WorldWideScience

Sample records for democratic citizenship education

  1. Adult education for democratic citizenship

    DEFF Research Database (Denmark)

    . The research literature review was designed as the foundation for the investigation of what is know about how adults can achieve competencies relevant for democratic citizenship in various European countries, what type of educational interventions have proven effective in this regards and how educational......The report presents, in brief, the findings from the study of research literature on Adult Education for Democratic Citizenship, which was carried out in the nine EU member states represented by the project: Austria, Denmark, Germany, Hungary, Poland, Romania, Slovenia, Spain and United Kingdom...... policy intervene in the field of Adult Education for Democratic Citizenship....

  2. Creating Critical Democratic Citizenship Education

    NARCIS (Netherlands)

    Veugelers, W.M.M.H.

    2007-01-01

    Dutch society and educational policy see citizenship education as being an important task of education. The first section of this paper discusses the concept of citizenship and citizenship education, and analyzes educational developments in the Netherlands. Following on from this introduction the se

  3. Adult education for democratic citizenship in Europe

    DEFF Research Database (Denmark)

    Milana, Marcella

    2009-01-01

    " of the lifelong learning strategy. Accordingly, civic competence, which "equips individuals to fully participate in civic life", has been identified by the European Parliament and the Council of the European Union (2006: 17) as a key competence to be given priority in all member states in the years to come...... from education to learning for democratic citizenship within the European discourse, the emphasis on lifelong learning and the consequent equal recognition of in-school and out-of-school learning activities, most empirical research in the field of education for democratic citizenship remains primarily...... concerned with school-aged pupils. When available, research which focuses on the links between adult education and learning for democratic citizenship is highly theoretical and rarely supported by empirical evidence....

  4. Anthropological perspectives on democratic citizenship education and globalization

    OpenAIRE

    Cervinkova, Hana

    2013-01-01

    The author draws on recent North American scholarship in the anthropology of education to show emerging trends in research on school-based democratic citizenship education. She gives examples of research, both at the level of national policies and individual schools, which addresses ways in which global and local infl uences interact in the creation and implementation of programs on democratic citizenship.

  5. What do we know about adult education for democratic citizenship?

    DEFF Research Database (Denmark)

    Milana, Marcella

    2006-01-01

    This article presents the findings from the study of research literature on Adult Education for Democratic Citizenship, carried out in nine EU memner states. The literature review was designed as the building block for a European Stocktaking study on lifelong learning for democratic citizenship t...

  6. Democratic Citizenship: European referents

    Directory of Open Access Journals (Sweden)

    María PUIG GUTIÉRREZ

    2011-09-01

    Full Text Available Let’s sense beforehand in this article a tour concerning the educational European policies that favors the development of a democratic citizenship. The aim that we chase is to understand the way in which nowadays it is being interpreted and stimulated the Citizenship education from European Union. for it we offer a conceptual delimiting of «Citizenship education» and later, we show an analysis of the principal documents and materials elaborated principally by the Council of Europe that mark the way followed by European Union as for education for Democratic Citizenship (EDC.

  7. A blueprint for democratic citizenship education in South African ...

    African Journals Online (AJOL)

    Erna Kinsey

    project on African teachers' perceptions on the factors contributing to good citizenship. ..... sial matters in classrooms is essential to developing authentic democratic ..... and listed and described a number of teacher-identified qualities of a good.

  8. Active and Democratic Citizenship Education and Its Challenges in Social Studies Classrooms

    Science.gov (United States)

    Ersoy, Arife Figen

    2014-01-01

    Problem Statement: Turkey's passive and task-oriented approach to citizenship education, which has endured since the Ottoman Empire period, has begun to change into more active and democratic citizenship education since Turkey joined the European Union. Identifying the practical problems as well as describing the challenges when practicing the…

  9. Cultivating Responsibility and Humanity in Public Schools through Democratic Citizenship Education

    Science.gov (United States)

    Waghid, Yusef

    2015-01-01

    After more than a decade of democratic citizenship education in public schools in South Africa, the Department of Basic Education (DoBE) has still not produced sufficiently plausible ways for how democracy and citizenship ought to be taught in classrooms. I argue that the recent "practical guide" on how to cultivate "responsibility…

  10. Educating Political Adversaries: Chantal Mouffe and Radical Democratic Citizenship Education

    Science.gov (United States)

    Ruitenberg, Claudia W.

    2009-01-01

    Many scholars in the area of citizenship education take deliberative approaches to democracy, especially as put forward by John Rawls, as their point of departure. From there, they explore how students' capacity for political and/or moral reasoning can be fostered. Recent work by political theorist Chantal Mouffe, however, questions some of the…

  11. Turkey’s New Citizenship and Democracy Education Course: Search for Democratic Citizenship in a Difference-Blind Polity?

    Directory of Open Access Journals (Sweden)

    Kenan Çayır

    2011-12-01

    Full Text Available The paper introduces and critically evaluates the new Citizenship and Democracy Education course in the Turkish curriculum. This course has been introduced as a mandatory subject in grade 8 per one hour a week in the 2011-2012 academic year. Following the comprehensive 2005 curriculum reform, Citizenship and Human Rights Education courses had been abolished and these themes had been distributed to the curriculum of different courses. However, recommendations of academics and international bodies such as the Council of Europe on the advantages of having a distinct course on citizenship and human rights have led the Ministry of National Education to reintroduce a compulsory course covering these themes. The new course seems to be a human rights education course with its emphasis on rights and responsibilities. It could be considered a progressive step in this regard. However, the implication that educating people about their rights could be a basis of democratic citizenship might not be realized in present Turkey where internal conflicts based on religious, ethnic and language-based differences are becoming salient. The paper argues that democratization of citizenship in Turkey requires not only an education about rights but also the questioning of the current difference-blind civic republican notion of citizenship. It draws attention to the necessity of the development of a new political framework and a related citizenship course that would allow for peaceful coexistence of cultural differences.

  12. Educational Conservatism and Democratic Citizenship in Hannah Arendt

    Science.gov (United States)

    Mihaila, Ramona; Popescu, Gheorghe H.; Nica, Elvira

    2016-01-01

    The purpose of this article was to gain a deeper understanding of Arendt's educational philosophy, her perspective of political involvement as a kind of political education, and natality as the fundamental nature of education. The current study has extended past research by elucidating Arendt's view of participatory democratic politics, her…

  13. Tool for quality assurance of education for democratic citizenship in schools

    OpenAIRE

    Birzea, César; Cecchini, Michela; Harrison, Cameron; Krek, Janez; Spajić Vrkaš, Vedrana

    2005-01-01

    This Tool for Quality Assurance of Education for Democratic Citizenship (EDC) in Schools was prepared as a response to the compliance gap between policies and practices of EDC in various countries. While EDC policies are well developed, EDC practices in schools present significant weaknesses. The Tool was also prepared as part of the current interest and implementation of quality assurance in education.

  14. Citizenship Education

    DEFF Research Database (Denmark)

    Dorf, Hans

    2008-01-01

    a key role to education in engendering European democratic citizenship. It can be questioned whether it is within the scope of educational programmes to ensure social integration and democracy. However, to clarify the perspectives of the educational issue, the article discusses the conflicts...... and relationships between cultural identity and democracy within a framework of modernity before returning to the issue of education for democratic citizenship. It is shown on the basis of empirical studies that family background interacts with school factors in the reproduction of democratic inequalities....... It is also indicated, however, that this must not be considered an unchangeable pedagogical fact, and the article briefly sketches a set of pedagogical and research challenges concerned with educating for democratic empowerment at different levels of school practice. Although this paper focuses on education...

  15. Progressive Reformers and the Democratic Origins of Citizenship Education in the United States during the First World War

    Science.gov (United States)

    Wegner, Kathryn L.

    2013-01-01

    The birth of formal citizenship education in the United States emerged in the context of mass immigration, the Progressive Movement, and the First World War. Wartime citizenship education has been chastised for its emphasis on patriotism and loyalty, and while this is a trend, historians have minimised the ways in which the democratic goals of the…

  16. Progressive Reformers and the Democratic Origins of Citizenship Education in the United States during the First World War

    Science.gov (United States)

    Wegner, Kathryn L.

    2013-01-01

    The birth of formal citizenship education in the United States emerged in the context of mass immigration, the Progressive Movement, and the First World War. Wartime citizenship education has been chastised for its emphasis on patriotism and loyalty, and while this is a trend, historians have minimised the ways in which the democratic goals of the…

  17. Education in the new practice of democratic citizenship: databases of John Dewey

    Directory of Open Access Journals (Sweden)

    Giannina Burlando

    2015-10-01

    Full Text Available The bases of the political art of John Dewey or his new practice of democratic citizenship are reviewed. Dewey is acknowledged as one of the most prominent of the American philosophers in the first half of the twentieth century. He is also the most influential due to endowing philosophy a public task, namely, political and educational concern. From the instrumentalist method applied to the political area, crucial postulates in the major writings of Dewey are selected to revitalize the meaning and draw up the practical impacts of the central element of his political philosophy: ‘the collective power of democratic community’.

  18. Democratic Citizenship – A Conditioned Apprenticeship. A Call for Destabilisation of Democracy in Education

    Directory of Open Access Journals (Sweden)

    Maria Olson

    2009-12-01

    Full Text Available We live in times when the search for a citizenship education that can transcend national, ethnical and cultural borders is an important part of educational policy. In times of increased pressure by the European Union on its nation states to provide for nation-transcending democracy, this question becomes crucial for national policymaking in Europe. In this text, Swedish education policy will be taken as a case in point in order to shed light on how this question is being handled in this particular national policy setting. It is argued that the policy’s citizen fostering agenda tends to be counterproductive in the sense that it is still situated in national notions of the relationship between democracy and education, which tend to exclude certain individuals and groups of people on an age-related and (ethno cultural basis. It is further argued that these excluding features can be related to educational ideas about socialisation. The aim of this text is underlined by suggesting a different way of framing democracy and democratic citizenship education: to increase the potential of education as regards the renewal of democracy and democratic citizenship.

  19. Promoting democratic citizenship through non-formal adult education : the case of Denmark

    DEFF Research Database (Denmark)

    Milana, Marcella; Bern Jensen, Tore

    activities organized by the non-formal adult education system in cooperation with national NGOs, which aim at promoting CCs among the out-of-school and unemployed population. The analysis will draw extensively on the Danish "folkeoplysning" research tradition, which provides a useful frame for interpreting......Since the mid-90es the importance of strengthening democratic citizenship (DC) through learning activities has become an important aspect of European education policy. Accordingly, civic competences (CCs), "based on knowledge of social and political concepts and structures and a commitment...... to active and democratic participation" have been identified by the European Commission (2005) among those key competences to be given priority in all Member States in a lifelong learning perspective. In 2006 a "Stocktaking study on lifelong learning for DC through adult education" was granted...

  20. Citizenship Education

    DEFF Research Database (Denmark)

    Dorf, Hans

    2008-01-01

    . It is also indicated, however, that this must not be considered an unchangeable pedagogical fact, and the article briefly sketches a set of pedagogical and research challenges concerned with educating for democratic empowerment at different levels of school practice. Although this paper focuses on education......For several reasons citizenship and democracy has moved into political and research focus. Socio-cultural tensions and inequalities created by globalisation processes boosted by neo-liberal modes of government seem to inspire a concern with "social cohesion", and the European Community assigns...... a key role to education in engendering European democratic citizenship. It can be questioned whether it is within the scope of educational programmes to ensure social integration and democracy. However, to clarify the perspectives of the educational issue, the article discusses the conflicts...

  1. Promoting Democratic Citizenship Through Non-Formal Adult Education

    DEFF Research Database (Denmark)

    Milana, Marcella; Bernt Sørensen, Tore

    2009-01-01

    The article presents selected findings from in-depth case studies of two non-formal learning activities organized by the Danish Folk High Schools and Day High Schools, respectively. The purpose of the empirical study was to investigate how longstanding non-formal adult education institutions have...

  2. Bridging the gap between young people's civic selves and theoretical positions on democratic citizenship education

    NARCIS (Netherlands)

    de Groot, I.; Goodson, I.; Veugelers, W.

    2012-01-01

    In citizenship education, tensions exist between pedagogical goals and students’ perspectives. This article investigates the discrepancies and commonalities between the theoretical positions and young people’s lived citizenship, especially concerning their conceptual and social foundations. Two theo

  3. Media Literacy: A Central Component of Democratic Citizenship

    Science.gov (United States)

    Burroughs, Susie; Brocato, Kay; Hopper, Peggy F.; Sanders, Angela

    2009-01-01

    Educators from Europe, Latin America, and the United States convened to explore issues inherent in democratic citizenship. Media literacy, a central component of democratic citizenship, was studied in depth. Data from the camp were examined for evidence of the participants' understandings of media literacy and how it might be taught. Results…

  4. Art Education for Citizenship: Augusto Boal's Theater of the Oppressed as a Method for Democratic Empowerment

    Science.gov (United States)

    Silva, José Eduardo; Menezes, Isabel

    2016-01-01

    Purpose: To contribute for the ongoing discussion about associations between art education and citizenship education, presenting Augusto Boal's Theatre of the Oppressed, as a theatre method that exercises active democracy by means of promoting epistemological development merging Art, Citizenship and Education. Design: Drawing form a selected set…

  5. Science Education for Democratic Citizenship through the Use of the History of Science

    Science.gov (United States)

    Kolsto, Stein Dankert

    2008-01-01

    Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today's post-academic science differs from academic science in the past, making the history of academic science…

  6. The (Educational) Meaning of Religion as a Quality of Liberal Democratic Citizenship

    Science.gov (United States)

    Liljestrand, Johan; Olson, Maria

    2016-01-01

    Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers' conceptualizations of religion are of vital concern to investigate. In this article, RE…

  7. The (Educational) Meaning of Religion as a Quality of Liberal Democratic Citizenship

    Science.gov (United States)

    Liljestrand, Johan; Olson, Maria

    2016-01-01

    Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers' conceptualizations of religion are of vital concern to investigate. In this article, RE…

  8. Science Education for Democratic Citizenship through the Use of the History of Science

    Science.gov (United States)

    Kolsto, Stein Dankert

    2008-01-01

    Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today's post-academic science differs from academic science in the past, making the history of academic science…

  9. No Place for Girls? Gender, Ethnicity and Citizenship Education in the Lao People's Democratic Republic.

    Science.gov (United States)

    Fox, Christine

    2003-01-01

    Argues that citizenship education in Laos' national curriculum is contradictory and problematic. Notes that this curriculum excludes the rights or practice of ethnic minority cultures and languages. Discusses implications for girls and minority groups participation in the wider society. Asks general questions about implications for gender and…

  10. Civic Education in Ethiopian Schools: Adopted Paradigms, Instructional Technology, and Democratic Citizenship in a Multicultural Context

    Science.gov (United States)

    Semela, Tesfaye; Bohl, Thorsten; Kleinknecht, Marc

    2013-01-01

    After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy-practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical…

  11. Political Economy of American Education: Democratic Citizenship in the Heart of Empire

    Science.gov (United States)

    Falk, Thomas Michael

    2012-01-01

    Chief among the goals of American education is the cultivation of democratic citizens. Contrary to State catechism delivered through our schools, America was not born a democracy; rather it emerged as a republic with a distinct bias against democracy. Nonetheless we inherit a great demotic heritage. Abolition, the labor struggle, women's…

  12. Education and Citizenship.

    Science.gov (United States)

    Ringer, Fritz

    1993-01-01

    Examines enrollment trends in Germany and France around 1900 to determine whether democratic values and citizenship education were significant factors in increased enrollment in secondary schools. Maintains that the curriculum offered by elite secondary schools echoed the idealized attributes of the former governing elites. (CFR)

  13. Democratic Citizenship in Textbooks in Spanish Primary Curriculum

    Science.gov (United States)

    De La Caba Collado, Mariangeles; Lopez Atxurra, Rafael

    2006-01-01

    This paper analyses how textbooks deal with the issues of education for democratic citizenship encompassed within the European framework and Spanish educational reforms. The sample comprised the 24 individual texts in social science, natural science, and technology for 6-12-year-olds. This paper delimits and defines the six themes for analysis:…

  14. Education in Transition: a Way to Democratic Citizenship and Common Identity in the post-Soviet Moldova

    Directory of Open Access Journals (Sweden)

    Sanda-Daniela ALEXEICIUC

    2013-11-01

    Full Text Available The paper explains the situation when Communist government in Moldova had replaced the existing national history textbook series with integrated history of Moldova in 2003 that collapsed national history and world history into a single course. The paper shows the investigating the textbooks that been met with mass street demonstrations, public opposition and skepticism, and fierce criticism. Building on the special role that Moldovans assign to their history textbooks, this paper analyzes the debates surrounding these textbooks as a means of understanding both the broader controversies related to the writing and teaching of a national history and the role of history education in constructing a cohesive Moldovan citizenry and furthering democratization of Moldovan society. The use of terms “citizenship” and “national identity” are also explained in this paper as well UN, Council of Europe and Ministry of education recommendations for teachers to improve their teaching methods. The paper indicates what needs to be done like international development analysts, economic, political as well democratic citizenship improvement.

  15. Citizenship Education Development: European Experience

    Directory of Open Access Journals (Sweden)

    A. V. Suslov

    2012-01-01

    Full Text Available The paper considers the European experience of the citizenship education developmentan important aspect of internal policy in the most countries. The education in question is considered to be the democratic citizenship training aimed at developing the loyal attitude to different value priorities in society, social responsibility, active citizenship position, awareness of democratic rights, capability of using and protecting them.The author looks at the transformation of citizenship education concept in the last three decades from the civics education (i.e. history, political science, law, etc. to the democratic citizen education. The paper analyzes differ- ent approaches to citizenship education in several European countries including the post-soviet ones. It is emphasized that both in western and eastern Europe a lot of effort is made for spreading and supporting the education in question. The author recommends considering the foreign experience of integrating the democratic citizenship education into the state academic curricula at the primary, secondary and higher school levels. 

  16. Nurturing Democratic Citizenship through Human Conversation

    Science.gov (United States)

    Pickett, Brent L.; Kleinsasser, Audrey M.

    2016-01-01

    Responding to the increasing sophistication in the arts of deception in the public realm, the authors turn to Goodlad's ideal of democratic citizenship nurtured through human conversation in the classroom and development of critical skills to evaluate the accuracy of arguments.

  17. Conceptions of Volunteerism among Recent African Immigrants in Canada: Implications for Democratic Citizenship Education

    Science.gov (United States)

    Chareka, Ottilia; Nyemah, Joseph; Manguvo, Angellar

    2010-01-01

    In democratic societies the level of citizens' civic engagement and inclusion in all forms of democratic participation is crucial in maintaining social cohesion and a vibrant democracy. In the historical development of Canada's demographic, political, socio-economic and cultural systems, immigration continues to play an influential role. Our paper…

  18. Human Rights, Education for Democratic Citizenship and International Organisations: Findings from a Kuwaiti UNESCO ASPnet School

    Science.gov (United States)

    Al-Nakib, Rania

    2012-01-01

    While universal human rights frameworks and democratic models of government have gained global support and even adherence, they often exist in tension with local cultural and religious practices. In Kuwait, tensions arise between its constitution, legal system and Islam, with several groups consequently marginalised. These tensions extend into the…

  19. Re-Imagining Democratic Citizenship Education: Towards a Culture of Compassionate Responsibility

    Science.gov (United States)

    Davids, Nuraan; Waghid, Yusef

    2012-01-01

    Benhabib (2002:134) maintains that, in order for individuals to become democratic citizens they need to be exposed to at least three inter-related elements: collective identity, privileges of membership, and social rights and benefits. Through exposure to these three inter-related items it is hoped that, by means of the teaching and learning of…

  20. Citizenship Education in Denmark

    Directory of Open Access Journals (Sweden)

    Sevgi Coşkun KESKİN

    2013-05-01

    Full Text Available Many countries in the world refer to the social studies and history program to achieve the objective training a good citizen according to its own structure and approach. Denmark is one of these countries. For this purpose Denmark aims to educate individuals who are respectful to the values of community, actively participate in the democratic society and contribute to the development of living community. In this context, the content of Social Studies Program in Denmark forms such as freedom of thought, democracy, ideology, policy and constitutional issues. In recent years in our country makes many applications and project that is based to citizenship education by the Ministry of Education. To shed light on these studies and bring recommendations, social studies and history curriculum of Denmark carrying out citizenship education very seriously is investigated in terms of dimensions of goals, content, learning and teaching process and evaluation.This study is limited with social studies lesson in 7th-9th class and history lesson in 3th-9th class which is applied in Odense of Denmark. In this study it is examined metioned the programs by document analysis. The Programs are obtained reaching the country’s Education Ministry sources. The documents which were written Danish language are translated into first English and then Turkish language. In the meantime it is receieved the support for translation fromDanish programs professionals and teachers where it is needed. In addition to data collection, the researcher is observed participating various course activities.According to results of analysis of the data, these findings are reached: It is often emphasized on concept of democracy, freedom, and respect in citizenship education in Denmark. It is intended to give the students required the rules and values for participation in the democratic life and it is attempted to be given approach that the students have a right to say their ideas freely and to

  1. Adolescents' Democratic Engagement. A Qualitative Study into Dutch Adolescents' Narratives about their Citizenship in a Democratic and Pluralist Society

    NARCIS (Netherlands)

    Groot, I. de

    2013-01-01

    This dissertation reported a narrative inquiry into a normative phenomenon: thick democratic engagement. We investigated the lived citizenship of students, developed a thick concept of democracy, discussed limitations of existing concepts of democracy and democratic citizenship in research on democr

  2. Democracy, Citizenship Education and Inclusion: A Multi-Dimensional Approach

    Science.gov (United States)

    Grossman, David L.

    2008-01-01

    Both democratic citizenship education and inclusion share a common ethos and language based on concerns for human rights, social justice, and a sense of community. Both aim at the building of democratic relationships. But it is fair to say that for a long time citizenship educators and advocates of inclusion have either spoken past each other, or…

  3. TRAINING IN CITIZENSHIP AND DEMOCRATIC CULTURE AS PEACE-BUILDING

    Directory of Open Access Journals (Sweden)

    Felipe Piedrahita Ramírez

    2014-01-01

    Full Text Available This paper aims to reconstruct the possible relationships between peace and democracy by addressing the issue of what model of democracy better corresponds to the formation of a culture of peace. To this end, the broadly views of peace and democracy are reconstructed to criticize either minimalist or negative visions, suggesting a normative relationship between positive peace and substantive democracy. Later we will argue in favor of the deliberative democratic model as the one that best fits the requirements of citizen education and culture of peace in the internal systems. Finally, some key elements to consider in relation to the formation of democratic citizenship rooted in the values of a global culture of peace will be outlined.

  4. Desert, Liberalism and Justice in Democratic Education

    Science.gov (United States)

    Jonsson, Olafur Pall

    2012-01-01

    Liberal democratic education, as advocated in recent accounts of citizenship education or civic education, is often seen as incompatible with moral education or character education rooted in specific views regarding the virtues. This contrast relies on well established philosophical differences between liberal views of justice and democracy, on…

  5. The Ignorant Citizen: Mouffe, Ranciere, and the Subject of Democratic Education

    Science.gov (United States)

    Biesta, Gert

    2011-01-01

    Much work in the field of education for democratic citizenship is based on the idea that it is possible to know what a good citizen is, so that the task of citizenship education becomes that of the production of the good citizen. In this paper I ask whether and to what extent we can and should understand democratic citizenship as a positive…

  6. Sorting Citizens: Differentiated Citizenship Education in Singapore

    Science.gov (United States)

    Ho, Li-Ching

    2012-01-01

    Using Singapore as a case study, this paper examines how the discourses of democratic elitism and meritocracy help allocate different citizen roles to students and define the nature of the social studies citizenship education programmes for different educational tracks. While the Singapore education system is not unique in its stratification of…

  7. Global Citizenship Education

    DEFF Research Database (Denmark)

    Roesgaard, Marie Højlund

    2016-01-01

    Global citizenship as an idea has become an increasingly important issue on the educational agenda since the late 1970’s. The importance allotted to this issue is clear in the attention given to it by for example UNESCO where global citizenship education (GCED) is an area of strategic focus....... Increasingly schools all over the world are attempting to or expected to educate the global citizen, but how exactly do you educate the global citizen? What does this global citizenship consist of? While surely the type of training and education needed to train a global citizen will vary greatly depending......, that it is possible to develop a feeling of global citizenship in a society. However, it is very important to keep in mind that global citizenship education as treated in the literature so far has been quite Eurocentric (this includes North America). A survey of research on GCED found that two thirds of the research...

  8. Civics Is Largely about Politics: The Possibilities and Challenges of a Citizenship Education Pedagogy That Embraces Democratic Politics and Recognizes Diversity

    Science.gov (United States)

    Molina-Girón, L. Alison

    2016-01-01

    Research investigating the practice of citizenship education in multicultural schools is scarce. Drawing on classroom observations and teacher and student interviews in four multicultural Grade 10 Civics classrooms in Ottawa, Canada, this case study discusses one teacher's unique citizenship education pedagogy, an approach that embraces democratic…

  9. Democratic Citizenship and Service Learning: Advancing the Caring Self.

    Science.gov (United States)

    Rhoads, Robert A.

    2000-01-01

    Discusses how service learning can promote the development of a "caring self" in college students by drawing on the ideas of John Dewey, George Herbert Mead, and contemporary critical theorists. Links this caring self to democratic citizenship and uses students' narratives to illustrate how it develops through service learning contexts.…

  10. Democratic Citizenship and the “Crisis in Humanities”

    Directory of Open Access Journals (Sweden)

    Vicki A. Spencer

    2014-08-01

    Full Text Available As a consequence of the recent global recession, a new “crisis in the humanities” has been declared, and ideas of how best to defend the humanities have been vigorously debated. Placing this “crisis” in the context of neoliberal reforms to higher education since the 1980s, I examine the argument expounded by Martha Nussbaum that the very foundation of democratic citizenship is at stake. I indicate a number of problems with Nussbaum’s case. First, to resist the neoliberal agenda that pits disciplines against one another, I maintain that we need to understand the humanities broadly to include the social sciences. Second, I indicate that the humanities are not just important to democracies, but are a vital aspect of any society because they form a crucial part of human existence. Third, I argue that the humanities are important to democratic societies not merely because they promote critical thinking about our political processes and sympathetic understanding as Nussbaum argues. More fundamentally, the diversity of the humanities in both their content and approaches to knowledge is central to freedom. Finally, I warn against framing the challenges facing the humanities in terms of a crisis discourse that deprecates freedom in accord with the neoliberal agenda.

  11. Intercultural education for citizenship in complex societies. Summary of the International Conference on Intercultural Education for citizenship.

    Directory of Open Access Journals (Sweden)

    Barbara Guidetti

    2009-07-01

    Full Text Available Summary of the International Conference held on 15 and May 16, 2009 in Verona. An event planned at the end of a Research Project of National Interest (PRIN designed to detect and promote the practices of education for democratic citizenship in Italian schools, following the guidelines of the Council of Europe on Education for Democratic Citizenship (EDC and using the methodologies proposed in the "Tool for Quality Assurance of EDC in schools".

  12. Citizenship: The Democratic Imagination in a Global/Local Context.

    Science.gov (United States)

    Cogan, John J.; Grossman, David; Liu, Mei-hui

    2000-01-01

    Discusses the major global trends that citizens of the new millennium must address and why critics question globalization. Asserts that a new conception of "citizen" is required, describing a form of citizenship education called multidimensional citizenship. Considers how to provide schools that are centers of citizen education. (CMK)

  13. Democratizing Our Youth: Citizenship, Community and Governance

    Science.gov (United States)

    McVeigh, Ryan; Barnett, Jennifer

    2010-01-01

    In this paper we argue that the inherent flaw in the current Ontario civics curriculum is that it is too heavily influenced by the functional aspects of "what is" Canada, rather than giving the opportunity to experience the emotional qualities of what it means to be Canadian. Creating a community of learners based on the caveats of citizenship and…

  14. Valuing Civics: Political Commitment and the New Citizenship Education in Australia

    Science.gov (United States)

    Howard, Cosmo; Patten, Steve

    2006-01-01

    The character of civics education is dependent on the world view in which it is embedded. Thus, citizenship education that is not explicitly committed to a vision of democratic citizenship will be shaped by the dominant ideology of our times: neo-liberalism. After contrasting neo-liberal and radical democratic perspectives on civics education, we…

  15. Civic education, key to democratic consolidation

    Directory of Open Access Journals (Sweden)

    Roberto Mardones Arévalo

    2012-06-01

    Full Text Available Assuming the importance for Chile to deepen and improve its democratic system, this article aims first to recognize the status of citizen progressive distancing of political affairs, especially in the youngest segment, based on data provided by various surveys and studies for the period 1990 to 2010. The realization of the above situation leads us to propose that generate citizen involvement is correlated to the field of politics, that citizens understand the importance of political participation, which is made from the educational base. From our perspective, the problem lies in citizenship education, which would be deficient or misguided. Thus, the second objective of this study is to understand the role that has met the Chilean educational system, however the education reform process launched since 1997 has not, apparently, with the formula that involves the creation of citizenship committed to their surroundings and with the complexities of the context of open societies and permeable in a global context.

  16. Educación para la ciudadanía democrática en la cultura digital Education for Democratic Citizenship in a Digital Culture

    Directory of Open Access Journals (Sweden)

    Vicent Gozálvez Pérez

    2011-03-01

    . The Greek dream of «isegoria», everyone’s right to speak, can become a reality in a digital culture, yet the highly selective use of communication technology can have the opposite effect: new forms of socialization can contribute to the expansion of «echo chambers» or «digital niches», shrinking communication spaces in which the right to speak dissociates itself from the responsibility to listen critically to what arises from a more open, plural and public sphere. One of the goals of education in a digital culture is precisely to diminish this trend that authors such as Sunstein, Wolton and Cortina have detected in recent years. This article proposes educational guidelines to avoid this bias by using communication technology to promote digital citizenship and the ethical values sustained by democratic societies.

  17. Reunification, democratization and education

    Science.gov (United States)

    Lee, Jee-Hun

    1990-06-01

    The division of the nation into two separate political entities and the later development of dependent capitalism in South Korea have created two important eductional tasks, to do with reunification and democratization. Reunification requires liberation from the influence of foreign powers involved in the national partition and the development of dependent capitalism. Reunification-oriented education emphasizes understanding foreign influences in every sphere of the people's life, understanding the true realities of the two Koreas which have developed in different ways, and overcoming anti-communist ideological obfuscation. Democratization implies the enhancement of people's participation in the exercise and control of political and economic power at every level. For this purpose people need to be educated to participate in order to prevent the abuse of highly centralized power. United and collective action by teachers is required to protect schools from the state monopoly in education and to maintain the integrity and independence of a teaching profession so that pupils can learn and practise democratic values at school.

  18. Human Rights, Cosmopolitanism and Utopias: Implications for Citizenship Education

    Science.gov (United States)

    Starkey, Hugh

    2012-01-01

    Citizenship education, defined as learning to live together, requires agreement on certain common principles. One central purpose of a state education system is the transmission of common normative standards such as the human rights and fundamental freedoms that underpin liberal democratic societies. The paper identifies the conceptual roots of…

  19. Human Rights, Cosmopolitanism and Utopias: Implications for Citizenship Education

    Science.gov (United States)

    Starkey, Hugh

    2012-01-01

    Citizenship education, defined as learning to live together, requires agreement on certain common principles. One central purpose of a state education system is the transmission of common normative standards such as the human rights and fundamental freedoms that underpin liberal democratic societies. The paper identifies the conceptual roots of…

  20. Trends and Dilemmas in Citizenship Education

    Directory of Open Access Journals (Sweden)

    Trond Solhaug

    2013-08-01

    Full Text Available This article elaborates some important trends and discussions in citizenship education. It seems that there are strong arguments from scientific scholars which express opposition to a focus on only formal facts and democratic procedures in the teaching of citizenship education. This approach is also criticized by students for its meaninglessness and irrelevance. There also seems to be relative agreement that democracies are being challenged for various reasons, that school plays an important role in citizenship education, that republicanism is the preferred framework, and that students construct their own views of the world (constructivist learning processes. Despite this rather general agreement, there remain quite a few important dilemmas and also disagreements in the field of citizenship education. Among these are: the conceptualization of democracy, the knowledge to be presented, adopting a national versus a global perspective, the maturity of young citizens regarding the question of multiculturalism, and approaches to teaching (particularly providing room for criticism. These and other dilemmas are discussed, and a summary of recommendations is put forward.

  1. Howard Zinn on Democratic Education

    Science.gov (United States)

    Zinn, Howard

    2004-01-01

    Perhaps no other historian has had a more profound and revolutionary impact on American education than Howard Zinn. This is the first book devoted to his views on education and its role in a democratic society. "Howard Zinn on Democratic Education" describes what is missing from school textbooks and in classrooms--and how we move beyond these…

  2. Preparing for Citizenship: Teaching Youth To Live Democratically.

    Science.gov (United States)

    Mosher, Ralph; And Others

    This book explores the issues of democratic education and student responsibilities in the schools. There are three compelling reasons to engage students to have a direct experience of democracy as an integral part of their schooling: (1) students are most likely to understand and value democracy and develop the political skills required for…

  3. Citizenship Education and Diversity in Liberal Societies: Theory and Policy in a Comparative Perspective

    Science.gov (United States)

    Sundstrom, Mikael; Fernandez, Christian

    2013-01-01

    Citizenship education is a popular and contested phenomenon in liberal democratic societies. It is difficult to imagine a school system that does not contribute to the preservation and improvement of society through education of democratic, responsible and tolerant citizens. On the contrary, the execution of such education is full of caveats,…

  4. The Ethics and Citizenship Program: A Brazilian Experience in Moral Education

    Science.gov (United States)

    Araujo, Ulisses; Arantes, Valeria

    2009-01-01

    This article describes the Ethics and Citizenship Program, a moral education project developed by the Brazilian government to promote education in ethics and citizenship in Brazilian fundamental and middle schools through four key themes: ethics, democratic coexistence, human rights and social inclusion. Some findings from a research project that…

  5. Studying the Quality of Democracy: Two Cross-National Measures of Democratic Citizenship

    Science.gov (United States)

    Ledet, Richard

    2016-01-01

    This article provides new cross-national measures of two dimensions of democratic citizenship with great import for the study of democratic quality, expressive participation, and intolerance of diversity. Using data from the 2000-2001 wave of the World Values Survey, the paper present new ways to measure participation and intolerance, as well as a…

  6. Nurturing democratic virtues: educators' perspectives

    African Journals Online (AJOL)

    Erna Kinsey

    citizenship education was formally introduced into schools in 2002, the authors of the ... "gradually developing capacity to reflect upon what is right and wrong .... the classroom, and to mention any additional dispositions that they attempted to ...

  7. Inclusive Curriculum? Challenges to the Role of Civic Education in a Jewish and Democratic State

    Science.gov (United States)

    Pinson, Halleli

    2007-01-01

    Against the backdrop of growing conflicts in Israeli society and concerns about its democratic character, the current curriculum guidelines and official textbook for civic education in Israel were set to offer a more inclusive civic education that would stress ideas such as pluralistic and democratic citizenship. However, this curriculum does not…

  8. We Come to Form Ourselves Bit by Bit: Educating for Citizenship in Post-Conflict Guatemala

    Science.gov (United States)

    Rubin, Beth C.

