Reflecting on democratic and responsible citizenship. Where do the media step in?

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Oana BĂLUŢĂ

2013-12-01

Full Text Available Citizenship is one notion that generated debates and, on occasion, contradictory positions within academic community, opening the doors not only for political scientists, but for practitioners, activists, politicians as well to step in. The paper aims to explore and highlight how sociologists, political scientists and mass media practitioners envisage responsible and democratic citizenship in Romania. Reviews of literature developments on citizenship in connection with democracy and participation, and perspectives of local journalists, sociologists and political scientists on the intersection of media and responsible citizenship allowed me to highlight key inner marks of responsible and democratic citizenship. The final part of the paper proposes a process of (rethinking citizenship, emphasizing few propositions with a decisive role when drafting responsible and democratic citizenship: citizenship cannot be separated from participation, active participation; citizenship is correlated with political interests; 3. Active citizenship is democratic and responsible citizenship; citizenship has both a private and a public dimension.

Citizenship Education in Ukraine and Russia: Reconciling Nation-Building and Active Citizenship

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Janmaat, Jan Germen; Piattoeva, Nelli

2007-01-01

This paper examines the discourses framing citizenship education in Ukraine and Russia from "perestroika" to the present and assesses the role of the Council of Europe in promoting democratic citizenship in both countries. We argue that there is a tension between the discourses of active citizenship, strongly disseminated by…

The meaning of active citizenship and citizenship education in the time of migration and refugee crisis in Europe

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Borut Mikulec

2017-03-01

Full Text Available The article examines the conceptualisation of citizenship education and active citizenship in adult education in the increasingly diverse and pluralistic European society, which is faced by a mass influx of migrants and refugees. The discussion embraces two concepts of citizenship education: the “citizenship as status” and “citizenship as a practice”. The definition of the first originates from Habermas’s notion of democracy and the public sphere, by which we demonstrate that citizenship education in the integrative education programmes is primarily associated with the adaptation of newcomers to the existing liberal democratic social order, i.e. with its socialization function. Contrary to this conceptualization of citizenship education and referring to the concepts of democracy and politics as developed by Mouffe and Rancière, we argue that citizenship education and active citizenship are significantly associated with the practice of democracy, therefore with its subjectification function, in which all potential members of one community, regardless of their status, can actively participate in the public sphere, speak as its equal members and thus learn democratic practices.

Civic Education and Citizenship in Malaysian Education.

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Barone, Thomas N.

This paper seeks to provide an overview of theoretical concepts of civic education and citizenship. The paper discusses recent comparative education research on political socialization and its implications for future research, such as in not fully democratic countries like Malaysia. Based on a literature review and prior research in the region,…

Desert, Liberalism and Justice in Democratic Education

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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…

Anthropological perspectives on democratic citizenship education and globalization

Czech Academy of Sciences Publication Activity Database

Červinková, Hana

2013-01-01

Roč. 2013, č. 27 (2013), s. 253-262 ISSN 1233-6688 Institutional support: RVO:68378076 Keywords : citizenship education * anthropology of education * action research * youth * participation * globalization Subject RIV: AC - Archeology, Anthropology, Ethnology

Towards a democratic and intercultural citizenship. Notes for teacher training

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J. Eduardo Sierra Nieto

2017-12-01

Full Text Available Nowadays, the building of democratic citizenship cannot be understood apart from the considerations of respect and measures aimed at encourage cultural diversity; especially with the aggravation in racist discourses and manifestations, and the successive humanitarian crisis with respect to immigration. In light of this situation, in this paper we propose to combine civic education from the intercultural paradigm. For this, we reclaim, for the one hand, the role of the school as a cultural mediation place and encou- raging of intercultural coexistence; on the other hand, we emphasize the importance role that teachers play as social agents with broad involvement in the formation of democratic citizenship; both aspects as complementary. From this, we investigate different studies that stand out some deficiencies in many of the proposals for service teaching [of the teachers] that are developed from an intercultural perspective. Finally, we insist on the urgency to reinforce a type of service teaching in intercultural key; so, it is necessary to encourage the “self knowledge” as an important element of the relationship with “the other”.

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

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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…

Sorting Citizens: Differentiated Citizenship Education in Singapore

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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…

Digital Democracy and Global Citizenship Education: Mutually Compatible or Mutually Complicit?

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de Oliveira Andreotti, Vanessa; Pashby, Karen

2013-01-01

This article uses a critique of modernity to examine the perceived relationship between global citizenship education (GCE) and digital democracy (DD). We review critiques of citizenship education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are…

Leadership in Democratic Citizenship Education: Politics and Praxis

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Karagrigoriou, Efstratia

2018-01-01

Globalization and neoliberal practices have influenced leadership in education in various ways, including through curricula. One of the most vital sections in curricula is citizenship education. Supranational and international organizations, as well as governments, have advanced interest in elementary school, particularly kindergarten, curricula.…

Promoting "Active Citizens"? The Critical Vision of NGOs over Citizenship Education as an Educational Priority across Europe

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Ribeiro, Ana Bela; Rodrigues, Mariana; Caetano, Andreia; Pais, Sofia; Menezes, Isabel

2012-01-01

In the last decades, Citizenship Education (CE) has been at the forefront of both educational policies and international research regarding curriculum design and impact on pupils' knowledge, values and skills. However, not only what citizenship "is" is diversely conceived by different democratic traditions (Eisenstadt, 2000; Heater,…

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

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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.

High School Social Studies Teachers' Beliefs and Education for Democratic Citizenship

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Phipps, Stuart Beall

2010-01-01

This study explores secondary social studies teachers' beliefs about the concept of citizenship. The development of citizenship in young people is an often-stated goal for schooling in the USA. The most prominent social studies professional organization, the National Council for the Social Studies, describes education for citizenship as the…

Diversity and Citizenship Education: Global Perspectives

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Banks, James A., Ed.

2007-01-01

The increasing ethnic, racial, cultural, religious, and language diversity in nations throughout the world is forcing educators and policymakers to rethink existing notions of citizenship and nationality. To experience cultural democracy and freedom, a nation must be unified around a set of democratic values such as justice and equality that…

Educational Conservatism and Democratic Citizenship in Hannah Arendt

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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…

Beyond Digital Citizenship

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Mitchell, Lynn

2016-01-01

Conversations in middle school about digital citizenship tend to focus on the responsibilities of citizenship and the issues of surveillance, safety, cyberbullying, and internet etiquette. While these are important and essential conversations, digital citizenship education needs to consider youth political identity and democratic participation in…

Citizenship Education as an Expression of Democratization and Nation-Building Processes in Russia

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Piattoeva, Nelli

2005-01-01

Over the past several decades, interest in and attention to the concept of citizenship and citizenship education has increased throughout Europe. An insightful observer might distinguish two interlinked discourses in the arguments around citizenship. One, that the political citizenship mostly related to the functioning of representative democracy…

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

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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.

The Political as Presence: On Agonism in Citizenship Education

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Tryggvason, Ásgeir

2017-01-01

In recent years, an agonistic approach to citizenship education has been put forward as a way of educating democratic citizens. Claudia W. Ruitenberg (2009) has developed such an approach and takes her starting point in Chantal Mouffe's agonistic theory. Ruitenberg highlights how political emotions and political disputes can be seen as central for…

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

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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,…

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

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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…

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

OpenAIRE

Kenan Çayır

2011-01-01

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 bod...

Democratic Citizenship and Service Learning: Advancing the Caring Self.

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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.…

Exploring the Implications of Citizenship-as-Equality in Critical Citizenship Education. A Response to "The Practice of Equality: A Critical Understanding of Democratic Citizenship Education"

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Zembylas, Michalinos

2015-01-01

This is a response to Ruitenberg's (2015) argument that citizenship-as-equality should be the focus of citizenship education. My aim in the response is to offer clarifying comments and questions and suggest further ideas for expanding her analysis, highlighting in particular two perspectives that deserve more attention: first, the role of emotions…

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

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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.

Democratic Citizenship and the “Crisis in Humanities”

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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.

The Art of Democracy—Art as a Tool for Developing Democratic Citizenship and Stimulating Public Debate: A Rortyan-Deweyan Account

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Michael I. Raeber

2013-05-01

Full Text Available Richard Rorty holds that the novel is the characteristic genre of democracy, because it helps people to develop and to stabilize two crucial capabilities the ideal inhabitants of democratic societies should possess: a keen sense for anti-foundationalism and a disposition for solidarity. He believes that novels help develop these capabilities by educating our capacity for criticism and our capacity for attentive-empathetic perception. This article argues in favor of this Rortyan idea, showing how anti-foundationalism and solidarity can be seen as important instances of what I will call 'dispositions for democratic citizenship' and that art (and not only novels and its reception, are valuable tools for advancing these dispositions. However, as the Rortyan public-private dichotomy assigns art’s function of criticism only to the private sphere, Rorty ignores its potential for stimulating democratic public deliberation and he misses the fact that art’s functions of criticism and of attentive-empathetic perception partially depend on each other if they are effectively to lead to increased solidarity and change social realities. Thus this article argues—taking these objections into account—to slightly modify, but nevertheless value Rorty’s idea that art and its reception are crucial resources for democratic citizenship and for the process of democratic deliberation.

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

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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…

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...... contexts. Fourthly, the course has a point of reference in the political debate on active and democratic citizenship at European level. In particular, the course makes use of the conceptualization of competences for active and democratic citizenship developed by the European Union and the Council of Europe...

Education for Democratic Citizenship in Malawian Secondary Schools: Balancing Student Voice and Adult Privilege

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Namphande, Peter; Clarke, Linda; Farren, Sean; McCully, Alan

2017-01-01

In countries that embraced democracy after the fall of communism, education became a particular focus for policy change, particularly within their citizenship programmes. Schools that had been used to inculcate obedience to and unfailing support for authoritarian regimes were now being required to adopt citizenship programmes incorporating…

A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age

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Choi, Moonsun

2016-01-01

Despite the importance of promoting socially responsible citizenship in the Internet age, there is a paucity of research on how digital citizenship or digital citizens might be defined and/or investigated. This study found 4 major categories that construct digital citizenship: "Ethics," "Media and Information Literacy,"…

The experiences of professional nurses who have migrated to Canada: cosmopolitan citizenship or democratic racism?

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Turrittin, Jane; Hagey, Rebecca; Guruge, Sepali; Collins, Enid; Mitchell, Mitzi

2002-08-01

This interpretive research analyses the discourse of nurses who migrated to Canada and experienced racism. They also experienced reprisals when they formally complained about racism in a context of denial of the problem of racism by colleagues and employers. The present work focuses on two issues arising from the data: the problem of how to make racism visible among those who have a vested interest in denying its existence and the emotional cool of those filing grievances or complaints in contrast with the hot reaction of those being challenged when racism is named. We introduce two theoretical perspectives to address these phenomena called democratic racism and cosmopolitan citizenship, respectively. The former, as defined by Henry et al. (The Colour of Democracy: Racism in Canadian Society. Harcourt Brace, Canada, Toronto, 1996), describes the coexistence of both democratic values and practices that discount people of colour advertently or inadvertently. We outline the notion of cosmopolitan citizenship that is argued by Turner (Politics of the Global City. Routledge, London, 2000) to be an orientation resulting from global microcosms in cities teeming with diversity. The characteristic orientations of cool and stewardship are useful for describing some of the discourse expressed by each participant in our study all of whom challenged racism practices, not on nationalistic grounds, but rather out of concern for universal human rights. Their characteristics qualify them for cosmopolitan citizenship under Turner's perspective. We suggest that anti-racist activists have been cosmopolitan citizens for decades and argue that while cosmopolitan citizenship may have taken root in neo-liberal movements, it appears to have tactical attributes in the struggle with democratic racism. In conclusion, we advocate for a cosmopolitan citizenship ethic to facilitate a rational move toward racial integration in the profession through the sharing of power and privilege. One goal in

Human Rights Education in Israel: Four Types of Good Citizenship

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Ayman Kamel Agbaria

2016-06-01

Full Text Available 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 article analyzes the educational programs’ goals, content, targeted populations, and practices. The analysis revealed that ACRI’s HRE model reflect four ideal types of citizens: citizen of a democratic liberal state, citizen of a participatory polity, citizen of an ethical profession, and citizen of an empowered community. These constitute a multilayered human rights discourse that enables ACRI to engage differentially with various sectors and populations, while still remaining faithful to the ethno-national parameters of a Jewish and democratic state political framework.

Citizenship Education in Croatia: At the Margins of the System

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Anka Kekez

2017-07-01

Full Text Available Purpose: This paper unfolds the ways in which Croatia, as a young post-communist democracy, has aligned its transition and consolidation with the development of education programs that would support the protection of human rights and the creation of a democratic political culture. Design/methodology/approach: By combining the existing studies with the authors’ own analyses of documents and internet sources, as well as interviews with teachers, this paper reveals that by adopting vague and non-binding policies, the Croatian political elite has demonstrated a lack of political will and courage over the past twenty-five years to develop a systematic and quality-based citizenship education. Findings: After long-term negligence, in the most recent five-year period, the need to change the educational path has gained prominence on the policy and political agenda. However, the reform process did not result in bridging, but in the deepening of ideological divides within the Croatian society. With the officially adopted interdisciplinary and cross-curricular approach, the responsibility for carrying out citizenship education was placed in the hands of teachers, with civil society organizations taking a compensating role. Whilst the former lack practical education, as well as guidelines and resources to incorporate citizenship education into the subjects they teach, the latter are incapable of reaching out to a sufficient share of the youth population. The outcome is that the youth continuously displays inadequate levels of citizenship competences.

Organisational citizenship behaviour among railway employees in a ...

African Journals Online (AJOL)

This study investigated the effect of differences in age, education and tenure on organisational citizenship behaviour (OCB). The purposive sample comprised 839 permanently employed staff in a railway organisation in the Democratic Republic of Congo. Participants completed the Organisational Citizenship Behaviour ...

Promoting Ethical Competencies: Education for Democratic Citizenship in a Mexican Institution of Higher Education

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Patino-Gonzalez, Susana

2009-01-01

Higher education institutions have a responsibility to promote the development of students' ethical and citizenship competencies, especially in contexts of major social inequality. Graduates, who constitute a very small percentage of the population in Mxico, are the best qualified to conceive of creative alternatives to resolve its demanding…

Neoliberal Education? Comparing "Character" and Citizenship Education in Singapore and "Civics" and Citizenship Education in Australia

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Neoh, Jia Ying

2017-01-01

Purpose: This paper compares citizenship education in Singapore and Australia. While discussions have been made about education and neoliberalism, few have explored the direct connections between citizenship education and neoliberalism. Approach: Though a discussion of country contexts, citizenship education policies and curriculum,…

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

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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…

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

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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…

"As Far as the Government Is a Good Government, It Is Democratic": Citizenship Education in China

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Zhang, Xiudi

2015-01-01

The concept of citizenship is mainly viewed as a Western construct. This article argues an understanding of citizenship education in China not only simply as a grounding in schooling and procedural knowledge of systems of Chinese government but, more broadly, whether in schools or society, whether in China or overseas, that develops dispositions,…

The curriculum and citizenship education in the context of inequality ...

African Journals Online (AJOL)

In South Africa, more than most countries, the meaning of citizenship and related rights has faced severe contestation centred on categories such as race, class and nation. Close to two decades after the first democratic elections, notions of citizenship in South Africa represent a complex dynamic involving a combination of ...

The Evaluation of Prospective Teachers' Attitudes towards Citizenship and Citizenship Education

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Ramazan, Özbek; Ezlam, Susam

2017-01-01

This study aims to determine the attitudes of prospective teachers studying pedagogical formation education towards citizenship and citizenship education based on their gender, area of specialization, ethnicity and geographical area. This study explains the global implications of the concepts of citizenship, and citizenship education. A…

Faith in Citizenship? On Teaching Children to Believe in Liberal Democracy

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Pike, Mark A.

2008-01-01

The recently introduced and compulsory citizenship education in English schools seeks to prepare children for life in a liberal democracy and is concerned with far more than the acquisition of skills and knowledge; it privileges particular forms of action, behaviour and ways of thinking. I argue here that education for democratic citizenship (EDC)…

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 ...

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

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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…

Citizenship Through Faith and Feelings: Defining Citizenship in Citizenship Education. An Exemplary Textbook Analysis

OpenAIRE

Tatjana Zimenkova

2008-01-01

This article describes the specifics of the definition of citizenship in citizenship education (CE). The ambiguity of understanding citizenship between status and active position is indicated and differentiate, and percep-tions of citizenship activity are revealed. The author proposes to build a typology of citizenship conceptions in CE, suggesting an analytical instrument for typology building (types of attitudes, reflected in and crucial for each conception of citizenship). Citizenship conc...

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

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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…

Global Citizenship Education

DEFF Research Database (Denmark)

Roesgaard, Marie Højlund

2016-01-01

published after 2000 was written by researchers based in the US and if you add other English-speaking countries such as Canada, England, Australia and New Zealand, the proportion is even higher. English in the field of education research often serves as the international lingua franca. Since there is also......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...

Geography Education and Citizenship Education in Portugal

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Maria Helena Esteves

2012-12-01

Full Text Available The contribution of geography education to citizenship education is recognized by geography educators. Still, globalization created new territories and new “borders” not always easy to cross—but they all exist and coexist giving new meanings to the idea of space appropriation. Geographical space has gained all these dimensions and can no longer be viewed in terms of its materiality. This article addresses the concept of citizenship education for Portuguese geography teachers within the multicultural nature of Portuguese society and schools. A final reference is given to the importance of cities as places of citizenship education.

