Methodological Recontextualization of the Concept of "Civic and Legal Education" in School Practices (Using the Example of History and Social Studies Lessons)

Identificator

EDN: EYYSMD ; УДК: 37.016:172

Authors

Fedorov Oleg Dmitrievich, Doctor of Pedagogy, associate professor, professor of the Department of Educational Programs of the Institute of Education, National Research University "Higher School of Economics". Russia, Moscow. SPIN-code: 1094-2988. ORCID: 0000-0001-7743-872X. E-mail: ofedorov@hse.ru

Journal

HERALD OF VYATKA STATE UNIVERSITY №3 (157), 2025

Section

PEDAGOGICAL SCIENCES

Pages

70-78

Abstract

Within the framework of modern didactics, the field of the sociology of education content is becoming increasingly prominent. In the course of these studies, such concepts as the curriculum (defined as the unity of the content, organizational, and activity components of education) and recontextualization (the transformation of meanings within educational material that occurs when didactic units and pedagogical concepts pass from the planned level of educational content, as specified in regulatory documents such as the Federal State Educational Standards (FGOS), the Federal Educational Programs (FOP), etc., to the projected level (methodological materials within teaching sets), the implemented level (in the real practices of teachers), and the assessed level (through the All-Russian Testing (VPR) and the State Final Attestation (GIA))) have entered scholarly discourse. In this study, the content-analysis method was used to examine the recontextualization of the concept of civic-patriotic education from regulatory documents to the methodological developments of school teachers. A total of 81 history and social studies lessons were selected whose authors declared civic-patriotic education as one of the objectives of the lesson. For the analysis, five key categories included in the concept of civic-patriotic education were formulated: knowledge, skills, identity, values, and communication. Each category encompassed from two to four aspects. As a result of the analysis, it was established that this area of education is primarily implemented by teachers within an informational-educational logic and is oriented toward forming a system of knowledge and representations. The value and activity aspects, regarded by the scholarly and pedagogical community as the most significant in the context of educational work, are weakly represented in the lessons. The results of the study allow us to assert that teachers have a specific attitude toward implementing the tasks of civic-patriotic education, which is expressed in a desire to illustrate this phenomenon for students through concrete examples rather than to involve them in meaningful activity.

Keywords

recontextualization teaching methodology civic-patriotic education teaching methods for history and social studies teaching practices curriculum content of school education

Recieved

07.05.2025

Published

16.07.2026

References

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