    2016-01-01

    Over the past several decades, the implementation of democratic citizenship education has become a common prescription for the civic reconstruction of post-conflict societies. Across the globe, educational changes are seen as fundamental to the creation of peaceful, tolerant, and democratic civic identities, the key to "social reconstruction,…

  9. The Ethic of Care in Globalized Societies: Implications for Citizenship Education

    Science.gov (United States)

    Zembylas, Michalinos

    2010-01-01

    Illustrating the tensions and possibilities that the notion of the ethic of care as a democratic and citizenship issue may have in discourses of citizenship education in western states is the focus of this article. I first consider some theoretical debates on the definition of an ethic of care, especially in relation to issues of justice and…

  10. Citizenship education : the feasibility of a participative approach

    NARCIS (Netherlands)

    Guerin, L. J. F.; van der Ploeg, P. A.; Sins, P. H. M.

    2013-01-01

    Background:European and national policies on citizenship education stimulate the implementation of a participative approach to citizenship education, fostering active citizenship. The reason given for fostering active citizenship is the decline of participation in political and social life jeopardiz

  11. Democratic Parenting: Paradoxical Messages in Democratic Parent Education Theories

    Science.gov (United States)

    Oryan, Shlomit; Gastil, John

    2013-01-01

    Some prominent parent education theories in the United States and other Western countries base their educational viewpoint explicitly on democratic values, such as mutual respect, equality and personal freedom. These democratic parenting theories advocate sharing power with children and including them in family decision making. This study presents…

  12. Education for Democratic Citizenship in Educational Institutions: The Socio-educational Approach La educación para una ciudadanía democrática en las instituciones educativas: Su abordaje sociopedagógico

    Directory of Open Access Journals (Sweden)

    Arturo Torres Bugdud

    2013-08-01

    Full Text Available Citizenship education is one of the most relevant topics in education. It comprises key aspects of the student’s personal and social behavior, and has significant points of convergence with other areas of the educational practice. Democracy is emphasized in this paper as an important feature of citizenship education, which requires special attention in terms of its socio-educational approach. Citizenship education may be studied from different scientific disciplines; in this case, the pedagogical approach is studied from the social perspective. The main objective of this paper is to discuss the theoretical basis on the subject matter of this project, through studies conducted in different contexts of the social sciences, underlining the importance of citizenship education today, regardless of the educational level in which it is taught. Analysis-synthesis and historical-logical methods were used to assess the background on the subject, obtaining results that could be developed in the educational institutions, in the future.Recibido 20 de mayo de 2012 • Corregido 17 de junio de 2013 • Aceptado 19 de junio de 2013La educación ciudadana es uno de los temas educativos de mayor actualidad, además de abordar aspectos esenciales de la dimensión personal y social del estudiante, posee puntos de contacto importantes con otras direcciones de la práctica educativa. En este artículo se enfatiza la democracia como cualidad importante de la educación ciudadana que requiere especial atención en su abordaje sociopedagógico. El tema de la educación ciudadana se afronta por diferentes disciplinas científicas, en este caso se acentúa el enfoque pedagógico desde una perspectiva social. El objetivo fundamental de este artículo de reflexión es argumentar los sustentos teóricos sobre esta temática, a través de estudios realizados en diferentes contextos desde el campo de las ciencias sociales, destacando la importancia que adquiere la educaci

  13. Educating Tourists for Global Citizenship:

    DEFF Research Database (Denmark)

    Phi, Giang; Whitford, Michelle; Dredge, Dianne

    2017-01-01

    Ethical tourism initiatives have increasingly been framed as tools to educate tourists about global citizenship (GC), yet it is unclear how these initiatives are conceptualised, planned and implemented by tourism providers. This paper focuses on a form of ethical tourism known as microfinance...

  14. Education for Responsible Citizenship: Conversation

    Science.gov (United States)

    Waghid, Yusef

    2009-01-01

    There is an abundance of literature on citizenship education. This essay is an attempt to show how deliberation is used in university classroom pedagogy, to engender in students a commitment to becoming responsible citizens of a post-apartheid South Africa. Firstly, I show that controversy can be attended to through deliberation, with specific…

  15. Globalisation, Citizenship and the Education of Adults in Contemporary European Society.

    Science.gov (United States)

    Jarvis, Peter

    2002-01-01

    Argues that globalization is undermining the state. Calls for a reconsideration of the concept of citizenship. Points out that adult education has traditionally stood outside the institutionalized education sector and has served a more democratic and radical function. Claims that as adult education becomes institutionalized it will lose this…

  16. Asian Values and Democratic Citizenship: Exploring Attitudes among South Korean Eighth Graders Using Data from the ICCS Asian Regional Module

    Science.gov (United States)

    Knowles, Ryan Thomas

    2015-01-01

    Utilizing data from the 2009 IEA International Civic and Citizenship Study Asian Regional Module, this secondary analysis explores the relationship between traditional Asian values and democratic citizenship. Findings identify two dimensions of Asian values: Asian civic values and obedience to authority. Among South Korean students, Asian civic…

  17. Cultural Studies and Democratically Aware Teacher Education: Post-Fordism, Civics, and the Worker-Citizen.

    Science.gov (United States)

    Steinberg, Shirley R.; Kincheloe, Joe L.

    1996-01-01

    Illustrates the ways that a cultural studies approach to teacher education can expand the vision of democracy and citizenship. Analyzes the development and subsequent breakdown of the economic foundations of 20th-century life and offers new understandings that can be used to inform a democratically aware teacher education program. (MJP)

  18. The democratic horizons of the museum: Citizenship and culture

    NARCIS (Netherlands)

    P. Dahlgren; J. Hermes

    2015-01-01

    Change is sweeping through the world of museums, technologically, financially, and ideologically, impacting on the sociocultural evolution of their roles and status. We seek to contribute to ongoing reflections by offering a conceptual framework that links museums with democratic theory, to citizens

  19. Controversy, Citizenship, and Counterpublics: Developing Democratic Habits of Mind

    Science.gov (United States)

    Sheppard, Shelby; Ashcraft, Catherine; Larson, Bruce E.

    2011-01-01

    A wealth of research suggests the importance of classroom discussion of controversial issues for adequately preparing students for participation in democratic life. Teachers, and the larger public, however, still shy away from such discussion. Much of the current research seeking to remedy this state of affairs focuses exclusively on developing…

  20. Democratic parenting: paradoxical messages in democratic parent education theories

    Science.gov (United States)

    Oryan, Shlomit; Gastil, John

    2013-06-01

    Some prominent parent education theories in the United States and other Western countries base their educational viewpoint explicitly on democratic values, such as mutual respect, equality and personal freedom. These democratic parenting theories advocate sharing power with children and including them in family decision making. This study presents a textual analysis of two such theories, the Adlerian model of parent education and the Parent Effectiveness Training (PET) model, as they are embodied in two original bestselling textbooks. Through content and argumentation analysis of these influential texts, this study examines the paradoxes inherent in these two theories when they articulate how to implement fully democratic principles within the parent-child relationship. We discover that in spite of their democratic rationale, both books offer communication practices that guide the child to modify misbehaviour, enforce parental power, and manipulate the child to make decisions that follow parental judgment, and thus do not endorse the use of a truly democratic parenting style. We suggest, as an alternative to the democratic parenting style, that parents be introduced to a guardianship management style, in which they do not share authority with children, but seek opportunities for enabling children to make more autonomous decisions and participate in more family decision making.

  1. Democratizing Teacher Education

    Science.gov (United States)

    Zeichner, Ken; Payne, Katherina A.; Brayko, Kate

    2015-01-01

    In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how…

  2. Against Democratic Education

    Science.gov (United States)

    Bai, Tongdong

    2011-01-01

    This is the fourth of five commentaries discussing Zongjie Wu's essay, "Interpretation, autonomy, and transformation". It argues that he may have committed two methodological mistakes in his contrast between traditional Chinese education and contemporary Chinese (and Western) education: reverse-Orientalism and a form of fundamentalism.…

  3. MOOCs and Democratic Education

    Science.gov (United States)

    Carver, Leland; Harrison, Laura M.

    2013-01-01

    Massive Open Online Courses (MOOCs) have entered the world of online education with a splash, and their potential to transform higher education is being widely hailed. Indeed, many involved in the creation, implementation, and facilitation of this new format regularly speak in terms of "revolution" and massive "disruption." If…

  4. Citizenship Education in Turkey: Inclusive or Exclusive

    Science.gov (United States)

    Ince, Basak

    2012-01-01

    This paper scrutinises citizenship education in Turkey from the foundation of the Turkish Republic (1923) to the present and explores the extent to which it encourages inclusive or exclusive concepts of national identity and citizenship. In Turkey, where there are citizens belonging to ethnic and religious minorities, civic education plays a…

  5. Citizenship Education Research in Varied Contexts: Reflections and Future Possibilities. A Review Essay

    Science.gov (United States)

    Tudball, Libby

    2015-01-01

    Three books are the subject of this review essay: (1) Avril Keating's (2014) publication, "Education for Citizenship in Europe: European Policies, National Adaptations and Young People's Attitudes"; (2) "The Political Classroom: Evidence and Ethics in Democratic Education", Diana Hess and Paula McAvoy (2015); and (3) "We…

  6. Enviromental education and citizenship

    Directory of Open Access Journals (Sweden)

    Karla Aguiar Kury

    2010-05-01

    Full Text Available This article aims to stimulate discussion on the development model adopted by the globalized world and its implications on environmental issues. The author points out the importance of public mobilization for the conservation of environmental quality, emphasizing the responsibility of educators in building strategies to overcome social inequality, as well as environmental education as a means to reestablish interpersonal and man-nature relationships, in order to prepare political citizens concerned with environmental protection and the assurance of the most fundamental right: the right to life itself.

  7. Citizenship and Science Education.

    Science.gov (United States)

    Bybee, Rodger W.

    1982-01-01

    Discusses purposes and policies of science education, including present growth trends and the resulting problems of human ecological scarcity, global nature of these problems, and the need for a global response to alter current trends. Emphasizes the role of science/technology in the amelioration of global problems. (Author/JN)

  8. Educació i ciutadania en societats democràtiques: cap a una ciutadania col·laborativa Education and citizenship in democratic societies: towards collaborative citizenship Educación y ciudadanía en sociedades democráticas: hacia una ciudadanía colaborativa

    Directory of Open Access Journals (Sweden)

    Miquel Martínez Martín

    2011-12-01

    Full Text Available En aquest treball es presenten un conjunt de consideracions sobre allò que ha de ser una proposta pedagògica —no solament escolar— que procuri formar ciutadans i ciutadanes en societats democràtiques, plurals, en època de globalització, i alguns arguments sobre la seva necessitat i conveniència. Es proposa avançar cap a una ciutadania col·laborativa capaç d’apreciar els valors de la democràcia i el pluralisme com a valor. En aquest sentit es destaca la importància d’aquells enfocaments pedagògics que conreen aprenentatge col·laboratiu i participació com a mitjans per a la construcció de ciutadania activa i col·laborativa. _____________________________________________ Dans ce travail, nous présentons un ensemble de considérations sur ce que doit êtrecune proposition pédagogique —non seulement scolaire— permettant de former des citoyens et des citoyennes dans les sociétés démocratiques, plurielles, à l’époque de la mondialisation, ainsi que certains arguments quant à sa nécessité et son opportunité. Nous proposons d’avancer vers une citoyenneté collaborative capable d’apprécier les valeurs de la démocratie et le pluralisme comme valeur. De ce point de vue, on remarque l’importance de ces mises au point pédagogiques qui cultivent apprentissage collaboratif et participation comme moyens pour la construction d’une citoyenneté active et collaborative.In this paper, we present a series of considerations on a proposal to educate citizens in democratic, plural societies in the era of globalization. This proposal should apply to education in general, not just to schools. We also present some reasons why this proposal is both necessary and advisable. The aim is to advance towards collaborative citizenship, in which democratic values and the value of pluralism are recognized. We highlight the importance of educational approaches that foster collaborative learning and participation as a way to build

  9. Supporting the Growth of Global Citizenship Educators

    Directory of Open Access Journals (Sweden)

    Lisa Faden

    2008-01-01

    Full Text Available This paper presents the results of a study, which was a part of a broader project to develop and pilot test a global citizenship education (GCE teaching kit. This study involved examining a group of typical teachers’ perceptions, attitudes and beliefs about becoming global citizen educators. The study posed the question, “Can providing teachers with global citizenship education resources and supporting them in the implementation of these resources improve their capacity to be effective global educators?” We can infer from our study that there is mainstream appeal amongst social studies teachers for GCE. However, there are a number of limitations and barriers that prevent even those committed to global citizenship education from implementing GCE in their classrooms. Therefore, we argue that it is critically important to provide teachers with sustainable supports such as curriculum aligned teaching materials and professional development opportunities to become global citizenship educators.

  10. Discovering Argument: Linking Literacy, Citizenship Education, and Persuasive Advocacy

    Directory of Open Access Journals (Sweden)

    Peter Brett

    2014-05-01

    Full Text Available This paper explores persuasive writing and what more might be done to help equip young people with the written literacy tools to be effective participants in civic activism. Firstly, we argue from an Australian (and Tasmanian context that there may be merit in teachers and students re-visiting some of the advice from classical rhetoric around the discovery of arguments. Secondly, we analyse challenges that 14 year old students face in responding to Australia’s national literacy tests which include a persuasive writing task – and exemplify this section with evidence drawn from a data source of outstanding student responses. We conclude by critically reviewing and augmenting the literacy strategies suggested in a representative citizenship education teaching text, and suggest a tentative stepped model for supporting high quality persuasive writing in the context of active citizenship and democratic engagement.

  11. Citizenship education and its relevance to Zimbabwe

    Directory of Open Access Journals (Sweden)

    Patrick Sibanda

    2015-10-01

    Full Text Available Informal education systems in the traditional African systems were aimed at, among other things, passing on cultural values, norms and knowledge skills from one generation to the next.  In addition, the youth were taught to preserve their cultural identity. Owing to fundamental shifts in classical family systems and educational practices in Africa, countries such as Zimbabwe have come to recognise the need for including societal values and norms, ethics, morals and responsibilities in thewhole school curricula in order to inculcate value systems and maintain the national legacy and cultural heritage. One strategy for achieving the desired cultural ethos is implementing a deliberate Citizenship Education programme which should be incorporated into the formal education system. Citizenship Education could also be inculcated through extra curricula activities such as sport.Besides the transmission of the cultural norms and values, Citizenship Education should incorporate humanitarian issues such as inclusion of people with disabilities in social processes. In the same vein, the Citizenship Education programme should be flexible to cater for the needs of learners with special needs. This paper explores the relevance of Citizenship Education to the prevailing Zimbabwean situation. In the long term, Citizenship Education has the capacity to improve the socio-political and economic advancement of a country.  The paper concludes that Citizenship Education is relevant to the Zimbabwean situation, despite that it has been heavily politicised and has, in some cases, lost its original intention. In the long term, the programme has a propensity to improve the socio-political and economic conditions of the country. De-politicisation of Citizenship Education could be the first step towards re-aligning it to the intended national ethos and ideals. This should be policy driven.The programme should endeavour to inculcate values and norms that facilitate nation

  12. Experiential Education: Democratizing Educational Philosophies.

    Science.gov (United States)

    Minnich, Elizabeth Kamarck

    1999-01-01

    Looks at some of the philosophical positions, especially Pragmatism, that ground and inform the traditions of experiential education, examining hierarchical philosophy and experiential education, egalitarian pragmatism and experiential education (using Jane Addams as an example), and Dewey's theory of education as expressed in "Democracy and…

  13. Experiential Education: Democratizing Educational Philosophies.

    Science.gov (United States)

    Minnich, Elizabeth Kamarck

    1999-01-01

    Looks at some of the philosophical positions, especially Pragmatism, that ground and inform the traditions of experiential education, examining hierarchical philosophy and experiential education, egalitarian pragmatism and experiential education (using Jane Addams as an example), and Dewey's theory of education as expressed in "Democracy and…

  14. The Butterfly Effect: The Impact of Citizenship Education

    Science.gov (United States)

    Ponder, Jennifer; Lewis-Ferrell, Genell

    2009-01-01

    This article tells the story of a classroom teacher's journey with her elementary students as they attempt to understand and define citizenship. The narrative highlights the process of using an emergent curriculum, creating a democratic classroom, and facilitating an active citizenship project led by students. The authors provide steps to help…

  15. Democratic Citizenship: Responsible Life in a Free Society

    Science.gov (United States)

    Power, F. Clark; Scott, Sarah E.

    2014-01-01

    The Convention on the Rights of Child charges educators not only to respect children's rights but also to prepare children to develop as responsible citizens in a free society. The Convention enriches the perspective of school psychologists by emphasizing the need to respect children's rights while also promoting their competencies as political…

  16. Country Report: Citizenship Education: Lithuanian Mapping

    Directory of Open Access Journals (Sweden)

    Irena Zaleskene

    2011-10-01

    Full Text Available Some theoretical concepts of globalisation and citizenship are discussed in the article as well as changing role of citizenship education in transforming Lithuanian Society. The author points out that many problems in contemporary Lithuanian society arise from the fact that the relationship between individuals and the state is changing fundamentally. The state should broaden “positive” choices and support an individual by ensuring principles of equality in basic human rights and access to opportunities. On the other hand, an individual has to take the responsibility for his/her own life becoming a decisive factor in choosing personal life style and in building up civic community. In this respect, it is expected that Citizenship Education would lay an important role in educating competence and attitudes towards own responsibilities, in educating mental and practical skills for positive civic participation. Current status and new approaches of citizenship education in Lithuania are presented in the light of international developments. The article concludes that changing role of citizenship education has significant implications for professional development of teachers and for the national teacher training system as a whole.

  17. EDUCAÇÃO PARA A CIDADANIA: O ASPECTO DEMOCRÁTICO DO DIREITO À EDUCAÇÃO/EDUCATION FOR CITIZENSHIP: THE DEMOCRATIC OF RIGHT TO EDUCATION/EDUCACIÓN PARA LA CIUDADANÍA: EL ASPECTO DEMOCRÁTICO DEL DERECHO A LA EDUCACIÓN

    National Research Council Canada - National Science Library

    Raíza Alves Rezende; Vladimir Brega Filho

    2015-01-01

    ... of the right to education as a formative environment of the individual to the exercise of citizenship, a task that is followed by the Law of Directives and Bases of National Education (Law No. 9394/1996...

  18. Global Citizenship Education in School Curricula. A Polish Perspective

    Science.gov (United States)

    Leek, Joanna

    2016-01-01

    The purpose of this study is to present global citizenship education from a Polish perspective. Analyzing the issue, the first part of this paper presents the development of citizenship education, followed by the current status of global citizenship education in Polish schools. In the second part of the study I draw attention to national curricula…

  19. Citizenship Education in Ecuador: Perceptions of Students and Teachers

    Science.gov (United States)

    Chavez, Andres Alberto

    2016-01-01

    The purpose of this study is to review literature about citizenship education in order to develop a framework for transformative citizenship education and compare that framework to the intended and implemented citizenship education curriculum in Ecuador. This study presents qualitative research carried out in eight schools in four provinces of…

  20. Education in bioethics and citizenship formation

    Directory of Open Access Journals (Sweden)

    Haywer Alexander Carvajal Abril

    2016-01-01

    Full Text Available This article aims to make an analysis of the conceptual foundations in Nussbaum and Cortina’s work, according to which education in bioethics can be used to promote the exercise of citizenship in undergraduates. In order to successfully carry out this research, in the first part it is developed a reflection on what bioethics is, and more specifically education in bioethics. The second and third sections show a reflection on the conceptual elements of Nussbaum and Cortina which could be used by education in bioethics for citizenship formation. Finally, such elements and their importance to bioethics are analyzed.

  1. Citizenship.

    Science.gov (United States)

    Jenkins, Keith

    This document consists of the documentation and question sheets that accompany an educational computer program available on diskette. This product is an oral review of all the questions asked on the Immigration and Naturalization Service oral test for U.S. citizenship. Student answers are recorded by the computer. The teacher reviews answers…

  2. CONTRIBUTION OF INDONESIAN DEMOCRATIC TO ISLAMIC EDUCATION

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    Erni Haryanti

    2016-03-01

    Full Text Available This paper aims to show up the reason that Indonesian democratic can give contribution to developing of Islamic education theory, in order to responds of contemporary issues. To achieve of the purpose, this paper was discussing a number of democratic theory and Islamic education contemporary literature with holding a dialogue to Indonesian culture background. Recently, Islamic education theory and practice has undergone some transformations, in its system, curriculum, and institutions. One of the trigger was a demand to implementing a conception of democracy in Islamic education praxis. In Indonesia it was adopted from Pancasila, exactly the Bhineka Tunggal Ika slogan. To realized of that, Indonesian Islamic education institution like madrassa, since 1980s was combined between curriculum Indonesia national and Islamic education. It is be a sign that Indonesian democracy can be an alternative to developing a theory of democratic Islamic education.

  3. Educating for Cultural Citizenship: Reframing the Goals of Arts Education

    Science.gov (United States)

    Kuttner, Paul J.

    2015-01-01

    Arts education does more than transfer the skills and knowledge needed to create artistic works. It also helps to shape young people's orientations towards participation in the cultural life of their communities. In this article, Paul Kuttner argues for reframing arts education as a process of developing cultural citizenship. Cultural citizenship,…

  4. Dementia and representative democracy: Exploring challenges and implications for democratic citizenship.

    Science.gov (United States)

    Sonnicksen, Jared

    2016-05-01

    Despite growing recognition of the rights of people with dementia for full citizenship, issues related to democracy, whether from theoretical or practical perspectives, remain neglected. Especially since discourses on dementia have expanded to this rights-based approach, it is imperative to begin to examine the meanings and practices of democracy within a context of dementia. Accordingly, the purpose of this article is to assess implications of dementia in the context of democracy. Rather than surveying the variety of democratic concepts, it will focus the analytical framework on representative democracy and then outline several challenges to and for representative democracy and citizens with dementia. The intention is to begin to identify paths for ensuring representation, inclusion and participation for those who have dementia.

  5. Citizenship Education: Cultivating a Critical Capacity to Implement Universal Values Nationally

    Directory of Open Access Journals (Sweden)

    Katarzyna Twarog

    2017-04-01

    Full Text Available Citizenship and citizenship education face challenges due to globalizing factors affecting modern liberal-democratic states. Earlier models of citizenship, which were based on assimilation into the dominant society, have been challenged by scholars seeking to create a fuller understanding of citizenship more inclusive of diversity. This paper addresses the works of Martha Nussbaum and James A. Banks who present two possibilities for citizenship education: purified patriotism (Nussbaum and transformative citizenship education (Banks. By considering values, identity and the national narrative, this paper compares their views in relation to these topics as well as gives supporting and opposing ideas from other scholars. It concludes by stating that these authors share a common commitment to the need for a critical civic culture, which in turn requires a willingness and openness on the part of all citizens to use their imagination and help foster the critical capacity to think anew. In this way, the traditional dichotomous debate over citizenship, values and identity within the nation and the world might be transformed. By utilizing what Freire refers to as deliberative dialogue, we can foster creative solutions to ensure that universal values of justice, tolerance, recognition and equality are not merely democratic ideals, but are practiced by all individuals and institutions. Furthermore, this paper addresses the need for a teacher training program which would teach educators how to promote and endorse a critical culture through dialogue within the classroom and create citizens who are capable of using their imagination and critical thinking to function cooperatively within a multicultural society.

  6. A Democratic Framework for Educational Rights

    Science.gov (United States)

    Newman, Anne

    2012-01-01

    Educational theorists frequently invoke rights claims to express their views about educational justice and authority. But the unyielding nature of rights claims presents a significant quandary in democratic contexts, given the tension between rights claims and majoritarian democracy. Educational theorists have given limited attention to this…

  7. Geographical Education for Environmental Citizenship.

    Science.gov (United States)

    Huckle, John

    1986-01-01

    Describes the concept of environmental citizenship and shows how to apply it to the "African crisis" and Australia. Claims geography can link a concern for a better world to the realities of world economic and political order thereby revealing the inadequacies of the accounts of crises offered by governments and the media. (JDH)

  8. Civics and Citizenship Education in Its Global Context: The Complexity of Global Citizenship Dialogues

    Directory of Open Access Journals (Sweden)

    Ruth Reynolds

    2012-10-01

    Full Text Available Despite much rhetoric around the notion of a global citizenship, the overriding focus of civics education, from the viewpoint of examining the international educational curriculum, seems to be on national identity and establishing national boundaries for citizenship education. [...

  9. The moral and the political in global citizenship: appreciating differences in education

    NARCIS (Netherlands)

    Veugelers, W.

    2011-01-01

    Schools are expected to pay attention to citizenship education, including for the global world. The concept global citizenship can get different meanings. In our theoretical orientation, we distinguish between three forms of modern global citizenship: Open global citizenship; Moral global

  10. Ambiguities of Citizenship. Reframing the Notion of Citizen-ship Education

    Directory of Open Access Journals (Sweden)

    Massimiliano Tarozzi

    2013-06-01

    Full Text Available Complex transformations world-wide encompassed by  the definition of ‘globalisation’ push us to re-think the concept of citizenship and its traditional definitions. The article aims to theoretically analyse the rich debate about citizenship from a socio-political point of view and tries to investigate the educational dimension related tod different concepts of citizenship. After having introduced three models for citizenship education (republican, liberal, and moral and having explored their shortcomings, the authors shall propose a possible overtaking that is rooted on another way to understand the relationship among education and politics.

  11. Digital Storytelling for Transformative Global Citizenship Education

    Science.gov (United States)

    Truong-White, Hoa; McLean, Lorna

    2015-01-01

    This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum…

  12. Active Citizenship, Education and Service Learning

    Science.gov (United States)

    Birdwell, Jonathan; Scott, Ralph; Horley, Edward

    2013-01-01

    This article explores how active citizenship can be encouraged through education and community action. It proposes that service learning and a renewed focus on voluntarism can both promote social cohesion between different ethnic and cultural groups while also fostering among the population a greater understanding of and commitment to civic…

  13. Art Education and a Democratic Citizenry

    Science.gov (United States)

    Siegesmund, Richard

    2013-01-01

    The first purpose of Art Education in public schools, articulated in the eighteenth century, was the ability to shape an imaginatively responsible, empathetic, democratic citizenry; this remains an aim for today, which is hard to achieve. This article explores the continuing tension between this original goal and other versions of Art Education,…

  14. Theorizing Democratic Education from a Senian Perspective

    Science.gov (United States)

    DeCesare, Tony

    2014-01-01

    Despite the growing body of literature and general interest in the intersection between the capabilities approach (CA) and education, little work has been done so far to theorize democratic education from a CA perspective. This essay attempts to do so by, first, getting clear about the theory of democracy that has emerged from Amartya Sen's…

  15. Saving Democratic Education from Itself: Why We Need Homeschooling

    Science.gov (United States)

    Glanzer, Perry L.

    2013-01-01

    We need homeschooling to save education in a liberal democracy from taking a religious form--what I call Democratic Education. Democratic Education emerges when the democratic identity and narrative become elevated to the highest priority when thinking about educating human beings. This elevation becomes particularly dangerous when other…

  16. Citizenship orientations and knowledge in primary and secondary education

    NARCIS (Netherlands)

    Geboers, E.; Geijsel, F.; Admiraal, W.; ten Dam, G.

    2015-01-01

    Despite widespread attention to citizenship in educational practice, knowledge of the citizenship of students is still fragmented. We therefore present a comprehensive framework to integrate empirical data and theoretical insights into the citizenship of young people today. To develop and validate t

  17. Human Rights, Diversity, and Citizenship Education

    Science.gov (United States)

    Banks, James A.

    2009-01-01

    The 60th anniversary of the Universal Declaration of Human Rights is a propitious time for educators to examine its implications for educating citizens in multicultural nation states. The author argues that students must experience democratic classrooms and schools that reflect their cultures and identities to internalize human rights values,…

  18. Cross-disciplinary consumer citizenship education

    DEFF Research Database (Denmark)

    Nielsen, Sanne Schnell; Gottschau, Jette

    2005-01-01

    and consumer education, along with pedagogical issues, with the aim of developing a holistic, integrated approach to consumer citizenship education. The workshop concept is based on the “IVAC” (Investigation, Visions, Actions & Changes) model (Jensen 1997). As our point of departure, we take a practical...... these competences in their practical teaching of consumer citizenship education in Danish comprehensive schools. Comprehensive schools are state schools combining primary and lower secondary education. In Denmark, teacher training includes 24 weeks of teaching practice. The workshop forms an integral part...... and methods function. In addition, they are offered a visit by their college supervisor. Upon completion of the teaching practice, a plenary evaluation takes place at the teacher training college. This is intended to bring the lessons learned during the practicum into the classroom in order to share...

  19. Refusal as a democratic catalyst for mathematics education development

    Directory of Open Access Journals (Sweden)

    Dalene Swanson

    2012-08-01

    Full Text Available Discussions about the connections between mathematics and democracy amongst the general populace have not been explicitly well rehearsed. A critical relationship with democracy for mathematics education may involve directing and redirecting its purposes. But, we ask, what if the ‘choice’ to not participate in experiences of mathematics education, or in its (redirection, were itself also a critical relationship with mathematics education? What if this refusal and disobedience to the evocative power of mathematics were a democratic action? We argue that consideration of mathematics education for democracy and development must take seriously specific acts of refusal that directly confront the construction of inequality common in most development contexts. Globalisation and development discourses, via citizenship and nationalism, construct relationships with learners and mathematics education in very specific ways that delimit possibilities for egalitarianism and democratic action. But, might such action not be recognised, not as refusal to participate per se, but as a refusal to participate in mathematics education’s colonising and/or globalising neo-liberal gaze? In arguing for the opening of a position of radical equality, we introduce Jacques Rancière to mathematics education theory, noting that for Rancière emancipation is the intentional disregard for ideological narratives such as the ones produced by mathematics education discourses. Thus, we provoke serious reconsideration of the assumptions behind most school improvement and professional development projects, as well as mathematics education policies and practices framed by globalising development discourses, and in the process we challenge our colleagues to consider ‘refusal’ not as deficit or failure, but as a critical position of radical equality in relation to mathematics education.

  20. Global human rights awareness, education and democratization

    NARCIS (Netherlands)

    Mihr, A.

    The 1990s was the era of human rights awareness, democratic transitions, and growing involvement of international organizations and the nongovernmental sector in human rights education (HRE). The UN Decade for HRE from 1995–2004 was not only born out of the initiatives and pressures of

  1. The Potential for Deliberative Democratic Civic Education

    Science.gov (United States)

    Hanson, Jarrod S.; Howe, Ken

    2011-01-01

    The values of aggregative democracy have dominated much of civic education as its values reflect the realities of the American political system. We argue that deliberative democratic theory better addresses the moral and epistemological demands of democracy when compared to aggregative democracy. It better attends to protecting citizens' autonomy…

  2. Global human rights awareness, education and democratization

    NARCIS (Netherlands)

    Mihr, A.

    2009-01-01

    The 1990s was the era of human rights awareness, democratic transitions, and growing involvement of international organizations and the nongovernmental sector in human rights education (HRE). The UN Decade for HRE from 1995–2004 was not only born out of the initiatives and pressures of nongovernment

  3. Citizenship education in Lebanon: An introduction into students’ concepts and learning experiences

    Directory of Open Access Journals (Sweden)

    Bassel Akar

    2007-12-01

    Full Text Available Lebanon continues to use citizenship education as a tool for social cohesion in its post-conflict sectarian society. Recently, teachers from previous studies (Akar, 2006 have raised certain issues concerning the challenges of teaching citizenship in Lebanon’s National and Civic Education classrooms. This initial study in Lebanon explores some of the challenges that students face when learning citizenship within their classroom by investigating their concepts of citizenship in addition to their learning experiences. Thirty-one students from two year-11 classrooms in different schools participated. During a 45-minute class lesson, I administered a survey pack collecting quantitative and qualitative data. This pack included a diamond ranking exercise, open-ended questions and a 15-minute class discussion at the end of class. Evidence showed that these students value active and dynamic behaviours based on humanistic and democratic principles. They also demonstrated a strong sense of national identity with little or no reference to a global one. Finally, the findings showed that traditional methods of learning such as memorization and the paradoxical climate of learning democratic civic behaviours in a society of internal conflicts further challenged their learning experiences.

  4. Character and Citizenship Education: Conversations between Personal and Societal Values

    Science.gov (United States)

    Sim, Jasmine B.-Y.; Low, Ee Ling

    2012-01-01

    The theme of this special issue is "Character and Citizenship Education: Conversations between Personal and Societal Values." Character education and citizenship education, taken separately or as a single entity are currently riding high on the political and educational policy agendas of several governments (Arthur, 2003; Berkowitz & Bier, 2007;…

  5. Character and Citizenship Education: Conversations between Personal and Societal Values

    Science.gov (United States)

    Sim, Jasmine B.-Y.; Low, Ee Ling

    2012-01-01

    The theme of this special issue is "Character and Citizenship Education: Conversations between Personal and Societal Values." Character education and citizenship education, taken separately or as a single entity are currently riding high on the political and educational policy agendas of several governments (Arthur, 2003; Berkowitz & Bier, 2007;…

  6. Civic and Citizenship Education in Israel.

    Science.gov (United States)

    Lemish, Peter

    2003-01-01

    States that in Israel, civic education successes enable civic myths--"Israel is a Jewish, democratic state" and "Israelis are Jews"--to be vibrant, gestalt worlds of meaning for Jewish Israelis, and sites of resistance for ultra-orthodox Jewish as well as Palestinian citizens of Israel. Analyzes the role of these myths. (BT)

  7. Religion as Cuckoo or Crucible: Beliefs and Believing as Vital for Citizenship and Citizenship Education

    Science.gov (United States)

    Gates, Brian E.

    2006-01-01

    The importance of motivational beliefs and, more specifically, religion, is identified as central for both citizenship and citizenship education. Whether they take an expressly religious form, or appear in a purportedly more open form, such as faith or world view, beliefs are at the core of human being. The tendency to speak more of shared values…

  8. Citizenship Education as a Panacea for Political Stability in Nigeria

    African Journals Online (AJOL)

    Nneka Umera-Okeke

    Key Words: citizenship education, political stability, governance. Introduction ... the civil rule in Nigeria include armed robbering, assassination, bribery and corruption, appointing .... such as corporate governance, international governance.

  9. Laying the Foundations for Democratic Behavior : A Comparison of Three Different Approaches to Democratic Education

    OpenAIRE

    Huang, Viola

    2009-01-01

    This work investigates the question: What kind of education supports democratic behavior best? To find out the answer to this question, the author compares three different approaches to democratic education: the Sudbury-approach, the democratic-school-approach and the Konstanz Method of Dilemma Discussion (KMDD). This investigation is not only based on literature but also on participating observation. For this reason, the author visited several different schools in the USA which try to realiz...

  10. Teachers; Views on Citizenship in Secondary Education in the Netherlands

    NARCIS (Netherlands)

    Leenders, H.; Veugelers, W.M.M.H.; Kat, E. de

    2008-01-01

    In 2005 the Dutch Minister of Education proposed making it compulsory for all schools in The Netherlands to stimulate active citizenship and social integration. Teachers must give these educational goals a tangible form in their practice. What are the teachers’ views on citizenship education? Concep

  11. Places of remembrance in citizenship education

    Directory of Open Access Journals (Sweden)

    KInga Majchrzak

    2012-06-01

    Full Text Available The text starts with a short introduction. Then the concept of place is defined and its inherent characteristics are described: its symbolism, multi-sided nature and multidisciplinary connotations. Afterwards the principles of place-based pedagogy are presented and it’s eclectic character is pointed out. Then, attempt is made to explain the idea of the places of remembrance from the standpoint of history and pedagogy. In the final part the author relates to educational potential of places of remembrance and takes a stance on the role of places of remembrance in citizenship education.

