Place. 22, 836-848 13 s.
Ljunggren, C. (2014). Citizenship Education and National Identity: Teaching Ambivalence Policy Futures in Education 12(1), s.34-47. 13 s.
Melo-Escrihuela, C. (2008). Promoting ecological citizenship: Rights, duties and political agency. ACME: An International Journal for Critical Geographies, 7(2), 113-134. 21 s.
Sandahl, J. (2015). Preparing for Citizenship: The Value of Second Order Thinking Concepts in Social Science Education. Journal of Social Science Education 14(1), pp. 19-30. 11 s.
Sloam, J. (2014). New voice, less equal: the civic and political engagement of young people in the United States and Europe. Comparative Political Studies, 47(5), 663-688. 25 s.
Skelton, T. (2010). Taking young people as political actors seriously: opening the borders of political geography. Area, 42(2), 145-151. 6 s.
Stokke, K. (2017). Politics of citizenship: Towards an analytical framework. Norsk Geografisk Tidsskrift–Norwegian Journal of Geography 71, 193–207. 14 s.
Selboe, Elin & S?ther, Elin (2018). ?kologisk medborgerskap: Norsk ungdoms syn pa? ansvar og l?sninger, I: H. Haarstad & G. Rusten (red.), Gr?nn omstilling: norske veivalg (s 183
- 199). Universitetsforlaget. ISBN 978-82-15-02876-7. 16 s.
Paul Thomas (2016) Youth, terrorism and education: Britain’s Prevent programme, International Journal of Lifelong Education, 35:2, 171-187, DOI: 10.1080/02601370.2016.1164469 16 s.
Menneskerettigheter
Bajaj, B. (2011). Human Rights Education: Ideology, Location, and Approaches. Human Rights Quarterly 33 (2), 481–508. doi: 10.1353/hrq.2011.0019 27 s.
Starkey, H. (2012). Human rights, cosmopolitanism and utopias: Implications for citizenship education, Cambridge Journal of Education 42(1), s. 21-35. 14 s.
Tibbitts, F., & Kirchschlaeger, P. G. (2010). Perspectives of research on human rights education. Journal of Human Rights Education, 2(1), 8-29. 21 s.
Toivanen, R. (2009). The politics of terminology: human rights education vs. civic education. International Journal for Education Law and Policy, 5(1–2), 37– 44. 7 s.
Vesterdal, K. (2016): Human rights education through the lens of violation: Developingcritical, active citizenship or constructing national identity? In C. Lenz, S. Brattland & L. Kvande (Eds.) Crossing Borders - Combining Human Rights Education and History Education (pp.151-173). Berlin: Lit Verlag. 22 s.
Mangfold
Gay, G. (2015). Teaching to and through cultural diversity. Curriculum inquiry 43(1), s. 48-70. 22 s.
Grann?s, J. & Ljungquist, S. (2015). Ber?ttelsen som forum f?r kontroversiella fr?gor. I Ljunggren, C; Englund, T. & Unemar-?st, I. (red.). Kontroversiella fr?gor i samh?llsundervisningen. Lund: Gleerups. s. 149-167. 18 s
Lars Laird Iversen (2018): From safe spaces to communities of disagreement. British Journal of Religious Education. DOI: 10.1080/01416200.2018.1445617 12.s
McAvoy, P., & Hess, D. (2013). Classroom deliberation in an era of political polarization. Curriculum Inquiry, 43(1), 14-47. 33 s.
Nadim, M. (2017). Ascribed representation: Ethnic and religious minorities in the mediated public sphere. I Midtb?en, A., Steen-Johnsen, K., Thorbj?rsrud, K. Boundary Struggles : Contestations of Free Speech in the Norwegian Public Sphere. 229-259. Oslo: Cappelen Damm Akademisk. 28 s
*R?thing, ?. (2014). Kj?nn, normer og identiteter i skolen. I Stray, J. H., & Wittek, L. Pedagogikk – en grunnbok, s. 599-618. Cappelen Damm Akademisk, Oslo 19 s.
Solhaug, T. (2012). Political alienation among migrant youths: Exploring the mechanisms of political alienation and acculturation among migrant youths in Norwegian schools. Education, Citizenship and Social Justice 7(1), pp. 3-18. 15 s.
Todd, S. (2007). Teachers judging without scripts, or thinking cosmopolitan. Ethics and Education, 2(1), pp. 25-38. 13 s.
Totalt: 631 sider