Citizenship Education in Europe

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De Coster, Isabelle; Borodankova, Olga; De Almeida Coutinho, Ana Sofia; Paolini, Giulia

2012-01-01

This publication aims to capture how policies and measures relating to citizenship education have evolved over recent years in European countries. It focuses on the following areas which are integral to the provision of citizenship education: (1) Curriculum aims, approaches and organisation; (2) Student and parent participation in school…

Democratic Development and the Role of Citizenship Education in Sub-Saharan Africa with a Case Focus on Zambia

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Abdi, Ali A.; Ellis, Lee; Shizha, Edward

2005-01-01

In addressing issues related to problems of democratisation in Africa, this paper attempts to relate the issue to the need for citizenship education and the role that can play in social development. Citizenship should be central to the formation of viable civil societies that claim a tangible stake in national public spaces in post-Cold War…

Privatization and Commercialization of Public Education: Consequences for Citizenship and Citizenship Education

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Ichilov, Orit

2012-01-01

My purpose is to examine and evaluate the implementation of market ideology and practices in education through the prism of both modern democratic theory and the discourse of rights. I examine the essence and defining characteristics of public schooling in modern democratic theory, explore the democratic purposes of education, and the unique…

Review of the Effects of Citizenship Education

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

2013-01-01

Based on the assumption that schools can play a significant role in the citizenship development of students, in most contemporary modern societies schools are obligated to provide citizenship education. However, the effectiveness of different forms of citizenship education is still unclear. From the empirical literature on citizenship over the…

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

Citizenship and Citizenship Education in a Global Age: Politics, Policies, and Practices in China. Global Studies in Education. Volume 2

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Law, Wing-Wah

2011-01-01

This book examines issues of citizenship, citizenship education, and social change in China, exploring the complexity of interactions among global forces, the nation-state, local governments, schools, and individuals--including students--in selecting and identifying with elements of citizenship and citizenship education in a multileveled polity.…

Citizenship education and identity in Europe

OpenAIRE

Ross, Alistair

2007-01-01

This article surveys some of the theoretical bases of identity and citizenship and their implications for potential European identity and citizenship, and relates these to the CiCe network of teacher educators and others. CiCe (Children’s identity and Citizenship in Europe) is a European Commission supported network of 100 European Universities, in 19 countries, who have worked together since 1998 in building links in higher education courses and research, in the education of teachers, socia...

Country Report: Citizenship Education: Lithuanian Mapping

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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.

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

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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…

The meaning of active citizenship and citizenship education in the time of migration and refugee crisis in Europe

OpenAIRE

Borut Mikulec

2017-01-01

The article examines the conceptualisation of citizenship education and active citizenship in adult education in the increasingly diverse and pluralistic European society, which is faced by a mass influx of migrants and refugees. The discussion embraces two concepts of citizenship education: the “citizenship as status” and “citizenship as a practice”. The definition of the first originates from Habermas’s notion of democracy and the public sphere, by which we demonstrate that citizenship educ...

An Investigation of the Relationship between Digital Citizenship Levels of Pre-Service Primary School Teachers and Their Democratic Values

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Aladag, Soner; Çiftci, Serdar

2017-01-01

This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes…

A Feminist Reflection on Citizenship

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Virginia Vargas Valente

2000-01-01

Full Text Available Over the course of the past decade, citizenship has become one of the axes of feminist action and reflection in Latin America, and, at the same time, it is at the core of democratic concerns at the national levels and, as never before, at the global level. Citizenship constitutes an important pole in women's long fight for equality, lending new democratic content to feminist debates. It also is a meaningful axis for generating alliances among women and between women and other social groups, with the aim of broadening the limits of citizenship restrained by the manifold discriminations in our societies. Citizenship is a terrain of dispute between civil society and the state, and also within civil society itself. Feminist theorists of citizenship are adding complexity and contributing to a theory of citizenship by pointing to incongruities and weaknesses in the concept and practice of citizenship, recognizing that differences - not only gender-based ones- but among women themselves, may present possibilities and obstacles which need to be enhanced or neutralized.

Global Citizenship Education, Technology, and Being

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Gardner-McTaggart, Alexander; Palmer, Nicholas

2018-01-01

Despite the widespread promotion of the global school, it remains unclear as to how citizenship education (global citizenship education, GCE) is developed. Educational bodies such as UNESCO, Oxfam, and the International Baccalaureate are in the full throws of developing models for GCE yet questions remain as to how such a sweeping notion might…

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

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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. © The Author(s) 2016.

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

OpenAIRE

Ruth Reynolds

2012-01-01

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. [...

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

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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. [...

Democratic parenting: paradoxical messages in democratic parent education theories

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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.

Learning from Community: Agenda for Citizenship Education

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Ghosh, Sujay

2015-01-01

Citizenship is about individual's membership in the socio-political community. Education for citizenship conceives issues such as quality education, learning society and inclusion. Educational thinking in India has long valued community as a learning resource. With empirical experiences drawn from the programme of "Ecology and Natural…

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

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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.

Citizenship Education in Ecuador: Perceptions of Students and Teachers

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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…

Correctional Education as Democratic Citizenship Education

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Cantrell, Dustin

2013-01-01

Many educators view the process of education as transformative. This transformation is important in all classrooms, but it takes on added importance in prison classrooms. The education that inmates receive in prison can mean the difference between the doorway of freedom with a productive future and the revolving door of recidivism. For many prison…

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

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Barrue, Catherine; Albe, Virginie

2013-05-01

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 citizenship is often not clarified and can be multiple. After having clarified who is the citizen targeted by SSI research movement, the concept of citizen in the French curriculum needs to be clarify. What do these citizens have in common with the citizen that a sociology literature review let see oscillating between obedience and critical thinking has also been investigated. The paper also looks at the teachers' views and their contribution to citizenship education through socioscientific topics described in the national curriculum. From the analysis, different teachers' views of citizenship education have been highlighted: a normative citizenship education in connection with civility and rules and an emancipatory citizenship education to develop pupils' skills such as searching and evaluating information, argumentation and critical thinking in order to enable pupils to build their own argued opinion and to participate to public debates. This last emancipatory view of citizenship education is congruent with the aim of social empowerment within the SSI research movement.

Citizenship Education and the EFL Standards: A Critical Reflection

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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.

Teachers’ views on citizenship education in secondary education in The Netherlands

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

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?

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

The Shaping of Citizenship Education in a Chinese Context

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Zhao, Zhenzhou

2013-01-01

The global flow of citizenship education in China has spurred much discussion in Chinese academic circles. This study explores the interaction between citizenship education and China's the existing political-ideological education and moral education as a space is negotiated a space in the current "ideoscape." A qualitative approach is…

The Struggle for “Bread, Freedom, and Social Justice”: (Re)Imagining Citizenship(s) and University Citizenship Education in Egypt

OpenAIRE

Dorio, Jason Nunzio

2016-01-01

Situated within the context of the January 25 Egyptian Revolution and the subsequent socio-political transitions, this dissertation focuses on the experiences of 24 university students and educators in Egypt, particularly emphasizing meanings and actions of participatory citizenship and citizenship education. Through a hermeneutic phenomenological qualitative approach, I explore how the experiences of the January 25 Egyptian Revolution and subsequent events impacted the perceptions and action...

Opening Discourses of Citizenship Education: A Theorization with Foucault

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Nicoll, Katherine; Fejes, Andreas; Olson, Maria; Dahlstedt, Magnus; Biesta, Gert

2013-01-01

We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus,…

International Human Rights, Citizenship Education, and Critical Realism

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Alderson, Priscilla

2016-01-01

Citizenship education invokes dilemmas even for the most committed teachers and students, researchers, and innovators. How can citizenship education advance equity and equal rights within highly unequal schools and societies? How can it support young people to feel they have the competence, confidence, and right to vote and to challenge injustice?…

Democratic design experiments

DEFF Research Database (Denmark)

Ehn, Pelle; Brandt, Eva; Halse, Joachim

2016-01-01

Designers and design researchers are increasingly exploring societal challenges through engagements with issues that call forward new publics and new modes of democratic citizenship. Whatever this is called design activism, social design, adversarial design, participatory design or something else...

Saving Democratic Education from Itself: Why We Need Homeschooling

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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…

Museums and cultural institutions as spaces for Cultural Citizenship

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Bernhardt, Nana; Sattrup, Lise

2014-01-01

How can museums and cultural institutions make a stronger impact as democratic educational institutions; as places where knowledge is not just something that is presented and put at the disposal of visitors, but actually created through interaction between museums and users? How can active partic...... participation, self-reflection, and multivoicedness be integrated into the museum’s practice and potentially provide a space for cultural citizenship?...

Effective civic and citizenship education : A cross-cultural perspective

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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

Laying the Foundations for Democratic Behavior - A Comparison of Two Different Approaches to Democratic Education

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Viola HUANG

2014-07-01

Full Text Available A democracy is a society in which everyone has equal rights and is able to participate in decision-making processes. Consequently, in a democratic society, democratic behavior is essential. This work investigates the question: In what ways and to what extent can alternative models of education support the development of democratic skills in children? To explore this question, the author analyzes and compares two different approaches to democratic education: The Sudbury approach and the democratic free school approach. The study is based on qualitative research participant observation and open-ended interviews conducted at different Sudbury and democratic free schools in the US.

Moral Education and Education for the Citizenship

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Áurea Maria de Oliveira

2007-09-01

Full Text Available he Moral Education and the Education for the Citizenship imply in the reflection on which are the society that we want. It is only from this definition that it becomes possible to argue the school institution contribution in the process of social transformation and, therefore the organization of a pedagogical environment aiming at the formation of the citizen as individual inserted in a universal context propitiating the necessary conditions to the development of solidary people, fraternity, with capacity to argue, to question, to cooperate and to transform the way where it lives. When establishing a relation between Moral Education and Education for the Citizenship I am prioritizing, in the pedagogical action, the work with the construction of the cooperation concept, equality and justice, concepts that will allow the understanding and the construction, for the citizen, of the human rights underlying ethical principles and the democracy concept while pillars of a free society organization, with equality and justice.

Laying the Foundations for Democratic Behavior - A Comparison of Two Different Approaches to Democratic Education

OpenAIRE

Viola HUANG

2014-01-01

A democracy is a society in which everyone has equal rights and is able to participate in decision-making processes. Consequently, in a democratic society, democratic behavior is essential. This work investigates the question: In what ways and to what extent can alternative models of education support the development of democratic skills in children? To explore this question, the author analyzes and compares two different approaches to democratic education: The Sudbury approach and the democr...

Tradition Meets Pluralism: The Receding Confucian Values in the Taiwanese Citizenship Curriculum

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Hung, Cheng-Yu

2015-01-01

Confucianism, long regarded as the key philosophy on personal character-building and interpersonal relations in Chinese society, used to be pivotal to citizenship education in Taiwan, but that has changed in the last 20 years. In the wake of democratization in the late 1980s, growing liberalism and pluralism in Taiwanese society prompted the…

Two Sides of the Megalopolis: Educating for Sustainable Citizenship

OpenAIRE

Alexander POPE; Timothy PATTERSON

2012-01-01

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 mean...

Character and Citizenship Education: Conversations between Personal and Societal Values

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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;…

From Principles to Practice in Education for Intercultural Citizenship

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Byram, Michael, Ed.; Golubeva, Irina, Ed.; Hui, Han, Ed.; Wagner, Manuela, Ed.

2016-01-01

The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can…

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?

Thinking Interculturally: Decolonizing History and Citizenship Education in Québec

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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…

Geography Education and Citizenship Education in Portugal

OpenAIRE

Maria Helena Esteves

2012-01-01

The contribution of geography education to citizenship education is recognized by geography educators. Still, globalization created new territories and new “borders” not always easy to cross—but they all exist and coexist giving new meanings to the idea of space appropriation. Geographical space has gained all these dimensions and can no longer be viewed in terms of its materiality. This article addresses the concept o...

Two Sides of the Megalopolis: Educating for Sustainable Citizenship

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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.

Concept, Components and Promotion of Global Citizenship

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Mojtaba Hemmati

2017-04-01

Full Text Available The term "citizenship" refers to an identity between a person and a city, state or nation. When combined with the term "global", it typically defines a person who places their identity with a "global community" above their identity as a citizen of a particular nation or place. The idea is that one’s identity transcends geography or political borders and that responsibilities or rights are or can be derived from membership in a broader class: "humanity". The message of Global citizenship is that the core social, political, economic and environmental realities of the world today should be addressed at all levels - by individuals, civil society organizations, communities and nation states - through a global lens. The lack of a global democratic government that is accountable and responsible against citizens in the face of global challenges, demonstrate the ineffectiveness and lack of effectiveness of the world existing structures. Therefore, to supplement the existing structures, global citizenship is performative and citizen-oriented. Citizens through information and communication networks participate in solving global issues, including environmental problems, human rights, peace and global poverty. This type of citizenship is promoted thorough information technology, environmental, multicultural and human rights education.

Ancient Athenian Democratic Knowledge and Citizenship: Connectivity and Intercultural Implications

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Gundara, Jagdish S.

2011-01-01

This paper explores the implications that ancient Athens had for modern representative democracies and the links that can be made to the philosophical principles that form the essence of intercultural education. Such an exploration shows that modern democratic societies have ignored many key aspects of the important legacy left to us by these…

Citizenship and Nationality in Changing Europe: A Comparative Study of the Aims of Citizenship Education in Russian and Finnish National Education Policy Texts

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Piattoeva, Nelli

2009-01-01

The paper analyses how the formal aims of citizenship education, as declared in legislation and policy documents, have changed since the end of the 1980s in response to the transformation of the political scenery in Finland and the Russian Federation. One central question framing the analysis of Finnish citizenship education is whether…

ICCS 2009 Encyclopedia: Approaches to Civic and Citizenship Education

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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…

Citizenship at the Boundaries. Participative Photography

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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.

The Potential of Critical Feminist Citizenship Frameworks for Citizenship and Social Justice in Higher Education

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Bozalek, Vivienne; Carolissen, Ronelle

2012-01-01

There is a paucity of South African literature that uses feminist critical approaches as a conceptual tool to examine intersections of social justice and citizenship. This article aims to address this gap by examining the potential of critical feminist approaches to transform conceptions of citizenship in higher education. It outlines how…

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

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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.

Conceptualizing Education Policy in Democratic Societies

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Perry, Laura B.

2009-01-01

Although theorists and policy makers agree that schooling should be democratic, what this exactly means often varies. This article establishes a conceptual model for analyzing education policy in democratic societies, based on the key concepts of equality, diversity, participation, choice, and cohesion. The model facilitates the design,…

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

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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

Citizenship Education Curricula: Comparing the Multiple Meanings of Supra-National Citizenship in Europe and Beyond

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

2009-01-01

This special issue of "JCS" has examined the changes and challenges facing citizenship education policy and curricula by way of case studies from Europe and beyond. It is indicated that European and/or global integration have had an impact on all of the citizenship curricula examined. However, it is also noted that each case…

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

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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…

Citizenship Education: Instructional Materials/Resources for High School Citizenship.

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Kinoshita, Jane

This resource guide contains six units of study on citizenship education for use at the secondary level. The purpose of the units is to help students examine the political and legal processes of American society and the rights, responsibilities, and roles of its citizens. The units can be used as the basis for a one-semester elective course in…

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

NARCIS (Netherlands)

van de Werfhorst, H.G.

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

Citizenship of young people

NARCIS (Netherlands)

Geboers, E.A.M.

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

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

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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…

Citizenship, National Identity and Political Education: Some Disputable Questions

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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.

Global Citizenship Education for Mental Health Development

Science.gov (United States)

Sheykhjan, Tohid Moradi

2016-01-01

It is obvious that today's students are graduating into a world that is interconnected as never before and education for international understanding for global citizenship education (GCE) inspires action, partnerships, dialogue and cooperation through formal and non-formal education. It promotes an ethos of curiosity, solidarity and shared…

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

Latina Youth, Education, and Citizenship: A Feminist Transnational Analysis

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Bondy, Jennifer M.

2016-01-01

This article explores adolescent Latinas' citizenship identities in school from a feminist transnational perspective. Data were drawn from qualitative research studies on Latina youths' educational experiences and from a qualitative project conducted by the author. Cultural citizenship theories were used to analyze the data. The analysis revealed…

School education and democratic management of teaching: perspectives

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Máximo Augusto Campos Masson

2018-03-01

Full Text Available The article discusses the management of education from the debate on the democratic management of social institutions, in particular, the school. It reflects on the changes that have occurred in the school due to the presence of new students belonging to the subaltern classes and the possibility of the democratic management of teaching being an important instrument for overcoming school failure. It discusses aspects of Brazilian legislation on the theme and the possibilities arising from the growth of political conservatism oppose initiatives to democratic management of education.

Learning with peers, active citizenship and student engagement in Enabling Education

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Nick Zepke

2018-02-01

Full Text Available This paper examines one specific question:  What support do students in Enabling Education need to learn the behaviours, knowledge and attitudes required to succeed in tertiary education, employment and life? Success appears in many guises. It can mean achieving officially desired outcomes such as retention, completion and employment. It can also mean achieving less measurable outcomes such as deep learning, wellbeing and active citizenship. The paper first introduces an overarching success framework before exploring how the widely used student engagement pedagogy can support learners to achieve both official and personal success outcomes. It then develops two specific constructs applicable to Enabling Education as found in student engagement: facilitated peer learning and active citizenship. Peer learning is here connected to tutor supported but peer facilitated mentoring; active citizenship to educational experiences in classrooms, institutions and workplaces that support flexibility, resilience, openness to change and diversity. The paper includes examples of how facilitated peer learning and active citizenship can build success in practice.

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

Moral Development and Citizenship Education in Vocational Schools

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Hélène Leenders

2012-01-01

Full Text Available We investigate the objectives, practical application, and learning outcomes of moral education and citizenship education at three vocational schools in the Netherlands (VMBO. We explore teachers’ and students’ pedagogical, sociopolitical, and moral development objectives and how they deal with values, dialogue, and diversity. We continue with how the objectives get materialized in practice and teachers’ and students’ perceptions of the learning outcomes. The study shows that there is a strong agreement between teachers and students about the importance of objectives of moral education and citizenship education. Schools differ in how sharply they focus on social and political aspects, and in how reflective and dialogical their approaches are. The differences revealed in the moral education approaches can be largely linked with differences in their cultural environment.