  12. The Scientific & Democratic Revolution in Education

    Directory of Open Access Journals (Sweden)

    Ramón Flecha

    2011-10-01

    Full Text Available The main issue dealt with in this theoretical paper is the explanation of the starting scientific and democratic revolution both in the educative field and in the educative research. In addition, evidence-based arguments are included to provide validity of some affirmations. The first section argues that the social sciences are the daughters and an essential part of democracy. A few historical arguments about the way in which the dominant classes have slowed down the scientific progress and the development of people that make it possible. In the second section, it is analyzed the opposition of feudal universities to this unstoppable beginning of what could be called the scientific and democratic revolution. At the same time, we deal with its ambivalent character requiring to be supported and to be criticized so that it can be improved. In the third section, we expound the way in which this progress has provide some conditions that makes it possible to overcome the strong gender-based violence happening in our institutions of higher education and makes it also possible that women who were persecuted are now transforming our universities. Influences and criticism to our university feudalism, made by social movements such as the named 'Spanish Revolution', appear in the fourth section. In the fifth and last section, we offer a proposal to promote the scientific, democratic, and revolutionary approach of the university.

  13. Constituting Market Citizenship: Regulatory State, Market Making and Higher Education

    Science.gov (United States)

    Jayasuriya, Kanishka

    2015-01-01

    The paper makes three claims: first that regulatory state making and market making in higher education is intertwined through a project of market citizenship that shapes the "publicness" of higher education. Second, we argue that these projects of market citizenship are variegated and in Australia has taken the form of accommodation--via…

  14. Constituting Market Citizenship: Regulatory State, Market Making and Higher Education

    Science.gov (United States)

    Jayasuriya, Kanishka

    2015-01-01

    The paper makes three claims: first that regulatory state making and market making in higher education is intertwined through a project of market citizenship that shapes the "publicness" of higher education. Second, we argue that these projects of market citizenship are variegated and in Australia has taken the form of accommodation--via…

  15. ICCS 2009 Encyclopedia: Approaches to Civic and Citizenship Education

    Science.gov (United States)

    Ainley, John, Ed.; Schulz, Wolfram, Ed.; Friedman, Tim, Ed.

    2013-01-01

    The International Civic and Citizenship Education Study (ICCS) is the largest international study of civic and citizenship education ever conducted. Over 140,000 Grade 8 students, 62,000 teachers, and 5,300 school principals from 38 countries participated in this study. Among these were five from Asia, 26 from Europe, six from Latin America, and…

  16. Equality of Education and Citizenship: Challenges of European Integration

    Science.gov (United States)

    Follesdal, Andreas

    2008-01-01

    What kind of equality among Europeans does equal citizenship require, especially regarding education? In particular, is there good reason to insist of equality of education among Europeans--and if so, equality of what? To what extent should the same knowledge base and citizenship norms be taught across state borders and religious and other…

  17. Effective civic and citizenship education : A cross-cultural perspective

    NARCIS (Netherlands)

    Isac, Maria

    2015-01-01

    Reinforcing citizenship and social integration are important goals of schools worldwide. In most educational systems, school are free to design their civic and citizenship education curricula and pedagogical objectives and practices may vary. Understanding the possible influence of school factors on

  18. Globalization, Citizenship and Educational Reform

    Science.gov (United States)

    Qi, Jie

    2009-01-01

    This paper explores the notions of globalization as embodied in Japanese educational reforms during the 1980s and 1990s. Modern institutional discourses of educational reform in Japan have shifted over time and all of these reform movements have been constructed by particular social and historical trajectories. Generally speaking, it has been…

  19. Contesting Citizenship

    DEFF Research Database (Denmark)

    The new book shows how citizenship, its meaning and form, have become a vital site of contestation. While many minority groups struggle to redefine the rights of citizenship in more pluralized forms, the responsivbilities of citizenship are being reaffirmed by democratic governments concerned to ...

  20. Science Education and Education for Citizenship and Sustainable Development

    Science.gov (United States)

    Johnston, Ronald

    2011-01-01

    In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in "the sciences" as evidenced by a reduction in the…

  1. Nurturing democratic virtues: educators' practices

    African Journals Online (AJOL)

    Erna Kinsey

    ing intellectual development may give rise to an alternative approach to moral education. ... adults work with them to create new potentials within each indivi dual's zone of ... going mediation of morality from an early age in contrast to the emphasis placed .... improved in both elementary and middle schools after a value edu.

  2. Democratic Bodies: Exemplary Practice and Democratic Education in a K-5 Dance Residency

    Science.gov (United States)

    Leonard, Alison E.

    2014-01-01

    This research highlights a K-5 dance artist-in-residence as a form of democratic and exemplary dance education that ignited collaboration, promoted equity, fostered student autonomy, and demonstrated rigor in school curriculum. Through examining observation, interview, and performance-based data and calling upon critical, democratic education…

  3. Democratic Bodies: Exemplary Practice and Democratic Education in a K-5 Dance Residency

    Science.gov (United States)

    Leonard, Alison E.

    2014-01-01

    This research highlights a K-5 dance artist-in-residence as a form of democratic and exemplary dance education that ignited collaboration, promoted equity, fostered student autonomy, and demonstrated rigor in school curriculum. Through examining observation, interview, and performance-based data and calling upon critical, democratic education…

  4. Citizenship Education and the EFL Standards: A Critical Reflection

    Directory of Open Access Journals (Sweden)

    Luzkarime Calle Díaz

    2017-01-01

    Full Text Available The reconfiguration of geographical and cultural boundaries has caused a growing concern among countries in regard to raising awareness of the importance of educating people to become “citizens of the world.” The language classroom seems to be the ideal place to incorporate the teaching and learning of global citizenship education, given its cross-cultural nature. This article intends to analyze the potential opportunities for the development of global citizenship education in the English as a foreign language classroom through a documentary analysis of the national standards and its connection to the national citizenship competences standards and the UNESCO global citizenship education topics and learning objectives. Finally, important recommendations are given to foster global citizenship in the English language classroom.

  5. Understanding and Action: Thinking with Arendt about Democratic Education

    Science.gov (United States)

    Lange, Lis

    2012-01-01

    Taking as its point of departure Ahier's location of the problem of citizenship in the context of the changes that globalisation and neo-liberalism have brought about in higher education, this article focuses on the conceptual preconditions that need to underpin the idea of "teaching" citizenship through the university curriculum. The…

  6. Citizenship and Race in Second-Language Education

    Science.gov (United States)

    Fleming, Douglas

    2015-01-01

    This article explores the links between citizenship and race in second-language education through an examination of the ways in which citizenship is linked to English language proficiency within a key Canadian federal adult English as a Second Language assessment document, the "Canadian Language Benchmarks" ("CLB"). It uses…

  7. Citizenship Education as Placebo: "Standards", Institutional Racism and Education Policy

    Science.gov (United States)

    Gillborn, David

    2006-01-01

    Citizenship education is now a required component of the national curriculum that must be taught by all state-funded schools in England. It is constantly highlighted by policy makers as a major innovation that promotes social cohesion in general, and race equality in particular. At the same time, however, the government has continued to pursue a…

  8. IEA International Civic and Citizenship Education Study 2016 Assessment Framework

    National Research Council Canada - National Science Library

    Agrusti, Wolfram SchulzJohn AinleyJulian FraillonBruno LositoGabriella

    2016-01-01

    The International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century...

  9. Revisioning Citizenship for the Global Village: Implications for Adult Education.

    Science.gov (United States)

    Harris, Elayne

    1996-01-01

    Challenges of globalization for adult education are exposing the economic core, confronting the governance structures, assessing liberal democracy, affirming the importance of the local, and caring for the cultural environment. Their common thread is citizenship. (SK)

  10. Compassion, Citizenship and Education in South Africa: An Opportunity for Transformation?

    Science.gov (United States)

    Waghid, Yusef

    2004-11-01

    This study explores how citizenship education in South Africa is guided by liberal and communitarian concepts of citizenship. Its contention is that citizenship education, as it has evolved through policy discourses on "Values, Education and Democracy", is heavily influenced by liberal and communitarian concepts of citizenship. Nonetheless, the liberal-communitarian concept of citizenship education is not sufficient on its own to bring about educational transformation in institutions. Instead, citizenship education initiatives in South Africa need to promote a sense of compassion, motivating learners to take seriously the suffering of others. It is argued that such compassion represents a precondition of genuine educational transformation.

  11. University and deliberative democracy. Towards citizenship education

    Directory of Open Access Journals (Sweden)

    Paolo Scotton

    2016-06-01

    Full Text Available Deliberative democracy represents one of the most relevant political theories and it has acquired a growing importance within political debates and practices. However it presents some crucial problems in relation to the very high standards of rationality required to citizens for the deliberative process, in particular regarding the problem of public ignorance and the capabilities’ deficit. Amid these problems this article argues in favour of the necessity of education to political life as an unavoidable precondition for deliberative democracy. Since the theory is mainly concerned with the participation of adults within society, the task of offering possible solutions to these questions evidently stands on the shoulders of university education. The article calls for a fundamental ethical and social role of university within society without which the gap between the abstract theory of deliberative democracy and its real practices would determine its complete rejection and any form of democratic participation would ultimately be meaningless, if not dangerous.

  12. A Developmental Model for Educational Planning: Democratic Rationalities and Dispositions

    Science.gov (United States)

    Hess, Michael; Johnson, Jerry; Reynolds, Sharon

    2014-01-01

    The Developmental Democratic Planning (DDP) model frames educational planning as a process that extends beyond the immediate focus of a particular planning effort to acknowledge and cultivate the potential of all members of the organization to fulfill their roles as active participants in the democratic life of the organization. The DDP model…

  13. Two Sides of the Megalopolis: Educating for Sustainable Citizenship

    Directory of Open Access Journals (Sweden)

    Alexander POPE

    2012-11-01

    Full Text Available Despite widespread focus on literacy and math at the expense of other subjects, citizenship and environmental education have an important role in American public education. Citizenship and environmental education are broadly tasked with helping students develop the knowledge, skills, and attitudes needed to shepherd the body politic and natural world, respectively, into the future. For educators and administrators concerned with instructional efficiency, educational farm visits offer one means of pairing these two approaches into a unified learning experience. This paper presents findings from a qualitative case study analysis of two such programs, incorporating interviews with and observations of visiting students, teachers, and parents. The authors argue that sustainable citizenship—a typically European conception of citizenship that stresses the natural as well as the national world—is an important outcome of these types of educational experiences.

  14. Citizenship Education to Nanotechnologies: Teaching Knowledge About Nanotechnologies and Educating for Responsible Citizenship

    Directory of Open Access Journals (Sweden)

    Nathalie Panissal

    2012-12-01

    Full Text Available We present a research based on a project for citizenship education tonanotechnologies in a French high school which aims at teaching the specific characteristics of nanotechnologies, of their fields of application and of the controversies which are linked to them. At the junction of Socially Acute Questions didactics and of the cultural-historical Vygotskian theory, we analyze the knowledge at work in a debate on the promises and risks connected with nanotechnologies. The knowledge mobilized by the students (17- to 18 yearsold in their dialogical interactions can refer back to the archetypal narrativeswhose origin lies in men’s social and cultural history. Through the joint effect of cumulative talk and exploratory talk, the students co-construct the concepts linked to the Social Ethical Issues: risks and human enhancement. We show that the debate at school leads students to be able to construct reasoned opinion and to position themselves in their environment in a responsible way. This educational innovation appears to be relevant for combining the learning of academic and cultural contents with social competencies necessary for committed citizenship education in the field of nanotechnologies.

  15. A citizenship dimension to physics education

    Science.gov (United States)

    Campbell, Peter

    2002-05-01

    The introduction of citizenship as a National Curriculum subject in English schools offers new opportunities for the effective teaching of science. This article also looks at some challenges for busy physics teachers and the resources available to support them.

  16. Freed to Learn: Five Fundamental Concepts of Democratic Education

    Directory of Open Access Journals (Sweden)

    Leo J. Fahey

    2008-01-01

    Full Text Available Children are natural learners each with distinct interests, abilities and rates of cognitive, emotional and social growth. Democratic Education institutionalizes five key concepts to free these natural instincts and individual differences to drive community self-governance and individual self-directed learning within a formal schooling environment. This paper summarizes the five concepts fundamental to Democratic Education and suggests how they can be applied within a school setting.

  17. Necessity and Impossibility of Citizenship Education. Community of Philosophical Inquiry as a Resource to Overcome the Aporia

    Directory of Open Access Journals (Sweden)

    Nicolò Valenzano

    2016-07-01

    Full Text Available In Italy the expression «Cittadinanza e Costituzione», with which the citizenship education is denominated, makes reference to a plurality of leveles. In this article, at first, I sustain the thesis of the necessity of the citizenship education, underlining the constitutive connection between democracy and polite citizen and the urgency of it in this specific historical-social context. At second, I will be illustrated the dilemma of citizenship education: the circular paradox for which to educate active citizens it already needs to have some similar citizens. Paradox that it is connected to that of democracy, according to which it needs to have democratic citizens to have democracy. In the second part of the paper I will try to graze the dilemma, attenuating more than a premise. In the specific one, I will connect the citizenship education to the teaching of philosophy as social practice. The proposal will articulate on three levels: the philosophy for children in the primary school, the role of philosophy and human sciences in the secondary and the philosophy for community among the teachers.

  18. Citizenship Education Curricula: The Changes and Challenges Presented by Global and European Integration

    Science.gov (United States)

    Keating, Avril; Ortloff, Debora Hinderliter; Philippou, Stavroula

    2009-01-01

    Citizenship education has been the subject of growing attention in policy and academic circles over the past 20 years. Citizenship education curricula have typically focused on national institutions, issues, and ties. Citizenship education has been closely bound up with the legitimacy of the nation-state, and alternative institutions and…

  19. Citizenship, Civic Education and Politics: The Education Policy Context for Young Australian Citizens

    Science.gov (United States)

    Haigh, Yvonne; Murcia, Karen; Norris, Lindy

    2014-01-01

    Citizenship education in Australia is embedded throughout the school curriculum. Despite a coherent policy context for the inclusion of citizenship and civic education at all levels of schooling, the links between education and civic minded citizens are tenuous. This paper explores these connections by drawing on the views of participants in an…

  20. Human Rights Education in Israel: Four Types of Good Citizenship

    Science.gov (United States)

    Agbaria, Ayman K.; Katz-Pade, Revital

    2016-01-01

    This article examines the involvement of civil society organizations in human rights education (HRE) in Israel. Focussing on the educational programs of the Association for Civil Rights in Israel (ACRI), as a qualitative instrumental case study, this article examines the conceptions of good citizenship embedded in these programs. Specifically, the…

  1. South African Curriculum Reform: Education for Active Citizenship

    Science.gov (United States)

    Smith, Juliana; Arendse, Agnetha

    2016-01-01

    The changing societal context in South Africa (SA) has necessitated curriculum reform to deal with the challenges of education, from apartheid to democracy, with the aim of promoting active citizenship education. The aim of the paper is thus to illuminate to what extent the Grade 11 Life Orientation (LO) curriculum prepares learners for active…

  2. Including Voices from the World through Global Citizenship Education

    Science.gov (United States)

    Heilman, Elizabeth E.

    2008-01-01

    Linking to voices from the world is exciting for both students and teachers, but everyone needs to understand that global education is a form of citizenship education. The activities of the nation have a great effect on people in the rest of the world, whether in the realm of economics, diplomacy, the media, or the environment. Some states, like…

  3. Citizenship Education and the EFL Standards: A Critical Reflection

    Science.gov (United States)

    Calle Díaz, Luzkarime

    2017-01-01

    The reconfiguration of geographical and cultural boundaries has caused a growing concern among countries in regard to raising awareness of the importance of educating people to become "citizens of the world." The language classroom seems to be the ideal place to incorporate the teaching and learning of global citizenship education, given…

  4. Project Report ECLIPSE: European Citizenship Learning Program for Secondary Education

    Science.gov (United States)

    Bombardelli, Olga

    2014-01-01

    This paper reports on a European project, the Comenius ECLIPSE project (European Citizenship Learning in a Programme for Secondary Education) developed by six European partners coordinated by the University of Trento in the years 2011-2014. ECLIPSE (co-financed by the EACEA--Education, Audiovisual and Culture Executive Agency) aims at developing,…

  5. Encouraging Citizenship in Science Education: Continuing Questions and Hopeful Possibilities

    Science.gov (United States)

    Blades, David

    2015-01-01

    This special issue of the "Canadian Journal of Science, Mathematics and Technology Education" invokes questions intended to further the discourse of citizenship in science and mathematics education, such as, How do we define "citizen" and "democracy"? Is our call for student action hypocritical? Does positioning…

  6. The Quality of Student Dialogue in Citizenship Education

    Science.gov (United States)

    Schuitema, Jaap; van Boxtel, Carla; Veugelers, Wiel; ten Dam, Geert

    2011-01-01

    This study investigates the relationship between the quality of student dialogue and students' ability to justify their viewpoints on a moral issue. A curriculum unit for dialogic citizenship education was developed and implemented in the 8th grade of secondary education. In the final lesson, students discussed a moral issue and then wrote an…

  7. Multiculturalism and Education for Citizenship in a Context of Neoliberalism

    Science.gov (United States)

    Sleeter, Christine E.

    2014-01-01

    Multicultural education usually arises from a concern that schools prepare young people for constructive public participation as citizens in a diverse society that is struggling with equity issues. Conventional multicultural education, which I will critique, tends to assume a liberal conception of citizenship that is based on individualism and a…

  8. Misplaced Priorities: Gutmann's Democratic Theory, Children's Autonomy, and Sex Education Policy

    Science.gov (United States)

    Corngold, Josh

    2011-01-01

    This paper offers a critique of the "democratic state of education" proposed by Amy Gutmann in her influential book "Democratic Education". In the democratic state of education, educational authority is shared among the state, parents and educational professionals; and educational objectives are geared toward equipping future citizens to…

  9. Strengthening citizenship education in secondary school: a service- learning proposal

    Directory of Open Access Journals (Sweden)

    Ángela María Figueroa Iberico

    2013-10-01

    Full Text Available To form people that develop in an active and compromised way their citizenship to solve community and country problems is the objective of our present education. However some specialists observe mistakes in our civic education noticing that it needs an integral and structural change. School is the perfect place to constantly practice citizenship through the practice of values, capacities and abilities that allow students interact among them, with their authorities and with society members. In this article, it presents a service-learning proposal which links learning and solidarity service in order to apply the acquired knowledge in the classroom for community service developing competences in daily contexts.

  10. In Defense of a Deliberative Democratic Civics Education

    Science.gov (United States)

    Hanson, Jarrod S.

    2013-01-01

    Political divides in our democracy are ever-widening. Deliberative democratic civics education provides a new way for civics education to prepare students for a democracy that addresses the diversity in moral perspectives that have created the divides in a more constructive way. Civics education traditionally has been tied to aggregative theories…

  11. Citizenship Education in Denmark: Reinventing the Nation and/or Conducting Multiculturalism(s)?

    Science.gov (United States)

    Haas, Claus

    2008-01-01

    In 2007 the concept of citizenship was officially incorporated into teacher education in Denmark, as part of a compulsory subject called "Christianity studies, life enlightenment, and citizenship". Thus, at least to some extent, the notion of citizenship is expected to find its way into the educational and political vocabulary of future…

  12. Thinking Interculturally: Decolonizing History and Citizenship Education in Québec

    Science.gov (United States)

    DesRoches, Sarah J.

    2016-01-01

    The main objective of this article is to offer an alternative discursive framework for teaching history and citizenship education in Québec, Canada. Enabling a more inclusive discussion around how citizenship is constructed, thinking interculturally allows us begin thinking about practical ways in which citizenship and history education might…

  13. The State, Citizenship Education, and International Events in a Global Age: The 2008 Beijing Olympic Games

    Science.gov (United States)

    Law, Wing-Wah

    2010-01-01

    With reference to the 2008 Beijing Olympic Games, this article shows how the Chinese state continues to be a key actor in defining citizenship and citizenship education by promoting nationalism and nation-specific elements of citizenship education while linking its people to an increasingly interconnected world. In particular, this study examines…

  14. Cidadania, confiança e instituições democráticas Citizenship, trust and democratic instituitions

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    José Álvaro Moisés

    2005-08-01

    Full Text Available O artigo analisa três questões pendentes no debate sobre a relação entre confiança e instituições democráticas: 1 Qual a correta aproximação ao conceito de cidadania, tendo em conta a controvérsia entre a visão liberal clássica e a comunitarista?; 2 O que dizer da premissa das teorias democráticas tradicionais, de que o abuso do poder político requer a desconfiança, e não a confiança, das instituições?; 3 Admitida a importância da confiança, que vantagens poderíamos extrair ao pensarmos o fenômeno como de natureza multidimensional, contra a tendência usual de vê-lo como um fenômeno de face única?The article analyses three issues around the debate on the relationship between trust and democratic institutions: 1 what is the right approach to the concept of citizenship, considering the controversy between the classic liberal conception and the comunitarist one?; 2 what to say about the traditional democratic theories's premises, that we should expect from the citizens distrust rather than trust, if we want to keep political power in its proper limits; 3 if we admit trust, how our knowledge of it could be enhanced in seeing it as a many-dimensional, instead of one-dimensional, phenomenon?

  15. How do schools educate students to be active citizens:? A Case Study of Citizenship education in Canada

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    Luz Alison Molina Girón

    2013-10-01

    Full Text Available Although educating active citizen who participate in civic and political life is a fundamental goal of education, in general, and of citizenship education, in particular, there are very few empirical studies that inform us how the school educates for this purpose. This study, conducted in three Civics classrooms in Ontario, Canada, investigates how teachers prepare their students for active citizenship. Drawing on citizenship theories and an examination of citizenship pedagogy through observations of class instruction and interviews with teachers and students, the results of the study reveal that teachers’ understandings of what constitutes active citizenship greatly influence how they educate for active citizenship. I detail three distinct understandings of active citizenship that are advanced through class instruction: the duty-based, the make-a-difference and the politically-oriented active citizenship. The article discusses important implications that these differing understandings and pedagogical approaches have as they delineate different expectations and paths for youth citizenship participation in public life. Although educating active citizen who participate in civic and political life is a fundamental goal of education, in general, and of citizenship education, in particular, there are very few empirical studies that inform us how the school educates for this purpose. This study, conducted in three Civics classrooms in Ontario, Canada, investigates how teachers prepare their students for active citizenship. Drawing on citizenship theories and an examination of citizenship pedagogy through observations of class instruction and interviews with teachers and students, the results of the study reveal that teachers’ understandings of what constitutes active citizenship greatly influence how they educate for active citizenship. I detail three distinct understandings of active citizenship that are advanced through class instruction: the

  16. Higher Education and Entrepreneurial Citizenship in Singapore

    Science.gov (United States)

    Christensen, Soren

    2012-01-01

    Focusing on Singapore's "Global Schoolhouse" project, this article discusses how efforts to transform Singapore into a "world class" knowledge economy entail changes to the status of citizenship in Singapore. The project of wooing top foreign universities to Singapore is permeated with an entrepreneurial ideal of Singapore as…

  17. Higher Education and Entrepreneurial Citizenship in Singapore

    Science.gov (United States)

    Christensen, Soren

    2012-01-01

    Focusing on Singapore's "Global Schoolhouse" project, this article discusses how efforts to transform Singapore into a "world class" knowledge economy entail changes to the status of citizenship in Singapore. The project of wooing top foreign universities to Singapore is permeated with an entrepreneurial ideal of Singapore as…

  18. Higher Education and Entrepreneurial Citizenship in Singapore

    Science.gov (United States)

    Christensen, Soren

    2012-01-01

    Focusing on Singapore's "Global Schoolhouse" project, this article discusses how efforts to transform Singapore into a "world class" knowledge economy entail changes to the status of citizenship in Singapore. The project of wooing top foreign universities to Singapore is permeated with an entrepreneurial ideal of Singapore…

  19. Beyond Borders: International Education and Global Citizenship

    Science.gov (United States)

    Sefcik, Michael

    2010-01-01

    A foreign experience can have a transformational impact on individuals and the societies in which they live. During a student exchange in Sweden, I gained a greater understanding of multiculturalism, learned about the values of multilingualism, and realized the importance of global citizenship. Living in a country is far different from visiting a…

  20. Theory and practice of citizenship education: the case of policy, science and education in the Netherlands

    NARCIS (Netherlands)

    W. Veugelers

    2011-01-01

    Citizenship education is a concept encountered in many debates and publications. This concept though is often very differently addressed in politics, in conversations in schools, in public opinion and among scholars. Debates on citizenship education can be very lively, as is the case in the Netherla

  1. Judicious Discipline: Citizenship Values as a Framework for Moral Education.

    Science.gov (United States)

    McEwan, Barbara

    When teaching moral education, the ethical dilemma often faced by educators revolves around the question of whose morals should be taught. Judicious Discipline, a constitutional model for classroom management, proposes to answer this question by offering educators the opportunity to teach the moral standards of the U.S. democratic system of…

  2. Education and Empire: Democratic Reform in the Arab World?

    Science.gov (United States)

    Herrera, Linda

    2008-01-01

    Democracy and related concepts--human rights, active learning, civic participation, gender empowerment, and global citizenship--have become the international policy mantras of the post-Cold War era, or what many have labeled a neoimperial order. These bedrock principles of global educational reforms are supposed to contribute to processes of…

  3. Toward a Critical Stance: Citizenship Education in the Classroom

    Directory of Open Access Journals (Sweden)

    Diane M. Vetter

    2008-01-01

    Full Text Available In this paper the author presents the argument that through the use of rich classroom talk, students can be motivated to take a critical stance on issues of citizenship, such as social justice, equity and environmental concern. Suggesting that students who are not part of the solution are, indeed, part of the problem, the author advocates giving young children a voice through the integration of citizenship education and critical literacy across the curriculum to promote student awareness and to empower students to become pro active global citizens.

  4. A comparative overview of citizenship education in Cyprus

    Science.gov (United States)

    Silman, Fatoş; Çağlar, Mehmet

    2010-12-01

    Cyprus is a Mediterranean island divided into two political sections. For political agreement to be possible between the North (Turkish) and South (Greek), Cyprus should give full consideration to citizenship education at schools with the aim of transmitting shared values and helping students become EU citizens. In this research, two citizenship textbooks which were designed and used for eighth grade level were examined using content analysis. One was a Greek book used in South Cyprus and the other one was a Turkish book used in North Cyprus. Both textbooks were prepared and published in the respective mainland states (Greece and Turkey) and reflected the culture of these countries. Although Turkey is a candidate state for the European Union, the Turkish book focuses on empowering local citizen identity in the nation state and does not discuss broader issues related to global citizenship. By contrast, the Greek textbook covers both national and global issues concerning citizenship. Silman and Çağlar suggest that North and South Cyprus should design their own citizenship books to promote the concepts of interdependence, multiculturalism, democracy, human rights and respect for cultural diversity. The researchers believe that this could facilitate a possible political agreement between the two sides.

  5. Pluralismo cultural e cidadania democrática Cultural pluralism and democratic citizenship

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    Ferran Requejo

    1999-08-01

    Full Text Available Com base no exame da questão do "multiculturalismo" da perspectiva do pluralismo em sociedades democráticas, discute-se, num registro normativo, a tensão intrínseca à combinação desses termos, para finalmente enfrentar a dimensão institucional do problema.On the basis of an examination of the question of "multiculturalism" from the perspective of pluralism in democratic societies the tension intrinsic to the combination of these terms is discussed in its normative dimension. Finally, the institutional dimension of the problem is addressed.

  6. Teachers' Perspectives on Citizenship Education in Islamic Schools in Michigan

    Science.gov (United States)

    Saada, Najwan L.

    2013-01-01

    This multiple case study examines how 4 social studies teachers in 2 private Islamic schools in Michigan understand the concept of citizenship education and the dilemmas they face in teaching for unity and diversity and in helping their students negotiate their civics identities within the American sociopolitical context. Data were collected…

  7. Power and Place in the Discourse of Global Citizenship Education

    Science.gov (United States)

    Parmenter, Lynne

    2011-01-01

    This article critically examines the creation of the dominant academic discourse of global citizenship education, highlights gaps of thinking in the current discourse based on empirical research, and suggests some of the areas of translation/mediation/engagement that exist or need to exist in order to further research in the area. It uses a…

  8. Internal Migration and Citizenship Education in China's Shenzhen City

    Science.gov (United States)

    Ye, Wangbei

    2016-01-01

    Migration's influences on citizenship education were widely discussed in the literature. However, most studies were based on international migration that drew experience from, for example, North America and Europe. Less attention was paid to internal migration or developing areas. This article takes China as an example, which is a country that has…

  9. A Comparative Overview of Citizenship Education in Cyprus

    Science.gov (United States)

    Silman, Fatos; Caglar, Mehmet

    2010-01-01

    Cyprus is a Mediterranean island divided into two political sections. For political agreement to be possible between the North (Turkish) and South (Greek), Cyprus should give full consideration to citizenship education at schools with the aim of transmitting shared values and helping students become EU citizens. In this research, two citizenship…

  10. Internal Migration and Citizenship Education in China's Shenzhen City

    Science.gov (United States)

    Ye, Wangbei

    2016-01-01

    Migration's influences on citizenship education were widely discussed in the literature. However, most studies were based on international migration that drew experience from, for example, North America and Europe. Less attention was paid to internal migration or developing areas. This article takes China as an example, which is a country that has…

  11. International Education: The International Baccalaureate, Montessori and Global Citizenship

    Science.gov (United States)

    Brunold-Conesa, Cynthia

    2010-01-01

    The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB's secondary programs are widespread in international schools, Montessori programs at that level are…

  12. Mediating the World: Development, Education and Global Citizenship

    Science.gov (United States)

    Smith, Matt

    2004-01-01

    Academic debate around transnational concepts such as globalization and development has not been matched by interrogation of their public roles in the "North". Despite this, a range of governmental policies are emerging in the UK focused on engendering global citizenship and educating about "global" and "development"…

  13. Making Civics Count: Citizenship Education for a New Generation

    Science.gov (United States)

    Campbell, David E., Ed.; Levinson, Meira, Ed.; Hess, Frederick M., Ed.

    2012-01-01

    "By nearly every measure, Americans are less engaged in their communities and political activity than generations past." So write the editors of this volume, who survey the current practices and history of citizenship education in the United States. They argue that the current period of "creative destruction"--when schools are…

  14. Teaching about Religions and Education in Citizenship in France

    Science.gov (United States)

    Saint-Martin, Isabelle

    2013-01-01

    In the French school system, citizenship is treated in a civics course titled "Education in civics, laws and society". However, it would be restrictive to narrow this topic to civics lessons, as the question resurfaces implicitly in other subjects. For instance, emphasis was placed in recent years on teaching about religions within…

  15. Imagining Postnationalism: Arts, Citizenship Education, and Arab American Youth

    Science.gov (United States)

    El-Haj, Thea Renda Abu

    2009-01-01

    This article explores an Arab American community arts organization as a site for promoting youth civic participation and social activism. Studying a citizenship education project outside the school walls, and focusing on the arts as a medium for this work, foregrounds the role of the symbolic for engaging youth as active participants in democratic…

  16. International Education: The International Baccalaureate, Montessori and Global Citizenship

    Science.gov (United States)

    Brunold-Conesa, Cynthia

    2010-01-01

    The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB's secondary programs are widespread in international schools, Montessori programs at that level are…

  17. Citizenship Education and the Preparation of Future Teachers: A Study.

    Science.gov (United States)

    Karsten, Sjoerd; Cogan, John J.; Grossman, David L.; Liu, Mei-hui; Pitiyanuwat, Somwung

    2002-01-01

    Report of a study that examines the views of 250 future teachers of social studies regarding significant global trends, required citizenship characteristics, and educational strategies to develop such characteristics. Subjects were from China, Hong Kong, Japan, The Netherlands, Taiwan, Thailand, and the United States. (Contains 4 tables and 41…

  18. Teaching about Religions and Education in Citizenship in France

    Science.gov (United States)

    Saint-Martin, Isabelle

    2013-01-01

    In the French school system, citizenship is treated in a civics course titled "Education in civics, laws and society". However, it would be restrictive to narrow this topic to civics lessons, as the question resurfaces implicitly in other subjects. For instance, emphasis was placed in recent years on teaching about religions within…

  19. Democratization of Secondary Education in Malaysia: Emerging Problems and Challenges of Educational Reform

    Science.gov (United States)

    Sua, Tan Yao

    2012-01-01

    The democratization of education in Malaysia has come a long way since the early 1960s. In the early 1990s, the government decided to democratize secondary education in order to widen formal access to secondary education, especially at the upper secondary level. It is the contention of this paper that the widening of formal access to education may…

  20. Democratization of Secondary Education in Malaysia: Emerging Problems and Challenges of Educational Reform

    Science.gov (United States)

    Sua, Tan Yao

    2012-01-01

    The democratization of education in Malaysia has come a long way since the early 1960s. In the early 1990s, the government decided to democratize secondary education in order to widen formal access to secondary education, especially at the upper secondary level. It is the contention of this paper that the widening of formal access to education may…

  1. Critical Pedagogy and Democratic Education: Possibilities for Cross-Pollination

    Science.gov (United States)

    Edwards, D. Brent, Jr.

    2010-01-01

    Reviewing the literature on critical pedagogy (CP) and democratic education (DE) reveals that very little has been written comparing the two (Knight and Pearl in Urban Rev 32(2):197-226, 2000). After reading the Urban Review article by Knight and Pearl (2000)--the only publication explicitly comparing the two approaches to education--I was…

  2. Critical Pedagogy and Democratic Education: Possibilities for Cross-Pollination

    Science.gov (United States)

    Edwards, D. Brent, Jr.

    2010-01-01

    Reviewing the literature on critical pedagogy (CP) and democratic education (DE) reveals that very little has been written comparing the two (Knight and Pearl in Urban Rev 32(2):197-226, 2000). After reading the Urban Review article by Knight and Pearl (2000)--the only publication explicitly comparing the two approaches to education--I was…

  3. Citizenship, National Identity and Political Education: Some Disputable Questions

    Directory of Open Access Journals (Sweden)

    Vladimir Gutorov

    2015-07-01

    Full Text Available The article seeks to elucidate some controversial problems of the formation of both civic and national selfconsciousness through analysing the politics of identity and citizenship, which has assumed increasing importance in Western and Eastern European countries. Citizenship is considered as a dynamic construct that should be viewed as a ‘process’ through which specific rights and obligations are exercised. The central task, therefore, is to analyse the evolution of various conceptions of citizenship in the light of historical experience, continuity and change, as well as the process of transformation of the model of political education that has emerged within the framework of the liberal political culture of the 19th century and has continued to exert a great impact on the development of political discourse in the modern world. Special attention is given to the comparative analysis of the models of civic and national identity in the USA, Western and Eastern Europe, including post-communist Russia. The author argues that the conception of identity as well, as the criteria for its defi nition, have become crucial in the discussion of problems of citizenship and political education. The issue remains whether an effective model of political education alone, i.e. without active citizens’ involvement and support, can have the potential not only to transform a political culture, but also influence the whole system of both secondary and university education. The final aim of the article is to prove the idea that a new conception of citizenship and political education could, in conditions of a deepening crisis, become the most important link binding civil society and the new content of the political making its way through corporative interests.

