Interdisciplinaritet som forhandlet faglighed – empiriske eller analytiske enheder i den sammenlignende didaktiks komparation af performative praksisser
DOI:
https://doi.org/10.7146/sammenlignendefagdidaktik.v2025i8.157376Nøgleord:
Gymnasium, Interdisciplinaritet, Sammenlignende fagdidaktik, 1915, 1968Resumé
Fagsamspil blev et formelt krav i gymnasiet efter 2005, men interdisciplinaritet har også historisk stået centralt i vores tænkning om videnskab og uddannelse. Metodologisk og metodisk forankret i Popkewitz, Kosselleck og Coninck-Smith & Appel undersøger denne artikel, hvorvidt og hvordan fagsamspil eller interdisciplinaritet formede sig i gymnasieelevernes eksamensbesvarelser til deres afsluttende eksamen i dansk i 1915 og 1968. Artiklen finder, at besvarelserne rummer interdisciplinaritet mellem fagene Dansk, Samfundsfag og Historie og diskuterer, hvordan interdisciplinaritet historisk har været rettet mod forskellige formål: instrumentelle, kritiske eller demokratiske formål. Udover de empirisk fund bidrager artiklen med to perspektiver til den sammenlignende fagdidaktik som forskningsfelt. For det første bidrager den med sit fokus på forhandlet faglighed med et perspektiv på det at gennemføre sammenlignende fagdidaktiske analyser af fagenes kreative og produktiv praksisser. For det andet bidrager den gennem sine historiske analyser med et perspektiv på sammenlignende fagdidaktik i et historisk perspektiv
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