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

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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

Why We Need to Question the Democratic Engagement of Adolescents in Europe

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de Groot, Isolde; Veugelers, Wiel

2015-01-01

Since the beginning of the 21st century, academics in various disciplines have stressed the need to address democratic deficits in Europe as well as lacunae in the citizenship development of European youth. In this article we explore the value of various types of democratic engagement for strengthening the democratic character of local and…

Science Education and Education for Citizenship and Sustainable Development

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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…

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…

A Democratic Framework for Educational Rights

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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…

Globalization, Education, and Citizenship: Solidarity versus Markets?

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Torres, Carlos Alberto

2002-01-01

Suggests that globalization places limits on state autonomy and national sovereignty, affecting education in various ways. Educational policy and its contributions to citizenship, democracy, and multiculturalism will face unprecedented challenges if the logic of fear, exacerbated by the events of September 11, 2001 prevails. (Author/SLD)

A proposal for the reorganization of citizenship education via the implementation of the dramatic metod

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Gökçen Özbek

2014-04-01

Full Text Available The purpose of this paper is to establish the relationship between citizenship education and drama method. In this study, I propose a reorganization of the citizenship and/or democracy education by building in a component of drama method. To this end, citizenship education, as well as its applications in Europe and in Turkey, will be explained in order to provide a framework for the concept. Following this, the dramatic method and the connections between drama and citizenship education will be presented for the purpose of demonstrating the possible impact of drama on civic education.

Towards a Citizenship Education for Zimbabwe | Mavhunga ...

African Journals Online (AJOL)

This paper examines post independence Zimbabwe's attempts to introduce a form of citizenship education in the nation's education curricula, first in the name of Political Economy introduced at secondary school level shortly after independence in the early 1980s but abandoned soon afterwards, only to resurface as ...

Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT

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Fatma BAŞARIR

2017-12-01

Full Text Available The aim of this study is to explore the perceptions of ELT instructors working at a higher education institution in Turkey regarding integrating global citizenship education into ELT courses. The study was carried out by using phenomenological design, which is one of the qualitative studies. The data were collected using interview method and a semi-structured interview form was developed by the researcher as the data collection tool. The participants, selected on the basis of easily accessible sampling method, which is one of the purposeful sampling methods. The participants comprises of 13 English instructors who work at a higher education institution in the Central Anatolia Region in the academic year 2015-2016. Instructors’ opinions were taken regarding how they described global citizenship, what were their roles and responsibilities in educating students as global citizens, how they practiced global citizenship education in their classes, and the challenges they were facing in practicing global citizenship education in ELT courses. Data were analysed with content analysis technique. Findings revealed that participants mostly focused on the “value” dimension of global citizenship such as respect, sensitivity, sense of belonging, responsibility, openness, etc. The instructors deemed their roles and responsibilities in preparing students as global citizens as an informer and role model. While most of the participants stated that they did not involve any specific teaching practices in their classes to educate students as global citizens, as they thought ELT lessons and global citizenship education were irrelevant, addressing global issues in the courses and role modelling were conducted by few instructors to promote global citizenship. Predominantly grammar-based teaching and student unwillingness were found as challenges of integrating global citizenship into ELT. As a result, it was concluded that ELT instructors have insufficient levels

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

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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.

Moral education and citizenship education at pre-university schools

NARCIS (Netherlands)

Leenders, H.; Veugelers, W.; de Kat, E.; Oser, F.; Veugelers, W.

2008-01-01

This survey investigates the objectives, practical application and learning outcomes of moral education at three pre-university (VWO) schools with differing views on citizenship. We explore teachers’ and students’ pedagogical, socialpolitical and moral development objectives, and how they deal with

Moral development and citizenship education in vocational schools

NARCIS (Netherlands)

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

2012-01-01

We investigate the objectives, practical application, and learning outcomes of moral education and citizenship education at three vocational schools in the Netherlands (VMBO). We explore teachers’ and students’ pedagogical, sociopolitical, and moral development objectives and how they deal with

Active student participation and citizenship education

NARCIS (Netherlands)

Veugelers, W.

2009-01-01

What are the possibilities for active student participation in citizenship education and how are students involved in the school as a community? We researched active student participation in schools and in out-of-school learning activities: students’ own lessons, their own school, their own

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

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Gregor Wolbring

2012-09-01

Full Text Available 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 citizenship education: (a active citizenship; (b citizenship education for a diverse population; and (c global citizenship. It covers two ability-related challenges, namely: disabled people, who are often seen as lacking expected species-typical body abilities, and, advances of science and technology that generate new abilities. The author contends that the impact of ability expectations and ableism on citizenship and citizenship education, locally and in a globalized world, is an important and under-researched area.

A Trinity of Transformation, Europeanisation, and Democratisation? Current Research on Citizenship Education in Europe

OpenAIRE

Reinhold Hedtke; Tatjana Zimenkova; Thorsten Hippe

2008-01-01

Although a lot of stock-taking research on citizenship education in European countries has already be done, some key features  of citizenship education especially in transformation countries are not understood as yet. The authors briefly outline the state of the art and criticize its main shortcomings. As a result, they suggest a research agenda to enhance the knowledge about citizenship education with respect to its interconnectedness with processes of transformation and to its embeddedness ...

Symbols of Citizenship Education in Schools: A Pictoral Analysis

OpenAIRE

Tilman Grammes

2014-01-01

This gallery is designed to simulate a walk through a school building regarded to symbols, moments and rituals of formal and informal citizenship education as it might appear to a pupil/student/teacher during the course of a normal school day. The five contributions from Japan, Poland, Luxemburg/Germany, Germany and Denmark document examples from the actual citizenship studies curriculum.

Symbols of Citizenship Education in Schools: A Pictoral Analysis

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Tilman Grammes

2014-03-01

Full Text Available This gallery is designed to simulate a walk through a school building regarded to symbols, moments and rituals of formal and informal citizenship education as it might appear to a pupil/student/teacher during the course of a normal school day. The five contributions from Japan, Poland, Luxemburg/Germany, Germany and Denmark document examples from the actual citizenship studies curriculum.

An Education of Shared Fates: Recasting Citizenship Education

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DesRoches, Sarah J.

2016-01-01

In this paper I explore how citizenship education might position students as always/everywhere political to diminish the pervasive belief that one either is or is not a "political person." By focusing on how liberal and radical democracy are both necessary frameworks for engaging with issues of power, I address how we might reframe…

The Need for Media Education in Democratic Education

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Stoddard, Jeremy

2014-01-01

Despite the potential for media and technology to act as a democratizing force and the challenges to democracy posed by partisanship and the explosion of political media spending, media education and the preparation of active citizens in schools is virtually nonexistent. This essay presents the case for revitalizing media education for the age of…

On the Borders of Europe. Citizenship Education and Identity in Cyprus

OpenAIRE

Stavroula Philippou

2007-01-01

This paper is about the concept of "Europe" and how it could be used as an educational framework to alleviate existing tensions regarding citizenship education and Euro-pean/national/state identity in the context of Cyprus. To this end, the paper serves both a descriptive and a normative agenda, in that it largely describes recent theoretical and political development in civics and citizenship education in Europe and in Cyprus, in order to explore, in the last part of the paper, the potential...

Global Citizenship Education and Human Rights Education: Are They Compatible with U.S. Civic Education?

Science.gov (United States)

Fernekes, William R.

2016-01-01

Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay…

Group problem solving as citizenship education : Mainstream idea of participation revisited

NARCIS (Netherlands)

Guerin, L.J.F.|info:eu-repo/dai/nl/323072089

2018-01-01

Policy makers in Europe pursue a specific participatory approach to citizenship education, based upon a particular idea of democracy and citizenship. In this approach, schools are required to foster certain virtues such as solidarity, empathy and an active participation that will enhance social

Counter-Education and Cyberculture: A Possible Dialogue in the Light of Global Citizenship

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Alexandre Guilherme

2018-01-01

Full Text Available This article discusses the educational policies of international organizations, especially those concerning global citizenship and their implications for cyberculture/cyberspace as well as the possibility of implementing a counter-education project, as envisaged by Ilan Gur Ze’ev, the important Israeli philosopher of education, who died in 2012. In connection to this, we ask the question: what kind of individuals should we be in the digital world? To answer this question, we engaged with the UNESCO proposal of Education for Global Citizenship, which seeks to promote a wholistic, educated, engaged and moral attitude amongst the young worldwide, and how this influences cyberculture as a postmodern condition. Gur Ze’ev’s approach would be critical of any attempt at presenting a utopian ideal; most importantly, counter-education notes that once an ideal is set as the objective, then meaningful educational development has become constrained. Thus, we see in utilizing his counter-education the possibility of a thorough, meaningful and critical reflection on issues surrounding cyber-culture as affected by the approach of Education for Global Citizenship. We conclude that it is possible to develop counter-education within the movement for global citizenship, being properly founded on a critical approach to what is being proposed by international organizations as desirable learning objectives.

Fellowship of "Fate" and Fellowships of "Faith": Religious Education and Citizenship Education in Europe

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Roebben, Bert

2008-01-01

In this paper the relationship between religious identity and engagement in citizenship is examined from an educational point of view. The Dutch systematic theologian Erik Borgman refers to the development of European citizenship as a project of "fellowship of fate": we will need to rediscover a common vision on humanity for Europe as…

Technologies, Democracy and Digital Citizenship: Examining Australian Policy Intersections and the Implications for School Leadership

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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.

Human Rights, Diversity, and Citizenship Education

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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,…

Social education politics in a Europe of inequalities

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Javier Bascuñan Cortés

2013-07-01

Full Text Available The aim of this research is to analyse some indicators which allow us to understand the current state of social education politics in Europe, with special reference to Spain. Some European and Spanish social and educational policies which try to confront the challenges of the current financial crisis are also explained. Some deficiencies, failures and contradictions attached to the process of the construction of European citizenship are pointed out. Some key topics which seem to foresee a deeper social and democratic crisis apart from the economic one are tackled. It is explained how the new forms of inequality evidence the failure of some of the important declarations of intent and objectives of the European Union. The subjection of social and democratic aspects to neoliberal economy —i.e. the negation of ideologies— is questioned. To conclude, some key topics are proposed as the central axis through which it could be possible to redefine the content of social education politics in Europe and Spain and to set the bases of a new democratic European citizenship

Why we need to question the democratic engagement that adolescents in Europe develop.

NARCIS (Netherlands)

Groot, I. de; Veugelers, W.

2015-01-01

Since the beginning of the 21st century, academics in various disciplines have stressed the need to address democratic deficits in Europe as well as lacunae in the citizenship development of European youth. In this article we explore the value of various types of democratic engagement for

Educating for Participation: Democratic Life and Performative Learning

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Radaelli, Eleonora

2015-01-01

A democratic life is a form of associated living that requires people to participate in a pluralistic dialogue in different spheres of the civic society: government, community, and work. Higher education classes have a leading role in preparing students for participation in a democratic society; however, more could be done, in particular focusing…

The Scientific & Democratic Revolution in Education

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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.

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

Freed to Learn: Five Fundamental Concepts of Democratic Education

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Leo J. FAHEY

2008-07-01

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.

Effects of School Quality, School Citizenship Policy, and Student Body Composition on the Acquisition of Citizenship Competences in the Final Year of Primary Education

Science.gov (United States)

Dijkstra, Anne Bert; Geijsel, Femke; Ledoux, Guuske; van der Veen, Ineke; ten Dam, Geert

2015-01-01

This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social…

Citizenship Education for Liberation in Nigeria | Ogunbiyi | Makerere ...

African Journals Online (AJOL)

Since the purpose of any functional education is to enlighten and liberate the beneficiaries, ensuring that they live a sustainable life while contributing meaningfully to the upkeep of their immediate community, this paper takes a look at citizenship liberation using qualitative civic education. It examines, inter alia, the aims and ...

Applying Deweyan Principles to Global Citizenship Education in a Rural Context

Science.gov (United States)

Waterson, Robert A.; Moffa, Eric D.

2015-01-01

Global citizenship education (GCE) helps students conceptualize citizenship beyond national boundaries so they are capable of action in dealing with global issues like human rights and environmental sustainability. However, very little literature exists to assist rural teachers in implementing GCE as they face specific challenges due to the…

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...... tourism (MFT). It critically explores MFT providers’ perspectives on what constitutes the goals of educating tourists about GC and how MFT can be designed and implemented to achieve these goals. The study adopted a qualitative approach utilising in-depth interviews with twelve key informants from six MFT......’ perspectives pertaining to GC, the effect diversity has on the design of tourism initiatives, and the resultant outcomes of GC education utilising ethical tourism....

"Transformative Looks": Practicing Citizenship through Photography

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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…

Citizenship as individual responsibility through personal investment - an ethnographic study in a study circle

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Annika Pastuhov

2017-05-01

Full Text Available The aim of this article is to shed light on how the democratic ideal of institutionalised Nordic popular education is realised through an ethnographic field study in an English as a foreign language study circle. The study focuses on how participants express their citizenship when taking part in the study circle. Citizenship is viewed as a dynamic concept comprising the aspects of 'being' and 'acting' and constructed in and through social interaction. The study circle is arranged as a classroom practice: The study circle leader organises the activities, while the participants engage in exercises and attempt to learn correct usage. Through their participation, the participants take individual responsibility for what they see as their lack of sufficient knowledge of English. The participants describe their participation as a personal and voluntary investment in themselves. In light of the study, the individual stance is discussed as limiting possibilities for responsibility and thus expressions of citizenship.

Citizen weeks or the psychologizing of citizenship.

Science.gov (United States)

Loredo-Narciandi, José Carlos; Castro-Tejerina, Jorge

2013-02-01

Arland Deyett Weeks (1871-1936) was an American educator and social reformer who published The Psychology of Citizenship in 1917 with the intention of compiling the psychological, psychobiological, and psychosocial knowledge needed for governing modern democratic Western industrialized societies, as well as offering suggestions for intervention and social reform in the educational, legal, and occupational domains. His point of view can be placed within the progressive social and intellectual movement that characterized the policies of the United States in the first decade of the 20th century. His sociopolitical ideas were fed by transcendental and pragmatic sources, especially with respect to the way of dealing with tension between the individual and the collective. Modern psychological techniques (occupational, educational, legal psychology, etc.) nourished his reform program. In this article, we contextualize Weeks's book within these ideas and show its historical significance in the sociocultural and intellectual context that gave it meaning.

Back to School: The Quality of Citizenship Education in Harare - An ...

African Journals Online (AJOL)

Book Review. Back to School: The Quality of Citizenship Education in Harare - An Evaluation of the Implementation of the Citizenship Curriculum at Primary School by Oswell Namasasu. Scholar's Press (2013); ISBN: 978-3-639-70132-6; pp. 303. Reviewed by Professor F. Zindi (Editor-in-Chief, ZJER). “The ideas displayed ...

Patterns of Inclusion: Fostering Digital Citizenship through Hybrid Education

Science.gov (United States)

Pedersen, Alex Young; Nørgaard, Rikke Toft; Köppe, Christian

2018-01-01

Reconsidering the concept of digital citizenship and the essential component of education, the authors propose that the concept of Hybrid Education may serve both as a guideline for the utilization of digital technologies in education and as a methodology for fostering new forms of participation, inclusion and engagement in society. Following T.…

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…

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

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.

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

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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

Higher Education and Citizenship: "The Full Range of Purposes"

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Zgaga, Pavel

2009-01-01

This article discusses citizenship education in the context of the purposes and roles of higher education. The social and political changes in Europe of the last two decades have had an immense impact on the understanding of these roles and purposes, defining the university's mission and steering the national systems of higher education. The…

Eerste bevindingen International Civics and Citizenship Education Study

NARCIS (Netherlands)

R.Maslowski, [No Value; H.M.Naayer, [No Value; M.M.Isac, [No Value; G.H.Oonk, [No Value; M.P.C.van der Werf, [No Value

2010-01-01

Nederland heeft deelgenomen aan de International Civics and Citizenship Education Study (ICCS), een internationaal vergelijkend onderzoek naar burgerschapscompetenties van leerlingen in de onderbouw van het voortgezet onderwijs. Het doel van deze studie is om burgerschapscompetenties van leerlingen

Digital Storytelling for Transformative Global Citizenship Education

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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…

Political Microcultures: Linking Civic Life and Democratic Discourse

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Perrin, Andrew J.

2005-01-01

At the core of democratic citizenship is deliberation: citizens' tendency and capacity for debating issues of common importance. This study considers civic organizations--often found to be political mobilizers--as political microcultures: environments for political discourse that structure participants' understanding of the practice of…

Examining the Relationships Between Education, Social Networks and Democratic Support With ABM

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Drucker, Nick; Campbell, Kenyth

2011-01-01

This paper introduces an agent-based model that explores the relationships between education, social networks, and support for democratic ideals. This study examines two factors thai affect democratic support, education, and social networks. Current theory concerning these two variables suggests that positive relationships exist between education and democratic support and between social networks and the spread of ideas. The model contains multiple variables of democratic support, two of which are evaluated through experimentation. The model allows individual entities within the system to make "decisions" about their democratic support independent of one another. The agent based approach also allows entities to utilize their social networks to spread ideas. Current theory supports experimentation results. In addion , these results show the model is capable of reproducing real world outcomes. This paper addresses the model creation process and the experimentation procedure, as well as future research avenues and potential shortcomings of the model

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

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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. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Producing Homogeneity as a Historical Tradition. Neo-conservatism, Precarity and Citizenship Education in Poland

Czech Academy of Sciences Publication Activity Database

Červinková, Hana

2016-01-01

Roč. 14, č. 3 (2016), s. 43-55 ISSN 2051-0969 Institutional support: RVO:68378076 Keywords : citizenship * precarity * Poland * citizenship education * neoliberalism Subject RIV: AC - Archeology, Anthropology, Ethnology

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

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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.