  4. Another Perspective: Music Education as/for Artistic Citizenship

    Science.gov (United States)

    Elliott, David J.

    2012-01-01

    If music education is going to meet its full potential in the twenty-first century, then people may need to rethink their assumptions about the central values of school music. The author fully supports all effective, educative, and ethical ways of teaching and learning music, as well as students' critically reflective and democratic engagement…

  5. Neoliberal Ideology and Democratic Learning. A Response to "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education"

    Science.gov (United States)

    Hyslop-Margison, Emery James; Ramirez, Andres

    2016-01-01

    In "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education," the author suggests that the presumed decline of democratic learning in public schooling follows from two primary forces: (a) the metaphysical implications of Cartesian psychophysical dualism that support an ontological understanding of the self as distinct…

  6. Neoliberal Ideology and Democratic Learning. A Response to "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education"

    Science.gov (United States)

    Hyslop-Margison, Emery James; Ramirez, Andres

    2016-01-01

    In "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education," the author suggests that the presumed decline of democratic learning in public schooling follows from two primary forces: (a) the metaphysical implications of Cartesian psychophysical dualism that support an ontological understanding of the self as distinct…

  7. Citizenship Education and Socioscientific Issues: Implicit Concept of Citizenship in the Curriculum, Views of French Middle School Teachers

    Science.gov (United States)

    Barrue, Catherine; Albe, Virginie

    2013-01-01

    The educative goal of citizenship education through science education converges to the declared purpose of the SSI research movement. Socioscientific issues formulated in science education research covering topics as biotechnology, environmental issues, sustainable development, energy choices, have been introduced in French Middle Schools. But…

  8. Law and Order in the Classroom: Reconsidering "A Course on Citizenship," 1914

    Science.gov (United States)

    Ellis, Lindsay

    2013-01-01

    This article explores the tension between social control and democratic participation in the first American peace education curriculum, "A Course in Citizenship" (1914). Previously, this "Course" has been read as a case study of progressive era peace education, during which the call to teach democratically increased in volume. Building on this…

  9. Young People in Croatia in Times of Crisis and Some Remarks About Citizenship Education

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    Kornelija Mrnjaus

    2014-02-01

    Full Text Available In this paper, the authors address the youth as a research phenomenon and present the current position of young people in the Croatian society. The authors exhibit interesting results of a recent study of youth in Croatia and present the results of their research conducted among Croatian students aiming to explore the attitudes of young people and to discover how young people in Croatia develop resilience in times of crisis. They continue with remarks on citizenship education in Croatia and provide an overview of the Curriculum of civic education. Authors discuss whether we are dealing with education for democratic citizenship or rather, with the consequences of the non-existence of education for democratic citizenship in times of crisis in Croatia. Autorice u ovom radu obrađuju mlade kao istraživački fenomen i predstavljaju trenutni položaj mladih ljudi u hrvatskom društvu. Autorice donose interesantne rezultate recentnog istraživanja o mladima u Hrvatskoj te prezentiraju rezultate vlastitog kvalitativnog istraživanja provedenog među hrvatskim studentima s ciljem da ispitaju stavove mladih ljudi o krizi i otkriju kako mladi ljudi u Hrvatskoj razvijaju otpornost u vremenu krize. Nastavljaju s opažanjima o građanskom odgoju u Hrvatskoj i pružaju pregled Kurikuluma građanskog odgoja. Autorice otvaraju pitanje da li se govori o građanskom odgoju ili radije o posljedicama ne postojanja građanskog odgoja u vremenu krize u Hrvatskoj. In dieser Arbeit diskutieren die Autorinnen Jugend als Forschungsphänomen und präsentieren die aktuelle Position der jungen Menschen in der kroatischen Gesellschaft. Die Autorinnen bringen interessante Ergebnisse einer aktuellen Studie der Jugend in Kroatien und präsentieren die Ergebnisse ihrer eigenen qualitativen Studie, welche sie unter kroatischen Studenten durchgeführt haben, mit dem Ziel, die Einstellungen der Jugendlichen zu untersuchen und zu entdecken, wie junge Menschen in Kroatien die

  10. A Capabilities Based Critique of Gutmann's Democratic Interpretation of Equal Educational Opportunity

    Science.gov (United States)

    DeCesare, Tony

    2016-01-01

    One of Amy Gutmann's important achievements in "Democratic Education" is her development of a "democratic interpretation of equal educational opportunity." This standard of equality demands that "all educable children learn enough to participate effectively in the democratic process." In other words, Gutmann demands…

  11. Democratic Classroom Management in Higher Education: A Qualitative Study

    Science.gov (United States)

    Sentürk, Ilknur; Oyman, Nidan

    2014-01-01

    The purpose of this study is to determine teacher candidates' awareness of the concept of democracy, how they describe this concept, how their perceptions relate to the democratic classroom management process in the faculty of education, and their opinions about the qualifications of faculty members. This research is a descriptive study. This…

  12. Latino Demographics, Democratic Individuality, and Educational Accountability: A Pragmatist's View

    Science.gov (United States)

    Martinez Aleman, Ana M.

    2006-01-01

    In an era of heightened teacher and school accountability, what are the implications of standards-based reform for individual Latino children and their democratic self-realization? The educational demography of the fastest-growing and largest ethnic group in the United States suggests that the future of Latino self-realization is in jeopardy.…

  13. A Curriculum for Action in the Community and Intercultural Citizenship in Higher Education

    Science.gov (United States)

    Porto, Melina; Byram, Michael

    2015-01-01

    The purpose of the project described here is to demonstrate how the introduction of subject matter and principles from citizenship education into foreign language education combines objectives from both in order to give meaning to language education on the one hand and extend citizenship education beyond a focus on the local and the national on…

  14. Citizenship education in Slovenia after the formation of the independent state

    OpenAIRE

    Janez Krek; Mojca Kovač Šebar

    2015-01-01

    In the present article we first describe how citizenship education is positioned in the curriculum of pre-university Slovene education. We then analyse the influence of various pedagogical and other concepts in the last fifteen years on the formation of legal provisions and curricular solutions, as well as on actual citizen-ship instruction in the state school. We first establish how influence is exerted – or could be exerted – on citizenship education by the interests of the Roman Catholic C...

  15. Country Report: Citizenship Education and Curriculum Development in Nigeria

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    Oyeleke Oluniyi

    2011-12-01

    Full Text Available The article highlights the evolutionary trends of citizenship education in Nigeria. The 1914 British amalgamation of erstwhile Northern and Southern Protectorates gave birth to Nigeria as a state. The disparage ethnic composition of the new state, especially after independence, necessitated finding a common ground to promote committed citizens, against primordial ethnic cleavages and indigenization. It is not therefore surprising that the role of education in fostering national citizenship and consciousness was emphasized. Initially, social studies was used as a curriculum framework, until lately when a new subject, civics, was created in primary and junior secondary schools. The author considers the historical, cultural and political context underlining these curricular changes and identifies the current and future challenges face by the implementation of Civics curricular in Nigerian schools.

  16. Citizenship Education in the Social Science Subjects: An Analysis of the Teacher Education Curriculum for Secondary Schools

    Science.gov (United States)

    Sigauke, Aaron T.

    2013-01-01

    Citizenship education is widely acknowledged as a necessary part of the school curriculum for various reasons. For young people, it is assumed that citizenship can best be learnt through the school curriculum. This means that teachers need to thoroughly understand what citizenship means and how to pass this knowledge on to students. This paper…

  17. Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies

    Science.gov (United States)

    Misiaszek, Greg William

    2016-09-01

    Emerging from popular education movements in Latin America, ecopedagogy is a critical environmental pedagogy which focuses on understanding the connections between social conflict and environmentally harmful acts carried out by humans. These connections are often politically hidden in education. Ecopedagogy, while being pluralistic, is in its essence defined as a critical, transformative environmental pedagogy centred on increasing social and environmental justice. Its ultimate aim is to find a sustainable balance between the conflicting goals of diverse notions of human progress and environmental wellbeing. This article is based on two comparative research projects. The first was a qualitative study on ecopedagogical models involving 31 expert ecopedagogues in Argentina, Brazil and the Appalachian region of the United States. They were asked for their perspectives on how successful ecopedagogy can be defined within the contexts in which they taught and conducted research. The second study analysed how 18 international expert scholars of citizenship and/or environmental pedagogy from six world continents regarded the ways in which citizenship intersects with environmental issues and the pedagogies of both in an increasingly globalised world, with specific focus on Global Citizenship Education. Results from the first study indicate the following two needs for effective environmental pedagogies: (1) for there to be an ecopedagogical paradigm shift in environmental teaching and research; and (2) for ecopedagogy to be an essential element of citizenship education (and vice versa). This article examines how conflicting processes of globalisation both help and hinder in achieving such a paradigm shift by decentring traditional nation-state citizenship. Results from the second study indicate how critical teaching within and between different spheres of citizenship (e.g. local, national, global, and planetary citizenship) is essential for ecopedagogy (and the

  18. Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies

    Science.gov (United States)

    Misiaszek, Greg William

    2016-10-01

    Emerging from popular education movements in Latin America, ecopedagogy is a critical environmental pedagogy which focuses on understanding the connections between social conflict and environmentally harmful acts carried out by humans. These connections are often politically hidden in education. Ecopedagogy, while being pluralistic, is in its essence defined as a critical, transformative environmental pedagogy centred on increasing social and environmental justice. Its ultimate aim is to find a sustainable balance between the conflicting goals of diverse notions of human progress and environmental wellbeing. This article is based on two comparative research projects. The first was a qualitative study on ecopedagogical models involving 31 expert ecopedagogues in Argentina, Brazil and the Appalachian region of the United States. They were asked for their perspectives on how successful ecopedagogy can be defined within the contexts in which they taught and conducted research. The second study analysed how 18 international expert scholars of citizenship and/or environmental pedagogy from six world continents regarded the ways in which citizenship intersects with environmental issues and the pedagogies of both in an increasingly globalised world, with specific focus on Global Citizenship Education. Results from the first study indicate the following two needs for effective environmental pedagogies: (1) for there to be an ecopedagogical paradigm shift in environmental teaching and research; and (2) for ecopedagogy to be an essential element of citizenship education (and vice versa). This article examines how conflicting processes of globalisation both help and hinder in achieving such a paradigm shift by decentring traditional nation-state citizenship. Results from the second study indicate how critical teaching within and between different spheres of citizenship (e.g. local, national, global, and planetary citizenship) is essential for ecopedagogy (and the

  19. "Acting out" in the Public Sphere: The Challenges of Community Theatre to Citizenship Education

    Science.gov (United States)

    Kennelly, Jacqueline

    2006-01-01

    Drawing on historical and contemporary scholarship on citizenship education, I have outlined how such education both excludes those outside the normative construction of the Canadian citizen and fails to prepare students for participation in the public sphere. I argue that contemporary citizenship education is in danger of creating individualistic…

  20. Developing Democratic Citizens for Emerging Democracies in Africa.

    Science.gov (United States)

    Ukpokodu, Nelly

    1997-01-01

    Places the current problems concerning citizenship education in Africa in the context of African countries' emergence from colonial rule to democratic government. Maintains that social studies education in Africa must become transformative and interdisciplinary to overcome ethnocentric isolation. Advocates upgrading teacher education and…

  1. Critical Democratic Citizenship: The Effects of Community-Engaged Scholarship and Inequality Content on Student Learning

    Science.gov (United States)

    Gordon da Cruz, Cynthia

    2013-01-01

    Many U.S. higher education institutions are reaffirming their commitments to public purposes--preparing graduates for civic engagement for the public good and producing knowledge with real-world applications. Developing students for civic engagement for justice in the context of a diverse and inequitable democracy is a complex task. In Article 1,…

  2. Struggling for the Soul of the Nation: Educational Policy, Democratic Leadership, and Radical Democracy in Neoliberal Times

    Science.gov (United States)

    Torres, Carlos Alberto

    2010-01-01

    Two conditions are crucial in preparing radical democratic leaders for a democratic society. In this article, the author argues against instrumental rationality and for radical democratic leaders with a critical perspective in education and schools.

  3. Project Report ECLIPSE: European Citizenship Learning Program for Secondary Education

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    Olga Bombardelli

    2014-04-01

    Full Text Available This paper reports on a European project, the Comenius ECLIPSE project (European Citizenship Learning in a Programme for Secondary Education developed by six European partners coordinated by the University of Trento in the years 2011-2014. ECLIPSE (co-financed by the EACEA - Education, Audiovisual and Culture Executive Agency aims at developing, testing, and implementing a Programme of European Citizenship, in order to improve citizenship competence and responsibility and to strengthen the sense of belonging and European identity of 8th grade pupils. These goals are reachable thanks to a number of measures in formal, non-formal and informal fields. The project partners created teaching and monitoring tools for pupils: seven ECMs (European Citizenship Modules, knowledge tests, pupils’ portfolio, and suggestions for teachers, especially a portfolio for ECLIPSE educators. The ECLIPSE teaching/ testing materials were implemented in several schools of the partner’s countries in order to make sure that it is useful for European pupils of different school systems. It can be used in a flexible way keeping in mind different learning needs in each school system, with a view to improving transversal competencies like learning to learn, as well as initiative and active involvement in improving the chances for young people in citizenship and work worlds. Dieses Papier beschreibt ein europäisches Projekt: das Comenius Projekt ECLIPSE (European Citizenship Learning in einem Programm für Secondary Education, das von sechs europäischen Partnern entwickelt und von der Universität Trient in den Jahren 2011-2014 koordiniert wurde. ECLIPSE wurde von der EACEA (Education, Audiovisual and Culture Executive Agency kofinanziert; es zielt auf die Entwicklung, Überprüfung und Implementierung eines Programms zur Entwicklung eines europäischen Bürgersinns, um Kompetenzen als Staatsbürger und zugleich einer europäischen Identität und Verantwortung bei Sch

  4. Fields of knowledge in school and democratic education

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    Massimo Baldacci

    2014-05-01

    Full Text Available This article looks into the role of the educational principle in the thought of Dewey and Gramsci, emphasizing common traits related to the development of a fully democratic education. These notions are analysed within the framework of a broad curricular perspective, one that takes into account global educational effects that can be achieved in the long run. Against this background, the article explores the contents and languages of cultural works that can contribute to the structural development of specific cognitive abilities, or frames of mind.

  5. School Leadership and Citizenship Education: The Experiences and Struggles of School Party Secretaries in China

    Science.gov (United States)

    Xu, Shuqin; Law, Wing-Wah

    2015-01-01

    Many scholarly works have examined school leadership, and many others have studied models for teaching citizenship education. Research combining both school leadership and citizenship education, however, is rare. The leadership of China's school party secretaries (SPSs), who are the equivalent of school principals in the Chinese school system and…

  6. Citizenship Education under Discourses of Nationalism, Globalization, and Cosmopolitanism: Illustrations from China and the United States

    Science.gov (United States)

    Camicia, Steven P.; Zhu, Juanjuan

    2011-01-01

    The authors, one from China and one from the United States, present a theoretical framework for understanding the discursive fields of citizenship education as composed, in large part, of the discourses of nationalism, globalization, and cosmopolitanism. The framework is illustrated by examples from citizenship education in China and the United…

  7. Beyond Personally Responsible: A Study of Teacher Conceptualizations of Citizenship Education

    Science.gov (United States)

    Patterson, Nancy; Doppen, Frans; Misco, Thomas

    2012-01-01

    This mixed methods study explores secondary teacher conceptualizations of citizenship education in one Midwestern state in the USA. First, the authors situate the study within the teacher belief and citizenship education literature. They then analyze statewide survey responses and interview transcripts that describe teacher beliefs and classroom…

  8. Making Citizens, Being European? European Symbolism in Slovenian Citizenship Education Textbooks

    Science.gov (United States)

    Banjac, Marinko; Pušnik, Tomaž

    2015-01-01

    Citizenship education has been an important part of the European Union's (EU) agenda to integrate a European dimension into schools' curricula. The usage of European symbolism in citizenship education curriculum material has been an especially important (yet understudied) means not only to promote a distinct European identity and increase…

  9. Reframing Teacher Education for Democratic Engagement

    Science.gov (United States)

    Strahley, Lisa; D'Arpino, Tracy

    2016-01-01

    This chapter describes a partnership between teacher education students at SUNY Broome and students at a local elementary school that led to all participants gaining a stronger sense of themselves as civic change agents in their communities.

  10. Citizenship Education through an Ability Expectation and “Ableism” Lens: The Challenge of Science and Technology and Disabled People

    OpenAIRE

    Gregor Wolbring

    2012-01-01

    Citizenship education has been debated for some time and has faced various challenges over time. This paper introduces the lens of “ableism” and ability expectations to the citizenship education discourse. The author contends that the cultural dynamic of ability expectations and ableism (not only expecting certain abilities, but also perceiving certain abilities as essential) was one factor that has and will continue to shape citizenship and citizenship education. It focuses on three areas of...

  11. Education and planetary citizenship. Conceptions of the students participants in educational Andalusian programs

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    Olga Moreno Fernández

    2015-05-01

    Full Text Available Society and Education seem closer ties in recent decades due to various social factors that are now changing the world order and the emerging new educational approaches for this century. Changes that make us reflect on the need to address citizenship not center don the local, but addressing a broader spectrum, forming a planetary citizenship review relevant, participatory, dialogical, holistic and equitable where every living being and play a key role. This planetary citizenship must be approached from the school with the intention that perceptible changes in the social fabric. Conclusions lead us to consider the need for education for a "global citizenship" or "global citizenship" as a challenge to address. This research aims to provide information and ideas on the importance of educational programs that promote citizen participation in our students have the skills to promote active citizenship derived. On the other hand, is a first approach to some of the educational programs offered from different Andalusian (Spain government and incorporated into the educational context in school. The results for educational programs “Eco-School”, “Youth Parliament” and “Sure you move” from the point of view of the student presents particular. As we set goals detecting conceptions of the sample with respect to the study topics that concern us as well as check if education for planetary citizenship is present in these programs. Data collection, which has its focus on a qualitative methodology, was carried out from open-ended questionnaire, semi-structured interviews and focus groups. Data were subsequently treated with analysis software Atlas.ti (version 6.2. Processing and analysis have finalized how these educational programs encourage student participation in their daily lives and in the community where they live, and the vision of "planetary citizenship" they have and their ability to relate local issues relevant to global problems. And is

  12. Qual cidadania, qual democracia, qual educação? Which citizenship, which democracy, which education?

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    José Rodrigues

    2006-09-01

    Full Text Available O texto tem o fito de dialogar criticamente com o texto Revisitando o conceito de cidadania: notas para uma educação politécnica, de Adriana Gleisler, que procura "recolocar a questão do significado da cidadania hoje", na perspectiva de "identificar a que conceito de cidadania a noção de politecnia se filia". Nesse sentido, o presente texto, organizado em três momentos, pretende oferecer uma visão alternativa àquela posta pela autora. Na seção, Qual cidadania, em qual democracia, discutimos sumariamente os conceitos de cidadania e democracia, articulando-os aos respectivos contextos da chamada redemocratização e do governo Lula. Procuramos, com isso, revelar a opção política das forças que trabalharam pela 'transição democrática', atualizadas — de certa forma — no atual governo. Em Qual educação politécnica, retomamos o conceito de educação politécnica e, a partir dele, tentamos mostrar como a opção política de cariz aliancista acabou por arrefecer o ímpeto socialista, desarmando o discurso educacional crítico de sua mais importante base: a luta pela superação da sociedade de classes. Finalmente, em As duas faces de uma miragem, procuramos (reapresentar de forma sintética a relação de subordinação política tanto no aspecto mais geral, quanto no aspecto do debate educacional.The text has the intent of dialoguing critically with the text Revising the concept of citizenship: notes for a polytechnic education, of Adriana Gleisler, which seeks to "putting forward again the question of the meaning of citizenship", in the perspective of "identifying to which concept of citizenship the notion of polytechnic is affiliated". In this sense, this text, organized in three moments, intends to offer an alternative view to the one posed by the author. In the section, Which citizenship, in which democracy, we briefly discuss the concepts of citizenship and democracy, articulating them to the respective contexts of the

  13. The role of citizenship education in development of urban branding

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    Farangis Heshmati

    2016-06-01

    Full Text Available This paper presents a survey on the role of citizenship education in development of urban branding in city of Tehran, Iran. The study considers the effects of attitude, subjective norms, perceived control and intend adopted by the local community on development of urban branding. We design a questionnaire in Likert scale and distributes it among 400 randomly chosen people in city of Tehran, Iran. Cronbach alphas for all components of the survey are well above the desirable level. Using Pearson correlation test as well as stepwise regression techniques, the study has determined a positive and meaningful effects of perceived control and intend adopted by the local community on urban branding.

  14. Reconstructing Dewey: Dialectics and Democratic Education

    Science.gov (United States)

    Jackson, Jeff

    2012-01-01

    This essay aims to demonstrate the theoretical purchase offered by linking Dewey's educational theory with a rigorous account of dialectical development. Drawing on recent literature which emphasizes the continuing influence of Hegel on Dewey's thought throughout the latter's career, this essay reconstructs Dewey's argument regarding the…

  15. Reconstructing Dewey: Dialectics and Democratic Education

    Science.gov (United States)

    Jackson, Jeff

    2012-01-01

    This essay aims to demonstrate the theoretical purchase offered by linking Dewey's educational theory with a rigorous account of dialectical development. Drawing on recent literature which emphasizes the continuing influence of Hegel on Dewey's thought throughout the latter's career, this essay reconstructs Dewey's argument regarding the…

  16. Is Jefferson a Founding Father of Democratic Education? A Response to "Jefferson and the Ideology of Democratic Schooling"

    Science.gov (United States)

    Neem, Johann

    2013-01-01

    This response argues that it is reasonable to consider Thomas Jefferson a proponent of democratic education. It suggests that Jefferson's education proposals sought to ensure the wide distribution of knowledge and that Jefferson's legacy remains important to us today.

  17. Global Trends in Civic and Citizenship Education: What are the Lessons for Nation States?

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    Kerry J. Kennedy

    2012-06-01

    Full Text Available Civic and citizenship education is a component of the school curriculum in all nation states. The form it takes, its purposes and the way in which it is implemented differs from jurisdiction to jurisdiction. The pressures of globalization in recent times have meant that citizenship has increasingly come to be seen in global terms brought about by processes such as transnational migration, the homogenization of cultural practices and the development of supranational groupings that often seem to challenge more local versions of citizenship. Despite these pressures, the key responsibility for citizenship continues to rest with nation states. This paper will review issues relating to a more globalized citizenship and outline the strategies that nation states might adopt to ensure they remain capable of creating an active and engaged citizenship.

  18. Citizenship development of adolescents during the lower grades of secondary education.

    Science.gov (United States)

    Geboers, Ellen; Geijsel, Femke; Admiraal, Wilfried; Jorgensen, Terrence; ten Dam, Geert

    2015-12-01

    The present study focuses on the development of citizenship competences of Dutch adolescents, including the political and social aspects as part of adolescents' daily lives. We followed 5070 adolescents aged 12-16 years across a three-year period in lower secondary education. The variance on school and student level was estimated and a three-level mixed-effects regression model was fit to analyze differences in citizenship development. The results indeed show development of citizenship competences during secondary school, but the observed patterns were not always positive. Students generally showed an increase in their citizenship knowledge, but a decline in their societal interest, prosocial ability and reflective thinking. Differences between groups of students could be explained by both schools and student characteristics. Especially girls and minority students developed the most citizenship competences. Understanding these differences is important for schools to improve their practices in ways that support the development of citizenship competences of various groups of students.

  19. Citizenship and decoloniality in Brazilian education

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    Viviane Conceição Antunes

    2014-08-01

    Full Text Available Reflecting on the importance of multiculturalism in teaching process and observing the otherness are primarily a challenge. This enables us to rethink what we have within ourselves, also to reconstitute memories involving discriminatory and unethical attitudes, which takes place in social fellowship. Based on the studies of Walsh (2007, 2009, Gomes (2007 and Tavares (2011, this work relies on decoloniality studies, mainly on the relevance of the history of Africa and Africanness in Brazilian education. Our corpus of analysis is found in the "Diretrizes Curriculares Nacionais para a Educação Básica" (DCN, 2013, the Brazilian Legislative Syllabus for Basic Education. Our focus is on the chapters concerning the Native-Brazilian and Quilomboa Education and ethnic-racial relations. Our most important aims are: to show the intercultural theoretical framework in which they are based on; to understand the immediate link established between the Native-Brazilian education and intercultural perspective; to clarify how the African diaspora was carried out in this particular case. Based on some Excel resources we were able to: 1 stablish the predominance of functional framework of interculturalism throughout these chapters, along with some critical features of interculturalism, as the issue of curricular decoloniality; 2 observe the established relationship between bilingualism and multiculturalism in the guidelines of Native-Brazilian education; and 3 identify a search for an effective inclusion of Africanness in curricula supported by the historical recognition and visibility of their sociocultural contribution.

  20. Rawls' Theory of Justice and Citizenship Education

    Science.gov (United States)

    Papastephanou, Marianna

    2005-01-01

    Political liberalism purports to be independent from any controversial philosophical presuppositions, and its basic principles and features are often presented as the most accommodating of difference and heterogeneity, so long as the latter is not illiberal, oppressive and fanatic. Educational theory welcomes this assumption and attempts to…

  1. Cultivating Environmental Citizenship in Teacher Education

    Science.gov (United States)

    Green, Carie; Medina-Jerez, William; Bryant, Carol

    2016-01-01

    Research on environmental action projects in teacher education is limited. Furthermore, projects that emphasize the role of citizens and governments in environmental problem-solving are scarce. The purpose of this study was to explore how participating in a political environmental action project influenced pre-service teachers' environmental…

  2. Citizenship Education and the Politics of Public Participation: The Case of Same-Sex Marriage

    Science.gov (United States)

    Diorio, Joseph A.

    2011-01-01

    Citizenship education programs promote political participation by young people. These programs risk misrepresenting politics to students by encouraging them to believe that there are universally accepted principles which govern the definition of citizenship and who is entitled to participate in its various dimensions. The article argues that…

  3. Occupy: A Case Illustration of Social Movements in Global Citizenship Education

    Science.gov (United States)

    Catalano, Theresa A.

    2013-01-01

    Due to the complex nature of global understanding and practice of citizenship, it is essential to understand how to educate for a responsive public sphere with active and emancipated citizens. This study aims to clarify how social movements (through a case illustration of Occupy) are representative of global citizenship goals while illuminating…

  4. Social science teachers on citizenship education: a comparative study of three European countries

    NARCIS (Netherlands)

    Jeliazkova, Margarita

    2014-01-01

    This paper presents a comparison of high school teachers’ views on citizenship education in three European countries – the Netherlands, Bulgaria, and Croatia. In all these countries, citizenship is an important part of school curriculum. The teachers need to find ways to deal with the everyday dilem

  5. Citizenship Education and the Politics of Public Participation: The Case of Same-Sex Marriage

    Science.gov (United States)

    Diorio, Joseph A.

    2011-01-01

    Citizenship education programs promote political participation by young people. These programs risk misrepresenting politics to students by encouraging them to believe that there are universally accepted principles which govern the definition of citizenship and who is entitled to participate in its various dimensions. The article argues that…

  6. Towards a Politicized Notion of Citizenship for Science Education: Engaging the Social through Dissensus

    Science.gov (United States)

    Bazzul, Jesse

    2015-01-01

    This theoretical article draws from the political thought of Jacques Rancière to trouble some taken-for-granted conceptions of citizenship education. Rancière's notion of politics and dissensus (as opposed to consensus) can lay the groundwork for a version of citizenship that challenges what is deemed sensible, visible, who is counted in…

  7. Social science teachers on citizenship education: a comparative study of three European countries

    NARCIS (Netherlands)

    Jeliazkova, Margarita I.

    2014-01-01

    This paper presents a comparison of high school teachers’ views on citizenship education in three European countries – the Netherlands, Bulgaria, and Croatia. In all these countries, citizenship is an important part of school curriculum. The teachers need to find ways to deal with the everyday

  8. From Hollowed-Out Council to Educative Commune: Imagining Local Authorities in a Democratic Public Education

    Science.gov (United States)

    Moss, Peter

    2011-01-01

    This article argues the case for local authorities having an important role in a renewed democratic public education, adopting the term "educative commune" to express an image of the local authority as a protagonist working with others to build a local educational project. As well as considering the role of this educative commune in a…

  9. Critical Citizenship Education in England and France: A Comparative Analysis

    Science.gov (United States)

    Johnson, Laura; Morris, Paul

    2012-01-01

    The promotion of "critical citizenship" has become a key objective of official school curricula around the world. Using an analytic framework developed by the authors, this paper identifies the diverse conceptions of critical citizenship that are promoted, by comparing the official school curricula for citizenship in England and France.…

  10. Is There a Place for Peace Education? Political Education and Citizenship Activism in Israeli Schools

    Science.gov (United States)

    Levy, Gal

    2014-01-01

    What is wrong with "peace education" in Israel? In this article, I attempt to decipher the cultural codes of Israeli schools in their relation to issues of peace, conflict and citizenship. It combines findings from two studies in order to understand how "school culture" animates "peace education." My main contention…

  11. The Global Dimension in Education and Education for Global Citizenship: Genealogy and Critique

    Science.gov (United States)

    Mannion, Greg; Biesta, Gert; Priestley, Mark; Ross, Hamish

    2011-01-01

    Encouraged by transnational organisations, curriculum policy-makers in the UK have called for curricula in schools and higher education to include a global dimension and education for global citizenship that will prepare students for life in a global society and work in a global economy. We argue that this call is rhetorically operating as a…

  12. Democratic Communities and Business/Education "Partnerships" in Secondary Education.

    Science.gov (United States)

    Abowitz, Kathleen Knight

    2000-01-01

    Examines qualitative case study data of a partnership between corporate Cincinnati and an urban public secondary school, evaluating the partnership based on democratic criteria established by Deweyan pragmatism. The 10-year relationship did not always merit the label partnership, as business interests were at times the central focus. However, over…

  13. Class Councils in Switzerland: Citizenship Education in Classroom Communities?

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    Corinne Wyss

    2012-09-01

    Full Text Available Democracy depends on the participation of citizens. Citizenship educationis taking place in classroom communities to prepare pupils for their role ascitizens. Class councils are participatory forms of citizenship educationguaranteeing the children’s right to form and express their views freely aswritten down in the Convention on the Rights of the Child. Theoreticaldeficiencies and empirical objections have been formulated againstparticipation in the school setting. Despite widespread practices, empiricaldata about class councils in Switzerland barely exists. In our researchproject we video-recorded fourteen class councils in secondary schools, weinterviewed the teacher and four pupils of each class, and all the pupilsfilled in a standardized questionnaire. Class councils are very popular formsof education with pupils although the actual power to influence decisions bydeliberation is doubted to some extent. Quantitative analysis of the videorecordingsshows the wide range of forms of class councils that exist inrespect to the talking time of the pupils. To express one’s own viewpointand to understand the standpoint of other discussants, constructarguments and counterarguments, participate, and lead discussions aredifficult tasks. Based on the empirical research the project describes threeforms of class councils that differ in the degree of favouring thedevelopment of communicative competences as a part of citizenshipeducation.

  14. Citizenship Education in the Era of Globalization:Canadian Perspectives

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    Karen Pashby

    2010-05-01

    Full Text Available Important and challenging theoretical debates and questions arising from considerations of the role of citizenship education in the current “global era” are evident in academic literature. Ultimately, our scholarly work must also engage with what happens in our elementary, secondary, and post-secondary classrooms. Much important scholarly attention is being directed to debates about the nature of globalization, and about national and, increasingly, global concepts of citizenship, multiculturalism, and social movements of global resistance. However, much of this work is done outside of a direct engagement with teachers, students, and classroom practices and is consequently left at a level of abstraction that appears disconnected from the day-to-day work of public schooling. Indeed, when working through significant theoretical interjections and conversations that engage with the complexities and possibilities to which we are drawn, we can never forget that the “what” and “how” of teaching and learning, and the values that circulate within classrooms, reflect the global movements of contemporary history and are shaped by a sense that we must take-up global issues. We must, therefore, recognize what Pashby (this issue refers to as the global imperative that exerts particular pressure on educational theory, practice, policy, and politics. To do this we must struggle with questions of theory that inform our scholarly and our practical work as educators, be that practice in faculties of education or in K to 12 classrooms. This special themed issue presents important questions, concerns, and possibilities that mark both theoretical discourses and classroom practice.

  15. Scientific education and European citizenship. Suggestions and results from the European project SEDEC (Italian original version

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    Roberto Ceriani

    2007-09-01

    Full Text Available Two concepts seemingly distant from each other, scientific education and European citizenship, have been the basis for "SEDEC - Science Education for the Development of European Citizenship", a European project funded by the European Commission in the framework of the Socrates/Comenius programme, aiming at producing training material addressed to European teachers. Started in autumn 2005, the project will end in 2008 with an in-service training course for European teachers and educators.

