PUB - Publikationen an der Universität Bielefeld

The chapter provides an overview of economics and sociology of conventions (EC/SC) informed research in the domain of economic, political, and social science education with a focus on schools. Exemplary approaches are presented, their explanatory capacity and contribution to EC/SC research in the domain are explored. The constitution of the teaching situation is understood as a dynamic relation of learner, teacher, and knowledge, confronting the teacher with uncertainty and requesting a permanent balancing of the disciplinary and the pedagogical world. In particular, action theoretical foundations of teaching, the conventions of knowledge and teaching, categorizing through evaluation, financial education as reinterpretation of conventions, and studies from the field of socioeconomic education are addressed. The authors argue for a radically actor-centered methodological situationalism in international comparative education research, not least to overcome the widespread methodological nationalism and national holism. Comparative research should refer to the EC/SC framework of trans-situational quality conventions and consider interlinked situations as well as networks of situations to prevent pure localism. In situations of social science education, cross-situational quality dispositives are activated in addition to quality conventions. Finally, future challenges of research are discussed and a stronger linking of EC/SC approaches to social science education with critical curriculum research, material science, workplace, and school studies is called for.