Integrating critical pedagogy, feminist pedagogy, and standpoint theory;connecting classroom learning with democratic citizenship

OpenAIRE

Ganote, Cynthia

2012-01-01

In this paper, I argue that processes stemming from feminist pedagogy and feminist standpoint theory can be used to enact two central goals of critical pedagogy in the classroom, those of creating a co-intentional educational space and of pursuing conscientização. Further, this integration of critical and feminist pedagogies and standpoint theory allows educators to model multicultural democracy and hone the tools of democratic citizenry with students in an emergent process that connects poli...

We Cannot Teach What We Don't Know: Indiana Teachers Talk about Global Citizenship Education

Science.gov (United States)

Rapoport, Anatoli

2010-01-01

Globalization significantly influences the very notion of citizenship by challenging the key principle of citizenship as idiosyncratically nation or nation-state related concept.Therefore, the discourse of global citizenship is getting more attention in programmatic educational texts and curricula. However, unlike their colleagues in Europe,…

Political Education in the Former German Democratic Republic.

Science.gov (United States)

Dumas, Wayne; Dumas, Alesia

1996-01-01

Investigates civic education curricular reform in the former German Democratic Republic (GDR). Discusses the problems inherent in reforming an entire educational system, from textbooks to teachers, originally designed for Marxist-Leninist purposes. Examines the German state educational structure and the role that the main political parties play in…

Religion, Democratic Community, and Education: Two Questions

Science.gov (United States)

D'Souza, Mario Osbert

2012-01-01

This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society?…

Education for Active Citizenship: Women's Organisations in Interwar Scotland

Science.gov (United States)

Wright, Valerie

2009-01-01

Following the enfranchisement of women in 1918 women's organisations throughout Britain reconsidered and revised their aims for the future. In many cases this involved educating their members, and women in general, on how to use their new influence in society. Such "education for citizenship", which also drove attempts to raise the…

Toward a Critical Stance: Citizenship Education in the Classroom

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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.

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…

Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World. Presidential Address.

Science.gov (United States)

Torres, Carlos Alberto

1998-01-01

Outlines problems in reconciling tensions among theories of citizenship, democracy, and multiculturalism in the context of capitalist societies, and resulting implications for comparative education scholars. Discusses the Enlightenment as foundation of citizenship, feminist criticism, postcolonialism, critical race theory, and social movements.…

Education and teaching in the context of emerging paradigm: a new way of thinking and receive the world for the formation of citizenship

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Jesús Enrique Archila Guío

2013-04-01

Full Text Available The document below is proposed, intended to generate some thoughts, (as has been done the last 50 years in Western thought about education, teaching and research, in the context of social practices contribute to the understanding of complex world in which intervenes civic culture, characterized by the convergence of different elements and multiple interactions in which the dynamism is its greatest feature, allowing the instruments relegation guiding the development of emerging and complex educational guidelines. The problem is formulated here, and so is made a priori, is the lack or absence of a mechanism that achieves attack pedagogical shortcomings of civic culture in regard to the social, and the existence of diversity social, and asking questions that guide reflection what are the characteristics of a pedagogy within education and research complex, allowing the formation of people with democratic qualities and citizenship skills.

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…

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

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

Democratic Learning Processes: Conceptual and Historical Challenges

DEFF Research Database (Denmark)

Christensen, Ann-Dorte; Rasmussen, Palle

2009-01-01

In this article democratic learning is conceptualised with inspiration from two academic traditions, one being the conceptions of citizenship, political identities and deliberative democracy in political sociology; the other theories and research on social and lifelong learning. The first part......'s empowerment and inclusion in the Danish democratic model. On the background of these two analyses the authors finally discuss some current democratic problems with integrating the diversity represented by ethnic minority groups. The discussion emphasizes the learning theory perspective on the initiative...... of the article outlines the authors' understanding of the core concepts involved. In the second part these conceptual discussions are related to two themes: the question of public adaptation of historical experiences in connection with the German reunification and the learning perspectives related to women...

The Democratic Citizen. A Rational Utopia of Post-Modern Education

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Miguel de la Torre Gamboa

2000-11-01

Full Text Available The article states that Mexico is currently undergoing a profound social crisis which sprang from the fact that public affairs are managed not taking into account the people's interests. That makes us think about the possibility of a more democratic society. To suggest an alternative to antidemocratic practice implies an effort to design an educational project, a sensible utopia, which is viable because it is not a hopeless criticism, but it gathers those elements from reality aiming to social transformation. A democratic society would be one which keeps a true symmetry among individual's interaction, and whose starting point is the universal principle of mutual respect and personal autonomy. Educators should work towards that sort of society through the image of the democratic citizen.

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…

Researching Citizenship Education in Africa: Considerations from Ghana and Liberia

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Quaynor, Laura J.

2015-01-01

Within the last 30 years, the African continent has experienced significant changes related to democracy, governance, and education; however, large-scale international studies of citizenship education have not included African nations. Despite this gap, youth political movements incubated in universities and secondary schools have been influential…

Why We Need to Question the Democratic Engagement of Adolescents in Europe

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Isolde De Groot

2016-02-01

Full Text Available Since the beginning of the 21st century, academics in various disciplines have stressed the need to address democratic deficits in Europe as well as lacunae in the citizenship development of European youth. In this article we explore the value of various types of democratic engagement for strengthening the democratic character of local and international communities throughout Europe. To this end, we present our democratic engagement typology and its derivation from empirical and conceptual research, and discuss several strengths and limitations of each type of engagement. We also explain the additive value of our typology in relation to existing engagement typologies, and conclude that in order to vitalize democratic communities, local and (international communities and institutions also need to cultivate a thick type of democratic engagement among European youth.

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.

Towards a Pedagogical Framework for Global Citizenship Education

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Blackmore, Chloe

2016-01-01

Amidst growing recognition of the importance of the learning process within global citizenship education, this paper develops a pedagogical framework including dimensions of critical thinking, dialogue, reflection, and responsible being/action. It draws on a variety of critical literatures to identify characteristics of each of these dimensions.…

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…

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…

Country Report: Civic and Citizenship Education in Italy: Thousands of Fragmented Activities Looking for a Systematization

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Olga Bombardelli

2017-07-01

Full Text Available Purpose: In the present paper we describe how civic and citizenship education takes place in Italy, trying to identify strengths and weaknesses, with the aims both of understanding the situation and of identifying possible measures for improvement. Methods: The methodology implies an analysis of the official guidelines by the Ministry in this field, a short view of the research publications of the last 30 years, the informal observation of the daily teaching at school from the personal experience of the authors in Italy. Findings: First of all we study the concept of civic and citizenship education, and focus on the curriculum of civic and citizenship education (aims, teaching approaches, taught time, methods and means in the school system, including the school culture and the experiences of participation inside school; we investigate the teacher training and role, the informal and non-formal influences in this educational field, and conclude dealing with the student assessment, and the evaluation of the outcomes. In the daily practice there are thousands of activities for civic and citizenship education, but a systematic design is lacking.

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…

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…

Media Literacy in Teacher Education: A Good Fit across the Curriculum

Science.gov (United States)

Meehan, Jessica; Ray, Brandi; Walker, Amanda; Wells, Sunny; Schwarz, Gretchen

2015-01-01

Current preoccupations in teacher education reform include data gathering, teaching technique, and preparing PK-12 students for standardized tests. The purpose of American education has been reduced to economic benefit. Concerns with ethical behavior, the good life, and democratic citizenship have fallen by the wayside except perhaps in a single…

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…

NASSP Curriculum Report, Vol. 7, No. 1. Education for Citizenship.

Science.gov (United States)

Larkin, Brian; Pannwitt, Barbara

This issue examines the trend of citizenship education in the public schools. Four basic approaches are described. The content approach is based on the belief that knowledge gained from certain courses will aid students in rational decision making and in being responsible citizens. It emphasizes law-related education, political science, and…

A Case for Cautious Optimism? Active Citizenship and the Australian Civics and Citizenship Curriculum

Science.gov (United States)

Peterson, Andrew; Bentley, Brendan

2017-01-01

In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of "active…

“A Good Citizen is What You’ll Be”: Educating Khmer Youth for Citizenship in a United States Migrant Education Program

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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.

Cross-disciplinary consumer citizenship education

DEFF Research Database (Denmark)

Nielsen, Sanne Schnell; Gottschau, Jette

2005-01-01

and common everyday experience for both students and pupils: the living conditions, lifestyle choices and consumer behaviour connected to a lunchtime meal. The overall aim of the workshop is to develop transferable knowledge, attitudes and skills among the students. The students are supposed to apply......This paper examines a cross-disciplinary, problem-oriented workshop dealing with consumer issues. The workshop forms part of the four-year Danish teacher training course offered by the Copenhagen Day and Evening College of Teacher Training. The workshop covers issues related to civic, environmental...... 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...

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…

Medborgarskapande för ett nytt millennium

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Magnus Dahlstedt

2014-01-01

Full Text Available Citizenship in the making for a new millenium – education and citizen formation in 21st century Sweden. The aim of this article is to analyse citizenship formation in Swedish education. In highlighting trends regarding the assignment of the educational system to provide for democratic citizenship there are certain depictions of citizenship prevailing. The first stresses an inward-looking and inward-feeling citizenship, characterizing the citizen as deliberative and emotional. The second stresses an inward-looking and outward-making citizenship, characterizing the citizen as entrepreneurial and willing. Here, democracy is portrayed as already achieved. This, we argue, is hazardous as society risk being pictured as apolitical and democratically ‘saturated’. This situation does not open up for democratic change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.

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…

Group problem solving as a different participatory approach to Citizenship Education.

NARCIS (Netherlands)

Guérin, Laurence

2017-01-01

Purpose: The main goal of this article is to define and justify group problem solving as an approach to citizenship education. It is demonstrated that the choice of theoretical framework of democracy has consequences for the chosen learning goals, educational approach and learning activities. The

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

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…

A Comparative Look at Citizenship Education in the Western World

OpenAIRE

Kathleen Tobin

2016-01-01

Book review of Citizenship, Democracy and Higher Education in Europe, Canada, and the USA. Edited by Jason Laker, Concepción Naval and Kornelija Mrnjaus. New York: Palgrave Macmillan, 2014. ISBN: 978-1-137-28747-2

The Evaluation of the Opinions of Prospective Teachers about the Objectives of Human Rights Education

Science.gov (United States)

Özbek, Ramazan

2017-01-01

The aim of this study is to evaluate opinions of prospective teachers attending Social Sciences Teaching Department Primary Education Section on the objectives of Human Rights Education in the scope of Citizenship and Democracy Education Curriculum. This study is vital for learning of democratic life. 25 prospective teachers studying in the 8th…

Can "Ubuntu" Provide a Model for Citizenship Education in African Democracies?

Science.gov (United States)

Enslin, Penny; Horsthemke, Kai

2004-01-01

Some proponents of Africanism argue that African traditional education and the principles of "ubuntu" should provide the framework for citizenship education. While conceding that understandable concerns lie behind defences of "ubuntu" as underpinning African democracy, we argue that the Africanist perspective faces various problems and makes…

Far Away and Nearby: Holocaust Remembrance and Human Rights Education in Switzerland

Science.gov (United States)

Schlag, Thomas; Wackerlig, Oliver

2010-01-01

The article considers how young people in Swiss schools are taught about the history and background of the Holocaust within the wider perspective of human rights education, as an important basis for education concerning democratic citizenship. Given the country's specific history, for decades the Holocaust was not a matter of great interest in…

Examining the Relationship between the Levels of Digital Citizenship and Social Presence for the Graduate Students Having Online Education

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Mithat ELCICEK

2018-01-01

Full Text Available The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35% and 93 men (65% graduate students enrolled in distance education master programs of Karadeniz Technical University. Individual Information Form, Social Presence Scale and Digital Citizenship Scale were used to collect data. Descriptive statistics were used in the study to determine the levels of digital citizenship and social presence of the students. Correlation analysis for the relationship between variables and linear regression for the predictive power were used. The results indicated that graduate students enrolled in distance education master programs had high levels in digital citizenship and social presence. Furthermore, the mentioned levels were comprehended to have significant and positive relationship among themselves. While the levels of digital citizenship and social presence didn’t differentiate significantly in terms of gender, social presence levels differentiated in favour of Educational Sciences Insitute. Also the level of social presence for the graduate students was concluded to be significantly predictive for digital citizenship level.

Contemporary Art and Citizenship Education: The Possibilities of Cross-Curricular Links on the Level of Content

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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.

More than Volunteering: Active Citizenship through Youth Volunteering

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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…

Digital citizenship and surveillance society - introduction

OpenAIRE

Hintz, Arne; Dencik, Lina; Wahl-Jorgensen, Karin

2017-01-01

Digital citizenship is typically defined as the (self-)enactment of people’s role in society through the use of digital technologies. It therefore has empowering and democratizing characteristics. However, as shown by this Special Section, the context of datafication and ubiquitous data collection and processing complicates this picture. The Snowden revelations have demonstrated the extent to which both state agencies and Internet companies monitor the activities of digital citizens and how t...

The History of the Democratic Adult Education Movement in Spain

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Oliver, Esther; Tellado, Itxaso; Yuste, Montserrat; Larena-Fernández, Rosa

2016-01-01

Background/Context: Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and…

Encountering Friction between Liberal and Neoliberal Discourses of Citizenship: A Non-Governmental Organization's Entrepreneurship Education in Tanzania

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DeJaeghere, Joan

2014-01-01

Educating for citizenship is increasingly situated within the tension of ensuring social, political, and civil rights while also promoting participation in the global market. The literature and practice on educating for citizenship often assumes a liberal perspective with attention to political and civil rights. A growing body of literature shows…

Media and Democracy. A Response to "The Need for Media Education in Democratic Education"

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Mason, Lance E.

2015-01-01

This response supports Stoddard's (2014) assertion that media education should be considered a crucial factor of democratic education and offers both extensions and cautions related to that end. Extensions include practical suggestions for studying the non-neutrality of technology. The author also cautions educators that if media education and…

Islam and Citizenship Education in Singapore: Challenges and Implications

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Tan, Charlene

2007-01-01

The religious diversity of Singapore, coupled with the current phenomenon of Islamic revivalism, makes the management of religion a paramount concern for the Singapore government. By examining the developments of Islam in Singapore, this article explores the challenges and implications these developments have on citizenship education in the…

International Education: The International Baccalaureate, Montessori and Global Citizenship

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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…

A Comparative Look at Citizenship Education in the Western World

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Kathleen Tobin

2016-09-01

Full Text Available Book review of Citizenship, Democracy and Higher Education in Europe, Canada, and the USA. Edited by Jason Laker, Concepción Naval and Kornelija Mrnjaus. New York: Palgrave Macmillan, 2014. ISBN: 978-1-137-28747-2

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

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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…

The Cultural Contours of Democracy: Indigenous Epistemologies Informing South African Citizenship

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Kubow, Patricia K.; Min, Mina

2016-01-01

Drawing upon the African concept of "ubuntu," this article examines the epistemic orientations toward individual-society relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside…

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

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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

Making Civics Count: Citizenship Education for a New Generation

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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…

Leadership Education Priorities in a Democratic Society

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Page, William Tyler

2010-01-01

Is there still an effort to include democratic ideals in public education? Some claim that it is no longer a priority, the result of a lack of common definition or perceived benefits. In today's policy driven climate, school leaders must transition to new and more effective approaches to enhancing learning and teaching. Aspiring principals/leaders…

Internal Migration and Citizenship Education in China's Shenzhen City

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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…

"Are" WE the World? A Critical Reflection on Selfhood in U.S. Global Citizenship Education

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Wang, Chenyu; Hoffman, Diane M.

2016-01-01

Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. This article offers an interpretive discourse-based critique of ideas of selfhood…

Youth citizenship, national unity and poverty alleviation: East and West African approaches to the education of a new generation

OpenAIRE

Arnot, Madeleine; Casely-Hayford, Leslie; Wainaina, Paul K.; Chege, Fatuma; Dovie, Delali A.

2009-01-01

Youth citizenship is now on the international agenda. This paper explores what that concept might mean in the context of two African nations: Kenya and Ghana. Post independence, both countries focused on rethinking the colonial concept of citizenship in line with their political-cultural traditions, providing education for all youth and to encouraging new notions of national citizenship. Programmes for civic education were established that have been reshaped over the last fifty years. These c...

The democratic horizons of the museum: Citizenship and culture

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Dahlgren, P.; Hermes, J.; Witcomb, A.; Message, K.

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

Citizenship Education Model: "Piecing It Together: The Statue of Liberty as an American Education Symbol of Citizenship Education."

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Trimboli, Angela

This document argues that the Statue of Liberty has a lot to offer teachers who need to teach citizenship to elementary students. Among the symbols within the statue that have relevance to citizenship are: (1) the tablet; (2) the chains; (3) the step from the chains; () the torch; (5) the crown; (6) the face; and (7) the new infrastructure. The…

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

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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,…

Holocaust Knowledge and Holocaust Education Experiences Predict Citizenship Values among US Adults

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Starratt, Gerene K.; Fredotovic, Ivana; Goodletty, Sashay; Starratt, Christopher

2017-01-01

This community-based research investigated the relationship among Holocaust knowledge, Holocaust education experiences, and citizenship values in adults residing in the US. This study contributes to the literature an inferential investigation that reports positive civic attitudes associated with Holocaust education. A moderate correlation was…

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

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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…

Non-formal Education and Its Role in Establishing a Democratic Culture within Indonesian Heterogeneous Society.

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Tampubolon, Mangatas

2003-01-01

Examines nonformal education's part in expanding democratic culture in Indonesia; discusses contextual constraints on democracy, use of nonformal education for literacy and life skills development, and the influence on developing citizen awareness of responsibilities in a democratic society. (Contains 28 references.) (SK)

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

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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…

Leadership Education Priorities for a Democratic Society

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Jenlink, Patrick M.