  16. Pragmatizing Democratic Education in Botswana through Business Education: Countering the Scourge of the Diploma Disease

    Science.gov (United States)

    Jotia, Agreement Lathi; Sithole, Burman Musa

    2016-01-01

    Meaningful and emancipatory education which empowers citizens as democrats is the ideal education which can propel the socio-economic and political fibre of nay nation-state. After independence, Botswana aligned her education system with the envisioned development process. The sad thing about this ambitious approach in Botswana is that it sought…

  17. Citizenship Education and Human Rights in Sites of Ethnic Conflict: Toward Critical Pedagogies of Compassion and Shared Fate

    Science.gov (United States)

    Zembylas, Michalinos

    2012-01-01

    The present essay discusses the value of citizenship as shared fate in sites of ethnic conflict and analyzes its implications for citizenship education in light of three issues: first, the requirements of affective relationality in the notion of citizenship-as-shared fate; second, the tensions between the values of human rights and shared fate in…

  18. How to Exist Politically and Learn from It: Hannah Arendt and the Problem of Democratic Education

    Science.gov (United States)

    Biesta, Gert

    2010-01-01

    Background/Context: In discussions about democratic education, there is a strong tendency to see the role of education as that of the preparation of children and young people for their future participation in democratic life. A major problem with this view is that it relies on the idea that the guarantee for democracy lies in the existence of a…

  19. Why Should We Have Political Education.

    Science.gov (United States)

    Velthuis, Ruud

    2002-01-01

    Political education prepares citizens for political, social, economic, and cultural participation. Democratic citizenship is learned formally, nonformally, and informally. A thematic and problem-oriented approach to political education should highlight the various roles of citizens. (SK)

  20. Democratizing science and technology education: Perspectives from the philosophy of education

    Science.gov (United States)

    Pierce, Clayton Todd

    This study examines conceptualizations of science and technology and their relation to ideas of democratic education in the history of philosophy of education. My genealogical analysis begins by tracing the anti-democratic emergence of ideas and values of science and technology that have evolved through ancient and modern periods within the philosophy of education and continue to shape the ways science and technology are understood and treated in educational settings. From my critical engagement with Plato's Republic and Rousseau's Emile, I argue that anti-democratic structures and values have been embedded in philosophy of education through Plato's educational theory of techne and Rousseau's pedagogical theory that involves science and technology as important educational force. Following this theme, I analyze the work of John Dewey and Herbert Marcuse and their shared project for democratizing science and technology through education. Through a critical comparison of both theorists' models, I suggest that each provides positive legacies for philosophy of education to draw upon in rethinking the intersection of science, technology, and education: a strong model for understanding public problems associated with a highly technological and scientific society and a reconstructive framework for values and sensibilities that demands a new value relationship to be developed between humans and science and technology. Finally, I situate my critique and assessment of this history in the philosophy of education within the current science and technology education reform movement in the United States. I claim that the official models of science and technological literacy and inquiry, as constructed by the National Academy of Sciences and a host of governmental policies, shape science and technology education with a decidedly neo-liberal focus and purpose. In response to this anti-democratic movement I offer an alternative position that utilizes a counter-epistemology to the

  1. Developing the European Citizen: Investing in Europe's Democratic Future

    Science.gov (United States)

    Dziuban, Charles D.; Cornett, Jeffery W.; Pitts, Annette Boyd; Setenyi, Janos; Gal, Tibor; Eich, Laszlo

    2007-01-01

    Recognizing that democracy is not a static concept and that it should be learned and lived on a daily basis, the Council of Europe has named 2005 the European Year of Citizenship through Education. Citizens of European Union (EU) member countries face new challenges in their participation as citizens in a democratic society. While EU citizenship…

  2. “All for the sake of Freedom”: Hannah Arendt’s Democratic Dissent, Trauma, and American Citizenship

    Directory of Open Access Journals (Sweden)

    Frank Mehring

    2011-12-01

    Full Text Available

    As an intellectual Jewish immigrant, Hannah Arendt’s work is informed by two key factors: the failures of German intellectuals regarding the rise of fascism and the promise of American democracy. Arendt was haunted by the past and the memories of how the democratic structures of the Weimar Republic had been undermined, manipulated, and finally transformed into a totalitarian terror regime. The issues of freedom, equality, and the shortcomings of democratic societies form a transcultural nexus in her oeuvre. This reading of Arendt will reveal how her efforts to deal with a transatlantic traumatic past shaped the felt need to voice democratic dissent in the United States. While much has been said about her theoretical groundwork on the mechanisms of totalitarian systems, Arendt’s living conditions as a naturalized foreigner, her enthusiasm for American democracy, and her refusal to return to Germany have been largely neglected. Arendt is usually rooted firmly in a European philosophical context. She has been canonized as one of the foremost philosophical thinkers from Germany on the emergence of totalitarian systems and the Holocaust. This transatlantic force field looms large over the second half of the twentieth century in the realm of culture and politics. Among her fellow intellectual émigrés and exiles such as Adorno, Horkheimer, Marcuse, or Fraenkel, Arendt stands out. She decided not to return to the new democratic Germany with its Grundgesetz fashioned along the lines of the American Constitution. Instead, she insisted on becoming naturalized and used her transnational background as a basis to address democratic gaps from the vantage point of an American citizen. First, Mehring shows in which ways Arendt identified herself as an American and wished to become recognized as an American citizen. Second, he reconnects Arendt’s democratic dissent with her efforts to become recognized as an American citizen.

  3. Citizenship in Young People's Daily Lives: Differences in Citizenship Competences of Adolescents in the Netherlands

    Science.gov (United States)

    Geijsel, Femke; Ledoux, Guuske; Reumerman, Rene; ten Dam, Geert

    2012-01-01

    The results of a nationwide study of the citizenship competences of adolescents in the Netherlands are presented from the perspective of democratic citizenship in this article. Citizenship competences are defined as the knowledge, skills, attitudes and reflection needed by young people in a democratic and multicultural society to adequately fulfil…

  4. "Through the kaleidoscope": intersections between theoretical perspectives and classroom implications in critical global citizenship education

    National Research Council Canada - National Science Library

    Eidoo, Sameena; Ingram, Leigh-Anne; MacDonald, Angela; Nabavi, Maryam; Pashby, Karen; Stille, Saskia

    2011-01-01

    .... The paper explores how insights from theoretical work on multiculturalism, race, religion, gender, language and literacy, and eco-justice can contribute to a critical global citizenship education practice...

  5. “This is how you do it in Germany, but we do it our way.” Different Notions of Citizenship Education in the Russian-German Exchange of Young Professionals

    Directory of Open Access Journals (Sweden)

    Štepánka Busuleanu

    2011-06-01

    Full Text Available "Citizenship education is a widespread concept of lifelong learning important for democratic participation. The research shows a great variety in approaches to citizenship education depending on socio-political contexts (Bîrzéa 2004, 17; Kerr, Nelson 2005, 10. This study is based on participative evaluation (Bergold 2007; Cousins, Earl 1992 accompanying the German-Russian training and exchange program regarding non-formal citizenship education. Through content analysis of interviews and artifacts we explore views of citizenship education and strategiesthat the actors use to deal with the various assumptions in this field of education. In Germany democracy, participation and critical thinking are emphasized, in contrast to Russia, where, depending on the organizational structure, the patriotic upbringing is exercised. Four ways of dealing with the conflicting assumptions and practices are identified in the issue-focused exchange of young professionals. They are the individual construction of the German and Russian ways of citizenship education, enrichment of individual understanding, reduction of the perceived differences and conformity with ones environment juggling with declared and practiced notions.Citizenship education ist ein verbreitetes Konzept des lebenslangen Lernens mit dem Ziel, demokratisch orientierte Partizipation zu fördern. Laut Forschung variieren die Ansätze von citizenship education in Abhängigkeit vom soziopolitischen Kontext (Bîrzéa 2004: 17; Kerr/ Nelson 2005: 10. Die vorliegende Untersuchung basiert auf einer partizipativen Evaluation (Bergold 2007; Cousins/ Earl 1992, die im deutsch-russischen Fachkräfteaustausch zum Thema citizenship education durchgeführt wurde. Durch die qualitative Inhaltsanalyse von Interviews und Artefakten werden die Auffassungen der Akteure von citizenship education untersucht und ihre Strategien im Umgang mit differierenden Annahmen rekonstruiert. Die Befunde zeigen: Die deutsche

  6. A view to educational reforms and the formation of citizenship in Bolivia (century XX and XXI

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    Weimar Iño

    2017-07-01

    Full Text Available The article takes a historical look at the educational reforms implemented in Bolivia with reference to the formation of citizenship. For this purpose historical research was used and the bibliographic review was used to collect, describe and analyze the written sources. This in order to understand the relationship between State, education and citizenship, which identifies two aspects that guide educational policies and the formation of citizenship. In this way, we can also elucidate the types of citizens who projected these educational reforms in Bolivia during the 20th century: the liberal (1899-1920, the nationalist (1954-1964 and the neoliberal (1994-2004; And in the 21st century, the sociocommunity. In each of these reforms there are common characteristics, on the one hand, there is the centralization of public education at the hands of the State; On the other hand, the role given to education for civic formation and the construction of national identity, in this case Bolivianity; For example, for the indigenous majority was their assimilation to the national culture and homogenization, through education. Likewise, each reform sought the formation of a citizenship; In the case of the liberal raised the Bolivian identity; The nationalist point towards mestizaje as a citizen, neoliberal ideal for the construction of a pluricultural and multilingual citizenship; And the sociocommunity towards an intercultural and decolonized citizenship.

  7. Democratization of Secondary Education in Malaysia: Attitudes towards Schooling and Educational Aspirations

    Science.gov (United States)

    Tan, Yao Sua

    2011-01-01

    As a consequence of the democratization of secondary education in Malaysia beginning in the 1990s, many students who do not have academic credentials are allowed to progress to upper secondary education. This study examines the attitudes of these students towards two important aspects of schooling--namely, learning and examinations, as well as…

  8. Democratization of Secondary Education in Malaysia: Attitudes towards Schooling and Educational Aspirations

    Science.gov (United States)

    Tan, Yao Sua

    2011-01-01

    As a consequence of the democratization of secondary education in Malaysia beginning in the 1990s, many students who do not have academic credentials are allowed to progress to upper secondary education. This study examines the attitudes of these students towards two important aspects of schooling--namely, learning and examinations, as well as…

  9. Educating "Good Citizenship" through Bilingual Children Literature Arabic and Hebrew

    Directory of Open Access Journals (Sweden)

    Sara Zamir

    2013-11-01

    Full Text Available The aim of the research has been to evaluate the contribution of the genre of bilingual literature, Arabic and Hebrew, to citizenship education. Since the Israeli society is a multicultural society comprised of both nations, Arabs and Jews who live in conflicted environment, one must regard those textbooks as civic agents. Literature is a socialization agent and as such it is an active influential factor in children's mental environment. The responsible citizens act responsibly in their community. They obey rules and regulation, acts kindly to his surroundings and occasionally donates out of their own resources. The participatory citizen actually participates in the social life of the community, at local, state and national levels by joining established systems. The justice citizen calls for attention to matters of injustice and to the importance of pursuing social goals. The content analysis procedure, revealed that most the  stories, hence, ten out the  thirteen  deal  with the  two elevated types  of citizenship,  namely,  the participatory citizen and the justice citizen.  Inspire  of  the  fact   that  we  are  dealing with  children's literature, the  authors  of  bilingual  children literature do not belittle the capacity of  children to  grasp  their role  as citizens in multicultural  society.

  10. The Importance of Belonging: Learning from the Student Experience of Democratic Education

    Science.gov (United States)

    Hope, Max A.

    2012-01-01

    This article grew out of an extensive piece of grounded theory research that explored students' experiences of democratic education. A small democratic school in the south of England is used as a case study. Students in this school experienced a strong sense of belonging--to the school itself, with teachers, and with peers. This appeared to make a…

  11. The School's Democratic Mission and Conflict Resolution: Voices of Swedish Educators

    Science.gov (United States)

    Hakvoort, Ilse; Olsson, Elizabeth

    2014-01-01

    Swedish educational policy mandates have given schools a double mission: the development of content-based knowledge as well as the promotion of democratic values and competencies. While detailed learning outcomes are specified for content domains, the democratic mission is imprecisely described and unsupported by practical measures. This leaves…

  12. Schools Together: Enhancing the Citizenship Curriculum through a Non-Formal Education Programme

    Science.gov (United States)

    O'Connor, Una

    2012-01-01

    In divided societies education for diversity, often introduced via the combined approaches of civic education, citizenship education and community-relations activity, is advocated as a core element of the school curriculum. Its delivery, through formal and non-formal educational approaches, has been routinely recognised as an opportunity for…

  13. A Sceptical Look at the Quantitative Education Research in Civic and Citizenship Education

    Directory of Open Access Journals (Sweden)

    Bettina Zurstrassen

    2011-10-01

    Full Text Available At the latest since the PISA study, the international comparability of educational system performance is called for. Little discussion takes place on the research problems occurring in the course of internationally comparative educational systems in the social societal teaching subjects. Research, however, finds itself confronted with methodical, scientific-theoretic and test-ethical problems. These problem areas are to be outlined in this paper. The focus will be on quantitatively comparative education studies. Essentially the analysis consists of an examination of the ICCS Study (International Civic and Citizenship Education Study of the biggest internationally comparative political education study in existence.

  14. Ecclesiastical and Religious Factors Which Preserved Christian and Traditional Forms of Education for Citizenship in English Schools, 1934-1944

    Science.gov (United States)

    Freathy, R. J. K.

    2007-01-01

    Participants in the public discourse pertaining to religious education and education for citizenship in English schools between 1934 and 1944 included many "Christian educationists". They advocated a conservative and elitist form of education for citizenship as taught through indirect training, Arnoldian public school traditions and…

  15. Being Human or Being a Citizen? Rethinking Human Rights and Citizenship Education in the Light of Agamben and Merleau-Ponty

    Science.gov (United States)

    Hung, Ruyu

    2012-01-01

    This paper argues against a trend of human rights education, where human rights are taught in the form of citizenship education. In my view, citizenship education and human rights education cannot be taken as replaceable for each other. Underpinning the idea of citizenship is a distinction between "politically qualified" and "politically…

  16. Being Human or Being a Citizen? Rethinking Human Rights and Citizenship Education in the Light of Agamben and Merleau-Ponty

    Science.gov (United States)

    Hung, Ruyu

    2012-01-01

    This paper argues against a trend of human rights education, where human rights are taught in the form of citizenship education. In my view, citizenship education and human rights education cannot be taken as replaceable for each other. Underpinning the idea of citizenship is a distinction between "politically qualified" and "politically…

  17. International Struggles for Critical Democratic Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 427

    Science.gov (United States)

    Knoester, Matthew, Ed.

    2012-01-01

    Drawing from rich data, "International Struggles for Critical Democratic Education" profiles teachers, students, and schools struggling to interrupt the reproduction of social inequalities from one generation to the next. International in its nature, the work collected here illustrates how forces of globalization create greater inequalities, and…

  18. International Struggles for Critical Democratic Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 427

    Science.gov (United States)

    Knoester, Matthew, Ed.

    2012-01-01

    Drawing from rich data, "International Struggles for Critical Democratic Education" profiles teachers, students, and schools struggling to interrupt the reproduction of social inequalities from one generation to the next. International in its nature, the work collected here illustrates how forces of globalization create greater inequalities, and…

  19. A toolbox for democratic and parcticipatory methods in education

    NARCIS (Netherlands)

    Kolfschoten, G.L.

    2012-01-01

    With the trends in the use of social software and social media, a more informal and democratic online culture is developing, especially in younger generations. This culture is increasingly conflicting with traditional teaching styles. One of these trends involves the introduction of more democratic

  20. A toolbox for democratic and parcticipatory methods in education

    NARCIS (Netherlands)

    Kolfschoten, G.L.

    2012-01-01

    With the trends in the use of social software and social media, a more informal and democratic online culture is developing, especially in younger generations. This culture is increasingly conflicting with traditional teaching styles. One of these trends involves the introduction of more democratic

  1. Citizenship Education as a Response to Colombia's Social and Political Context

    Science.gov (United States)

    Jaramillo, Rosario; Mesa, Jose A.

    2009-01-01

    In response to the difficult social, economic and political problems that Colombia faces, such as inequality, discrimination, weak civil society--fuelled by illegality and drug trafficking--the Colombian Ministry of Education has embarked on an ambitious citizenship education program, with the hope of strengthening the role of education by…

  2. Democratic Constructivist Science Education: Enabling Egalitarian Literacy and Self-actualization.

    Science.gov (United States)

    Bencze, John Lawrence

    2000-01-01

    Provides a model for curriculum development using constructivism to help democratize science education. Illustrates how to put this model into practice, focusing on: (1) expressing current conceptions; (2) sharing and learning new conceptions; and (3) applying and testing conceptions. (CMK)

  3. Challenges of the Democratization of Popular Education from the Perspective of Gender.

    Science.gov (United States)

    Rosero, Rocio

    1993-01-01

    Economic crises in the Andean region countries have helped deepen and intensify sex discrimination. The contributions of feminism to popular education may enable active participation of women in the democratizing process. (SK)

  4. The Role of Communication and Argument in Citizenship Education.

    Science.gov (United States)

    Katula, Richard A.

    Communication is essential to the establishment and maintenance of a democracy. Democratic society is distinctive in that civic talk plays a determining role. A long tradition of civic talk exists in western democratic civilization. The Greek teacher, Protagoras, the Father of Debate, required his students to speak first on one side of an issue or…

  5. Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York

    Science.gov (United States)

    Ramirez, Pablo; Jaffee, Ashley Taylor

    2016-01-01

    This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices…

  6. The Impact of Civic Education on the Citizenship of Romanian Youth

    Directory of Open Access Journals (Sweden)

    Emilian Colceru

    2013-08-01

    Full Text Available This paper discusses the contribution of the public system of citizenship education to the development of civic attitudes of the youth in post-communist Romania. As one of the goals of the state is to create “good citizens”, there is a discipline called Civic culture in the compulsory system of education. However, the fact that the discipline lacks consistency determines young people not to manifest the desired civic attitudes, as shown in public surveys targeted on youth. Therefore, the paper discusses the failure of the state to develop “good citizenship” through citizenship education.

  7. Not "Democratic Education" but "Democracy and Education": Reconsidering Dewey's Oft Misunderstood Introduction to the Philosophy of Education

    Science.gov (United States)

    Quay, John

    2016-01-01

    Of enduring interest to philosophers of education is the intimate connection Dewey draws between "Democracy and Education" in this now century-old seminal work. At first glance the connection may appear quite simple, with the two terms commonly combined today as "democratic education". But there is significantly more to Dewey's…

  8. Not "Democratic Education" but "Democracy and Education": Reconsidering Dewey's Oft Misunderstood Introduction to the Philosophy of Education

    Science.gov (United States)

    Quay, John

    2016-01-01

    Of enduring interest to philosophers of education is the intimate connection Dewey draws between "Democracy and Education" in this now century-old seminal work. At first glance the connection may appear quite simple, with the two terms commonly combined today as "democratic education". But there is significantly more to Dewey's…

  9. Civic education and religious education in the function of democratization of education in the Republic of Serbia

    Directory of Open Access Journals (Sweden)

    Klemenović Jasmina

    2013-01-01

    Full Text Available Starting from the socio-political context of changes that have affected the education systems of Eastern European countries, the authors summarize the specific nature of the process of democratization of education in Europe at the turn of the century. The paper analyzes the purpose of democratization of education and of introduction of Civic Education and Religious Education classes in the education system of the Republic of Serbia, observing the idea that education may serve as a generator of social changes, and stating that school is an important support pillar in promoting and accepting the values of the community, as well as in personal growth and the development of every individual. The presented theoretical concepts are supported by the summary of results of empirical studies that have been focused on the analysis of the pedagogical aspects of the implementation of teaching these subjects at the secondary level of education from the perspective of teachers, pupils and parents. Based on the insight into the topic, the authors suggest searching for a “common tangent” in Civic Education and Religious Education teaching process via an open and tolerant dialogue of participants of both subjects, which would enable the exchange of experiences, attitudes, and opinions of pupils, as well as coinciding and permeating of spiritual and democratic values as a foundation for further democratization of school in general. [Projekat Ministarstva nauke Republike Srbije, br. 179036: Pedagogical Pluralism as the Basis for Education Policy

  10. A Delphi Survey on Citizenship Education in Asean Countries: Findings for Brunei

    Science.gov (United States)

    Salleh, Hajah Sallimah Haji Mohammed; Laxman, Kumar; Jawawi, Rosmawijah

    2015-01-01

    The aim of the Delphi Survey was to elucidate Bruneian Education experts' responses to five questions regarding their knowledge and understanding of the charateristics of citizenship education viz. Environment, Coexistence, Culture, Social Justice and Equity, Democracy, Sustainable Development, Interdependence, Foreign Language, Social Welfare,…

  11. Perspectives from Past and Present on Moral and Citizenship Education in Poland.

    Science.gov (United States)

    Niemczynski, Malgorzata; Niemczynski, Adam

    1992-01-01

    Compares contemporary issues related to moral and citizenship education in Poland with similar era in late eighteenth century. Describes an educational reform effort that began in 1773 and was based on nationalistic and romantic literature of the time. Contends that the moral values that were derived from this literature are essential for the…

  12. We, the People of the World... Special Programs in Citizenship Education: Comparative Legal Systems. SPICE V.

    Science.gov (United States)

    Hardin, Julia P., Ed.; Moulden, Richard G., Ed.

    This compilation of over 40 lesson plans on various topics in law related education was written by classroom teachers from around the United States who had participated in the fifth of an annual series called Special Programs in Citizenship Education (SPICE)--weeklong institutes devoted to learning about different cultures and laws. Called SPICE V…

  13. Vocational Education and Active Citizenship Behavior in Cross-National Perspective

    NARCIS (Netherlands)

    H.G. van de Werfhorst

    2007-01-01

    Educational systems should provide students with job-relevant skills as well as prepare students for active citizenship. These two core functions of schools may be in conflict with each other, as diversified and vocationally specific educational systems usually do well in terms of labor market prepa

  14. Education, Skills and Citizenship: An Emergent Model for Entrepreneurship in Tanzania

    Science.gov (United States)

    DeJaeghere, Joan

    2013-01-01

    Educating for citizenship is most often associated with a discourse of liberalism in which knowledge, skills and values of equality, rights, justice and national identity are taught. A competing neoliberal discourse with values of self-improvement, responsibility and entrepreneurialism is now quite pervasive in educational policies and practices,…

  15. Vocational Education and Active Citizenship Behavior in Cross-National Perspective

    NARCIS (Netherlands)

    van de Werfhorst, H.G.

    2007-01-01

    Educational systems should provide students with job-relevant skills as well as prepare students for active citizenship. These two core functions of schools may be in conflict with each other, as diversified and vocationally specific educational systems usually do well in terms of labor market prepa

  16. A Civic Rebalancing of British Multiculturalism? An Analysis of Geography, History and Citizenship Education Curricula

    Science.gov (United States)

    Faas, Daniel

    2011-01-01

    This article draws on history, geography and citizenship education curricula and six semi-structured interviews with policy-makers--three with officials from the Department for Children, Schools and Families, two from the Qualifications and Curriculum Authority and one from the Office for Standards in Education. It argues that the governmental…

  17. The Effect of Short-Term Educational Travel Programs on Environmental Citizenship

    Science.gov (United States)

    Tarrant, Michael; Lyons, Kevin

    2012-01-01

    Short-term study abroad is the fastest growing area of international education and there is increasing interest in the role of modified applications of this form (e.g. faculty-led, field/environmental, and/or educational travel) in influencing global citizenship. Using an empirical database of over 650 students registered for a study abroad course…

  18. Democratic citizenship vs. national identity: the political rights of foreigners in Spain / Ciudadanía democrática vs. identidad nacional: los derechos políticos de los extranjeros en España

    Directory of Open Access Journals (Sweden)

    Antonia Durán Ayago

    2015-10-01

    Full Text Available The relationship between sovereignty-people-nationality-citizenship should be revised. Democratic citizenship, only valid in the 21st century concept implies that all people, regardless of their origin, could have direct involvement in the affairs of public life that concerns you. In Spain, this right only possessed by citizens of the European Union in local elections and the European Parliament, and nationals of the 12 countries with which Spain has signed agreements, and only for exercising the right to vote in elections municipal. This means that in the upcoming municipal elections of May 2015, only 15% of non-national EU foreigners residing in our country may exercise the right to vote.

  19. Videoconferencing for Global Citizenship Education: Wise Practices for Social Studies Educators

    Directory of Open Access Journals (Sweden)

    Daniel G. Krutka

    2016-11-01

    Full Text Available Videoconferencing activities hold particular promise for social studies educators hoping to mediate humanizing experiences that will help students grow as citizens of the world. In this paper, we review literature on videoconferencing for global citizenship education and analyze those efforts towards cosmopolitan citizenship. Through our analysis of scholarly, popular, and practitioner sources, we present three general, and often overlapping, purposes for videoconferencing -- intercultural experiences, intercultural projects, and learning about cultures -- while providing a variety of examples and options from elementary to higher education. Educators encourage intercultural experiences when the primary purpose for participants’ videoconferencing activities is to learn about the people, communities, and cultures with whom they engage. The primary aim of intercultural projects is for participants to utilize videoconferencing to complete some task together. Educators can help students learn about cultures by bringing in people from different countries or cultures to share their expert knowledge or perspectives. We hope educators can glean insights from the videoconferencing cases provided in the text so as to make decision appropriate to their unique students’ needs. None of these approaches is necessarily superior to the others, but they may require different time and energy commitments. We also share technology requirements and common problems with videoconferencing. Finally, we conclude with implications for educators and researchers

  20. Determinants of organizational citizenship behavior: A case study of higher education institutes in Pakistan

    Directory of Open Access Journals (Sweden)

    Nazia Bashir

    2012-01-01

    Full Text Available This study empirically examines the relationship between altruism, conscientiousness, and civic virtue, three of the antecedents of organizational citizenship behavior, in higher education institutes in the Khyber Pakhtonkhuwa Province (KPK of Pakistan. The study is based on primary data collected from ninety-five employees of various institutes in Pakistan. The data is analyzed using the techniques of rank correlation coefficient and multiple regression analysis. All the findings are tested at 0.01 and 0.05 levels of significance. The result concludes that altruism, conscientiousness, and civic virtue have strong positive impacts on the organizational citizenship behavior in the context of higher education institutes in Pakistan.

  1. SOCIAL RESPONSIBILITY AND CITIZENSHIP AWARENESS IN "THIS IS MY WORK" SCIENCE PROJECTS IN TERMS OF CITIZENSHIP EDUCATION

    Directory of Open Access Journals (Sweden)

    Cemalettin AYAS

    2013-06-01

    Full Text Available Science is an individual and social activity with a long history, having unique characteristics, and is contributed to its development by many people from different cultures. This is closely related with the principle of economic and social benefits for the society as it is in the context of "This is My Work: Math and Science Projects Competition" carried out by the Ministry of National Education since 2006. Therefore, this study examined the notion of "Citizenship Awareness" in each of 455 Science and Technology projects which were among the top 100 projects in "This is My Work: Math Science Projects Competition" carried out across the country every year since 2006. For the methodology, Science projects entered the competition for the last seven years were subjected to content analysis in terms of content on "Citizenship and Social Responsibility." Conclusions were finally made with idea that student works in the projects competition were largely emerged from and implemented with an understanding of social responsibility; solving a problem in the society and environment; consciousness of environmental protection; cleanliness and the health; aesthetics; hazard prevention and safety of life; helping disabled people as one of the basic human values of the social life.

  2. Democratizing Higher Education and Access to Science: The Portuguese Reform 2006-2010

    Science.gov (United States)

    Heitor, Manuel; Horta, Hugo

    2014-01-01

    The democratization of higher education through strategically driven science policies and higher education reforms is documented in this paper. These represent complementary policy actions oriented towards strengthening social, cultural and economic dimensions that allow higher education institutions (HEIs) to grow and to train graduates able to…

  3. The Importance of Cultivating Democratic Habits in Schools: Enduring Lessons from "Democracy and Education"

    Science.gov (United States)

    Hansen, David T.; James, Carmen

    2016-01-01

    In this article, we argue that democratic habits remain as vital for education and culture today as they were when Dewey published "Democracy and Education" in 1916. We take our point of departure from his treatment of habit and education in the book. Dewey dissolves the stereotypical notion that habits refer solely to mechanical,…

  4. Practice as Prize: Citizenship Education in two Primary Classrooms in Ireland

    Directory of Open Access Journals (Sweden)

    Fionnuala Waldron

    2014-02-01

    Full Text Available While citizenship education forms part of the formal curriculum at primary level in Ireland, its inclusion as a strand unit of Social, Personal and Health Education, rather than as a discrete subject, tends to make it less visible. In practice, citizenship education is strongly influenced by external agencies and non-governmental organisations (NGOs active in the field as the dominant producers of teaching resources and programmes in the area. In many cases, these programmes are award-driven, requiring schools to compete with others for recognition or to exemplify a particular standard of practice.  Using thick description (Geertz 1973 and teachers' narratives, this article presents two cases based on the practice of two experienced primary teachers who negotiate the complex space between professional practice and the particular agendas of external agencies and NGOs. Focusing on two exemplars of their teaching, the article locates their work within the broader context of citizenship education in Ireland, highlighting the extent to which the exemplars chosen typify or challenge existing practice. The article includes the outline plans used by the participating teachers and draws on an extended dialogue between the participants and the researchers in which issues relating to citizenship education, classroom and whole school practice and the broader educational context were discussed and probed.

  5. State-Led Education for Democratic Socialism: Venezuela's Education Missions

    Science.gov (United States)

    Duffy, Maura

    2015-01-01

    Venezuela's "Bolivarian Revolution" is conceptualised as an anti-neoliberal project that aims to promote fundamental changes in the configuration of political power via processes of state-grassroots collaboration. Central to this process is an emphasis on the key role of education in the development of a 21st Century socialism based on…

  6. Institutional rationales as barriers for the application of democratic health education in schools

    DEFF Research Database (Denmark)

    Bruselius-Jensen, Maria; Danielsen, Dina; Laitch, Daniel

    2016-01-01

    Abstract Health promotion - and education researchers and practitioners advocate for more democratic approaches to school-based health education, including participatory teaching methods and the promotion of a broad and positive concept of health and health knowledge, including aspects...... of health, the element of participation, and the promotion of general knowledge as legitimate elements in health education. This paper thus contains a perspective on health education practice, which, in a new way, contributes to explain the relatively slow progress of democratic approaches to school health...

  7. Toward an Understanding of the Democratic Reconceptualization of Physical Education Teacher Education in Post-Military Brazil

    Science.gov (United States)

    Da Matta, Gylton; Richards, K. Andrew R.; Hemphill, Michael A.

    2015-01-01

    Background: Teacher education, including physical education teacher education (PETE), around the world remains highly autocratic and content focused [Apple, M. W. 2000. "Official Knowledge: Democratic Education in a Conservative Age." New York: Routledge]. Scholars in physical education [O'Sullivan, M., D. Siedentop, and L. F. Locke.…

  8. Women's Rights to Adult Education as a Means to Citizenship

    Science.gov (United States)

    Stromquist, Nelly P.

    2006-01-01

    A fundamental reason for the advocacy of women's literacy is its contribution to the attainment of citizenship, that is the claiming and use of public space and power. Following a presentation of basic trends and public policies in literacy, this article reviews the diverse theoretical understandings of literacy. It discusses normative arguments…

  9. Intercultural Citizenship Education in an EFL Online Project in Argentina

    Science.gov (United States)

    Porto, Melina

    2014-01-01

    In this article, I describe an online intercultural citizenship experience in an English as a Foreign Language (EFL) classroom in Argentina. An action research project on the Malvinas/Falklands war fought between Argentina and the UK in 1982 was carried out in 2012. Through a comparative methodology involving Argentine and English foreign language…

  10. Intercultural Citizenship Education in an EFL Online Project in Argentina

    Science.gov (United States)

    Porto, Melina

    2014-01-01

    In this article, I describe an online intercultural citizenship experience in an English as a Foreign Language (EFL) classroom in Argentina. An action research project on the Malvinas/Falklands war fought between Argentina and the UK in 1982 was carried out in 2012. Through a comparative methodology involving Argentine and English foreign language…

  11. "A Good Citizen Is What You'll Be": Educating Khmer Youth for Citizenship in a United States Migrant Education Program

    Science.gov (United States)

    McGinnis, Theresa Ann

    2015-01-01

    Citizenship education is a complex and multidimensional construct. This article adds to the discussion of citizenship education by examining, ethnographically the ways the "vision" of a US Migrant Education Program is circulated through the program's discourse practices to Khmer American children of migrant agricultural workers. The…

  12. Non-Production Benefits of Education: Crime, Health, and Good Citizenship. NBER Working Paper No. 16722

    Science.gov (United States)

    Lochner, Lance

    2011-01-01

    A growing body of work suggests that education offers a wide-range of benefits that extend beyond increases in labor market productivity. Improvements in education can lower crime, improve health, and increase voting and democratic participation. This chapter reviews recent developments on these "non-production" benefits of education with an…

  13. Citizenship education, national identity and political trust: The Case of Sweden

    Directory of Open Access Journals (Sweden)

    Hans Lödén

    2014-12-01

    Full Text Available The challenging effects of globalization upon the nation-state have been a recurrent theme in the social science discourse since the 1990’s. Nationally organized education is also seen as challenged by new demands originating from globalization. In this article it is argued that ‘nation-state’ and ‘national identity’ are highly relevant concepts when discussing a citizenship education that seeks to develop a civic ethos with, potentially, a global reach. It is further argued that the understanding of such an ethos would benefit significantly from incorporating the role of political trust since trust has been identified as a main feature of the social capital that makes democracy work. Three themes are brought together: national identity and identification, the importance for democracy of political trust and the challenges citizenship education face when carried out in a national context but intended to manage issues that go far beyond the reach of the nation-state. The importance of citizenship education is discussed using recent research on the Swedish citizenship education classroom

  14. Educación en derechos humanos para una ciudadanía democrática e inclusiva: trabajar en la escuela y desde la Educación Física Educação em direitos humanos para uma cidadania democrática e inclusiva: como trabalhar na escola e a partir da Educação Física Human rights education for democratic and inclusive citizenship: how to work at school and by means of Physical Education

    Directory of Open Access Journals (Sweden)

    Ana María Rodino

    2012-03-01

    natureza e (c as atividades lúdicas e desportivas de caráter coletivo. Conclui examinando o papel decisivo do docente e das suas práticas pedagógicas para concretizar o potencial da Educação Física na construção de uma cultura de direitos.This paper focuses on the human dignity value and its deriving imperatives as the foundation of the concept of human rights. As a result, it shows Human Rights Education (HRE as a right in itself and also as a component of the right to education. Following a synthesis of HRE goals, ends and relationship with building a democratic, inclusive and intercultural citizenship, this study points out that school is a privileged institution for its development by diverse means and curricular subjects. Thus, it focus on Physical education in particular, both as a subject and as an extra-curricular activity, taking into consideration HRE in its three dimensions: (a as care and attention to the body and its movements; (b as an incentive to more active contact with the natural environment; (c as collective leasure and desportive activities. This paper concludes that teachers and school activities play a strategical role to explore physical education potential fully in making up a human right culture.

  15. Ethical English Teaching: Learning Democratic Values or Living by the Tao?

    Science.gov (United States)

    Pike, Mark

    2011-01-01

    This article begins by drawing attention to the similarities between the aims of critical literacy within English and Education for Democratic Citizenship (EDC). It then considers subscribing to liberal values in the English classrooms of a plural society and concludes that, as political liberalism is unlikely to be universally endorsed, we need…

  16. The Elephant in the Room: A Conundrum in Democratic Teaching and Learning

    Science.gov (United States)

    Toth, Shannon Lindsay; Morrison, Serina Cinnamon

    2011-01-01

    This study reflects an autoethnographic conversation between two graduate students whose purpose is to explore the tensions teachers face in the classroom as they are confronted with the demands of a standards-based curriculum while striving to assert themselves as educators for democratic citizenship. These tensions manifest in the most…

  17. Bibliography of Citizenship Materials

    Science.gov (United States)

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2008

    2008-01-01

    The 2008 CASAS "Bibliography of Citizenship Materials" lists available instructional resources for citizenship education. It focuses on materials appropriate for preparing people for the naturalization process and the standardized citizenship examination. Resources include textbooks, audio materials, software and Videos/DVDs. The bibliography also…

  18. Mapping Global Citizenship

    Science.gov (United States)

    Stein, Sharon

    2015-01-01

    The demand to cultivate global citizenship is frequently invoked as central to colleges' and universities' internationalization efforts. However, the term "global citizenship" remains undertheorized in the context of U.S. higher education. This article maps and engages three common global citizenship positions--entrepreneurial, liberal…

  19. The recent process of decentralization and democratic management of education in Brazil

    Science.gov (United States)

    Santos Filho, José Camilo Dos

    1993-09-01

    Brazilian society is beginning a new historical period in which the principle of decentralization is beginning to predominate over centralization, which held sway during the last 25 years. In contrast to recent Brazilian history, there is now a search for political, democratic and participatory decentralization more consonant with grass-roots aspirations. The first section of this article presents a brief analysis of some decentralization policies implemented by the military regime of 1964, and discusses relevant facts related to the resistance of civil society to state authoritarianism, and to the struggle for the democratization and organization of civil society up to the end of the 1970s. The second section analyzes some new experiences of democratic public school administration initiated in the 1970s and 1980s. The final section discusses the move toward decentralization and democratization of public school administration in the new Federal and State Constitutions, and in the draft of the new Law of National Education.