2010-01-01

Determining the priorities for leadership education in a democratic society is a complex, challenging responsibility, not a task to be taken lightly. It is complex on one level in that to be a leader in schools "today is to understand a profoundly human as well as a professional responsibility." It is challenging on another level in that preparing…

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

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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…

Citizenship in the context of globalization

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Ulvin Veizaj

2017-11-01

Full Text Available Citizenship is considered as a legal relationship in the basis of which is a social fact, a feeling and solidarity interest, combined with reciprocity of rights and obligations.1 Citizenship is a legal expression for the fact that the person who posses that, attributed to him by the law or by an act, is more closely associated with the population of the state of his citizenship than the population of any other state. At the moment obtaining the citizenship, it is also granted the possibility to exercise the right in international level, by the states, for the diplomatic protection of its citizens in cases when they are punished. This justifies and legitimizes the requirements of states for granting citizenship in terms of performance and behavior2 , imposing restrictions such as military service; payment of tax liabilities or exercise of jurisdiction. Citizenship is considered a fundamental category for the understanding of liberal democracy. It is considered a strategic element to understand the organization and functioning of democratic institutions (Zolo, 1994, IX. Citizenship is considered an important element as, through the sociological legal approach, it helps us to link individual rights to the political environment. It also affects the analysis of the relationship between the state level of the rights protection and the international one on which it depends, in an increasingly global society, the possibility of the effective enjoyment of the rights and freedoms. If we were to ask a simple question of who was considered a citizen, we would immediately create a circle of people who have relations with the state in terms of family background or territorial affiliation. This category of persons, considered as citizens, is easily distinguished by foreigners because they are subject to the legislation of another country, and consequently posses the rights and also must fulfil the obligations established in their own country. Thus, citizenship

Politics, gender and youth citizenship in Senegal: Youth policing of dissent and diversity

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Crossouard, Barbara; Dunne, Máiréad

2015-02-01

This paper reports on empirical research on youth as active citizens in Senegal with specific reference to their education and their sexual and reproductive health rights. In a context of postcoloniality which claims to have privileged secular, republican understandings of the constitution, the authors seek to illuminate how youth activists sustain patriarchal, metropolitan views of citizenship and reinforce ethnic and locational (urban/rural) hierarchies. Their analysis is based on a case study of active youth citizenship, as reflected in youth engagement in the recent presidential elections in Senegal. This included involvement in youth protests against pre-election constitutional abuse and in a project monitoring the subsequent elections using digital technologies. The authors compare how youth activists enacted different notions of citizenship, in some instances involving a vigorous defence of Senegal's democratic constitution, while in others dismissing this as being irrelevant to youth concerns. Here the authors make an analytic distinction between youth engagement in politics, seen as the public sphere of constitutional democracy, and the political, which they relate to the inherently conflictual and agonistic processes through which (youth) identities are policed, in ways which may legitimate or marginalise. Despite the frequent construction of youth as being agents of change, this analysis shows how potentially productive and open spaces for active citizenship were drawn towards conformity and the reproduction of existing hegemonies, in particular through patriarchal gender relations and sexual norms within which female youth remained particularly vulnerable.

Democratic Leadership in Education

Science.gov (United States)

Woods, Philip A.

2005-01-01

In this book Philip Woods turns his attention to issues of democracy and leadership. He has provided an eloquent, intellectually compelling and sophisticated account of a new leadership label--democratic leadership. He argues that the purpose of "democratic" leadership is to create and help sustain an environment that enables everyone…

英教育家 F. Clarke 民主教育理念之探究 F. Clarke’s Ideas of Democratic Education

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顧曉雲 Hsiao-Yuh Ku

2013-06-01

Full Text Available 本文旨在探究英國教育家F. Clarke（1880-1952）之民主教育理念，主要闡述Clarke民主理念之三大要點，亦即「平等與選擇」、「國家與社群」及「自由與責任」，以及此三大要點分別在中等教育、教育行政及公民素養教育等三方面的意涵。首先，Clarke主張有機的平等概念，並呼籲根據學生不同的性向和能力提供適當的中等教育。其次，Clarke堅持國家和社群不能等同，並劃定國家 教育功能的範圍，同時提倡由中央、地方和教師專業組織組成之「三方夥伴關係」。最後，Clarke強調「負責任的自由」，並重視培養公民對於社群的責任。Clarke此三大方面的民主教育理念不僅體現了「自由主義式的民主」（liberal democracy）的精神，更極具英式民主的特徵。透過對於Clarke之民主教育理念的研究，本文不僅揭示了英國於1930至1940年代民主教育的主流論述，更有助於深化吾人對於英國從19世紀初到20世紀中葉之民主理論發展的瞭解。 This paper aims to examine Fred Clarke’s ideas of democratic education. Clarke (1880-1952 was a well-known English educationist in the mid-twentieth century. Throughout his life, he was concerned about the development of democratic education and contributed himself to the establishment of a democratic social order. Although Clarke’s ideas of democratic education were scattered throughout his essays, speech notes and lecture notes rather than concentrated in one or two major works, three of his key themes are discussed in this paper: “equality and selection,” “the State and the community,” and “freedom and responsibility.” The ideas are all embodied in the ideals of liberal democracy and the essence of British democracy. Moreover, these three themes are elaborated in this paper in relation to secondary education, educational administration and citizenship education

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, N.E.; Jansen, T.J.M.

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

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

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

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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.

Constructing female citizenship in transition : Women's activism and education in Myanmar

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Maber, E.J.T.

2017-01-01

Varied education sites, particularly in situations of conflict and transition, can play multiple, and changing, roles, including validating reproductions of state-sanctioned citizenship along exclusive strata, or conversely adopting a more oppositional stance. Such constructions can be highly

Democracy Project: Building Citizenship through Schools | IDRC ...

International Development Research Centre (IDRC) Digital Library (Canada)

Citizenship education in schools is a powerful tool to build people's ability to demand recognition of their ... and foster debate on strengthening democracy and citizenship through school education. ... Inclusive growth: Buzzword or innovation?

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

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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…

Translating Globalization and Democratization into Local Policy: Educational Reform in Hong Kong and Taiwan

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Law, Wing-Wah

2004-11-01

The past two decades have witnessed three important international trends: an increase in the number of democratic states; economic globalization; and educational reforms in light of the challenges of the new millennium. A great deal of research has addressed educational change in relation to either globalization or democratization, but little has been said about the complex interactions among all three processes. In view of recent educational reforms in Hong Kong and Taiwan, the present contribution examines the local nature of education policy in a globalized age. It challenges those globalization theories which minimize the role of the state and exaggerate the power of globalization over local factors. In particular, it explores how the governments of these two Chinese societies have employed democratization to generate and legitimate reform proposals and have used economic globalization to justify educational reforms. The study concludes by discussing the complex interrelations of these processes, including tensions between global and local concerns in educational reform.

Religion and the Cultivation of Citizenship in Chinese Higher Education

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Zhao, Zhenzhou

2017-01-01

A growing body of research has documented the escalating popularity of religion among student populations in China's higher education settings. Despite the changes sustained by China's religious policies throughout the post-Mao era, the state has not abandoned its long-standing approach of cultivating citizenship through Marxist-Leninist-oriented…

Democracy Project: Building Citizenship through Schools | CRDI ...

International Development Research Centre (IDRC) Digital Library (Canada)

, and ... materials and teachers' training modules on citizenship education. ... and the political class, frail government institutions, high social unrest, corruption, and ... Citizenship education in schools is a powerful tool to build people's ability to ...

Expecting the Exceptional: Pre-Service Professional Development in Global Citizenship Education

OpenAIRE

Appleyard, Natalie; McLean, Lorna R

2011-01-01

This case study analyses a professional development (PD) program in global citizenship education (GCE) that seeks to develop teacher education candidates’ knowledge and capacities as global citizens during a one-year Bachelor of Education program. In particular, we explore how pre-service teachers perceived and experienced PD in GCE as a component of their professional learning and how this knowledge related to their understanding of curricula and pedagogical practices. First, we explore a mo...

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

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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…

Citizenship education: social science teachers' views in three European countries

NARCIS (Netherlands)

Jeliazkova, Margarita I.

2015-01-01

The aim of the study presented in this study is to map the diverse views of secondary school teachers on citizenship education in Bulgaria, Croatia, and the Netherlands; to explore these views and to compare them, in order to arrive at a richer understanding and possibly to suggest ways for engaging

Consensus and Contested Citizenship Education Goals in Western Europe

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Eidhof, Bram B. F.; ten Dam, Geert T. M.; Dijkstra, Anne Bert; van de Werfhorst, Herman G.

2016-01-01

As schools are increasingly expected to develop their students' political and social engagement in order to promote good citizenship, they are struggling to define what good citizenship is. In this article, we put forward a way of formulating perspectives on citizenship that specifies the normative aspects of good citizenship in a systematic…

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

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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.

Practical Implementation of Global Citizenship Education at the Slovak University of Agriculture

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Mravcová, Anna

2016-01-01

Global citizenship is still a relatively new concept concerned mainly with the growing prominence of global and development education issues. The importance of this phenomenon is increasing in the area of education, which must be able to respond to the interconnection and interdependency of the current world. There is an effort to support…

Adult education in the USA: A critical examination of public policy (1998-2013). Paper presented at the II ESREA Network Conference on Policy Studies in Adult Education, Aalborg, Denmark, 18-20 June

DEFF Research Database (Denmark)

Milana, Marcella; McBain, Lesley McBain

In the mid-1990s, the United States of America redefined the functional role of federal, state, and local governments in the field of adult education. This led, under the Democratic administration of Bill Clinton (1993–2001), to the approval of the Workforce Investment Act (WIA) of 1998; still...... on migrants and citizenship education, standards and accountability measures’ development, and after the great recession also on national economic (sustainable) growth. However, as we contend, this apparent bipartisan trend hides underlying differences in meanings that reproduce and extend conservative vs....... liberal ideologies to the policy debate on adult education by Republican and Democratic congressmen, respectively....

Making and Shaping Participatory Spaces: Resemiotization and Citizenship Agency in South Africa

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Kerfoot, Caroline

2011-01-01

In South Africa, democratic consolidation involves not only building a new state, but also new interfaces between state and society. To strengthen the agency of citizens at these interfaces, recent approaches to development stress the notion of "participatory citizenship." The purpose of this article is to explore the links, rarely…

Practitioner Perspectives on Learning for Social Change through Non-Formal Global Citizenship Education

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Brown, Eleanor J.

2018-01-01

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation's goals of change for social justice through educational…

Responsible Research and Innovation Indicators for Science Education Assessment: How to Measure the Impact?

Science.gov (United States)

Heras, Maria; Ruiz-Mallén, Isabel

2017-01-01

The emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad…

Citizenship Education in the Kingdom of Saudi Arabia: History and Current Instructional Approaches

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Badr Abdullah Alharbi

2017-10-01

Full Text Available This review article attempts to review current studies related to Citizenship Education (CE in order to shed light on the provisions of citizenship education in the Kingdom of Saudi Arabia (KSA. The review examines the significance of   CE in the KSA. It also explores the history of CE in the KSA followed by its national identity, as this too, affects the nature of the CE offered in the country. Then the article identifies and explores the implementation of CE in the KSA. In addition, the article discusses the approaches of introducing Citizenship Education in the KSA, its content and implementation. It can be argued that Islam has played a crucial role in shaping Saudi citizens’ private and national identities and their national values. The study also found that CE in Saudi Arabia faces multiple challenges. It emphasizes citizens’ responsibilities, duties, identity formation, and obedience towards the system and how one can achieve them. It also appears that promoting freedom, equality, fairness, freedom of expression and participation in the decision making process is poorly addressed. Moreover, lack of teaching aids and lack of specialist teachers and training are some major challenges to implement CE in the KSA. The article ends by drawing some conclusions.

Citizenship Engagement: Responses from High School Students

OpenAIRE

Martin, Leisa A.

2017-01-01

In the United States, the main mission of social studies education is to prepare students for citizenship. With this in mind, the following study examined 191 high school students’ views on how they demonstrated citizenship. Traditionally with this age group, personally responsible citizenship has been a common form of self-reported citizenship engagement. However, in this study, the students seemed to conceptualize citizenship differently. With the Akwesasne Mohawk students, the European Ame...

Developing Curriculum for Democracy through International Partnerships. ERIC Digest.

Science.gov (United States)

Hamot, Gregory E.

The fall of communism in eastern and central Europe inspired the call for curriculum development in citizenship education throughout the growing democratic world. Many programs between U.S. institutions and newly developing democracies continue to produce curricula for democratic citizenship suited to local needs. This digest discusses: (1)…

Mental health, citizenship, and the memory of World War II in the Netherlands (1945-85).

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Oosterhuis, Harry

2014-03-01

After World War II, Dutch psychiatrists and other mental health care professionals articulated ideals of democratic citizenship. Framed in terms of self-development, citizenship took on a broad meaning, not just in terms of political rights and obligations, but also in the context of material, social, psychological and moral conditions that individuals should meet in order to develop themselves and be able to act according to those rights and obligations in a responsible way. In the post-war period of reconstruction (1945-65), as well as between 1965 and 1985, the link between mental health and ideals of citizenship was coloured by the public memory of World War II and the German occupation, albeit in completely different, even opposite ways. The memory of the war, and especially the public consideration of its victims, changed drastically in the mid-1960s, and the mental health sector played a crucial role in bringing this change about. The widespread attention to the mental effects of the war that surfaced in the late 1960s after a period of 20 years of public silence should be seen against the backdrop of the combination of democratization and the emancipation of emotions.

Unconsciously Indigenous Leadership: The Role of Cognitive Disequilibrium in Preparing Democratic Educational Leaders

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Farmer, Tod Allen

2008-01-01

This paper focuses on the role of cognitive disequilibrium in preparing democratic educational leaders. Followers emerge into leaders with what are many times unconsciously socialized norms and values indigenous to their local culture. One of the roles of a democratic leadership preparation program is to challenge these unconsciously accepted…

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

African Journals Online (AJOL)

In order to address this prevailing condition, the paper believed that citizenship education is a veritable tool for solving the problem of political instability in Nigeria. The paper adopted descriptive and content analysis method. The paper opined that lack of political stability in Nigeria is due to lack of adequate attention to ...

Teaching for Cosmopolitan Citizenship

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Osler, Audrey

2016-01-01

"Teachers need to prepare young people for interdependence and diversity at all scales: in the school community, neighborhood, town or city, nation, and globe," writes Audrey Osler. "This is what I refer to as 'education for cosmopolitan citizenship.'" In this article, the founding director of the Centre for Citizenship and…

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

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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.

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

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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.

Learning Management Guidelines for Social Studies towards Thai Citizenship, ASEAN Citizenship, World Citizenship for the 21st Century Learners

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Wipada Phinla

2016-12-01

Full Text Available The Contempolary global society is witnessing on extensive competition and cooperation among countries that leads to regional integration to strengthen their common political, social, economic and cultural aspirations. Thailand, a country in Southeast Asia region, has joined other 9 members of ASEAN for the establishment of the ASEAN Community in 2015 The aim of the establishment is For enhancing liberalization of trades among the country members, the arrangements are reflected in the efforts to cope with the change through the civil education system. Education is recognized as a key mechanism in the development of a perfect human being physically, emotionally, socially and intellectually. Therefore, to prepare for learners in the 21st century to become Thai Citizenship, ASEAN Citizenship, World Citizenship, it is important for teachers to develop learners inorder to meet the social aspirations and lead a happy and peaceful life in the society.

Science popularization and European citizenship in Poland

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Jacek Piotr Szubiakowski

2007-09-01

Full Text Available The idea to link European citizenship and science education is surely new and uncommon in Poland, but we think, as SEDEC project, that can enrich both the panorama of science popularization outside and inside school system. I checked carefully curricula for every stage of school education looking for the topics concerning the developing of the European citizenship. I found that they are usually connected to the history, geography and some activities developing of the knowledge about generally defined citizenship. The spare topics connected directly to the science are present especially in grammar school curriculum. They may be divided into three groups: exploiting the common heritage, common object of interest and scientific community respectively. In that paper I would like to show how the activities in each of the group may influence the EU citizenship developing process. I am going to emphasize the good choice of science as a context or a medium for EU citizenship education. It may be an important point especially in Central Europe. Additionally I would like to present some auxiliary events that are enable through the external educational resources such as museum and planetarium.

Educating Citizens in Late Modern Societies

DEFF Research Database (Denmark)

Christensen, Torben Spanget

2011-01-01

One way or the other democratic states need to take on the task of educating its rising generation in governmental affairs, societal matters and citizenship in order to sustain the democracy itself. This article presents a model for analysing civic education in late modern, globalised world....... The model is based on the fundamental belief that the overall aim of civic education in democratic, late modern and global societies is empowerment of the citizen in order to establish a self governing citizen who simultaneous is capable of managing and keeping together partly contradictory citizens tasks...... studies and evaluations of the Danish upper secondary school completed at my department at University of Southern Denmark in recent years, especially connected to a quite far reaching curriculum reform from 2005. It is assumed that this Danish development is an expression of a more general phenomenon...

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.

Educação e sociedade democrática: interpretações sociológicas e desafios à formação política do educador Education and democratic society: sociological interpretations and challenges to political education of educators

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Alexandre Silva Virginio

2012-04-01

, supporting the convergence between curricular processes and social needs. Based on Brazilian reality, we assert that the construction of a democratic conscience and personality stems from the achievement of another sociability, which is consonant with the values of reciprocity and cooperation, as much as sensible to the qualification of the terms that define, objectively and subjectively, the quality of life. Such quality stems, moreover, from the development of critical interpretations and/or creative proposals created as a result of and by everyday experience. Considering the precarious nature of our citizenship, as much as the ongoing educational challenges, we therefore highlight the challenge of the political education for educators. If observed and developed within ethical-political relations common to the teacher knowledge and know-how, this formative dimension can offer a humanist connotation to the process of school socialization, especially by taking into account the needs and difficulties of the popular class. More than that, it may mean the necessary mediation, although still insufficient, between the democratic project and democratic society, or even between social reality and contexts of citizenship, as well as between political needs and social change.

Consensus and contested citizenship education goals in Western Europe

NARCIS (Netherlands)

Eidhof, B.B.F.; ten Dam, G.T.M.; Dijkstra, A.B.; van de Werfhorst, H.G.

2016-01-01

As schools are increasingly expected to develop their students’ political and social engagement in order to promote good citizenship, they are struggling to define what good citizenship is. In this article, we put forward a way of formulating perspectives on citizenship that specifies the normative

Media Literacy for the 21st Century. A Response to "The Need for Media Education in Democratic Education"

Science.gov (United States)

Levine, Peter

2015-01-01

We cannot pretend to educate young people for citizenship and political participation without teaching them to understand and use the new media, which are essential means of expressing ideas, forming public opinions, and building institutions and movements. But the challenge of media literacy education is serious. Students need advanced and…

Democratic and Inclusive Education in Iceland: Transgression and the Medical Gaze

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Ólafur Páll Jónsson

2016-03-01

Full Text Available ‘Inclusive education’ and ‘democracy’ are more than buzzwords in education. They refer to official educational policy in much of the western world. Democracy as a school policy seems to be widely accepted while inclusive education is more controversial, sometimes fuelling lively public debates where parents and politicians are vocal. However, there seems to be little agreement on what ‘inclusive education’ means, although one can discern a certain core to the understanding of ‘inclusive education’ among many of those who participate in the public debate. Central to the above understanding of inclusive education and democracy are certain features that I want to draw attention to. First, what falls under the headings ‘democracy in schools’, ‘democratic education’ or ‘student democracy’, on the one hand, and ‘inclusive education’, on the other, have little to do with one another. I discuss how the medical gaze in the context of education belongs to the dominant ideology of the time and is thus prevailing without ever having to be argued for or defended. The consequence of this is, as I see it, that education (which sometimes is more training than growth is being cast in pathological terms. I connect the idea of transgression to that of democratic school and character. Transgression is relevant in two ways here. The school has to be a place where transgression is encouraged and, secondly, it is a place where transgression is valued as a democratic virtue. Virtue here could, I think, be understood in Aristotelian terms – or even given a Socratic interpretation.

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

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Ahmadizadeh Zahra

2014-05-01

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.

Citizenship and RE

DEFF Research Database (Denmark)

Kjeldsen, Karna

2016-01-01

The fact that the public school is seen and/or used as an important tool for the nation state in its efforts to form good citizens, strengthen a national identity and promote particular values is not new. Religion education (RE) is in many countries linked closely to such efforts and is thus...... frequently subject to political, public and professional discussions. Supra-national processes such as globalization, pluralization and migration are now challenging individual European nation-states and Europe as a whole, not least when it comes to ideas about social cohesion and co-existence, cultural...... identity and the function of the public school. Projects and discourses about 'citizenship education', 'intercultural education' and RE’s potential contribution to this area can be seen as political educational responses to these challenges. However, there is far from any consensus as to what citizenship...

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

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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.

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…

Digital citizenship and neoliberalization: governing digital citizens in Denmark

DEFF Research Database (Denmark)

Schou, Jannick; Hjelholt, Morten

2018-01-01

Digital citizenship is becoming increasingly normalized within advanced democratic states. As society and governmental institutions become reliant on digital technologies, citizens are expected to be and act digitally. This article examines the governance of digital citizens through a case study...... this case study, the article contributes to current critical perspectives on the digital citizen as a new political figure. It adds new insights into digital citizenship by connecting this figure to wider processes of neoliberalization and state restructuring, pushing for a more pronounced focus...... of digitalization efforts in Denmark. Drawing on multiple forms of data, the article showcases how digital citizens are governed through a combination of discursive, legal and institutional means. The article highlights the political, but also institutional work that goes into making citizens digital. Providing...

Lift Every Voice and Sing: Democratic Dialogue in a Teacher Education Classroom.

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Hufford, Don

This paper describes a model that builds on the assumption that educators teaching foundations of education courses have a unique opportunity to model the democratic process and a moral responsibility to infuse the art of human conversation and self-transcendence into education. Exposure to such classes may encourage preservice teachers to go…

Analysis of 8th Grade Students' Viewpoints to the Concept of Democratic Citizen through Metaphors

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Gizem Karabulut

2017-09-01

Full Text Available In this study, it is aimed to determine the view of the 8th grade students on the concept of democratic citizens through the metaphors. In the research towards the general objective, one of the qualitative research designs phenomenology was used. The participants of the survey are 160, 8th grade students in the Körfez district of Kocaeli province in the academic year of 2016-2017. Of the 8th grade students who participated in the survey, 85 are boys and 75 are girls. Data have been reached with semi-structured forms. The metaphors and explanations written by the students were used as the basic data source in this research. Data were analyzed through content analysis. The findings from the research show that 8th grade students perceive democratic citizenship in eight categories: freedom, justice, unity and solidarity, participation, equality, patriotism, diligence and responsibility. When the opinions of the students are analyzed, it is seen that the metaphors they produce concentrate on the categories of freedom and justice. In this context, with 13 students the most widely used metaphor is “fair citizen”. Besides the students produced metaphors mostly in the category of freedom. With “tree“ and “free bird” metaphors they emphasized dimension of freedom of democratic citizenship. Students have also mentioned the distinctive characteristics of democracy, such as decision-making, election, voting, and having a saying in the country's administration when they are explaining what they do with democratic citizen.

Deviant Citizenship: DREAMer Activism in the United States and Transnational Belonging

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Joaquina Weber-Shirk

2015-08-01

Full Text Available My analysis places the assertions of political presence by non-citizen immigrant youth in the U.S. (often referred to as DREAMers within a rapidly globalizing world; this placement re-frames the DREAMers’ movement from a fight for U.S. citizenship to a broader critique of the limits and impossibility of liberal democratic citizenship, which claims to be all-inclusive. Increased transnational migration has brought into stark relief the inequality that current frameworks of nation-state citizenship, as a caste-system of rights, have codified. I am interested in the activism of immigrant youth as a place to explore where immigrants themselves are reasserting the right to politics. This reassertion privileges the social embeddedness of family ties and community above the notion of individual choice or individual rationality. In doing so, this articulation of politics is a critique of the liberal order by forcing the consideration of the contexts and structures that create migration, exploitation, and transnational communities of belonging.

Multicultural and Global Citizenship in the Transnational Age: The Case of South Korea

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Moon, Seungho

2010-01-01

Transnational flows and influx influence perspectives about the concepts of citizenship limited within nation-state borders. The author challenges liberal assimilationist conceptions of citizenship education in order to explore possibilities for the advancement of both multicultural citizenship and global citizenship education. He situates South…

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…

The Challenges of Gaming for Democratic Education: The Case of iCivics

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Stoddard, Jeremy; Banks, Angela M.; Nemacheck, Christine; Wenska, Elizabeth

2016-01-01

Video games are the most recent technological advancement to be viewed as an educational panacea and a force for democracy. However, this medium has particular affordances and constraints as a tool for democratic education in educational environments. This paper presents results from a study of the design and content of four iCivics games and…

Parents' views on sex education in schools: How much do Democrats and Republicans agree?

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Kantor, Leslie; Levitz, Nicole

2017-01-01

More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents' political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs) and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties.

Parents' views on sex education in schools: How much do Democrats and Republicans agree?

Directory of Open Access Journals (Sweden)

Leslie Kantor

Full Text Available More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents' political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties.

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

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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…

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

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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…

The Global Citizenship Agenda and the Generation of Cosmopolitan Capital in British Higher Education

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Friedman, Jonathan Z.

2018-01-01

Cosmopolitanism has been cast by some in recent years as a form of cultural capital, disproportionately available to students on elite educational pathways. This article tests this supposition, by comparing the enactment of global citizenship education reforms at two high-status and two low-status universities in the United Kingdom. These…

democratic approaches to environmental education: dream or ...

African Journals Online (AJOL)

processes of democratic pedagogy are often antithetical to the processes of contemporary schooling. Based on a case study of an attempt at democratic pedagogy in an Australian primary school, this paper explores some of the factors that may ... individual citizens for participation in and commit- ment to democratic ...

The Common Good and Citizenship Education in England: A Moral Enterprise?

Science.gov (United States)

Peterson, Andrew

2011-01-01

The notion of the common good has been cited as a key constituent of citizenship education in England, within which the development of a concern for the common good represents a key disposition. The term has, however, received little critical attention to date within the discourse of the subject, either in terms of its theoretical basis or its…

"Active Citizenship Is an Awesome Party!" Creating In-Between Spaces for the School-Community-University Partnership

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Moon, Seungho

2016-01-01

An arts-based afterschool program is introduced in advancing children's democratic citizenship and a sense of community. The ARtS Initiative (Aesthetic, Reflexive thoughts, & Sharing) has reimagined arts and aesthetics for young people in urban settings, providing an unquantifiable experience focused on promoting pluralistic societies. The…

Citizenship education, national identity and political trust: The case of Sweden

OpenAIRE

Lödén, Hans

2014-01-01

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 understa...

Examining the Relationship between the Levels of Digital Citizenship and Social Presence for the Graduate Students Having Online Education

OpenAIRE

Mithat ELCICEK; Hüsamettin ERDEMCİ; Hasan KARAL

2018-01-01

The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35%) and 93 men (65%) graduate students enrolled in distance education master programs of Karadeniz Technical University. Individual Information Form, Social Presence Scale and Digital Citizenship Scale were used to collect data. Descriptive statisti...

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.

Educating Citizens of 'The Global': Mapping Textual Constructs of UNESCO's Global Citizenship Education 2012-2015

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VanderDussen Toukan, Elena

2018-01-01

In this article, I pose the question of what constructs of 'global citizenship education' are being mobilized by key international actors. I undertake a comparative analysis of three key United Nations (UN) and United Nations Educational, Scientific and Cultural Organization (UNESCO) documents that have emerged in the past 5 years to frame the…

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

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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.

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

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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.

State , Citizenship and Participatory Democracy Between Managerial Reform and Legitimation of Social Power in Public Management

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Marana Sotero De Sousa

2016-06-01

Full Text Available The present article tries to point out the importance of participatory democracy for continuous affirmation of Law Democratic State, shrouded at modifications about citizenship in his evolution between State models following as suffered reforms under Brazilian Public Administration. Through qualitative methodology, especially with historical and hermeneutic procedures and bibliographical sources, the objective is develop the discussion about Popular Participation As legitimation instrument in the decisions that are limited in the administrator space. At the end, show the popular participation and citizens are fundamentals for current democratic model of state.

Families, School Choice, and Democratic Iterations on the Right to Education and Freedom of Education in Finnish Municipalities

Science.gov (United States)

Varjo, Janne; Kalalahti, Mira; Silvennoinen, Heikki

2014-01-01

This article analyzes the ways in which the right to education and freedom of education are expressed in local school choice policies in Finland. We aim to discover the elements that form democratic iterations on the right to education and freedom of education by contrasting their manifestations in three local institutional spaces for parental…

Preparing Teachers to Teach Digital Citizenship

NARCIS (Netherlands)

Searson, Michael; Voogt, Joke; Whittier, David; Plants, Robert; Gibson, David; Sutton, Bonnie; Ochoa, Marilyn; Sutton, Vic; McBride, Ron; Searson, Michael

2013-01-01

A team of SITE leaders was awarded a highly competitive “Digital Citizenship Award” from Facebook to explore the role of digital citizenship in teacher education. The focus of the SITE “Preparing Teachers to Teach Digital Citizenship” project is the development of a college based course, available

Creating Democratic Citizenship through Drama Education: The Writings of Jonothan Neelands

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O'Connor, Peter, Ed.

2010-01-01

This selection of the seminal texts of Jonothan Neelands is essential reading for everyone involved in drama education. It showcases the classroom participatory democracy through ensemble based theatre education which Neelands developed over 25 years. Readers will find: (1) Neelands' development in the 1980s of the conventions approach which made…

Democratic Schools.

Science.gov (United States)

Apple, Michael W., Ed.; Beane, James A., Ed.

This book illustrates how educators in four U.S. communities committed themselves to preparing students for the democratic way of life. In four narratives, educators directly involved in four different school-reform efforts describe how they initiated demographic practices in their educational settings. The four schools serve as reminders that…

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

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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.…

Citizenship Education in Croatia: At the Margins of the System

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Kekez, Anka; Horvat, Martina; Šalaj, Berto

2017-01-01

Purpose: This paper unfolds the ways in which Croatia, as a young post-communist democracy, has aligned its transition and consolidation with the development of education programs that would support the protection of human rights and the creation of a democratic political culture. Design/methodology/approach: By combining the existing studies with…

Global citizenship is key to securing global health: the role of higher education.

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Stoner, Lee; Perry, Lane; Wadsworth, Daniel; Stoner, Krystina R; Tarrant, Michael A

2014-07-01

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. While personal responsibility is crucial, alone it is insufficient. We argue that one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Global citizenship competency has become an integral part of the higher education discourse; this discourse can and should be extended to include global health. A global citizen is someone who is (1) aware of global issues, (2) socially responsible, and (3) civically engaged. From this perspective, personal health is not solely an individual, self-serving act; rather, the consequences of our lifestyle choices and behaviors have far-reaching implications. This paper will argue that, through consciously identifying global health within the constructs of global citizenship, institutions of higher education can play an instrumental role in fostering civically engaged students capable of driving social change. Copyright © 2014 Elsevier Inc. All rights reserved.

Civil Society, Democratic Space, and Social Work

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Neelmani Jaysawal

2013-10-01

Full Text Available Civil Society envisages the growth of civilization in a way that the society is in “civilized form.” It has been prominent in Social science since time immemorial. Till 18th century, it was synonymous with the state or political society. It was more or less direct translation of Cicero’s Societas’ Civilis and Aristotle’s Koinonia politike. According to Karl Marx, “Civil Society embraces the whole material intercourse of individuals within a definite stage of development of productive forces.” Civil Society is an arena where modern man legitimately gratifies his self-interest and develops his individuality, but also learns the value of group action, social solidarity which educates him for citizenship and equips him to participate in the political sphere of the state. It provides “networks of civic engagement” within which reciprocity is learned and enforced, trust is generated. An active and diverse civil society plays a valuable role in advancement of democracy. It seeks to ensure that citizen’s interests are taken seriously. The social work intervention may not be democratically envisaged until it is promulgated by civic engagement through Civil Society. Methodology: This is a descriptive study which consists of secondary source of data collection based on reports, books, periodic journals, web-based articles. There have been utilized three case studies for reaching the findings of study. This article will highlight on role of civil society in providing democratic space and assisting social workers to ensure inclusive growth through conglomeration of state and individuals.

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

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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…

Assessing Citizenship Behavior in Educational Contexts: The Role of Personality, Motivation, and Culture

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Chen, Sylvia Xiaohua; Carey, Timothy Patrick

2009-01-01

The present study developed a measure to assess citizenship behavior in educational settings and examined its antecedents and consequences in the cultural context. The results of this study provided discriminant validity for the newly extracted two-factor structure, that is, self-regulation and other-orientation. The authors identified both…

Digital Citizenship in K-12: It Takes a Village

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Hollandsworth, Randy; Dowdy, Lena; Donovan, Judy

2011-01-01

Digital citizenship encompasses a wide range of behaviors with varying degrees of risk and possible negative consequences. Lack of digital citizenship awareness and education can, and has, led to problematic, even dangerous student conduct. If our educational village does not address these issues, the digital culture establishes its own direction,…

What Happens in the Classroom Stays in the Classroom--The Limits to the Transformative Approach to Education for Political Citizenship

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Murray, Michael J.

2013-01-01

This article offers a critical examination of the transformative approach to education for political citizenship. The argument offered here is that the transformative approaches lacks the capacity to fully acknowledge the asymmetries of political power and as a consequence, it promotes an idealised construct of political citizenship which does not…

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.

Youth Voices on Global Citizenship: Deliberating across Canada in an Online Invited Space

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Shultz, Lynette; Pashby, Karen; Godwaldt, Terry

2017-01-01

This article examines the processes of youth engagement in an "invited space" for Canadian secondary school students. The organizers created a participatory citizenship education space in which Canadian students discussed their views and visions and developed their policy position on global citizenship and global citizenship education.…

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

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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…

Assessing the Moral Relevance of Peace Education Contents in the Basic Education Social Studies Curricula for Effective Citizenship Participation in Nigeria

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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…

Segregation and Socialization: Academic Segregation and Citizenship Attitudes of Adolescents in Comparative Perspective?

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Dimokritos Kavadias

2017-07-01

Full Text Available Purpose: There is a tendency to assess educational systems in terms of their efficiency in gaining high scores on cognitive skills. Schools perform, however, also a socializing function. The whole policy debate tends to ignore the impact of educational systems on attitudes or democratic values. This contribution focuses on the impact of the organization of education in European societies on the civic attitudes of adolescents. Design/methodology/approach: We explore the impact of academic segregation – the practice of segregating children on the basis of their scholastic achievement – on attitudes of adolescents living in different educational systems. We use the International Civic and Citizenship Education Study (2009 relying on multilevel models. Findings: Pupils differ in their outlook on fellow citizens, according to the ways in which educational systems select and differentiate throughout school careers. More specifically, there is a negative impact of academic segregation on the attitudes towards immigrants and ethnic minorities. Research limitations/implications: The experience of adolescents based on their educational achievement seems to affect how they perceive other people. We have not answered the question why this is the case. We hope to have provided a minimal indication of the impact of inequality on social outcomes.

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

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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…

Science popularization and European citizenship in Poland (Polish original version

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Jacek Piotr Szubiakowski

2007-09-01

Full Text Available The idea to link European citizenship and science education is surely new and uncommon in Poland, but we think, as SEDEC project, that can enrich both the panorama of science popularization outside and inside school system. I checked carefully curricula for every stage of school education looking for the topics concerning the developing of the European citizenship. I found that they are usually connected to the history, geography and some activities developing of the knowledge about generally defined citizenship. The spare topics connected directly to the science are present especially in grammar school curriculum. They may be divided into three groups: exploiting the common heritage, common object of interest and scientific community respectively. In that paper I would like to show how the activities in each of the group may influence the EU citizenship developing process. I am going to emphasize the good choice of science as a context or a medium for EU citizenship education. It may be an important point especially in Central Europe. Additionally I would like to present some auxiliary events that are enable through the external educational resources such as museum and planetarium.