  20. Case study: Teaching European Active Citizenship (TEACh)-course, EU

    DEFF Research Database (Denmark)

    Milana, Marcella; Bernt Sorensen, Tore

    2007-01-01

    Learning for democratic citizenship has been the object of several projects supported by the European Commission, under the Socrates / Grundtvig 1.1. Action. Nonetheless only very few had the specific aim of exploring the relations between learning for democratic citizenship and non-formal adult...... for different professionals in education. Thirdly, the course is to be considered on the edge of non-formal and formal learning activities, as it is organized accordingly to the European Credit Transfer System (ECTS). Participants are awarded 3 ECTS points to be spent in a variety of learning and working...... as capacity building in linking research and supply in adult education. Secondly, the course addresses a very special audience: Adult educators in a variety of learning contexts - i.e. including lower and upper secondary school teachers. Thus it falls within the broader category of in-service training...

  1. Fostering Social Cohesion and Cultural Sustainability: Character and Citizenship Education in Singapore

    Science.gov (United States)

    Tan, Charlene; Tan, Chee Soon

    2014-01-01

    This article critically discusses the Singapore state's endeavor to balance social cohesion and cultural sustainability through the Character and Citizenship Education (CCE) curriculum. This article points out that underpinning the CCE syllabus are the state ideologies of communitarianism and multiracialism. It is argued that the ideology of…

  2. Sexualities, Teenage Pregnancy and Educational Life Histories in Portugal: Experiencing Sexual Citizenship?

    Science.gov (United States)

    Fonseca, Laura; Araujo, Helena C.; Santos, Sofia A.

    2012-01-01

    This article focuses on Portuguese working-class teenage girls' voices and experiences concerning sexuality and pregnancy. Within a sociological, feminist and educational framework, it explores the girls' perspective on sexual and intimate citizenship as evidence of fairer forms of regulation of teenage sexualities. Through building life histories…

  3. Solidarity and Competitiveness in a Global Context: Comparable Concepts in Global Citizenship Education?

    Science.gov (United States)

    Torres, Carlos Alberto

    2015-01-01

    Any study linking terms such as global education, internationalization, and global citizenship facing the dilemmas of local and global tensions, invariably has to address the questions of globalizations and neoliberalism, two concepts and two global movements that define our time and age, the age of interdependence. Neoliberal globalization, as I…

  4. Conflations, Possibilities, and Foreclosures: Global Citizenship Education in a Multicultural Context

    Science.gov (United States)

    Pashby, Karen

    2015-01-01

    This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global citizenship education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new…

  5. Investigation of Teachers' Perceptions of Organizational Citizenship Behavior and Their Evaluation in Terms of Educational Administration

    Science.gov (United States)

    Avci, Ahmet

    2016-01-01

    The aim of this study is to investigate teachers' perceptions of organizational citizenship behaviors and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from 1,613 teachers working in public and private schools subjected to Ministry of National…

  6. Fostering Social Cohesion and Cultural Sustainability: Character and Citizenship Education in Singapore

    Science.gov (United States)

    Tan, Charlene; Tan, Chee Soon

    2014-01-01

    This article critically discusses the Singapore state's endeavor to balance social cohesion and cultural sustainability through the Character and Citizenship Education (CCE) curriculum. This article points out that underpinning the CCE syllabus are the state ideologies of communitarianism and multiracialism. It is argued that the ideology of…

  7. Building Bridging Social Capital in a Divided Society: The Role of Participatory Citizenship Education

    Science.gov (United States)

    McMurray, Alan; Niens, Ulrike

    2012-01-01

    Participatory citizenship education has been highlighted as a strategy to promote social cohesion in divided societies whereby collaborations with non-governmental organizations (NGOs) and inter-school links have been proposed as tools to improve social networks between schools and communities. This article explores the role and meaning of…

  8. Building Bridging Social Capital in a Divided Society: The Role of Participatory Citizenship Education

    Science.gov (United States)

    McMurray, Alan; Niens, Ulrike

    2012-01-01

    Participatory citizenship education has been highlighted as a strategy to promote social cohesion in divided societies whereby collaborations with non-governmental organizations (NGOs) and inter-school links have been proposed as tools to improve social networks between schools and communities. This article explores the role and meaning of…

  9. Sexualities, Teenage Pregnancy and Educational Life Histories in Portugal: Experiencing Sexual Citizenship?

    Science.gov (United States)

    Fonseca, Laura; Araujo, Helena C.; Santos, Sofia A.

    2012-01-01

    This article focuses on Portuguese working-class teenage girls' voices and experiences concerning sexuality and pregnancy. Within a sociological, feminist and educational framework, it explores the girls' perspective on sexual and intimate citizenship as evidence of fairer forms of regulation of teenage sexualities. Through building life histories…

  10. The Effect of Internal Marketing on Organizational Citizenship Behavior of Academic Staff in Higher Educational Institutions

    Science.gov (United States)

    Yildiz, Suleyman M.

    2016-01-01

    Due to their important roles in organizational performance, internal marketing and organizational citizenship behavior have become more interesting subjects among researchers and practitioners. However, empirical research is limited in the literature, and the relationship between these two variables in higher educational institutions is not clear.…

  11. Social science teachers on citizenship education: A comparative study of two post-communist countries

    NARCIS (Netherlands)

    Jeliazkova, Margarita I.

    2015-01-01

    This paper presents some of the results of a comparative study of high school social science teachers in two post-communist European countries: Bulgaria and Croatia. In both countries, citizenship education was implemented as a part of the EU accession efforts. I discuss the ways teachers deal with

  12. Islam, Democracy and Citizenship Education: An Examination of the Social Studies Curriculum in Pakistan

    Science.gov (United States)

    Ahmad, Iftikhar

    2004-01-01

    Since the 1980s the mission of the national citizenship education curriculum in Pakistan has been the Islamization of society. The government curriculum guidelines require textbooks to emphasize Islam as the national ideology of the state of Pakistan. Recognizing the deleterious effect of an exclusivist curriculum on the civic unity of the nation,…

  13. Child-Friendly Cities: A Place for Active Citizenship in Geographical and Environmental Education

    Science.gov (United States)

    Wilks, Judith

    2010-01-01

    This research was designed to investigate innovative practices associated with child-friendly cities initiatives in the United Kingdom and Italy and how civics and citizenship initiatives are being applied into practical programmes of exploration and learning in geography and environmental education. The Child-Friendly Cities Initiative (CFCI) of…

  14. Lifelong Education for Subjective Well-Being: How Do Engagement and Active Citizenship Contribute?

    Science.gov (United States)

    Zepke, Nick

    2013-01-01

    This article addresses the question: how can lifelong education contribute to subjective well-being by engaging learners and fostering active citizenship? The question arises due to the fact that governments in the western world have identified well-being as an important policy driver. Well-being research suggests that subjective well-being,…

  15. Citizenship Education and the Ajegbo Report: Re-Imagining a Cosmopolitan Nation

    Science.gov (United States)

    Osler, Audrey

    2008-01-01

    Following the 2005 London bombings, there is widespread public debate about diversity, integration, and multiculturalism in Britain, including the role of education in promoting national identity and citizenship. In response to official concerns about terrorism, a review panel was invited to consider how ethnic, religious and cultural diversity…

  16. Neoliberal Project of Globalization: Prospects for Democratization of Education.

    Science.gov (United States)

    Pannu, R. S.

    1996-01-01

    Since the early 1980s, neoliberalism has become the hegemonic ideology and has expedited the globalization of economies and the emergence of the market as the central organizing principle of social relations and collective life. Surveys the impact of these structural and ideological changes on politics (including democratization), economies, and…

  17. Political Education. The Global Education of Citizen through Active Citizenship

    Directory of Open Access Journals (Sweden)

    Edi Puka

    2014-04-01

    Full Text Available The human being grows in relationship with others of its fellows, and it is by virtue of this relationship that it receives a particular cultural heritage and acquires its own identity, differentiating itself, finding its own space of freedom and autonomy allowing it to interact and extend its own network of relations. In such a dynamic of reciprocity, the man realizes himself as such as a conscious member of a “social body”, i.e. of a radical society in an organic human context, which has become nowadays a clearly planetary one, by virtue of the unpublished migration flows and obvious interdependence of the Planet. The education is a line of human civility and it causes that grounds of anonymity, fears, consumerism, prejudice, haste, indifference, abuse, insecurity, solitude, become grounds of hospitality, trust, sharing, security, friendship, and brotherhood. The patterns of political education having prevailed so far are: the academic model with its explanation and dissent in the abstract of a great deal of knowledge, and that of the laboratory, which tilts and leans over, even by moments of simulation, toward vital worlds of operational policy. It is now manifested a widespread social demand about the necessity to provide to everybody, but especially in the range of basic youth socio-political information, an equipment of historical and values’ nature, and by providing comparative elements on the different socio-political matrices and traditions, raising the incentive at a renewing and increasingly conscious commitment in the face of growing difficulties, inherent to the political perspectives disputed so far in the world. It is necessary to refocus and reestablish a political culture uniting the breath of the ideal with the reality of administrative experience, supporting this political culture with the contribution of a dynamic and open reflection, capable of understanding the reality.

  18. Thinking about the Nature and Role of Authority in Democratic Education with Rousseau's "Emile"

    Science.gov (United States)

    Michaud, Olivier

    2012-01-01

    Educational authority is an issue in contemporary democracies. Surprisingly, little attention has been given to the problem of authority in Jean-Jacques Rousseau's "Emile" and his work has not been addressed in the contemporary debate on the issue of authority in democratic education. Olivier Michaud's goals are, first, to address both of these…

  19. Education and Intergroup Attitudes: Moral Enlightenment, Superficial Democratic Commitment, or Ideological Refinement?

    Science.gov (United States)

    Jackman, Mary R.; Muha, Michael J.

    1984-01-01

    Provides evidence challenging the notions that education produces liberation from intergroup negativism or a superficial democratic commitment. Instead, suggests that the well educated are but one step ahead of their peers in developing a defense of their interests resting on qualification, individualism, obfuscation, and symbolic concessions.…

  20. Community Service Learning as Democratic Education in South Africa and the United States.

    Science.gov (United States)

    Mendel-Reyes, Meta; Weinstein, Jeremy

    1996-01-01

    Describes development of the first community service-learning program for democratic education in South Africa, based on the Swarthmore College (Pennsylvania) Democracy Education Project at a black high school near Capetown (South Africa). Notes that successful transposition of the model requires recognition of complex historical and cultural…

  1. Preparing Students for Democratic Life: The Rediscovery of Education's Civic Purpose

    Science.gov (United States)

    Melville, Keith; Dedrick, John; Gish, Elizabeth

    2013-01-01

    This essay explores why, despite repeated affirmations of the importance of civic education in undergraduate education, preparing students to understand and play an active role in democratic life is, for the most part, a marginal and episodic part of the undergraduate experience. After describing various factors that have contributed to its…

  2. Realizing a Democratic Community of Teachers: John Dewey and the Idea of a Science of Education

    Science.gov (United States)

    Frank, Jeff

    2017-01-01

    In this paper, I make the case that John Dewey's philosophy of education aims to bring about a democratic community of teachers capable of creating a science of teaching. To make this case, I will do a three things. First, I will discuss "Sources of a Science of Education" and argue that this work is deeply connected to a work written at…

  3. The Consequences of Democratizing Knowledge: Reconsidering Richard Hofstadter and the History of Education

    Science.gov (United States)

    De Simone, Deborah M.

    2001-01-01

    In his Pulitzer Prize winning work, "Anti-intellectualism in American Life," Richard Hofstadter set out to trace the social movements that altered the role of intellect in society from a virtue to a vice. In so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that…

  4. Reviewing education and training for governance and active citizenship in Europe : a Central and Eastern European perspective : the implications of the research for Central and Eastern European policy design on active citizenship and governance

    NARCIS (Netherlands)

    Chioncel, Nicoleta; Jansen, Theo

    2004-01-01

    The RE-ETGACE Project, 'Reviewing Education and Training for Governance and Active Citizenship in Europe - A Central and Eastern European Perspective' is a complementary measure to the original ETGACE Project 'Education and Training for Governance and Active Citizenship in Europe'. The ETGAGE Projec

  5. Investigation of teachers' perceptions of organizational citizenship behavior and their evaluation in terms of educational administration

    OpenAIRE

    Avcı, Ahmet

    2016-01-01

    The aim of this study is to investigate teachers' perceptions of organizational citizenship behaviors and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from 1,613 teachers working in public and private schools subjected to Ministry of National Education in Uskudar District of Istanbul province in 2014. In this study, data were obtained from the "Personal Information Form" developed...

  6. Going Glocal : A qualitative and quantitative analysis of global citizenship education at a Dutch liberal arts and sciences college

    NARCIS (Netherlands)

    Oomen, Barbara; Sklad, Marcin; Friedman, John; Park, E.

    2016-01-01

    Over the past decades, more and more institutions of higher learning have developed programs destined to educate students for global citizenship. Such efforts pose considerable challenges: conceptually, pedagogically and from the perspective of impact assessment. Conceptually, it is of utmost

  7. Chronicling Educator Practices and Experiences in the Context of Democratic Schooling and Quality Education in South Africa

    Science.gov (United States)

    Mncube, Vusi; Harber, Clive

    2010-01-01

    An interview-based qualitative study was undertaken to explore the experiences and practices of educators in providing democratic schooling as a way of delivering quality education for learners in schools. The exploration looked at educators' understandings of the concept of democracy in schools, their understanding of the concept quality…

  8. Citizenship of young people

    NARCIS (Netherlands)

    E.A.M. Geboers

    2014-01-01

    Citizenship is considered an important factor in the development of interpersonal and societal competence (i.e. learning to act responsibly and adequately in Western society). The school is part of the daily life context of students and thus ideally a place to accumulate democratic experiences, meet

  9. What Is Common about Common Schooling? Rational Autonomy and Moral Agency in Liberal Democratic Education

    Science.gov (United States)

    Alexander, Hanan

    2007-01-01

    In this essay I critique two influential accounts of rational autonomy in common schooling that conceive liberalism as an ideal form of life, and I offer an alternative approach to democratic education that views liberal theory as concerned with coexistence among rival ways of living. This view places moral agency, not rational autonomy, at the…

  10. Revisiting the Democratic Paradox of Environmental and Sustainability Education: Sustainability Issues as Matters of Concern

    Science.gov (United States)

    Van Poeck, Katrien; Goeminne, Gert; Vandenabeele, Joke

    2016-01-01

    In this article, we address the democratic paradox in environmental and sustainability education (ESE) by drawing on Bruno Latour's conceptual distinction between "matters of fact" and "matters of concern" and the notion of attachments that goes with it. We present an analysis of three cases (nature excursions, workshops that…

  11. Hillary: The Movie, The History Channel, and the Challenge of the Documentary for Democratic Education

    Science.gov (United States)

    Stoddard, Jeremy

    2013-01-01

    Background/Context: In "Citizens United vs. Federal Election Commission (2009)," the U.S. Supreme Court cleared the way for corporations to spend unlimited amounts of money to influence citizens' decisions about candidates and issues that will appear on election ballots. More important, however, for democratic educators, the ruling…

  12. Achieving Widespread, Democratic Education in the United States Today: Dewey's Ideas Reconsidered

    Science.gov (United States)

    Meadows, Elizabeth; Blatchford, Katherine

    2009-01-01

    Excellent, democratic education that furthers each person's potential, success and happiness for her own and others' well-being is not yet widespread in the U.S. today. Dewey's The Public and Its Problems has much to say about the possibilities and challenges of achieving this goal. This paper examines Dewey's ideas about how a public for…

  13. Revisiting the Democratic Paradox of Environmental and Sustainability Education: Sustainability Issues as Matters of Concern

    Science.gov (United States)

    Van Poeck, Katrien; Goeminne, Gert; Vandenabeele, Joke

    2016-01-01

    In this article, we address the democratic paradox in environmental and sustainability education (ESE) by drawing on Bruno Latour's conceptual distinction between "matters of fact" and "matters of concern" and the notion of attachments that goes with it. We present an analysis of three cases (nature excursions, workshops that…

  14. Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

    Science.gov (United States)

    Singh, Michael

    2017-01-01

    This paper reports on the ground-breaking research in the study of languages in doctoral education. It argues for democratizing the production and dissemination of original contributions to knowledge through activating and mobilizing multilingual Higher Degree Researchers' (HDRs) capabilities for theorizing through them using their full linguistic…

  15. Religious Freedom and Rendering to Caesar: Reading Democratic and Faith-Based Values in Curriculum, Pedagogy and Policy

    Science.gov (United States)

    Pike, Mark A.

    2009-01-01

    In this article I synthesise and apply elements of political and reading theory to demonstrate how central themes in learners' lives (such as freedom, faith, autonomy, equality, rationality and rights) can be read and interpreted differently. I suggest that policy and pedagogy for citizenship and democratic education informed by research into…

  16. The scenario of citizenship education curriculum at the basic education level in the next decade (during 2012 – 2022

    Directory of Open Access Journals (Sweden)

    Niramol Tuchinda

    2016-01-01

    Full Text Available The aim of the research is to study the Scenario of citizenship education curriculum at the basic education level in the next decade (during 2012 – 2022 by the Ethnographic Delphi futures research, The study was as follows: The scenario of citizenship education curriculum at the basic education level in the next decade (during 2012 – 2022 (The draft. The curriculum’s philosophy were focus education of quality, develop moral personal, intercultural skills into peacefulness of the asean-world citizen. The good character of students were efficiency person to respect voice, freedom, communication, information and media literacy, honesty and public mind, critical thinking of many information to decide for the sustainable development. The aim of the curriculum were citizenship into democracy culture public mind of school and community, critical thinking, cross-cultural understanding into together peacefulness. The civic education into collaboration, teamwork and leadership and problem solving activities. The learning areas for The grade 1-3 was know-self, family, community, basic knowledge of global, civic character, self-reliant, and to assist in moral principle. The grade 4-6 was responsible for family, school community, to take lesson neighborhood intercultural skill, local political, cross culture understanding and human rights. The grade 7-9 was understand right, duties in constitution, citizenship, to be responsible for themselves family community, cultural different Thailand, neighborhood country and intercultural asia. The grade 10-12 was knowledge law in rights, duties and freedom, responsible citizen, neighborhood citizenship, critical thinking, and problem solving to access organizational learning. The learning activities for grade 1-12 was at the providing as project based learning .The learners developing activities for the grade 1-12 was public mind in action learning, resource in community. The teaching material was focus news

  17. Teacher Counter Stories to a Citizenship Education Mega Policy Narrative. Preparing for Citizenship in Chile

    Science.gov (United States)

    Cavieres-Fernández, Eduardo

    2017-01-01

    The present article focuses on the counter stories of two Chilean social studies high school teachers. Counter stories describe how teachers use their professional experience to confront those mega narratives composed of dominant educational policies that impinge upon their pedagogical practices. The mega narrative described in this study as a…

  18. Citizenship and Citizenship Education: A Critical Discourse Analysis of the Zimbabwe Presidential Commission Report

    Science.gov (United States)

    Sigauke, Aaron T.

    2011-01-01

    Educational discourse, like other fields, is not neutral. Through policy documents it has ideological functions of transmitting dominant cultures and serving certain sectional interest groups. In Zimbabwe 1998 was characterized by radical political discontent as witnessed by a rise in student activism and the formation of the main political…

  19. "Transformative Looks": Practicing Citizenship through Photography

    Science.gov (United States)

    Pereira, Sónia; Maiztegui-Oñate, Concha; Mata-Codesal, Diana

    2016-01-01

    Purpose: The article discusses the meanings of citizenship and citizenship education when formal citizenship is restricted by exploring the potential of photography education and practice as a tool that promotes the exercise of citizenship in the context of non-formal critical adult education. By doing it, this text aims to enhance our…

  20. The impact of Nordic adult education ideas on the development of a democratic society in Lithuania

    Science.gov (United States)

    Teresevičienė, Margarita; Trepulė, Elena; Trečiokienė, Edita

    2017-02-01

    This article analyses the role of the cooperation with and the influence of the Nordic countries on the development of a democratic society in Lithuania through adult education since the reinstatement of its independence from Soviet regime in March 1990 to the present. The authors focus on three main areas: (1) the training of Lithuanian adult educators; (2) the establishment and development of NGOs; and (3) the implications for a Lithuanian policy of adult education. Within the framework of Nordic-Baltic cooperation established among five Nordic and three Baltic countries (NB8) in 1992, Lithuanian adult educators seized the opportunity to visit Scandinavian institutions and projects. Experiencing Nordic adult education ideas has resulted in a marked shift in Lithuanian adult educators' values, methodology and careers; and in the establishment of a series of very influential umbrella associations as well as hundreds of NGOs in Lithuania which work with adults and support functioning democratic values in society. This shift is related to the civic responsibility and active participation growing out of the bottom-up approaches of group work, cooperation, discussions and learning circles which are so inherent in the Nordic tradition of adult education. The internalisation of new democratic values was more complicated than expected for many Lithuanian politicians, adult educators and NGO leaders in terms of how political decisions were perceived and implemented. Furthermore, the influence of the Nordic-Baltic cooperation in adult education may also be traced in adult education policy implications in Lithuania. Some changes in the policies of contemporary Lithuania have not been successful and even failed to promote a democratic society.

  1. Second Generation Youth in Canada, Their Mobilities and Identifications: Relevance to Citizenship Education

    Directory of Open Access Journals (Sweden)

    Mehrunnisa Ali

    2010-05-01

    Full Text Available Based on narrative data recently collected from youth’s in three Canadian cities, our paper focuses on second generation perceptions of youth’s identifications in a society increasingly influenced by the forces of globalization and how these perceptions may or may not be reflected in programs of study dealing with citizenship education. We utilize a framework consisting of a continuum of mobilities of mind, body, and boundaries to situate their sense of self. The façade of globalisation is examined in terms of its impact on identity formation and these youths’ impressions of diversity and multiculturalism. Finally, we consider the relevance of the findings for citizenship education in Ontario, Manitoba, and Alberta.

  2. Can Resilience be built Through a Citizenship Education Curriculum?

    Directory of Open Access Journals (Sweden)

    Murray Print

    2014-04-01

    Full Text Available The global financial crisis has impacted upon the way of life of young Europeans with great severity. Across most European countries youth unemployment has remained stubbornly high for many years, compounding the effects of the crisis on the social and psychological well-being of young people. Given that crises are highly likely to occur in the future are there ways to help prepare young people to build resilience to meet an unpredictable future? For a long-term approach to building youth resilience the role of the school is highly significant. Consequently this article asks - what are the elements in a school curriculum that can build resilience for times of crisis? The article explores the case of the Australian Curriculum: Civics and Citizenship as a possible approach to building resilience amongst school students. The curriculum identifies knowledge, skills and values that students may acquire through this curriculum that build resilience.

  3. Education for All Meets Political Democratization: Free Primary Education and the Neoliberalization of the Malawian School and State

    Science.gov (United States)

    Kendall, Nancy

    2007-01-01

    In recent years sub-Saharan African states, including Malawi, have adopted the Education for All (EFA) goal of universal, fee-free primary education (UPE). The EFA process is often linked to the expansion and sustainability of universal rights, democratic processes, and political systems. The EFA policies have also been tied, discursively and in…

  4. Second Generation Youth in Canada, Their Mobilities and Identifications: Relevance to Citizenship Education

    OpenAIRE

    Mehrunnisa Ali; Lori Wilkinson; Yvonne Hébert

    2010-01-01

    Based on narrative data recently collected from youth’s in three Canadian cities, our paper focuses on second generation perceptions of youth’s identifications in a society increasingly influenced by the forces of globalization and how these perceptions may or may not be reflected in programs of study dealing with citizenship education. We utilize a framework consisting of a continuum of mobilities of mind, body, and boundaries to situate their sense of self. The façade of ...

  5. Developing Critical Thinking Skills for Effective Communication : Citizenship Education and an Experimental English Lesson

    OpenAIRE

    Kato, Yuko

    2009-01-01

    Promoting critical thinking skills is one of several important learning skills necessary for effective communication in English. These abilities are crucial in developing the students' wider views of the world, working with others, and finding out better ideas and solutions. This study describes some key characteristics of these skills and how they are introduced in Citizenship Education in England and in Scandinavian countries. In addition, an experimental English lesson aiming at developing...

  6. Social Science Teachers on Citizenship Education: A Comparative Study of Two Post-Communist Countries

    Directory of Open Access Journals (Sweden)

    Margarita Jeliazkova

    2014-10-01

    Full Text Available This paper presents some of the results of a comparative study of high school social science teachers in two post-communist European countries: Bulgaria and Croatia. In both countries, citizenship education was implemented as a part of the EU accession efforts. I discuss the ways teachers deal with the everyday dilemmas of teaching in a field which is by definition controversial and loaded with diverse political meanings. The study involved teachers in the two countries using Q-methodology, a combination of quantitative and qualitative techniques. Five distinct ways of dealing with these questions, five types of views were found in Bulgaria: Pragmatic Conservatives, Deliberative Liberals, Local Social Guardians, Personal Growth Facilitators, and Global Future Debaters. In Croatia, the types of views were: Patriotic Conservatives, Liberal Democracy Mentors, Reflective Humanists, and Personal Growth Coaches. The differences and similarities between the teachers’ views in both countries are compared. The study highlights the crucial role of teachers, of their beliefs and experiences in shaping national and European citizenship education policies. The implications of the study findings for citizenship education policy, curriculum development, and teacher training are briefly discussed.

  7. Development of Public Education in the German Democratic Republic.

    Science.gov (United States)

    Ministry of Education, Berlin (East Germany).

    This publication examines public education in Germany. Section I discusses the foundation of educational policy. The second section treats the institutions of the integrated socialist educational system, including a discussion of: preschool education; elementary and secondary education; schools for the handicapped; vocational training; educational…

  8. Education for Democracy: A Paper Promise? The Democratic Deficit in Finnish Educational Culture

    Directory of Open Access Journals (Sweden)

    Matti Rautiainen

    2012-06-01

    Full Text Available This article presents one way of changing the participatory culture of training teachers – the Critical Integrative Teacher Education (CITE programme now being implemented at Jyväskylä University. For the last ten years the Finnish school system has been the centre of considerable international attention because of its success in PISA. The Finnish school, however, has two faces. In the shadow of those good learning outcomes there lurks a democratic deficit in school and a lack of school wellbeing amongst children. This article examines the nature of the Finnish school and teacher education from the perspective of democracy. If participatory culture in Finnish schools is restricted, then the same also applies to teacher education. The long tradition of education as well as the radical school democracy experiment in the early 1970s resulted in the neutralization of teacher education and the removal of politics and politicality. This led to a teacher education with the emphasis on didactics and psychology but with a social viewpoint conspicuous by its absence. Even though the system offers opportunities to implement even radically different training methods, there is little that is done differently.

  9. Toward citizenship science education: what students do to make the world a better place?

    Science.gov (United States)

    Vesterinen, Veli-Matti; Tolppanen, Sakari; Aksela, Maija

    2016-01-01

    With increased focus on sustainability and socioscientific issues, dealing with issues related to citizenship is now seen as an important element of science education. However, in order to make the world a better place, mere understanding about socioscientific issues is not enough. Action must also be taken. In this study, 35 international gifted students-potential scientists-aged 15-19 were interviewed to investigate what they were doing to make the world a better place. The interviews were analyzed using qualitative content analysis with focus on students' actions toward a better world, their rationalizations for such actions, and the role of science in the rationalizations. The analysis shows that students consciously take a wide range of actions, and that they see citizenship as a process of constant self-development. The three categories created to highlight the variation in the ways students take action were personally responsible actions, participatory actions, and preparing for future. Although many students saw that science and scientists play a big role in solving especially the environmental problems, most of them also discussed the structural causes for problems, as well as the interplay of social, economic, and political forces. The results indicate that citizenship science education should take the variety of students' actions into consideration, give students the possibility to take individual and participatory action, as well as give students opportunities to get to know and discuss the ways a career in science or engineering can contribute to saving the world.

  10. Industrial Citizenship, Cosmopolitanism and European Integration

    DEFF Research Database (Denmark)

    Zhang, Chenchen; Lillie, Nathan

    2015-01-01

    citizenship in its current ‘postnational’ form is realized through practices of mobility, placing it at tension with bounded class-based collectivities. Though practices of working class cosmopolitanism may eventually give rise to a working class consciousness, the fragmented nature of this vision impedes...... citizenship, which is a crucial support for social solidarity on which other types of citizenship are based. Because industrial citizenship arises from collectivities based on class identities and national institutions, it depends on the national territorial order and the social closure inherent in it. EU...... the development of transnational class based collectivities. Industrial and cosmopolitan citizenship must be reimagined together if European integration is to be democratized....

  11. Education for Sustainable Development and Global Citizenship: An Evaluation of the Validity of the STAUNCH Auditing Tool

    Science.gov (United States)

    Glover, Alison; Peters, Carl; Haslett, Simon K.

    2011-01-01

    Purpose: The purpose of this paper is to test the validity of the curriculum auditing tool Sustainability Tool for Auditing University Curricula in Higher Education (STAUNCH[C]), which was designed to audit the education for sustainability and global citizenship content of higher education curricula. The Welsh Assembly Government aspires to…

  12. Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education

    Science.gov (United States)

    Sounoglou, Marina; Michalopoulou, Aikaterini

    2017-01-01

    This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of…

  13. A/Political Education: A Survey of Quebec Students' Perceptions of Their Citizenship Education

    Science.gov (United States)

    Fournier-Sylvester, Nicole

    2014-01-01

    This survey of 370 recent high school graduates reveals that history and citizenship courses in Quebec focus on cultural and religious viewpoints, favour a transmission approach to learning, and fail to connect the political process to students' concerns and interests. Without a clear conception of citizenship as a reference point, this curriculum…

  14. Higher Education Reform in Russia: Democratization or Bureaucratization?

    Science.gov (United States)

    Panfilova, T. V.

    2011-01-01

    Recent reforms have increased the level of administrative oversight, and also of interference of the structure and content of university education in Russia. This is leading to a weakening of Russian higher education. In this article, the author talks about the reform of the system of higher education in Russia and the bureaucratization of higher…

  15. Teachers’ Perception on The Importance of Teaching Citizenship Education to Primary School Children in Cape Coast, Ghana

    Directory of Open Access Journals (Sweden)

    KANKAM BOADU

    2013-06-01

    Full Text Available This paper is a survey aimed at determining teachers’ perception on the importance of teaching Citizenship Education to primary school children. Perception is an attribute which helps to shape individuals’ world view and attitude. It, therefore, follows that the way teachers perceive the importance of Citizenship Education has a bearing on their commitment to its impartation on learners. To determine teachers’ perception, the researcher hopes to administer a questionnaire designed for the purpose to primary school teachers in Cape Coast Metropolis. Data gathered were analyzed using simple percentage, mean and standard deviation. Findings revealed that teachers in the area of study have realized the importance of teaching citizenship at the primary school. Based on this finding, it was recommended among other things that deliberate effort should be made by teachers to impart the knowledge they have acquired in citizenship education to the children they teach. It was also recommended that primary school teachers should be well motivated in cash or kind by all stakeholders in education to ensure effective citizenship education delivery at primary school level.

  16. Environmental Education and Multicultural Education--Too Close to Be Separate?

    Science.gov (United States)

    Nordstrom, Hanna Kaisa

    2008-01-01

    Environmental education and multicultural education share many characteristics. In addition to having the same underlying core values of a democratic society, they both emphasise values education, empowerment and active citizenship. Environmental education and multicultural education also find common ground in treasuring diversity, respect and…

  17. Democratization of medical knowledge and technology: brief commentary on implications for medical education.

    Science.gov (United States)

    Colt, Henri; Quadrelli, Silvia

    2006-01-01

    Today's movement towards the democratization of knowledge and dissemination of technology creates an opportunity for health care providers to reform medical education, bridge disciplines, and contribute to the correction of social inequalities. The question is whether this generation of physicians will have the courage to bring down the barriers that have deprived the majority of humanity from the medical knowledge, technology, and healthcare that rightfully belongs to all.

  18. Review: Dennis Beach, Tuula Gordon & Elina Lahelma (Eds.) (2003). Democratic Education: Ethnographic Challenges

    OpenAIRE

    Camarillo, Graciela Cortés

    2005-01-01

    Democratic Education: Ethnographic Challenges ist eine wichtige Ressource für alle, die sich nicht nur für Erziehung und Bildung, sondern auch allgemeiner für Forschung, Öffentlichkeitsarbeit und Politikanalyse interessieren. Ethnographen und Ethnographinnen aus Norwegen, Schweden, Dänemark, Finnland, Großbritannien und den USA lassen uns an der Forschung in ihren Ländern teilhaben, indem in insgesamt zehn Studien die Auswirkung neokonservativer Politik in erziehungswissenschaftlichen Setting...

  19. Governmentality, Democratic State, and Education in Human Rights

    Science.gov (United States)

    Bernal, Oscar Orlando Espinel

    2017-01-01

    Faced with the incessant concern on the part of national and supranational institutions in promoting, expanding, and implementing education on human rights in schools and educational systems, it is necessary to stand back for a moment and review the political and discursive ways in which these projects work and the mechanisms they are based on…

  20. Children of a Lesser Culture: Educators for a Democratic Republic.

    Science.gov (United States)

    Hartoonian, Michael

    1997-01-01

    Muses on reasons why the education community seems to have an inherent inferiority complex when compared to other university fields. Contends that this is the result of refusing to adopt the position that educators must engage the need to control and ethically use the power that comes with their knowledge. (DSK)

  1. Learning Democratic Reason: The Adult Education Project of Jurgen Habermas

    Science.gov (United States)

    Brookfield, Stephen

    2005-01-01

    The work of Jurgen Habermas is often cited in adult educational literature as underpinning dialogic traditions and practices central to the field. But to many adult educators the density of Habermas's analysis and complexity of his language limit his influence on their practice. This article's intent is to render a comprehensive analysis of the…

  2. How Democratic Is Higher Education for Sustainable Development?

    Science.gov (United States)

    Shephard, Kerry; Brown, Kim

    2017-01-01

    We wondered how "democracy" was being used and communicated within the higher education discourse of "education for sustainability," or "for sustainable development" (ES/ESD). We used a philosophical hermeneutic approach to explore the sense or senses in which the concept of democracy is used within this literature…

  3. Moving beyond "Mozert": Toward a Democratic Theory of Education

    Science.gov (United States)

    Kessel, Alisa

    2015-01-01

    Most liberal political theorists of education argue that it is better to teach students to tolerate diversity, than to protect the potentially illiberal commitments of some members of the political communities. In fact, neither approach is wholly satisfying, yet they remain the focus of much political theorizing about education. This article…

  4. Learning Democratic Reason: The Adult Education Project of Jurgen Habermas

    Science.gov (United States)

    Brookfield, Stephen

    2005-01-01

    The work of Jurgen Habermas is often cited in adult educational literature as underpinning dialogic traditions and practices central to the field. But to many adult educators the density of Habermas's analysis and complexity of his language limit his influence on their practice. This article's intent is to render a comprehensive analysis of the…

  5. Conception and Definition of the Democratization of Education

    Science.gov (United States)

    Murati, Rabije

    2015-01-01

    Republic of Macedonia at the moment with all the trends for reforms in the educational system, there are still shortcomings in this regard. The intention of Republic of Macedonia since independence, until today is the modernization and adjustment of the system of education to the European developed countries and their upbringing-educational…

  6. History, Nation and School Inspections: The Introduction of Citizenship Education in Elementary Schools in Late Nineteenth-Century Sweden

    Science.gov (United States)

    Evertsson, Jakob

    2015-01-01

    It was in the late nineteenth century that teaching in Sweden's elementary schools began its transformation from a religious education to a broader, national citizenship education that included history and geography. International research has pointed to a connection between the introduction of school inspections and the reform of public education…

  7. Urban Pre-Service K-6 Teachers' Conceptions of Citizenship and Civic Education: Weighing the Risks and Rewards

    Science.gov (United States)

    Marri, Anand R.; Michael-Luna, Sara; Cormier, Maria Scott; Keegan, Patrick

    2014-01-01

    To effectively help urban pre-service teachers to provide civic education opportunities in their future classrooms, teacher educators should know how urban pre-service teachers themselves conceptualize citizenship and civic engagement. Through the research question--how do urban K-6 pre-service teachers currently enrolled in an urban education…

  8. Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

    Science.gov (United States)

    Jaffee, Ashley Taylor

    2016-01-01

    This study examines how teachers in 4 urban newcomer high schools conceptualized and implemented social studies education for Latino/a newcomer youth through an emerging framework of culturally and linguistically relevant citizenship education. Through a multi-site, collective case study design, the perspectives and decision making of social…

  9. Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

    Science.gov (United States)

    Jaffee, Ashley Taylor

    2016-01-01

    This study examines how teachers in 4 urban newcomer high schools conceptualized and implemented social studies education for Latino/a newcomer youth through an emerging framework of culturally and linguistically relevant citizenship education. Through a multi-site, collective case study design, the perspectives and decision making of social…

  10. Democratizing Higher Education: Exploring MOOC Use Among Those Who Cannot Afford a Formal Education

    Directory of Open Access Journals (Sweden)

    Tawanna Dillahunt1, 1, 2 and 1

    2014-11-01

    Full Text Available Massive open online courses (“MOOCs” provide free access to higher education for anyone with Internet access. MOOCs are considered a means for democratizing education. These courses will hopefully provide an opportunity for individuals to learn from the best educators in the world, as well as help expand their personal networks, and facilitate their career development. However, research thus far shows that the majority of people taking advantage of these courses are already employed, have post-secondary degrees, and have encountered few barriers related to the affordability of higher education. Little is known about MOOC learners with financial constraints and who do not fit the typical profile of MOOC learners. This paper presents the results of the analysis of data from six Coursera courses offered by the University of Michigan from fall 2012 through winter 2013. In this analysis learners who self-identified as being unable to afford to pursue a formal education (the target group were contrasted to other learners (the comparison group in terms of demographics, motivations, course enrollment, engagement and performance. Learners in the target group were primarily male and over 25 years old. A statistically significant portion of the target group held less than a 4-year college degree than the comparison group. Target learners were also significantly underrepresented in the enrollment of the courses examined here. Although the comparison group had a significantly higher completion rate overall than the target group, the target group had a statistically significant higher rate of completing courses with certificates of distinction. This article provides a discussion of these results and suggests how MOOCs could be adapted to better address the needs of learners who feel financially unable to pursue a more traditional path to a post-secondary education.