Cultivation of Special Needs Students' Citizenship as the Basis in the Aspiration of Ukraine to European Integration

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Fedorova, Yevhenia

2014-01-01

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,…

Citizenship USA. Know It, Cherish It, Live It. No. 1.

Science.gov (United States)

National Education Association, Washington, DC.

The document offers an overview of citizenship-related topics which were discussed at the third annual National Citizenship Conference sponsored by the National Education Association held in Washington, D.C. in May, 1948. Excerpts are provided from conference speeches by government, civic, educational, and organizational leaders including…

Learning for Cosmopolitan Citizenship: Theoretical Debates and Young People's Experiences.

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Osler, Audrey; Starkey, Hugh

2003-01-01

Interviews with 600 youth aged 10-18, many from immigrant families, explored how they learn about citizenship and define themselves and their communities. They identify strongly with their city or neighborhood but also have multiple identities, a cosmopolitan citizenship that bridges several worlds. Education for cosmopolitan citizenship should…

Civic Education in European States: the Aspect of Education for Democracy

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Ema Klemenčič

2006-01-01

Full Text Available Realistically speaking, it is impossible to discuss a unifi ed model of education for democracy, since no model encompasses the various dimensions of that which we call ‘education for democracy’. In public discourse there are several documents attempting to defi ne the said concept. To some extent they are merged into the so-called concept of education for democratic citizenship (the Council of Europe Programme. Likewise the education of a European citizen is one of the central points of common educational trends in EU documents. There are, in fact, only two approaches. Since one cannot even speak of a model in the theoretical sense, it would be quite irresponsible to try and speak of it in the practical sense, which is why we attempt here to focus on a single aspect, namely, civic education in schools.

Reconceiving barriers for democratic health education in Danish schools

DEFF Research Database (Denmark)

Danielsen, Dina; Bruselius-Jensen, Maria; 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...

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

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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…

Educating for a plural democracy and citizenship – A report on practice

African Journals Online (AJOL)

The second part argues that educational institutions, as prominent organisational structures, have an obligation to address these social issues. It is argued that addressing social inequality and developing conditions for democratic flourishing is particularly important in the newly democratised South Africa. Consequently ...

How Participatory Budgeting Changes the Meaning and Practices of Citizenship

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Marta Rios Alves Nunes da Costa

2013-12-01

Full Text Available http://dx.doi.org/10.5007/1677-2954.2013v12n2p301   What does it mean to be a citizen today? In an era where boundaries are being questioned, where identities are being transformed, where social and political claims are being updated from the traditional ‘recognition’ or ‘redistribution’ discourse to a more globalized discourse supported by a theoretical appeal to human rights, it is important to clarify where the ‘citizen’ stands, morally and politically speaking. This paper is supported by a a strong moral and political reading of citizenship, echoing some republican tradition where citizenship is associated with virtue; and b the assumption that there is a strong correlation between virtuous citizens and a virtuous republic or ‘democracy’. In order to reflect upon the transformations of the concept of citizenship I will look at some of the practices it involves, more precisely, I will look into the participatory budgeting experience in Portugal trying to show how the progressive implementation of such measure promises to bring Portuguese’s democracy to a new level with a more robust practice of citizenship. This paper has three moments: first, I will situate myself from a theoretical standpoint, regarding the concept of citizenship I want to defend. I will show how the way in which we conceive citizenship a will determine the forms and shapes democracy can take and b will influence the future of democracy, insofar it can contribute, enhance or undermine democratic aspirations and goals. Second, after arguing for an active sense of citizenship I will advance the argument that the future of democracy lies in participatory practices, in which the citizen plays a key role. Third, I will turn to a case study in order to illuminate my theoretical argument. Having participatory budgeting experiment in Portugal as paradigmatic case of analysis, I will identify some elements present in the Portuguese case that corroborate our

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

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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…

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

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

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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…

Politicizing Pedagogy: Teaching for Liberty and Justice at Urban Schools

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Kolluri, Suneal

2018-01-01

Recent scholarship on civic education has introduced some useful ways to engage students in learning about controversial topics, debating them, and participating in democratic life. However, while those are valuable tools for active citizenship, they're not sufficient. Democratic education should focus on issues that matter intensely to students'…

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

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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…

The Transformative Power of Communication: Democratizing Practices for the General Education Classroom

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Haynal, Kaitlyn

2016-01-01

This article examines the common communication practices of deliberation, discussion, delivery, and debate, for their democratizing potential through their greater inclusion in all general education classrooms. It argues that these tools are underutilized outside of communication classrooms but offer numerous benefits to teachers and students…

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.

Democratic Purpose and Educational Leadership Policies in Sweden and in Texas

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Murakami, Elizabeth; Törnsén, Monika

2015-01-01

In this study we analyze the extent to which policy documents that include standards and expectations for the preparation of school principals (i.e., head teachers) influence democratic practices. This comparative research examines educational policies that influence the work of principals both in Sweden and in the U.S., the state of Texas asking:…

Outcomes of three different models for sex education and citizenship programs concerning knowledge, attitudes, and behavior of Brazilian adolescents

OpenAIRE

Díaz, Margarita; Mello, Maeve Brito de; Sousa, Maria Helena de; Cabral, Francisco; Silva, Ricardo de Castro e; Campos, Márcia; Faúndes, Anibal

2005-01-01

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 c...

Citizen Formation for a New Millennium in Sweden--A Prognosis of Our Time

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Olson, Maria; Dahlstedt, Magnus

2014-01-01

The aim of this article is to forecast the present situation of citizenship formation in the field of Swedish education. In highlighting trends and tendencies in the educational assignment to provide for democratic citizenship in the first decade of the 21st century, which can be characterised as lacking collective visions for change, three…

Building the future: youth and citizenship in water management

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Virgínia Villas Boas Sá Rego

2016-12-01

Full Text Available The formulation of youth policies is currently a national and international concern, for the participation of young people in the political arena and in water resources management is relatively small. The Macaé and Das Ostras Rivers Basins Committee, responsible for managing the 8th Hydrographic Region of Rio de Janeiro State, considers it essential to extend the mobilization and social participation to implement integrated, decentralized, participatory and democratic water management, encouraging youth participation, and promoting the formation and training of new actors. Based on a process perspective, which considers the complexity of the socio-environmental reality, this study reports some actions and projects developed for young people both at national and international levels. The intention is to also present the proposal of Education for environmental and water resources management of the Macaé and Das Ostras Rivers Basins Committee, which, guided by a critical and transformative perspective, aims to provide tools and enable the construction of knowledge indispensable for the strengthening of democracy and citizenship.

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

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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…

Rousseau and modern citizenship education. Political and educational concepts seen from Latin America.

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Hugo Rangel Torrijo

2016-02-01

Full Text Available This article shows that Rousseau political philosophy is inseparable from his social and educational ideas. I evince the relevance of freedom and equality both for the pedagogic sphere than for democracy. Rousseau defended social equality and the rule of law, which are essential dimensions of democratic societies. I argue that he is a pioneer of the notions of early childhood education. He is also precursor of the direct democracy from the political association; which is a base for social cohesion. I argue that Rousseau ideas are useful reference for building an open republic. Then, I argue that these concepts are fundamental for a modern civic education, which is relevant considering the current conservative tendencies in the global crisis.

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

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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.

A journey to citizenship: constructions of citizenship and identity in the British Citizenship Test.

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Gray, Debra; Griffin, Christine

2014-06-01

The British Citizenship Test was introduced in 2005 as one of a raft of new procedures aimed at addressing the perceived problems of integration and social cohesion in migrant communities. In this study, we argue that this new citizenship procedure signals a shift in British political discourse about citizenship - particularly, the institutionalization of a common British citizen identity that is intended to draw citizens together in a new form of political/national community. In line with this, we examine the British Citizenship Test from a social psychological perspective to interrogate the ways in which the test constitutes identity, constitutes citizenship, and constitutes citizenship-as-identity. Analysis of the test and its associated documents highlights three ways in which Britishness-as-identity is constituted, that is, as a collective identity, as a superordinate and national identity, and finally as both a destination and a journey. These findings are discussed in terms of their implications for models of citizenship and models of identity. © 2013 The British Psychological Society.

Understanding and action: Thinking with Arendt about democratic ...

African Journals Online (AJOL)

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.

Uitdagings vir vergelykende opvoedkunde: alles vir almal en ...

African Journals Online (AJOL)

Erna Kinsey

Challenges for comparative education: everything for everybody and ... and unique contribution of comparative education in the present age of global vs local ( i.e. ..... democratic citizenship. .... Comparative Education in a changing Europe.

The potential of critical feminist citizenship frameworks for ...

African Journals Online (AJOL)

There is a paucity of South African literature that uses feminist critical approaches as a conceptual tool to examine intersections of social justice and citizenship. This article aims to address this gap by examining the potential of critical feminist approaches to transform concepti ons of citizenship in higher education. It outlines ...

Digital Citizenship Policy Development Guide

Science.gov (United States)

Alberta Education, 2012

2012-01-01

Education leaders are re-examining acceptable use policies in light of the increasing use of highly mobile information technologies. While acceptable use policies were developed to manage and control behaviour, a digital citizenship policy takes a more comprehensive approach by recognizing the important role of education in preparing digital…

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…

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

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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…

Converging with World Trends: The Emergence of the Cosmopolitan Citizen in Post-Socialist Romanian Citizenship Education

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Simona Szakács

2013-08-01

Full Text Available Based on thematic content analysis of textbooks, curricula, and an overview of educational legislation after the 1989 change of political regime in Romania, this paper presents empirical evidence to argue that that postsocialist citizenship education displays surprising similarities with converging post-war changes in the concept of the ‘good citizen’. The findings suggest a complex picture of change combining liberal, communitarian and cosmopolitan renditions of the new citizen, all having a common thread: the shift towards a post-national ethos delinking the citizen from the exclusive purchase of national belonging and decoupling citizen action from the absolute duty to the patria. Such significant changes are often overlooked due to the dominant focus on the failures to comply with an idealized Western liberal model. However, they invite us to reconsider current understandings of both the pitfalls and the opportunities of post-socialist citizenship education by considering them from a different angle: that of wider socio-cultural change that is gradually being institutionalised at the world level.

Citizenship, City Councils and Media in Brazil: News as an Incentive to Strengthen Democracy

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Danilo Rothberg

2007-06-01

Full Text Available The process of the strengthening of Brazilian democracy includes the now existing city councils, institutions of popular participation and citizenship which permit the expression of several community sectors and social actors in the regulation of public policies in areas such as public health care and educational systems, development and the rights of children, adolescents and the elderly. The media assume an important role in this context as they depict city councils’ activities in a positive or a negative image, encouraging or discouraging participation. This paper indicates how these bodies were represented by ten newspapers from six regions of the State of São Paulo, off ering parameters to evaluate the quality of the democratic culture composed by the media in the most densely populated state of the country. The media were found to be exerting a positive potential role in making democracy more eff ective on municipal levels.

Outcomes of three different models for sex education and citizenship programs concerning knowledge, attitudes, and behavior of Brazilian adolescents.

Science.gov (United States)

Díaz, Margarita; Mello, Maeve Brito de; Sousa, Maria Helena de; Cabral, Francisco; Castro e Silva, Ricardo de; Campos, Márcia; Faúndes, Anibal

2005-01-01

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.

Transformational leadership and organizational citizenship behavior: Modeling emotional intelligence as mediator

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Majeed Nauman

2017-12-01

Full Text Available Leadership and organizational citizenship behavior (OCB stayed at pinnacle in the arena of organizational behavior research since decades and has attained significant consideration of scholars pursuing to define multifaceted dynamics of leadership and their influence on follower’s behavior at work. The voluntary behavior of Organizational citizenship improves organizational effectiveness, and it goes beyond formal job duties. This study attempts to explore the association amongst transformational leadership and organizational citizenship behavior of teachers in public sector higher education institutions in Pakistan. Study of organizational citizenship behavior in educational organizations and academicians is of high value that definitely requires attention. This study examines the direct and indirect influence of transformational leadership through exploring the mediating role of emotional intelligence. The model was tested by employing structural equation modelling technique on survey responses collected from academicians. Results from 220 responses indicated that relationship between transformational leadership and Organizational Citizenship Behavior is statistically significant where Emotional Intelligence plays an important role as a mediator. The results support and add to the positive effects of transformational leadership style interconnected with extra role behavior at work making it more meaningful. The findings make a significant contribution to leadership and organizational behavior literature in higher education sector and propose that organizations should implement practices that help in enhancing the level of organizational citizenship behavior in organizations.

Freedom of Speech and Democratization in the New Latin American Constitucionalism: The Communitary Radios in Ecuador's Media Law

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Marta Thais Leite dos Santos

2017-02-01

Full Text Available This article, through bibliographic and documental research, studies the new law of Media in Equator, in the context of the new latin american constitucionalism, into the perspective of community radios, zas popular communication media which promote citizenship and social mobilization. The communication media democratization also goes through the concretization of the freedom of expression as a participation right.

Political Identity Convergence: On Being Latino, Becoming a Democrat, and Getting Active

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Leonie Huddy

2016-06-01

Full Text Available The majority of Latinos in the United States identify with the Democratic Party, a tendency with broad political implications as Latinos become an increasingly large segment of the population. Little research, however, has delved into the origins of this preference. In this research, we contrast two explanations for Latinos’ Democratic proclivities: an instrumental explanation grounded in ideological policy preferences and an expressive identity account based on the defense of Latino identity and status. In analysis of data from two large national datasets, the 2012 Latino Immigrant National Election Study and American National Election Study focused on Latino immigrants and citizens respectively, we find strong support for the expressive identity explanation. Hispanic and partisan identities have converged among Latinos in the United States to create a large number of Latino Democrats regardless of citizenship status. Those who identify strongly as Latinos and see pervasive discrimination against Latinos are the strongest Democrats, a process that further intensified over the course of the 2012 election. A strong partisan preference increased political campaign activity, though this activity level was modest overall. Relatively few Latinos had worked on a campaign or given money to a candidate; somewhat larger numbers had tried to convince others about a candidate or worn a button or displayed a sticker. Finally, some support was evident for an instrumental account. Latino support for government-provided health insurance in 2012 consistently increased support for the Democratic Party.

The interplay between structure and agency in the enactment of STEM policy

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Martins, Isabel; Pinhão, Francine; Vilanova, Rita

2017-12-01

In their paper, Hoeg and Bencze argue that current STEM curriculum guidelines prioritise the training of a workforce in detriment of a democratically grounded education for citizenship. We agree that there is an insufficient questioning about which type of citizenship STEM curricula would favour and wish to contribute to this debate by (1) problematising different meanings and aspects of citizenship in different models of democracy and (2) exploring the dialectical nature of structure and agency in the discursive construction of educational (policy) discourse. We also discuss results from recent empirical research about teachers' ideas on citizenship education in order to challenge views that assume a linearity between educational policy and its enactment.

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

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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…

Democratizing Education: A Case Study of Inclusive Schooling for Students with Special Needs in Poland

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Baran, Jolanta; Winzer, Margaret

2017-01-01

This paper focuses on the democratization of education in the post-socialist space through an examination of inclusive schooling for students with special needs in Poland. It embeds the inclusive education reform and its attendant policies and practices within the political and social transitions that essentially dated from 1989 and saw Poland…

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

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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.…

The Role of Irbid Directorate of Education in Supporting of Citizenship and Loyalty Values among Students: Look from Inside

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Al-Zoubi, Maysoon; Al-Dalabeeh, D. Haifa Abdelhadih

2016-01-01

This study aimed to investigate the role of Irbid Directorate of Education in supporting of citizenship and loyalty values among students according to employers of the Directorate of Education in the Irbid governorate. The sample of the study consisted of the (134) employers who works in the Directorate of Education in Irbid governorate of Jordan.…

Gendering European welfare states and citizenship

DEFF Research Database (Denmark)

Siim, Birte; Borchorst, Anette

2017-01-01

on gender, class, ethnicity or race, and nationality. One issue is what has been the effect of the European emphasis on women’s wage work and gender equality policies for women in different European countries? Another issue concerns how multiple discrimination is tackled and institutionalized in European......The chapter revisits the feminist scholarship on gendering of European welfare states and European citizenship, and reflects on the effects of globalization, Europeanization and migration. It first presents feminist perspectives on the liberal, the conservative and the social democratic welfare...... welfare states. A third issue is to what extent the Nordic welfare states still represent an attractive alternative model of social and gender equality to neo-liberalism. The final part discusses feminist approaches to reframe gender equality and gender justice from the transnational European contexts....

Digital Citizenship in the Curriculum

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Krutka, Daniel G.; Carpenter, Jeffrey P.

2017-01-01

"If education is to be a safeguard of democracy, then recent events suggest tweets and other social media must be part of curriculum," write Daniel G. Krutka and Jeffrey P. Carpenter. In this article, the authors argue that teaching citizenship also requires teaching with and about social media. They provide a framework for educators to…

Rethinking Sexual Citizenship.

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Richardson, Diane

2017-04-01

Over the last two decades sexuality has emerged as a key theme in debates about citizenship, leading to the development of the concept of sexual citizenship. This article reviews this literature and identifies four main areas of critical framing: work that contests the significance of sexuality to citizenship; critiques that focus on the possibilities and limitations of mobilising the language of citizenship in sexual politics; analyses of sexual citizenship in relation to nationalisms and border making; and literature that critically examines western constructions of sexuality and sexual politics underpinning understandings of sexual citizenship. In order to progress the field theoretically, the article seeks to extend critiques of sexual citizenship focusing on two key aspects of its construction: the sexual citizen-subject and spaces of sexual citizenship. It argues for a critical rethink that encompasses a de-centring of a 'western-centric' focus in order to advance understandings of how sexual citizenship operates both in the Global North and South.