  11. Political and CulturalFoundations of Citizenship

    Directory of Open Access Journals (Sweden)

    Bogomir Novak

    1999-12-01

    Full Text Available My thesis is based on the premise that the change of the political system from socialism to post-socialism was not based on the otherwise branched­ out political education in socialism, but rather, on other factors of which the essential one is the third wave of democracy that swept across the Central, South and East European countries. (Interactive citizenship can de­velop synergistically together with a positive attitude towards one's own country and with a stimulative influence on the citizens; with co-operation among the various (civil groups and with modern education for citizenship (not only as the school subject of Citizenship Education and Ethics as well as with its alternative goals together with the democratic and spiritual political culture. In view of the projected deadline for stability of democracy, which is expected to last 50 to 60 years, both types of culture are only at the initial phase of development in the new Slovenian state.

  12. Educating Citizens for Humanism: Nussbaum and the Education Crisis

    Science.gov (United States)

    Duarte, Melina

    2016-01-01

    "What (Whose) purpose does your knowledge serve?" In her book, Not for Profit: Why Democracy Needs the Humanities, Martha Nussbaum states the difference between a democratic education for citizenship and an education for profit, and draws attention to the current education crisis caused by an overvaluation of the latter over the former.…

  13. Educating Citizens for Humanism: Nussbaum and the Education Crisis

    Science.gov (United States)

    Duarte, Melina

    2016-01-01

    "What (Whose) purpose does your knowledge serve?" In her book, Not for Profit: Why Democracy Needs the Humanities, Martha Nussbaum states the difference between a democratic education for citizenship and an education for profit, and draws attention to the current education crisis caused by an overvaluation of the latter over the former.…

  14. Education and democratic organizations in Mozambique: experiences of the popular revolution

    Directory of Open Access Journals (Sweden)

    Alberto Bive Domingos

    2015-01-01

    Full Text Available This paper discusses, in general terms, the emergence of the Mozambican education system, a phenomenon occurred shortly after the national independence from Portuguese colonialism, a process that opposed the colonial dependence and school elitism, causes of the country’s underdevelopment and educational practices to Mozambicans. This sedimented a Mozambican education based on public involvement in the education system by democratic experience, understood as democratization of access, knowledge and relationships in decision making in relation to school. In terms of methodology, we used qualitative approaches such as naturalistic study case associated with various research techniques, such as: document analysis of the legislation on the education system and interviews with some school principals. This fact led us to recognize that, from 1983, this traditional practice of active participation in the education system, which was practiced by the popular local initiatives designed also for self-management, was diluted with the state regulation in the creation of the education policy by Law 4/83.

  15. The Legacy of Public Work: Educating for Citizenship.

    Science.gov (United States)

    Boyte, Harry C.; Skelton, Nan

    1997-01-01

    The nation's educational system mirrors the dynamics of our marketplace democracy, recasting parents as self-interested consumers. Jane Addams' philosophy of education (enhancing people's productive capacities to benefit the commonweal) has been revived in Public Achievement, a work-centered, civic-earning program in St.Paul, Minnesota, that helps…

  16. Early Childhood Education and Learning for Sustainable Development and Citizenship

    Science.gov (United States)

    Hagglund, Solveig; Samuelsson, Ingrid Pramling

    2009-01-01

    Since the end of the 1980:s when OECD published the Brundtland report, in which the concept of sustainable development as a critical global issue was introduced, the role of education for global survival has been frequently discussed and explored, by politicians as well as researchers. In school curricula and educational practice, efforts have…

  17. English as a Global Language and Education for Cosmopolitan Citizenship

    Science.gov (United States)

    Guilherme, Manuela

    2007-01-01

    Due to the overriding power of World English in the global economy, media, academy, entertainment, etc., EFL education has become a crucial curricular element in the educational systems of developing societies. English language learning has therefore been portrayed either as a fundamental tool that unquestionably brings professional success or one…

  18. The Legacy of Public Work: Educating for Citizenship.

    Science.gov (United States)

    Boyte, Harry C.; Skelton, Nan

    1997-01-01

    The nation's educational system mirrors the dynamics of our marketplace democracy, recasting parents as self-interested consumers. Jane Addams' philosophy of education (enhancing people's productive capacities to benefit the commonweal) has been revived in Public Achievement, a work-centered, civic-earning program in St.Paul, Minnesota, that helps…

  19. Jacques Ranciere, Education, and the Art of Citizenship

    Science.gov (United States)

    Means, Alex

    2011-01-01

    This article is part of a broader effort recently undertaken by educational theorists to verify the implications of Jacques Ranciere's work for the field of educational studies. Rather than attempting to fashion productive linkages between Ranciere and other critical pedagogues, to render a "new logic of emancipation," or explore the political…

  20. INVESTIGATING THE RELATION BETWEEN ORGANIZATIONAL CLIMATE AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR IN THE PHYSICAL EDUCATION OFFICES EMPLOYEES IN MAZANDARAN PROVINCE

    Directory of Open Access Journals (Sweden)

    Zahra Ahmadizadeh

    2014-03-01

    Full Text Available Purpose : The aim of present study was to investigate the relation between organizational atmosphere and organizational citizenship behavior of Mazandaran province physical education offices staff. Material : This is a correlation and descriptive study, and also a field study. Statistical population of the study was the whole staff of Mazandaran province offices of physical education in 1390 (N=188, that 127 of them were selected randomly and with allocating coordination method. Tools for collecting data were three questionnaires, (1 individual characteristics questionnaire, (2 organizational citizenship behavior questionnaire of Bell and Mangog, and (3 organizational climate questionnaire of Sussman & Deep. To analyze data we used descriptive and inferential statistics (Pearson correlation coefficient and multi-variable regression. Results : Study results showed a significant positive relation between organizational climate and its factors with staff organizational citizenship behavior (p≤0/01. Also step-by-step multi-variable regression analyze showed that goal and communication factors are good predictors of organizational citizenship behavior of physical education headquarters staff, respectively (p≤0/01. Conclusions : According to results we recommend that sport organizations managers through creating positive organizational atmosphere, goal clarity and more staff interactions, can increase the outbreak of organizational citizenship behavior in staff, and finally improve organizational efficiency and effectiveness.

  1. Cultivation of Special Needs Students’ Citizenship as the Basis in the aspiration of Ukraine to European Integration

    Directory of Open Access Journals (Sweden)

    Fedorova Yevhenia

    2014-06-01

    Full Text Available The prospects for the cultivation of special needs students’ citizenship as a prerequisite for the entry of Ukraine into the European Community have been described. The priority of compliance of European democratic sociocultural standards and humanistic values, among which the most important are the changes of attitude towards the disabled people, providing the establishment of equal rights for all Ukrainian citizens, has been specified. It has been confirmed that equal rights for all citizens are a guarantee of the disabled person’s civil self-affirmation and preservation of his honor and dignity. An analysis of domestic and foreign scholars’ works on the issue of citizenship education of young people with special needs has been represented. The pecularities of the special needs students’ citizenship education in the integrated environment of higher educational institutions have been characterised. On the basis of the analyzed literature it has been determined that a special needs’ student has got an opportunity to gain greater understanding of himself and his role in the society, improve his adaptive skills, expand the range of interests and social circle, ensure his own potentialities as a social unit and assert himself in his own value to the society under the conditions of higher educational institution of integrated type. The factors underlying the formation of special needs students’ citizenship in the integrated environment of higher educational institution and characterizing the individual’s citizenship in the democratic society have been thoroughly described.

  2. Democratic Governance, Citizenship, and Legal Identity: Linking Theoretical Discussion and Operational Reality Title: Gobernabilidad democrática, ciudadanía e identidad legal: Vínculo entre la discusión teórica y la realidad operativa

    OpenAIRE

    Bettina Boekle-Giuffrida; Mia Elisabeth Harbitz

    2009-01-01

    This working paper explores the importance of legal identity from both a theoretical and operational point of view. The need to investigate and deepen the understanding of the implications of being sans papiers in relation to social exclusion and governance issues is highlighted. This paper argues that proof of an adequate and secure identity document is not only the base of a democratic society and obligation of all governments, but also a fundamental citizenship right.Abstract: Este documen...

  3. Confronting the challenges of digital media and learning: Advancing the debate on education, youth and citizenship

    Directory of Open Access Journals (Sweden)

    Wellington de Oliveira

    2016-01-01

    Full Text Available Our discussion in this paper is focused on digital media and education as powerful means for creating more opportunities for more youth to engage in learning that is relevant to their lives and prepares them for success and good life in school, the workplace, and their community. We will discuss how new media builds up a new social reality at school and how new media influences the configuration of the subjectivity of students and the implications of learning and development in newer forms of digital environments for issues like democracy, citizenship and ethics as debated in the DIGIT-M-ED Project.

  4. The New DEEL (Democratic Ethical Educational Leadership) and the Work of Reclaiming a Progressive Alternative in Educational Administration from PreK-20

    Science.gov (United States)

    Gross, Steven Jay; Shapiro, Joan Poliner

    2013-01-01

    Facing repressive accountability regimes and high-stakes testing in the US and beyond, university and practitioner educators around the world decided to take action. Inspired by the democratic administration movement of the 1930's and 1940's and current scholarship in ethics, we started a movement called the New DEEL (Democratic Ethical…

  5. A Point of View on New Education for Smart Citizenship

    National Research Council Canada - National Science Library

    Cristina Martelli

    2017-01-01

    .... This paper addresses this issue from an education system perspective, and advances a non-technical methodology for being aware and recognizing knowledge bases generated by user-service interaction...

  6. Education, ethics and democracy: philosophical considerations around citizenship building up

    Directory of Open Access Journals (Sweden)

    Nelson Orlando Vargas Montañez

    2012-06-01

    Full Text Available This article aims at showing the analysis of society from a philosophical perspective and the contributions of the Illustration around education, ethics and politics. Taking into account hermeneutics and history, it pretends to highlight the individual’s autonomous learning and the critical pedagogy as means to abolish an authoritarian system in order to give way to an emancipating pedagogy. Besides, philosophical considerations such as education, ethics and democracy are remarked in order to reflect on education as a determining stuff of the individual’s development because it is focused on educating upstanding human beings for the social and political life, able to build up a fair society framed by principles like freedom, security and justice.

  7. Economic Citizenship and Socio-Economic Rationality as Foundations of an Appropriate Economic Education

    Directory of Open Access Journals (Sweden)

    Christoph Schank

    2014-10-01

    Full Text Available In this article we argue that social science education needs to convey more than operational mechanisms of society. Especially in socio-economic education, questions of business ethics, i.e. phenomena of economics and society need to be integrated and reflected, decidedly focusing on the moral content of economics. With the introduction of economic citizenship as the ideal economic actor to be the purpose of economic education, this paper proposes that economic education needs to connect economic expertise and moral judgment and should also allude to the necessity of every market action’s conditional legitimization by society. We propose to discuss different ‘sites’ of morality as a heuristic approach to the different areas of economic responsibility. The individual, organizational and political level of responsibility helps to categorize the different moral issues of economic activity and serves as a great pattern to explain economic relations to scholars and students.

  8. Approaching the political in citizenship education: the perspectives of Paulo Freire and Bernard Crick

    Directory of Open Access Journals (Sweden)

    Tristan McCowan

    2006-06-01

    Full Text Available Abstract: The forms that political education should take, and indeed its very presence in schools, are strongly contested questions. This paper explores these ideas in the light of the work of two theorists, Bernard Crick and Paulo Freire. There is first an analysis of their conceptions of politics and the political, their justifications for political education and their proposals for the curriculum. While the two theorists share the aim of political empowerment for all, there are significant differences in their understandings of society and of the potential of education for social transformation. The juxtaposition is seen to raise some important issues for citizenship education provision in England and Wales, concerning, in particular, its existence as a separate subject, its role in promoting conformity, the dangers of indoctrination and the means of promoting political agency.

  9. Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education

    Science.gov (United States)

    Howard, Kimberly J.; Turner-Nash, Kindel

    2011-01-01

    This conceptual paper suggests ways in which pedagogical practices, curriculum, and mentorship could foster democracy in doctoral education. Building upon critical, dialogic, caring, anti-colonial, and engaged pedagogies, we propose a framework for examining marginal spaces of teacher and student relationships that build upon life-projects…

  10. Toward a Democratic (Art) Education: A Response to Michelle Kamhi

    Science.gov (United States)

    Stewart, Edward O.

    2012-01-01

    For the last decade Michelle Kamhi has been prominent in her critique of contemporary art education. In her philosophy she positions herself as an essentialist who believes there are essential masterworks that define fine art, and the curriculum in art should teach fine art only. Her definition of fine art focuses on representation in painting and…

  11. Assessment, Technology and Democratic Education in the Age of Data

    Science.gov (United States)

    Perrotta, Carlo

    2013-01-01

    This paper contends that powerful techniques to manipulate data, enabled by technological and economic developments, can be easily co-opted to serve the restrictive frameworks of hyper-controlling, managerial accountability that characterise current cultures of summative assessment in education. In response to these challenges, research is…

  12. Toward a Democratic (Art) Education: A Response to Michelle Kamhi

    Science.gov (United States)

    Stewart, Edward O.

    2012-01-01

    For the last decade Michelle Kamhi has been prominent in her critique of contemporary art education. In her philosophy she positions herself as an essentialist who believes there are essential masterworks that define fine art, and the curriculum in art should teach fine art only. Her definition of fine art focuses on representation in painting and…

  13. Jazz Aesthetics and the Democratic Imperative in Education: A Dialogue

    Science.gov (United States)

    Mirón, Luis; Goines, Victor; Boselovic, Joseph L.

    2015-01-01

    What appeared decades ago as solely a European model--Thatcherism--is now a global trend with no apparent end in sight. Neoliberalism in the public sector, and within the educational sphere particularly, pervades within a larger pattern of hegemonic ideologies. In sum, market forces and global capitalism make it quite difficult for public…

  14. Globalisation and Internationalism: Democratic Prospects for World Education.

    Science.gov (United States)

    Jones, Phillip W.

    1998-01-01

    Contrasts the logic of globalization with that of internationalism (global pursuit of interest through unfettered capitalism versus promotion of global peace and well-being through international structures). Uses these frameworks to explore the policies of key international organizations in education (UNESCO, UNICEF, the World Bank). Contains 39…

  15. Democratizing Indonesia through Education? Community Participation in Islamic Schooling

    Science.gov (United States)

    Parker, Lyn; Raihani, R.

    2011-01-01

    In 1998, Indonesia embarked on a journey to democracy. This journey involved the decentralization of education from 2002. The new school-based management (SBM) system required greater community and parental participation in schools--thereby, it was hoped, contributing to a deepening of democracy. Islamic schools ("madrasah") also adopted…

  16. Jazz Aesthetics and the Democratic Imperative in Education: A Dialogue

    Science.gov (United States)

    Mirón, Luis; Goines, Victor; Boselovic, Joseph L.

    2015-01-01

    What appeared decades ago as solely a European model--Thatcherism--is now a global trend with no apparent end in sight. Neoliberalism in the public sector, and within the educational sphere particularly, pervades within a larger pattern of hegemonic ideologies. In sum, market forces and global capitalism make it quite difficult for public…

  17. Music Education and Human Flourishing: A Meditation on Democratic Origins

    Science.gov (United States)

    Allsup, Randall Everett

    2012-01-01

    This philosophical essay is a meditation on the multiple and contested meanings of the concept of democracy with the aim of redirecting dominant discourses in music education practices and building new capacities for democracy's practical use in music classrooms. Inspired by philosopher John Dewey's travels to China, and his influence on major…

  18. The Controversy about Education for Citizenship: The Contested Limits of Tolerance in Spain

    Directory of Open Access Journals (Sweden)

    Flora Burchianti

    2016-05-01

    Full Text Available Education is of crucial importance to ensure social cohesion and progress in a given society. Even if the content of citizenship education has been a matter of debate in several European countries, it has taken a singular development in Spain. The important controversy that has been triggered by its introduction in secondary school curriculum is a matter of interrogation: Why did Spain react differently than other European countries? The argument put forward in this article is that education for citizenship reveals the impossibility for Spain to provide a stabilised and consensual definition of national values and identity, precisely because the country is characterised by unresolved questions about its territorial and national diversity, and exemplifies multiple diversity challenges. After providing a European contextualisation of questions of religious and values teaching in Spain, we present a chronology of the controversy and then analyse the public debate in terms of limits to tolerance. We will show that the question of the shared public values highlighted by this conflict is still unsolved and remain non-consensual in the Spanish society.

  19. Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure

    Science.gov (United States)

    van de Werfhorst, Herman G.

    2017-01-01

    It is hardly disputed that educational institutions carry responsibility for the education of democratic citizens through the enhancement of civic and political engagement. Despite the wealth of studies on civic and citizenship education, scholars have not yet examined the relevance of national educational institutional factors. This study…

  20. Mainstreaming gender, democratizing the State?: National machineries

    OpenAIRE

    Rai, Shirin M

    2003-01-01

    Democratization has become an important concept in the last ten years. With the end of the Cold War, the spread of globalization, and the extension of economic regulatory regimes, democratization has come to be seen as important to securing long-term political stability. Much has been written about democratization and gender in works on human rights, citizenship, women's movements and challenges to authoritarian regimes. This book, published in association with the United Nations, builds on t...

  1. Creating Classroom-Level Measures of Citizenship Education Climate

    Science.gov (United States)

    Barber, Carolyn; Sweetwood, Sachiko Ogata; King, Makini

    2015-01-01

    Optimal classroom climates for civic education encourage the development of knowledge, skills and dispositions necessary for students to become involved citizens. One of the simplest and most common ways of measuring classroom climate in this field is to aggregate individual students' perceptions of classroom climate to the group level; however,…

  2. Creating Classroom-Level Measures of Citizenship Education Climate

    Science.gov (United States)

    Barber, Carolyn; Sweetwood, Sachiko Ogata; King, Makini

    2015-01-01

    Optimal classroom climates for civic education encourage the development of knowledge, skills and dispositions necessary for students to become involved citizens. One of the simplest and most common ways of measuring classroom climate in this field is to aggregate individual students' perceptions of classroom climate to the group level; however,…

  3. Building Intercultural Citizenship through Education: A Human Rights Approach

    Science.gov (United States)

    Stavenhagen, Rodolfo

    2008-01-01

    This article analyses the challenges posed by traditional ethnic and linguistic minorities in multicultural states and more specifically the problems faced by indigenous peoples and communities. Their educational and cultural needs and demands are increasingly being framed in the language of human rights, based on the expanding international legal…

  4. Citizenship Education in a Divided China, 1949-1995

    Science.gov (United States)

    Fairbrother, Gregory P.

    2004-01-01

    This article examines the reflection of national goals and ideologies in the civic education curricula of Mainland China and Taiwan. A comparison of junior secondary school textbooks from the 1950s and the 1990s shows how the curriculum embodies the states' changing national priorities and justificatory ideologies. Specifically, in the early…

  5. Ecological Democracy: An Environmental Approach to Citizenship Education

    Science.gov (United States)

    Houser, Neil O.

    2009-01-01

    Civic educators strive to develop the kinds of citizens who can identify and address the significant challenges of life in society. A case can be made that we have failed in this fundamental task. In spite of our efforts, contemporary societies seem ill-equipped to cope with the enormous social and environmental issues of our age. The problem is…

  6. Prayer as Technique for Making Money: Citizenship Education as a ...

    African Journals Online (AJOL)

    Religion Dept

    education as a panacea to this negative trend in the church. Introduction ... and posters are printed, mass media advertisement are featured on televisions and radio, ... This moral and social decay among Christians call for change of attitude and life style. Therefore .... with a human head believed to be that of a teenage girl.

  7. According to the Opinions of Teachers and Students Active Citizenship Education in Elementary School

    Directory of Open Access Journals (Sweden)

    Yücel Öksüz

    2015-01-01

    Full Text Available The aim of this research is to define the opinions of class teachers, social studies teachers and 4th grade students in elementary school on active citizenship education. Qualitative method has been used in this research. In Bayburt, the city chosen by purposeful sampling and based on volunteering principal, had 24 class teachers (Female=8, Male=16, 10 social studies teachers (Female=5, Male=5 and 20 4th grade students in elementary school (Female=11, Male=9 studying in schools around Bayburt city center have taken part in this research. Semi-structured interview technique was used as a data gathering method. The data was obtained by two different semi-structured interview forms which contain 12 open ended questions for teachers and 5 open ended questions for students. The answers given by the students and teachers were resolved with the content analysis method. Various categories have been formed by coding the answers for each question. The frequencies of those formed categories were compared by converting them into tables. When analysis was done by comparing opinions of teachers and students, it drew the attention of the teachers on active citizenship education and developed more qualified methods by identifying the inadequacy in teaching of lessons.

  8. Rural schools and democratic education. The opportunity for community participation

    Directory of Open Access Journals (Sweden)

    Antonio Bustos Jiménez

    2011-08-01

    Full Text Available In the paper the notions of participation and community empowerment in rural schools are analysed through reflection on experiences conducted in different countries. Reference is made to ducational models of participatory development which, from the viewpoint of excellence, result in increasing educational outcomes and higher rates of satisfaction among the targeted rural populations. Taking as point of departure agents which are considered potential generators of knowledge in rural areas, we examine the process of incorporating the wealth of the rural context. The difficulties that the community group usually faces for its legitimacy as a source of input in rural areas are also shown. Finally, we discuss how the teaching staff can positively contribute to their process of joining the school life.

  9. Daisaku Ikeda's Curriculum of Soka Education: Creating Value through Dialogue, Global Citizenship, and "Human Education" in the Mentor-Disciple Relationship

    Science.gov (United States)

    Goulah, Jason; Ito, Takao

    2012-01-01

    This essay review focuses on Daisaku Ikeda (b. 1928) and his curriculum of Soka, or value-creating, education present in two works: "Choose Life: A Dialogue" (Toynbee & Ikeda, 1976) and "Thoughts on Education for Global Citizenship" (Ikeda, 1996b). In reviewing these works, the authors trace the biographical roots of Ikeda's educational philosophy…

  10. Implementing the Current Science and Citizenship Mandates: A Learning Theory Analysis and Set of Recommendations

    Directory of Open Access Journals (Sweden)

    Lisa Erikson

    2009-01-01

    Full Text Available Problem statement: The purpose of this research was to use learning theory to analyze the relationships between current views of citizenship, citizenship education, science and science education to develop a reasonably coherent and integrated view and approach to science and citizenship mandates that can be successfully implemented in our schools. Approach: The three models of citizenship education currently competing for dominance in our schools were: The national forging approach, the global education approach and the deliberative democratic approach. Results: Our conclusion was that it was only the use of the nation forging approach (teaching a common core of foundational knowledge and skills in both citizenship and science education at the elementary school level that was going to foster and help students develop the cognitive schemas and reasoning skills that are the necessary prerequisites for the Deliberative democracy approach. Conclusion: If and when students do develop the high level of knowledge and reasoning ability required to engage in deliberative democracy approach, possibly at the secondary level of schooling, then the DDA approach will, most definitely, foster and help students develop the common core cultural and deliberative skills and values that will, in turn, then allow the global education approach, with its multicultural (or rather more differentiated, nuanced and subtle if fuzzy views, to be pursued at the post-secondary level, producing informed and deliberative citizens for this country and the world. The implications of these analyses, findings and conclusions were discussed.

  11. Representational and Territorial Economies in Global Citizenship Education: Welcoming the Other at the Limit of Cosmopolitan Hospitality

    Science.gov (United States)

    Langmann, Elisabet

    2011-01-01

    In this article, I argue that any success a discourse on cosmopolitan hospitality might have in global citizenship education depends on how it deals with its own limits, and I propose a way of responding to these limits that takes the cosmopolitan commitment to openness to the other seriously. Following Jacques Derrida, my point is that to teach…

  12. Organizational Citizenship Levels of Academicians in Terms of Several Variables: The Sample of Physical Education and Sports Sciences

    Science.gov (United States)

    Aydin, Ali Dursun

    2015-01-01

    This study is performed with 176 academicians working in the institutions related to physical education and sports at universities. It aims to analyze organizational citizenship behaviours of academic personnel about the institutions they have been working in. Descriptive survey model was used, along with demographic data like gender, marital…

  13. A Comparison of Attitudes Related to Global Citizenship between Korean- and US-Educated Korean University Students

    Science.gov (United States)

    Cho, Young Ha; Chi, Eunlim

    2015-01-01

    This study compared the perceptions of Korean-national university students studying in Korea and in the US regarding global citizenship. The study sample consisted of two distinct groups: students who had received their education exclusively in Korea and students who were born in Korea but had studied in the US since secondary school. By applying…

  14. The Nation, Europe, and Migration: A Comparison of Geography, History, and Citizenship Education Curricula in Greece, Germany, and England

    Science.gov (United States)

    Faas, Daniel

    2011-01-01

    National curricula are being challenged and transformed by the impact of migration and European integration. This paper examines how cultural diversity and Europe are intertwined in geography, history, and citizenship education curricula in Greece, Germany, and England. This question is explored using quantitative and qualitative methods through a…

  15. Citizenship education in religious schools: an analysis of tolerance in Catholic schools from a virtue ethical point of view

    NARCIS (Netherlands)

    Willems, F.T.M.; Denessen, E.J.P.G.; Hermans, C.A.M.; Vermeer, P.A.D.M.

    2010-01-01

    The question explored in this article is whether religious schools can contribute to the formation of the civic virtues in pupils by means of citizenship education. It is commonly agreed that civic virtues are needed in pluriform Western societies to promote social cohesion and reduce hostile

  16. E-Consultation with Pupils: A Rights-Based Approach to the Integration of Citizenship Education and ICT

    Science.gov (United States)

    McEvoy, Lesley; Lundy, Laura

    2007-01-01

    This article is based on a pilot study which sought to directly engage pupils in a current government policy initiative using a variety of e-consultation mechanisms and explores how this innovative use of technology could support citizenship education in schools. Drawing on qualitative data collected from interviews with pupils and teachers it…

  17. Going Glocal : A qualitative and quantitative analysis of global citizenship education at a Dutch liberal arts and sciences college

    NARCIS (Netherlands)

    Oomen, Barbara; Sklad, Marcin; Friedman, John; Park, E.

    2016-01-01

    Over the past decades, more and more institutions of higher learning have developed programs destined to educate students for global citizenship. Such efforts pose considerable challenges: conceptually, pedagogically and from the perspective of impact assessment. Conceptually, it is of utmost import

  18. Toward Digital Citizenship: Examining Factors Affecting Participation and Involvement in the Internet Society among Higher Education Students

    Science.gov (United States)

    Al-Zahrani, Abdulrahman

    2015-01-01

    The current study aims to understand digital citizenship, based on the assumptions of Ribble (2014), by examining factors affecting participation and involvement in the Internet virtual societies among higher education students. A quantitative approach using a survey questionnaire was implemented. The participants were 174 students from the…

  19. The Nation, Europe, and Migration: A Comparison of Geography, History, and Citizenship Education Curricula in Greece, Germany, and England

    Science.gov (United States)

    Faas, Daniel

    2011-01-01

    National curricula are being challenged and transformed by the impact of migration and European integration. This paper examines how cultural diversity and Europe are intertwined in geography, history, and citizenship education curricula in Greece, Germany, and England. This question is explored using quantitative and qualitative methods through a…

  20. Contemporary Art and Citizenship Education: The Possibilities of Cross-Curricular Links on the Level of Content

    Directory of Open Access Journals (Sweden)

    Metoda Kemperl

    2013-01-01

    Full Text Available Unlike the previous phenomenon of modern art, contemporary art strives to return to society and everyday life, while thematising the current issues that the individual faces here and now. One of its more frequent topics is that of sustainable development, and the accompanying issues of environment, values, relations to others, etc. All such topics are part of the concept of active citizenship, which is why understanding contemporary art calls for active citizenship. This particularly holds true for relational art, which demands active participation on the part of the viewer. This paper inquires into the possibilities of the connection of contemporary art and citizenship education in elementary schools. Contemporary pedagogic doctrine highly encourages cross-curricular teaching; therefore, I have focused my analysis on the curricula of the subjects of Art Education, and Citizenship and Patriotic Education and Ethics, determining that (from this perspective their link is quite troublesome. The absence of contemporary art from the curriculum of Art Education has been criticised on many occasions, but the problem of its curriculum seems to be of a conceptual nature. Only by a more intense inter-institutional link between schools and contemporary art galleries and museums can the common goals of art education and citizenship education be realised. This paper will, therefore, strive to show potential cross curricular links in content on three examples of participatory practices (Proletarians of All Countries, Beggar Robot and EU/Others, while warning (from the pedagogic perspective against the often neglected fact that contemporary art is experienced here and now.

  1. Citizenship at the Boundaries. Participative Photography

    Directory of Open Access Journals (Sweden)

    Edwin Alfredo Cubillos Rodríguez

    2012-08-01

    Full Text Available The article discusses the practices of participative photography in the construction of child and adolescent citizenship in contexts of exclusion and sociopolitical violence in urban peripheries. On the basis of the community project, Shooting Cameras, in Cazucá, it argues that in contexts of non-citizenship and community breakdown, characterized by the restriction of democratic action and of the constitution of civil societies, it is possible for daily citizenship practices to emerge through photography. In this context, boys, girls, and teenagers become cultural agents who interpellate traditional forms of participation, thus contributing elements for the configuration of a new subject of citizenship.

  2. A Rationale for Civic Education.

    Science.gov (United States)

    Ketcham, Ralph

    Civic education in schools is necessary in a democratic society, so as to produce citizens who are able to participate in the system of self-government. Thomas Jefferson, Horace Mann, and John Dewey each emphasized the value of good citizenship and promoted the role of public education in teaching citizens the knowledge and skills necessary for…

  3. Resisting the Enormous Condescension of Posterity: Richard Henry Tawney, Raymond Williams and the Long Struggle for a Democratic Education

    Science.gov (United States)

    West, Linden

    2017-01-01

    Peter Jarvis emphasised relationships in education: people in the West assumed we were born as individuals but we are relationally embedded from the outset and learn to become social beings. This paper is concerned with how we learn democratic sensibilities with a prime focus on "liberal" workers' education in the United Kingdom and the…

  4. Democratization of Education as Prerequisite for Social Economic and Cultural Progress in a Multi-Cultural Society

    Science.gov (United States)

    Madumere, S. C.; Olisaemeka, B. U.

    2011-01-01

    This paper focuses on democratization of education as a prerequisite for social, economic and cultural progress in a multi-cultural society, such as Nigeria. Attempt was made to define and explain the major concepts in the paper. Education was explained as an instrument of democracy and as function of socialization, culture and economic…

  5. Educational Reforms and Marketization in Norway--A Challenge to the Tradition of the Social Democratic, Inclusive School?

    Science.gov (United States)

    Helgøy, Ingrid; Homme, Anne

    2016-01-01

    A social democratic, egalitarian public sector and a corporatist political economy have been strong, distinctive and enduring characteristics of Norwegian education. However, this article demonstrates that the education sector has experienced a period of rapid and extensive implementation of New Public Management (NPM) reforms and post-NPM reforms…

  6. Reconceiving barriers for democratic health education in Danish schools: an analysis of institutional rationales

    DEFF Research Database (Denmark)

    Bruselius-Jensen, Maria; Danielsen, Dina; Laitch, Daniel

    2017-01-01

    Health promotion - and education researchers and practitioners advocate for more democratic approaches to school-based health education, including participatory teaching methods and the promotion of a broad and positive concept of health and health knowledge, including aspects of the German...... educational concept of bildung. Although Denmark, from where the data of this article are derived, has instituted policies for such approaches, their implementation in practice faces challenges. Adopting a symbolic interactionist analytical framework this paper explores and defines two powerful institutional...... rationales connected to formal and informal social processes and institutional purposes of schools, namely conservatism and Neoliberalism. It is empirically described and argued how these institutional rationales discourage teachers and students from including a broad and positive concept of health...

  7. Citizenship Education and the Promise of Democracy: A Study of UNESCO Associated Schools in Brazil and Canada

    Science.gov (United States)

    Shultz, Lynette; Guimaraes-Iosif, Ranilce

    2012-01-01

    With current manifestations of globalization creating local problems, including widening equity gaps, increased environmental destruction and burgeoning poverty, many policymakers, civil society, organizations and educators are seeking models of education that promise social justice and a democratic public sphere that reflects more than democracy…

  8. Citizenship Education and the Promise of Democracy: A Study of UNESCO Associated Schools in Brazil and Canada

    Science.gov (United States)

    Shultz, Lynette; Guimaraes-Iosif, Ranilce

    2012-01-01

    With current manifestations of globalization creating local problems, including widening equity gaps, increased environmental destruction and burgeoning poverty, many policymakers, civil society, organizations and educators are seeking models of education that promise social justice and a democratic public sphere that reflects more than democracy…

  9. Spatial Citizenship Education and Digital Geomedia: Composing Competences for Teacher Education and Training

    Science.gov (United States)

    Schulze, Uwe; Gryl, Inga; Kanwischer, Detlef

    2015-01-01

    Based on the idea of Spatial Citizenship, which endeavours to promote individuals' maturity and participation in the geospatial society, we focus on teachers' competence in the field of Geographic Information Systems (GIS) teaching and learning. By employing methods of qualitative social research, we have determined the dimensions and structures…

  10. Spatial Citizenship Education and Digital Geomedia: Composing Competences for Teacher Education and Training

    Science.gov (United States)

    Schulze, Uwe; Gryl, Inga; Kanwischer, Detlef

    2015-01-01

    Based on the idea of Spatial Citizenship, which endeavours to promote individuals' maturity and participation in the geospatial society, we focus on teachers' competence in the field of Geographic Information Systems (GIS) teaching and learning. By employing methods of qualitative social research, we have determined the dimensions and structures…

  11. Unpolite Citizenship: The Non-Place of Conflict in Political Education

    Directory of Open Access Journals (Sweden)

    Hugo Monteiro

    2011-12-01

    Full Text Available This paper considers the role of conflict (its constitutive relevance or erasure in the concepts and practices of democracy and citizenship. Critically reflecting on contexts of formal and non-formal political education, and on the observed practices and discourse of relevant educational actors, we intend to interrogate the school’s conceptions, misconceptions and/or contradictions around democracy and political participation. Focusing on the arguments surrounding the perspectives oriented towards consensus vs. those embracing dissensus in social and political theories, this article considers the implicit and explicit powers existent or generated in school relationships, which inevitably affect our ways of looking at citizenship and of educating politically.Cet article prétend aborder le rôle du conflit (du point de vue de sa pertinence constitutive ou de son effacement dans des conceptions et des pratiques de la démocratie ou citoyenneté. Sur la base d’une réflexion critique touchant aux concepts d’éducation politique formelle ou non-formelle, ainsi qu’aux pratiques et discours d’agents centraux de l’action éducationnelle qui ont pu être observés, nous prétendons identifier des concepts, malentendus et/ou contradictions ayant trait aux concepts de démocratie et de participation politique. En examinant les perspectives visant à atteindre un consensus opposées à l’ampleur des divergences au coeur des théories politiques et sociales, cet article se focalise sur des pouvoirs implicites ou explicites, présentifiés ou générés dans des relations scolaires, qui affectent inévitablement notre manière d’envisager la citoyenneté, ainsi que l’action d’éduquer politiquement.

  12. Sites of Liberation or Sites of Despair?: The Challenges and Possibilities of Democratic Education in an Urban Public School in New York City

    Science.gov (United States)

    Hantzopoulos, Maria

    2015-01-01

    This article considers the possibilities of critical democratic education through the lived experiences of students at an urban U.S. public school. I show how students shape their own educational trajectories amid larger meta-narratives about schooling to illuminate the complexities and paradoxes of democratic schools. I argue that democratic…

  13. “A Good Citizen is What You’ll Be”: Educating Khmer Youth for Citizenship in a United States Migrant Education Program

    Directory of Open Access Journals (Sweden)

    Theresa Ann McGinnis

    2015-09-01

    Full Text Available Citizenship education is a complex and multidimensional construct. This article adds to the discussion of citizenship education by examining, ethnographically the ways the “vision” of a US Migrant Education Program is circulated through the program’s discourse practices to Khmer American children of migrant agricultural workers. The article does not discuss the formal legal status of citizenship, but the program coordinators’ beliefs about the skills and dispositions needed for the Khmer youth to become “good citizens.” Within the coordinators’ visions, the fixing of the youth’s perceived deficiencies drive the curriculum, and as such the full participation of the youth as active citizens is not achieved.

  14. Promoting inclusive education, civic scientific literacy, and global citizenship with videogames

    Science.gov (United States)

    Marino, Matthew T.; Hayes, Michael T.

    2012-12-01

    In this response to Yupanqui Munoz and Charbel El-Hani's paper, "The student with a thousand faces: From the ethics in videogames to becoming a citizen", we examine their critique of videogames in science education. Munoz and El-Hani present a critical analysis of videogames such as Grand Theft Auto, Street Fight, Command and Conquer: Generals, Halo, and Fallout 3 using Neil Postman's (1993) conceptualization of technopoly along with Bill Green and Chris Bigum's (1993) notion of the cyborg curriculum. Our contention is that these games are not representative of current educational videogames about science, which hold the potential to enhance civic scientific literacy across a diverse range of students while promoting cross-cultural understandings of complex scientific concepts and phenomenon. We examine games that have undergone empirical investigation in general education science classrooms, such as River City, Quest Atlantis, Whyville, Resilient Planet, and You Make Me Sick!, and discuss the ways these videogames can engage students and teachers in a constructivist dialogue that enhances science education. Our critique extends Munoz and El-Hani's discussion through an examination of the ways videogames can enhance science education by promoting inclusive education, civic scientific literacy, and global citizenship.

  15. Assessing the Moral Relevance of Peace Education Contents in the Basic Education Social Studies Curricula for Effective Citizenship Participation in Nigeria

    Science.gov (United States)

    Nwaubani, Okechukwu O,; Okafor, Ogochukwu Stella

    2015-01-01

    Social studies is a core subject at the basic education level in Nigeria which has the potentials of inculcating functional knowledge and desirable morals into pupils for effective citizenship participation through peaceful coexistence. However, despite this positive trend, the moral significance of peace education contents of the subject seem not…

  16. 英国公民课程建构路径的向度分析%A Multi Dimensional Analysis on Construction Path of British Citizenship Education Curriculum

    Institute of Scientific and Technical Information of China (English)

    张丹华

    2011-01-01

    In the context of the western culture, through analyzing the direct reason,value basis and theoretical debate of British citizen education curriculum,we can find its developing outlines and the inherent laws,which can help us understand British citizenship education deeply. For the development of British citizen education curriculum system,the legitimacy crisis of values is its basic premise,the democratic society goal is its value foundation. Taking the curriculum objective value as the consideration basis of its implementation effect, there are still some different ideas in British academic circle about whether schools should set up citizenship education curriculum or not. At the same time, the lack of snfllcient training for teachers who teach the course can be the main factor influencing the effect of implementation.%在西方文化的思想语境下,分析英国公民教育课程建构的直接动因、价值基础和理论争鸣,廓清其发展路径的基本脉络,揭示英国公民课程发展的内在规律,有助于我们更深入地了解英国公民教育。价值观合法性危机是英国公民课程构建的基本前提,民主社会目标是公民课程构建的价值基础。从课程目标价值作为其实施效果的考量依据看。目前英国学界对学校是否应当设置公民课仍存在较大分歧。同时,缺少公民课教师的充分培训成为影响实施效果的主要原因。

  17. Historical education in the process of democratic transition: The Czech case

    Directory of Open Access Journals (Sweden)

    Najbert Jaroslav

    2012-01-01

    Full Text Available In his article the author focuses on the process of dealing with the past using the example of Czech democratic transition after 1989. First he defines the very concept “dealing with the past” in order to define the role of historiography and school education in a symbolic level of such a process. He deals with three basic problems - cultivation of historical consciousness within school environment, implementation of modern didactical concepts and finally using the Czech experience with post-communist historical education he outlines problematic issues surrounding the process of dealing with the past. Besides other things he concentrates on didactic aspects of the concept of cultural and communicative memory.

  18. Science and technology education for citizenship: The potential role of the press

    Science.gov (United States)

    Dimopoulos, Kostas; Koulaidis, Vasilis

    2003-03-01

    This paper aims to explore the potential suitability of the press as a teaching resource for raising scientific literacy for citizenship within science education. Our methodology is based on a content analysis of a sample of 1867 articles about science and technology from four Greek newspapers. The analysis showed that the press is potentially a useful tool for teaching certain aspects of science and technology for citizenship since it (a) provides a constant flow of relevant articles on a regular basis, (b) gives prominence to techno-scientific issues that prevail in the public arena (digital technologies, advances in biotechnology and genetic engineering, environmental degradation), (c) identifies the various social actors and forces (mainly coming from the world of politics and the business world) that impinge on the collective decision-making procedures about these issues, (d) portrays the kind of the social impacts of science and technology in an optimistic way, albeit tempered by considerable levels of concern, and (e) presents all the relevant news in context, thereby adding relevance and meaningfulness to the techno-scientific concepts under discussion. In addition to strong points, the press has also weak points as a teaching resource in science classes. These weaknesses are mostly related to the underpresentation of techno-scientific subject matter and the internal mechanisms that lead to the production of the corresponding knowledge. Consequently, press material can be used in the science classes in a complementary way to the conventional material already used so as to illuminate crucial aspects of science and technology in the public that seem to be missing from the official pedagogic discourse of science education.

  19. Supersession on Rhetorical Citizenship

    DEFF Research Database (Denmark)

    Villadsen, Lisa Storm

    Rhetoric is at the heart of citizenship. Rhetoric is key when citizenship is debated and performed. Rhetoric is key to changes in notions of citizenship. This panel features theorists, critics and educators from the fields of English, Communication Studies, Political Theory, and Education who...... via case studies of non-citizen refugees seeking asylum, discursive responses to public violence across time, and performative invocations of citizenship in public health controversies. Organizer: Lisa Villadsen Confirmed presenters, in alphabetical order: Robert Asen, Professor of Rhetoric, Politics......, and Culture, Communication Arts, University of Wisconsin-Madison, USA Jeffrey A. Bennett, Associate Professor, Communication Studies, College of Liberal Arts & Sciences, University of Iowa, USA Simone Chambers, Professor, Political Science, Director of Centre for Ethics, University of Toronto, Canada Robert...

  20. Blood Donation and Citizenship Education. An approach from service learning and the Theory of Don

    Directory of Open Access Journals (Sweden)

    Josep M. PUIG ROVIRA

    2014-12-01

    Full Text Available The altruistic donation of blood recommended by the World Health Organisation and carried out through blood banks not only contributes to providing the health system with an indispensable therapeutic element, it is also a means of fostering social integration and educating for citizenship. Within this general context, the article begins by arguing why altruistic donation is better than buying and selling blood and why the gift theory – developed by sociology on the basis of the work by Marcel Mauss – more than justifies the possibility of meeting the demand for blood in this way. On the basis of these considerations it can be said that blood banks are social institutions that perform three basic functions: technical, civic and educational. The article continues by examining the educational project undertaken by the Blood and Tissue Bank of Catalonia, which consists in a programme based on the methodology of service learning and which invites young people to cultivate and develop a communicative approach to promoting the altruistic donation of blood in their neighbourhood. The article concludes by evaluating the consolidation, effectiveness and degree of satisfaction of the project, and suggesting that this model can be used to form the basis of ideas for educational proposals of other social institutions.

  1. What Does Citizenship Mean? Social Studies Teachers' Understandings of Citizenship in Singapore Schools

    Science.gov (United States)

    Sim, Jasmine B.-Y.

    2008-01-01

    One of the challenges of teaching citizenship is that it can be understood in a variety of quite different ways. Singapore has a centralized education system, where political leaders wield direct influence over citizenship education. Social studies is a major vehicle for citizenship education, with a focus on nation-building. The official…

  2. More than Volunteering: Active Citizenship through Youth Volunteering

    Science.gov (United States)

    Learning and Skills Network (NJ1), 2007

    2007-01-01

    This pack aims to provide materials to help all those involved in youth volunteering and post-16 citizenship education to ensure that there are some citizenship learning outcomes from these valuable experiences. The pack has been produced by the Post-16 Citizenship Support Programme to help the integration of citizenship education into post-16…

  3. Exploring the Links between Adult Education and Human Resource Development: Learning, Risk-Taking, and Democratic Discourse

    Science.gov (United States)

    Reio, Thomas G., Jr.

    2013-01-01

    Learning is indeed an integral component of adapting successfully to an ever-changing world, one full of intriguing possibilities and insidious barriers. Democratic societies establish educative systems where learning and development is promoted to advance a citizenry of skillful problem solvers, knowledgeable decision makers, incisive risk…

  4. The Reforming Trajectory of the Italian Educational System. Site-Based Management and Decentralisation as a Challenge for Democratic Discourse

    Science.gov (United States)

    Grimaldi, Emiliano; Serpieri, Roberto

    2010-01-01

    This article aims to present some tensions embedded in the Italian educational reform, arising both from the enactment of neo-liberal policies and the possibilities of democratic development opened up by the introduction of schools' site-based management and decentralisation. The article uses discourses as heuristic devices and presents two case…

  5. Exploring the Links between Adult Education and Human Resource Development: Learning, Risk-Taking, and Democratic Discourse

    Science.gov (United States)

    Reio, Thomas G., Jr.

    2013-01-01

    Learning is indeed an integral component of adapting successfully to an ever-changing world, one full of intriguing possibilities and insidious barriers. Democratic societies establish educative systems where learning and development is promoted to advance a citizenry of skillful problem solvers, knowledgeable decision makers, incisive risk…

  6. M ulticultural Citizenship Education in America and Implication for National Minority Education in our Country%美国多元文化公民教育及对我国公民教育的启示

    Institute of Scientific and Technical Information of China (English)

    王文丽; 王鉴

    2016-01-01

    Complex multicultural society background has brought many difficultiesto thedevelopment of America . The education for children from poor immigrant families has become the focus of the citizenship educationwith eliminating racial prejudice asitscore objective . To reconstruct the multicultural citizenship education in America , the relationship between different races should beimproved , and ethnic prejudice and discrimination must be eliminated .Meanwhile ,students of different gender ,from diverse races ,and with diverse ethnic and language backgrounds should be helped to acquireknowledge , values and skills . So that they canparticipate actively in individual , social and civic activities to construct a democratic society of justice and fair , and to build a system of citizenship education evolving from nationalism to globalism . China , as a multinational and multicultural country , should also expand the connotation of citizenship educationin terms of its education ideas and methods . Citizenship education in our country should also be reformed fromitsobjectives ,contents and methodsto fit the needs of China in the context of globalization .%复杂的多元文化社会背景给美国的发展带来诸多困境。贫困移民子女的教育成为公民教育的重点,消除种族偏见成为公民教育的核心目标。重构美国多元文化公民教育,应通过改善各族群关系,消除民族偏见与歧视,让所有学生,不分性别、种族、民族及语言背景都有权利获取有效的知识和技能、形成正确的态度和价值观,从而参与到跨文化的个人、社会、公民活动中去,构建公平、公正的民主社会,构建一个从民族主义到国家主义再到世界主义的全球公民教育体系。中国作为多民族多文化的国家,在教育的理念与方法上,也要扩大公民教育的内涵。从民族成员到国家公民再到全球公民,我国的公民教育也要从目标、内容

  7. Promoting students’ ownership of their own education through critical dialogue and democratic self-governance

    Directory of Open Access Journals (Sweden)

    Eugene Matusov

    2017-03-01

    However, to our surprise, we found out that merely engaging students in decision making about their own education does not work for many students. After several years of practicing the Open Syllabus pedagogical regime in our undergraduate and graduate classes, we have experienced and abstracted two major mutually related problems: a problem of “culture” and a problem of “self-failure.” The issue of “culture” involved a tension between building a new democratic educational culture while practicing it. We also found that our undergraduate and graduate education students do not follow their own freely chosen educational commitments, and thus they feel betrayed by themselves. Analyzing students’ reflections on the self-failures, we found that they felt pressured by life and institutional survival and necessities. Because of that, they did not have the luxury of prioritizing their own educational self-commitments. In response to this and other concerns, we developed a hybrid pedagogical regime, called Opening Syllabus. We focus on tensions within this new, hybrid pedagogical regime, by analyzing students’ reflections and contributions in class.

  8. Citizenship Education in Kenya: A Content Analysis of State-Sponsored Social Studies Instructional Materials

    Science.gov (United States)

    Mukhongo, Anna Nabuyaya

    2010-01-01

    The purpose of this study was to determine whether or not the principal citizenship issues identified by scholars as significant with regard to the African experience were addressed in state-endorsed Kenyan social studies instructional materials. This study also determined whether or not the treatment of the principal citizenship issues was…

  9. Testing Citizenship and Allegiance: Policy, Politics and the Education of Adult Migrants in the UK

    Science.gov (United States)

    Osler, Audrey

    2009-01-01

    This article examines recent UK government policy and proposals relating to immigration and citizenship, and the ways in which these policies are presented as means of securing allegiance and integration. From 1997, the incoming Labour government emphasized the importance of informed, active citizenship and social justice. From 2001, the emphasis…

  10. Producing Homogeneity as a Historical Tradition. Neo-Conservatism, Precarity and Citizenship Education in Poland

    Science.gov (United States)

    Cervinkova, Hana

    2016-01-01

    In this paper, I am interested in exploring citizenship regimes as they emerge from the interplay of neoliberal and neoconservative developments in contemporary Europe. I am particularly interested in the connections between different types of contemporary precarity and citizenship imaginaries as they transpire at the historical nexus of a…

  11. Ciudad, cultura democrática y educación. / City, democratic culture and education.

    Directory of Open Access Journals (Sweden)

    María Isabel Pavez Reyes

    2011-12-01

    Full Text Available Una conferencia de la autora, en el marco del movimiento por una educación pública de calidad, equitativa e inclusiva que emergió en Chile en el segundo semestre de 2011, donde se intenta relacionar la esencia de la ciudad occidental a la hora actual, con la necesidad de una mayor cultura democrática y de espacios públicos para el reconocimiento del otro como portador de una respuesta particular a interrogantes comunes. / A lecture by the author as part of the movement for a better public education, that emerged in Chile in the second half of 2011, which attempts to relate the essence of the western city to the current time, the need greater democratic culture and public spaces for the recognition of others as a carrier of a particular response to common questions.

  12. Teacher training in multicultural educational institutions and vulnerable. Base to build inclusive and intercultural citizenship

    Directory of Open Access Journals (Sweden)

    Iván Manuel Sánchez Fontalvo

    2014-07-01

    Full Text Available Education for an inclusive and intercultural citizenship has recreate in all educational institutions, since the nature of the sociocultural reality in their daily requests for urgent manner the formation of competent citizens to interact with diverse individuals and groups that make and build local, political and cultural communities. It is within reach mutual exchange of goods and cultural values, based on the active promotion of respect and interdependence, allowing the development of projects that benefit the common good, which together different people involved. It is necessary, point and carry out processes of teacher training in their own institutions which are dimensional development of critical judgment to problems hindering social welfare, allowing sensitize people towards assume e introspecten suspicion and evidence of marginalization and exclusion. In this altruistic line is required to learn or awaken the ability to identify the voices of people and groups involved in the processes of social injustice and sociocultural, economic and educational backwardness, be flexible and put us alongside them in their emancipation justified in the research standing reach their dignity and freedom.

  13. Citizenship Competencies and the Program of Education in Sexuality and Construction of Citizenship (PESCC: A Review of the Implementation of a Public Policy in Institutions of Primary and Secondary Education in Bucaramanga, Colombia

    Directory of Open Access Journals (Sweden)

    Yolima Ivonne Beltrán Villamizar

    2013-08-01

    Full Text Available Civic education is becoming increasingly important in the Colombian context and is part of the educational priorities of the national government. Therefore, it has launched the Program of Sex Education and Construction of Citizenship (PESCC that integrates the standards in civic competencies with those of Social and Natural Sciences in the development of educational projects that promote the exercise, respect and promotion of human, sexual and reproductive rights. The aim of this paper is to analyze the use of these competencies in the creation of the pedagogical matrices of the educational institutions involved in the implementation process of the PESCC and the use standards set by the Ministry of National Education (MEN. This implementation was carried out in 24 public institutions in the city of Bucaramanga, Colombia, using the conceptual and methodological tools provided by the MEN. The conclusions suggest that educational innovations in citizenship must be accompanied by an evaluative process of the transformation of the institutions and the different actors of the educational community, in order to know the real impact of these initiatives on school life. Finally, some reflections are included for the implementation of this type of educational policies.

  14. "How to Be Nice 'and' Get What You Want": Structural Referents of "Self" and "Other" in Experiential Education as (Un)Democratic Practice

    Science.gov (United States)

    Vernon, Franklin

    2015-01-01

    This critical ethnography explores a social justice program utilizing nontraditional, democratic, "experiential" education practices. The author posits a historical legacy of pedagogy of self obscures its emancipatory, democratic potential while simultaneously expanding on contemporary discourses of self and other as aspects of the…

  15. Association between Organizational Citizenship Behavior and Educational Performance of Faculty Members in Tabriz University of Medical Sciences- 2014

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    Hazratian Teimour

    2015-07-01

    Full Text Available Introduction: Regarding the educational goals of university and academic performance, it seems that organizational citizenship behavior (OCB is one of the effective variables in increasing the educational performance of university faculty members. The present study aims to investigate the relationship between organizational citizenship behavior (OCB and educational performance of the faculty members of Tabriz University of Medical Sciences in 2013-14. Methods: Researchers selected 127 faculty members and 1,120 students from different grades in order to investigate the relationship between altruism, conscientiousness, sportsmanship, civic virtue and respect and the educational performance of faculty members. Generalized estimating equations (GEE were used in this method. Data were analyzed using SPSS 21 software and the significance level of 0.05. Results: There was a significant relationship between altruism and educational performance (P =0.043. There was a significant relationship between conscientiousness and educational performance (p=0.046. A significant relationship was observed between sportsmanship and educational performance (p=0.004. There was no significant relationship between civic virtue and educational performance (p=0.98. A significant relationship was observed between respect and educational performance (P>0.001. There was no relationship between citizenship behavior and gender of the faculty members (P> 0.05.Conclusion: The results of this study showed that the more faculty members have the spirit of cooperation and assistance to colleagues and students and try to understand the specific situations that students face, the more effective they are in increasing the educational performance at the university level.

  16. Degree of National and Civic Education Textbook Focus on Reinforcement of the Citizenship Concept of Citizenship in Seventh Grade Students of the North Eastern Badiya Directorate in Mafraq Governorate from Social Studies Teachers' Viewpoint

    Science.gov (United States)

    Menazel, Basil H.

    2015-01-01

    The study aimed to identify the degree of focus on the National and Civic Education Textbook on reinforcing the concept of citizenship in 7th grade students in the North Eastern Badiya Directorate in Mafraq Governorate from the viewpoint of social studies teachers. The study instrument was a questionnaire consisting of five dimensions and 25…

  17. Interdisciplinarity and self-reflection in civic education

    DEFF Research Database (Denmark)

    Christensen, Torben Spanget

    2013-01-01

    (democratic) identity and (democratic) values and practices in relation to the complexity and unfamiliarity of the various non-democratic identities, values and practices in a global space. Therefore it is suggested that students in civic education need to develop competencies of reflection......Focus of interest in this article are the concepts of globalization and civic citizenship and the questions are; what is required to be a global citizen, and how to work with this in civic education. The concept of civic citizenship implies democracy. A citizen is an independent and (to some extent......) educated decision maker and actor, not a mere subject loyal to the sovereign. So whenever speaking of a global citizen democracy is implied. But the world is not a democratic place as such. Most of it in fact is quite undemocratic. The question therefore is how it is possible to act as a citizen (as...

  18. Governments Role in Education on Citizenship Development : A Comparative Study of the United States and Swedenʼs Educational Systems

    OpenAIRE

    Harris, Matthew

    2012-01-01

        The purpose of this research is to examine the connection between the institution of education and its effects on citizenship development in a given country. A new theory is developed making the case that education is an institution supported by national governments to promote norms and values of the ideal citizen through socialization. This theory is based on the use of new institutionalism and historical institutionalism to show the effects education has on a society. This thesis then t...

  19. Civic Education and Democratic Socialisation: From Passive Subject to Active Citizen in Post-Communist States and Beyond

    OpenAIRE

    Jennifer Bruen

    2013-01-01

    Several studies suggest that some post-communist states or regions such as, for example, the former German Democratic Republic engage in a narrower form of civic education in schools which focuses on the transmission of facts. They also indicate that such civic education produces citizens more likely to accept the status quo than to criticially analyse and attempt to transform it. This paper posits, however, that this is also the case in the Republic of Ireland, a state with an apparently ver...

  20. The challenge from nationalism for European citizenship and democracy

    DEFF Research Database (Denmark)

    Siim, Birte

    The paper reflects upon the democratic challenges posed by the growth of new forms of nationalism across Europe for civic, political and social citizenship exacerbated by the economic and financial crisis. Scholars have argued that we need to reframe citizenship a new multilayered conception...

  1. Citizenship in the Faroe Islands: Participant, Parochial or Colonial?

    DEFF Research Database (Denmark)

    Hoff, Jens Villiam; West, Hallbera Frida

    2008-01-01

    This article analysis citizenship in the Faroe Islands based on a quantitative survey carried out in summer 2004. Located theoretically in the tradition of Scandinavian citizenship investigations, four areas of citizenship are analysed: political engagement, democratic participation, political...... to female representation in the Faroese parliament and in government, seems better explained by the relative remoteness of the islands from the Scandinavian political and cultural mainstream (the parochialism hypothesis). Also the fact that the Faroese are much less confident in speaking at public meetings...

  2. Toward a ""Paideia" of the Soul": Education to Enrich America's Multicultural Democracy

    Science.gov (United States)

    Gibson, Melissa Leigh; Grant, Carl A.

    2012-01-01

    What role might education play in the reinvigoration of a robust American democracy? We argue that common understandings of democracy, citizenship, and democratic education are too anemic to right the political inequalities and stagnancies that have deadened American democracy. Instead, we look to notions of "paideia" and an educated, enlightened…

  3. Toward a ""Paideia" of the Soul": Education to Enrich America's Multicultural Democracy

    Science.gov (United States)

    Gibson, Melissa Leigh; Grant, Carl A.

    2012-01-01

    What role might education play in the reinvigoration of a robust American democracy? We argue that common understandings of democracy, citizenship, and democratic education are too anemic to right the political inequalities and stagnancies that have deadened American democracy. Instead, we look to notions of "paideia" and an educated, enlightened…

  4. The impact of media literacy education on teenagers' news literacy

    NARCIS (Netherlands)

    Kleemans, M.; Eggink, G.

    2016-01-01

    Media literacy education is presented as an answer to the increasing demand for active citizenship in democratic societies. Consequently, educational programmes that empower teenagers to deal with the opportunities and risks that media pose are developing fast. Against this background, a number of s

  5. Material Specters: International Conflicts, Disaster Management, and Educational Projects

    Science.gov (United States)

    Papastephanou, Marianna

    2011-01-01

    In this essay, Marianna Papastephanou discusses three books--Michalinos Zembylas's "The Politics of Trauma in Education"; Sigal Ben-Porath's "Citizenship Under Fire: Democratic Education in Times of Conflict"; and Kenneth Saltman's "Capitalizing on Disaster: Taking and Breaking Public Schools"--from the perspective of the material causality of…

  6. Adult Education & Human Resource Development: Overlapping and Disparate Fields

    Science.gov (United States)

    Watkins, Karen E.; Marsick, Victoria J.

    2014-01-01

    Adult education and human resource development as fields of practice and study share some roots in common but have grown in different directions in their histories. Adult education's roots focused initially on citizenship for a democratic society, whereas human resource development's roots are in performance at work. While they have…

  7. Material Specters: International Conflicts, Disaster Management, and Educational Projects

    Science.gov (United States)

    Papastephanou, Marianna

    2011-01-01

    In this essay, Marianna Papastephanou discusses three books--Michalinos Zembylas's "The Politics of Trauma in Education"; Sigal Ben-Porath's "Citizenship Under Fire: Democratic Education in Times of Conflict"; and Kenneth Saltman's "Capitalizing on Disaster: Taking and Breaking Public Schools"--from the perspective of the material causality of…

  8. Environmental Education for Democracy and Social Justice in Costa Rica

    Science.gov (United States)

    Locke, Steven

    2009-01-01

    This study focused on how democratic values and citizenship education are promoted through environmental education in Costa Rica. Data were collected through the examination of textbook and curriculum guides and interviews with classroom teachers. The qualitative study utilized Bowers' (2001) and Gruenewald's (2003) theories of eco-justice and…

  9. Adult Education & Human Resource Development: Overlapping and Disparate Fields

    Science.gov (United States)

    Watkins, Karen E.; Marsick, Victoria J.

    2014-01-01

    Adult education and human resource development as fields of practice and study share some roots in common but have grown in different directions in their histories. Adult education's roots focused initially on citizenship for a democratic society, whereas human resource development's roots are in performance at work. While they have…

  10. Outcomes of three different models for sex education and citizenship programs concerning knowledge, attitudes, and behavior of Brazilian adolescents

    Directory of Open Access Journals (Sweden)

    Campos Márcia

    2005-01-01

    Full Text Available Three different school-based sex education and citizenship programs in public schools in Rio de Janeiro, Belo Horizonte, and Salvador, Brazil, were evaluated in a cross-sectional study comparing knowledge, attitudes, and practices in sexuality, citizenship, and gender issues among adolescents participating in the programs' activities as compared to adolescents enrolled in schools without such programs (controls. Results showed that Salvador's program achieved good results, with significant changes in knowledge on sexuality and reproductive physiology, attitudes regarding citizenship, and current use of modern contraceptives; Rio de Janeiro's program succeeded in improving students' knowledge of reproductive physiology and attitudes towards sexuality; Belo Horizonte's participants showed greater knowledge of reproductive physiology and STI/HIV prevention but had less positive attitudes towards gender issues, while reporting greater sexual activity. The main difference between Salvador's program and the others was the focus on creative and cultural activities; Belo Horizonte's main difference was its lack of interaction with health services and professionals. However, after the evaluation Belo Horizonte reframed its educational strategies and launched a scaling-up process in a joint effort with the health and school systems.

  11. Ecopedagogy as an Element of Citizenship Education: The Dialectic of Global/Local Spheres of Citizenship and Critical Environmental Pedagogies

    Science.gov (United States)

    Misiaszek, Greg William

    2016-01-01

    Emerging from popular education movements in Latin America, "ecopedagogy" is a critical environmental pedagogy which focuses on understanding the connections between social conflict and environmentally harmful acts carried out by humans. These connections are often politically hidden in education. Ecopedagogy, while being pluralistic, is…

  12. Examining the Role of Ideological and Political Education on University Students' Civic Perceptions and Civic Participation in Mainland China: Some Hints from Contemporary Citizenship Theory

    Science.gov (United States)

    Zhang, Chong; Fagan, Catherine

    2016-01-01

    A long existing compulsive curriculum of ideological and political education is employed by the Chinese government to promote citizenship education among Chinese university students. This article builds on the findings of a mixed-methods research that examined the role of ideological and political education on university students' civic…

  13. Promoting Engaged Citizenship and Informing Public Debate: A Two-Fold Argument for Contemporary Issues in Education as a Social Science Elective

    Science.gov (United States)

    Hinchey, Patricia H.

    2010-01-01

    A course in contemporary education issues is proposed as a valuable general education vehicle for citizenship education. Such a course offers the advantages of being inherently political and interdisciplinary, and relevant to students' life experience. Moreover, such a course would help satisfy the academy's responsibility to inform public debate…

  14. The European Cooperation is Facing New Challenges - Some Impact on Citizenship Education in the Netherlands

    Directory of Open Access Journals (Sweden)

    Henk Oonk

    2014-04-01

    Full Text Available The crisis in Europe constitutes a major test for the very pursuit of European integration and for its legitimacy in the eyes of the citizens. In this paper a number of striking economic aspects of the crisis will be discussed next to political tensions concerning sensitive issues. Given the decline in the support for the European integration among the public over the past years it is necessary to improve the quality of citizenship education on European issues and to use a more critical approach. Teaching and learning in a balanced manner is necessary about issues like migration, free movement, populist political parties, enlargement and other themes, besides other regular topics. In contrast to current opinions we argue that to reach not only the higher levels of secondary schools but also the lower levels a too strong social-constructivist approach is not effective. Complicated European issues need a good instruction by the teacher in combination with an attractive didactical approach that builds on a common core European orientation curriculum improving students’ knowledge and skills and thus enhancing opinions and attitudes.

  15. The Political Response of Spanish Youth to the Socio-Economic Crisis: Some Implications for Citizenship Education

    Directory of Open Access Journals (Sweden)

    Gonzalo Jover

    2014-05-01

    Full Text Available This article discusses the effects of the current socio-economic crisis on Spanish youth and their political response to it. It does so in three consecutive stages. In the first, it analyses the repercussion of the crisis on young people using information from certain social indicators (employment, mobility and education. It then outlines the subjective perception of the crisis, i.e., how they are experiencing it and what their hopes are regarding the economy and politics. The third part focuses on how young citizens have responded to the situation politically. The article finishes by considering what implications may be drawn from that response in terms of citizenship education.

  16. Habits of Democracy: A Deweyan Approach to Citizenship Education in America Today

    Science.gov (United States)

    Stitzlein, Sarah M.

    2014-01-01

    Today's social and political context is filled with environmental elements that both support and work against deep, participatory democracy. I argue that certain democratic habits should be nurtured through a supportive formative culture, especially in schools, in order to best achieve good democratic life in the present context. My aim here…

  17. Habits of Democracy: A Deweyan Approach to Citizenship Education in America Today

    Science.gov (United States)

    Stitzlein, Sarah M.

    2014-01-01

    Today's social and political context is filled with environmental elements that both support and work against deep, participatory democracy. I argue that certain democratic habits should be nurtured through a supportive formative culture, especially in schools, in order to best achieve good democratic life in the present context. My aim here…

  18. Technologies, Democracy and Digital Citizenship: Examining Australian Policy Intersections and the Implications for School Leadership

    Directory of Open Access Journals (Sweden)

    Kathryn Moyle

    2014-01-01

    Full Text Available There are intersections that can occur between the respective peak Australian school education policy agendas. These policies include the use of technologies in classrooms to improve teaching and learning as promoted through the Melbourne Declaration on Educational Goals for Young Australians and the Australian Curriculum; and the implementation of professional standards as outlined in the Australian Professional Standard for Principals and the Australian Professional Standards for Teachers. These policies create expectations of school leaders to bring about change in classrooms and across their schools, often described as bringing about ‘quality teaching’ and ‘school improvement’. These policies indicate that Australian children should develop ‘democratic values’, and that school principals should exercise ‘democratic values’ in their schools. The national approaches to the implementation of these policies however, is largely silent on promoting learning that fosters democracy through education, or about making connections between teaching and learning with technologies, school leadership and living in a democracy. Yet the policies promote these connections and alignments. Furthermore, understanding democratic values, knowing what is a democracy, and being able to use technologies in democratic ways, has to be learned and practiced. Through the lens of the use of technologies to build digital citizenship and to achieve democratic processes and outcomes in schools, these policy complexities are examined in order to consider some of the implications for school leadership.

  19. Ecopedagogy and Citizenship in the Age of Globalisation: Connections between Environmental and Global Citizenship Education to Save the Planet

    Science.gov (United States)

    Misiaszek, Greg William

    2015-01-01

    Teaching the connections between environmentally-harmful acts and social conflict is essential but is often ignored in education. This article presents two ways in which these are not taught because of the policies of those who benefit from the ignorance of these connections: first, the avoidance of teaching global-local connectivity and second,…

  20. Occupational citizenships

    DEFF Research Database (Denmark)

    Østergaard, Lise Rosendal

    2016-01-01

    Health workers are an overlooked category in the growing literature on health and citizenship. In this article I describe a 2012–2013 nationwide conflict in the public Health care sector in Burkina Faso to explore how ideas about citizenship were mobilized in a situation of political agitation. I...