Rethinking Sexual Citizenship

Science.gov (United States)

Richardson, Diane

2016-01-01

Over the last two decades sexuality has emerged as a key theme in debates about citizenship, leading to the development of the concept of sexual citizenship. This article reviews this literature and identifies four main areas of critical framing: work that contests the significance of sexuality to citizenship; critiques that focus on the possibilities and limitations of mobilising the language of citizenship in sexual politics; analyses of sexual citizenship in relation to nationalisms and border making; and literature that critically examines western constructions of sexuality and sexual politics underpinning understandings of sexual citizenship. In order to progress the field theoretically, the article seeks to extend critiques of sexual citizenship focusing on two key aspects of its construction: the sexual citizen-subject and spaces of sexual citizenship. It argues for a critical rethink that encompasses a de-centring of a ‘western-centric’ focus in order to advance understandings of how sexual citizenship operates both in the Global North and South. PMID:28490816

Creating Citizenship in the Nineteenth-Century South

DEFF Research Database (Denmark)

Overview "President Obama’s citizenship continues to be questioned by the ‘birthers,’ the Cherokee Nation has revoked tribal rights from descendants of Cherokee slaves, and Parliament in the U.K. is debating ‘citizenship education.’ It is in both this broader context and in the narrower academic......-crafted essays and a provocative epilogue engage the economic, political, and cultural dynamics of race and belonging from the era of enslavement through emancipation, reconstruction, and the New South."--Nancy A. Hewitt, author of Southern Discomfort More than merely a legal status, citizenship is also a form...... of belonging, giving shape to a person’s rights, duties, and identity, exerting a powerful historical influence in the making of the modern world. The pioneering essays in this volume are the first to address the evolution and significance of citizenship in the South from the antebellum era, through the Civil...

Democratic management and architecture school

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Silvana Aparecida de Souza

2011-10-01

Full Text Available It is a conceptual and theoretical research on school organization and its democratization, focusing on one aspect of an objective nature: its architecture. The study was based on the academic literature on democratization and theoretical contribution of Michel Foucault, with regard to the analysis of space as a resourcecontrol, surveillance and training, going through a historical review of the modelconstruction of school buildings in Brazil. It is therefore a sociological analysis of the school environment, in relation to the democratization process of basic education, understood as ensuring that the conditions of access and permanence to a universalquality education, and conceived and gestated from collective interests of its users.We conclude that the architecture of public schools in Brazil do not provides democratic management, either by format controller of buildings constructed in the republican period, either by the current economic priority for the construction of public school buildings, which includes little or no space for collective activities. The character of the buildings remains controller, no more for its architecture, but made possible by technological development, which allows monitoring by video cameras, which is made with the permission and support of community.

Learning Democratic Global Governance.

Science.gov (United States)

Haavelsrud, Magnus

1996-01-01

Outlines a model process of developing knowledge from within different groups and cultures to allow more equitable participation of all world societies in the definition of global governance. Reviews concepts relevant to education's contributions toward learning and creating democratic global governance. Discusses the educational utility of…

Outcomes of three different models for sex education and citizenship programs concerning knowledge, attitudes, and behavior of Brazilian adolescents

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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.

An Integrative Model for Understanding Team Organizational Citizenship Behavior: Its Antecedents and Consequences for Educational Teams

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Somech, Anit; Khotaba, Soha

2017-01-01

Purpose: The purpose of this paper is to use a model to broaden the understanding of the organizational citizenship behavior (OCB) phenomenon in educational teams and examines team OCB's mediating role in the relation of the contextual variables of team justice climate (distributive justice, procedural justice, interpersonal justice) to team…

Teacher Perceptions of Global Citizenship Education in a Southern Elementary Public School: Implications for Curriculum and Pedagogy

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Jett, Tamela Drennan

2013-01-01

Curriculum for global citizenship education is gaining momentum as countries have experienced an increase in interdependence and interconnectedness through technology over the last century. Through qualitative research, this study employed a phenomenological methodology to understand how ten female elementary teachers in grades third- through…

Evaluation of Human Rights, Citizenship and Democracy Course by Teacher's Vision

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Sahan, Gülsün; Tural, Aysegül

2018-01-01

Human Rights, Citizenship and Democracy Course draws attention to with topics such as human rights, effective citizenship. In terms of content, it has an important place in contemporary education concept. It is thought that the Human Rights, Citizenship and Democracy course will benefit the social structure because of its content and the outputs…

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

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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…

Using YouTube to Teach Presidential Election Propaganda: Twelve Representative Videos

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Journell, Wayne

2009-01-01

One of the primary goals of social studies education in the United States is to prepare students for civically active, politically informed, and socially engaged democratic citizenship. Too often, however, the curricula fall short of this goal. Textbooks and state curriculum standards tend to portray citizenship as a static concept rather than an…

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.

DEMOCRATIC ATTITUDES OF ELEMENTARY SCHOOL TEACHERS

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Müge TAÇMAN

2006-06-01

Full Text Available The primary aim of this study was to determine the democratic attitudes of the classroomteachers. This study is a descriptive research. In this research, democratic attitude scala which was developed by“published for the attitude research labaratory” and adapted to Turkish educational system by Gözütok (1995 wasused. Research group consisted fifty teachers from four private primary schools in Ankara. The data were analyzed byone way ANOVA. According of the results of the research, democratic attitudes of teachers have been discriminated onteachers’ sexuality, seniority and graduate level

Toward Digital Citizenship: Examining Factors Affecting Participation and Involvement in the Internet Society among Higher Education Students

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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…

Democratization of Education as Prerequisite for Social Economic and Cultural Progress in a Multi-Cultural Society

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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…

Examining the Relationship between the Levels of Digital Citizenship and Social Presence for the Graduate Students Having Online Education

Science.gov (United States)

Elcicek, Mithat; Erdemci, Husamettin; Karal, Hasan

2018-01-01

The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35%) and 93 men (65%) graduate students enrolled in distance education master programs of Karadeniz…

The national education plan as articulator of the democratization of access to university and empowerment of the working class

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Hildegard Susana Jung

2016-09-01

Full Text Available The purpose of this essay, theoretical and documental, is to reflect on the concept(s of empowerment of the working class, in which it invests itself in power, but with an important caveat: this process cannot be individual but collective, through the cooperative dialogue, in which education – especially higher education – is the great protagonist, as articulator of the process. On this track, shows a comparison between the National Education Plan (PNE 2001-2010 and the PNE 2014-2024 regarding the goals aimed to the democratization of the access to university, finding that, in this moment, what can be affirmed in fact is that there were not many advances in Higher Education. Still, the PNE is an important legal instrument for the democratization of access to university, which may serve as an articulator of the empowerment of the working class. Rethinking education means rethinking the entire State, since education policy suffers injunctions of political, economic and social spheres. Enhancing the Brazilian State, means moving towards a broader concept, which will translate a correlation of forces between civil society and politics, which means a greater social participation, increased democratization of access to university and consequently, greater empowerment of the working class through (why not? Higher Education. Therefore, it lies the important role of the academy to prepare educators who disseminate the reflexive practice, which will lead to autonomy and emancipation.

Jordanian Seventh- And Eleventh-Grade Students' Views on Citizenship Education

Science.gov (United States)

Alazzi, Khaled

2017-01-01

Using a mixed methods approach, this study was conducted in Jordanian schools to determine the perceptions of seventh- and eleventh-grade students toward citizenship. Specifically, the study determined what students believe are the attributes of a good citizen, what activities they participate in that are related to good citizenship, and what…

Eyes wide shut: The curious silence of The law of peoples on questions of immigration and citizenship.

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Robert W. Glover

2011-07-01

Full Text Available In an interdependent world of overlapping political memberships and identities, states and democratic citizens face difficult choices in responding to large-scale migration and the related question of who ought to have access to citizenship. In an influential attempt to provide a normative framework for a more just global order, The Law of Peoples, John Rawls is curiously silent regarding what his framework would mean for the politics of migration. In this piece, I consider the complications Rawls’s inattention to these issues creates for his broader vision of global justice. Yet I also attempt to show how these aspects of Rawls’s theory emerge from an underlying tension which confronts all liberal democratic conceptions of justice, both in theory and in practice. In my conclusion, I sketch an alternative rooted in the insights of agonistic pluralism, which “breaks” the Rawlsian silence and actively theorizes the democratic legitimation of political borders.

It’s about us!

DEFF Research Database (Denmark)

Milana, Marcella; Tarozzi, Massimiliano

2013-01-01

of active citizenship that promotes citizens’ participation within a social justice framework. For ‘social justice’ the authors intend in particular an educational goal, aiming at creating more equitable, respectful and just society for everybody (Zajda, Majhanovich, Rust & Martín Sabina, 2006). The article...... is structured in three main parts. Grounded in the scientific literature, the authors unpack the notion of citizenship as key educational concept based on multiple and diverse identities. Then, the authors outline the major steps undertaken at EU level to formalise and expand citizenship rights and to endorse...... citizenship education across the Union’s nationals, by showing that citizenship education is promoted more as a strategy for legitimising the Union rather than a participatory practice aimed at fostering democratic processes within Europe. Finally, the authors discuss the implications of these policy...

Social justice pedagogies and scientific knowledge: Remaking citizenship in the non-science classroom

Science.gov (United States)

Lehr, Jane L.

This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape educational practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of

Supporting Youth to Develop Environmental Citizenship Within/Against a Neoliberal Context

Science.gov (United States)

Dimick, Alexandra Schindel

2015-01-01

What aspects of environmental citizenship do educators need to consider when they are teaching students about their environmental responsibilities within a neoliberal context? In this article, I respond to this question by analyzing the relationship between neoliberalism and environmental citizenship. Neoliberalism situates citizen participation…

In Defense of Critical Democratic Pedagogy

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Tracey Isaacs

2018-04-01

Full Text Available A powerful positivist and neoliberal ideology in education masquerades more or less unharmed as the meritocratic myth promised under the cloak of democracy. Yet some students and teachers are beginning to interrogate the success-only orientations of neoliberalism in the face of crumbling school systems where many students fail. These students and teachers are not oblivious to the stark realities that characterize their daily existence, as they live under a dark cloud of mass unemployment and inequality where many struggle to “succeed”. Additionally, trained consciousness reveals the pockmarked version of democracy that admits only a few and is attendant with an authoritarian, disciplinary practice that breeds resistance towards education rather than the envisioned freedom it is purported to usher in. These inconsistent positions as an experience of education, by especially marginal students, is intensifying within a neoliberal discourse and invites the intense consideration of the place of critical democratic pedagogy as a more appropriate approach toward democratic teaching and learning practices. Within this context, I explore the theoretical and practical dimensions of critical pedagogy to provide an expanded view of teaching and learning in post-democratic South African education.

Sustainability, glocal development and planetary citizenship. References for a Pedagogy towards Sustainable Development

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M.ª Ángeles MURGA-MENOYO

2017-06-01

Full Text Available Sustainability approaches advise adopting a glocal development model that links local possibilities and practices to global needs and constraints. The complexity of this phenomenon, taken to the political plane, leads to a model of planetary citizenship where humanity’s commitment to nature and the necessary social equity amongst human beings are emphasized. This has clear implications for pedagogy, which this paper aims to highlight. This work starts from the sustainable development scenarios and concludes with a proposal of a planetary citizenship rooted locally. Glocality and planetary citizenship, a concept close to that of cosmopolitan citizenship –once stripped of its anthropocentric connotations–, both lead to significant missions of education in this framework: the formation of a holistic worldview, based on a complex-system thinking, and building a planetary citizenship. In both cases, the consideration of the human as an eco-dependent being, attributes nature an essential position in the educational processes.

The Relationship between the Embedded Instruction Approach and Modern Citizenship Competency

Science.gov (United States)

Wu, Chen-Fong

2014-01-01

Since 2011, universities in Taiwan have being pursuing a new direction in education--embedding citizenship in professional courses to help students achieve professional competencies and modern citizenship competency. By applying both quantitative research and case analysis, the study presents 2 conclusions. First, student ethical literacy reached…

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

Promoting Democratic Citizenship through Non-Formal Adult Education: The Case of Denmark

Science.gov (United States)

Milana, Marcella; Sorensen, Tore Bernt

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 worked to foster the acquisition of civic…

‘All I know is that I know nothing’: (Some) Danish adolescents and democratic self-consciousness

DEFF Research Database (Denmark)

Stald, Gitte Bang

2017-01-01

, but also if they have the opportunities to feel competent and included? Are traditional definitions of what political debate, participation and engaged citizenship discouraging for young citizens? Is distrust in social media as platforms for news and debate influenced more by normative values and less......, insights, and influence, which again leads to negative democratic self-confidence. These adolescents often express negative awareness about getting a major proportion of their information through multiple fragmented sources such as social media. Additionally, especially Facebook is rarely used for opinion...... on actual opportunities and qualities? Finally, do discourses about the uninformed and individualistic adolescents potentially add to a lack of what I call democratic self-consciousness in the young citizens? The paper is based on findings from two DECIDIS surveys (2015 and 2016) on Danes, social media...

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…

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...

Secondary Preservice Teachers' Perspectives on Teacher Self-Disclosure as Citizenship Curriculum

Science.gov (United States)

Zhang, Shaoan

2010-01-01

This article explores secondary preservice teachers' attitudes toward the use of teacher self-disclosure as a tool for citizenship education. Based on the notion that teacher self-disclosure may function as citizenship curriculum, this study addressed critical issues of teachers' sharing their knowledge about religions (including their own) and…

Organizational Climate, Citizenship, and Effectiveness in a Public Liberal Arts Institution

Science.gov (United States)

Banks, Racheal Brantley

2013-01-01

Organizational citizenship behavior has been studied in various organizational settings, but few have examined the construct within the context of higher education. In addition, evidence (DiPaola, Tarter, Hoy, 2007), has suggested a relationship between organizational citizenship and effectiveness within schools, but has not been fully examined in…

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

NARCIS (Netherlands)

Oomen, Barbara|info:eu-repo/dai/nl/166609986; 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

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

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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.

The Effects of Activities for Digital Citizenship on Students’ Attitudes toward Digital Citizenship and Their Reflections on Students’ Understanding about Digital Citizenship

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Hıdır KARADUMAN

2014-05-01

Full Text Available Advances in info-communication technologies have brought many social, cultural, and economic changes along across the world. Recent reflections of these changes over citizenship studies are noteworthy. One of the relevant concepts, digital citizenship can be defined as applying and advocating behaviors necessary for legal, ethical, safe, and responsible use of info-communication technologies in online settings (ISTE, 2007. Day by day, individuals are becoming more and more digital citizens with the spread of the Internet and digital communication devices. However, this gives rise to discussions about problems related with ethics, privacy and security, health, communication, and etc. (Symantec, 2010; Deniz, 2010; Kadll, Kumba & Kanamad, 2010; Gunduz & Ozdinc, 2008; Kabakci & Can, 2009. All these hot issues, debates, and current technological competence standards point that teachers should teach this concept to their students as efficiently as possible by adopting digital citizenship (Greenhow, 2010. Ribble (2006 states that this education can be carried out through 9 dimensions such as digital ethics, digital communication, digital literacy, digital access, digital commerce, digital rights and law, digital privacy and security, digital responsibility, and digital health & wellness.

P-20 Model of Digital Citizenship.

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Curran, Marialice B F X; Ribble, Mike

2017-03-01

This chapter explores a P-20 digital citizenship model that builds upon the respect, educate, and protect REP model beginning with our earliest learners through elementary, middle, high school, and college. © 2017 Wiley Periodicals, Inc., A Wiley Company.

The Social Psychology of Citizenship: Engagement With Citizenship Studies and Future Research

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Clifford Stevenson

2015-10-01

Full Text Available In this article we review the argument outlined in the opening article in this special thematic section: that the current social psychology of citizenship can be understood as the development of longstanding conceptualisations of the concept within the discipline. These conceptualisations have contributed to the current social psychological study of the constructive, active and collective (but often exclusive understandings of citizenship in people’s everyday lives, as evidenced by contributions to this thematic section. We consider how this emerging body of work might fit with current citizenship studies and in particular how it may contribute to the current trend towards conceiving citizenship as an active practice embedded in everyday social life. Specifically, we highlight three areas of future research that we think are particularly promising: citizenship and recognition; displays and enactments of citizenship in public space; citizenship and lived coexistence. Although this is far from an exhaustive list of possibilities, we propose that research in these areas could enable the way for social psychology to articulate a distinct, recognisable and valuable contribution to citizenship studies.

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

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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…

Educação, ampliação da cidadania e participação Education, expansion of citizenship and participation

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Pedro Roberto Jacobi

2000-12-01

engineering in public management. The empirical data were drawn from a research conducted in four cities in São Paulo State São Paulo, Santo André, Itu, and Botucatu with the purpose of examining to what extent and in which ways the participation in the management of education occurs. The results allow assessing the possibilities and impossibilities of implementing innovative dynamics in the relationship between local management and community. Given the diversity of forms of action, it was possible to analyze the role of the different agents in a context where traditional forms of management still coexist with innovative experiences that begin to gain legitimacy under the eyes of the population. The core argument of this reflection sustains that participation is closely linked to the process of decentralization, and it is an essential mechanism to the democratization of public authority. Besides, it constitutes a vital space for the strengthening of an active citizenship and the democratization process of the State action and its institutionalizing practices. The articulating theme has in view the public participation in public management and the qualitative changes in the State/Society relationship, regarded as the reference of a turning point and reinforcement of public policies centered on the expansion of active citizenship.

Faculty Organizational Commitment and Citizenship

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Lawrence, Janet; Ott, Molly; Bell, Alli

2012-01-01

Building on a theoretical framework that links characteristics of individuals and their work settings to organizational commitment (OC) and citizenship behavior, this study considers why faculty may be disengaging from institutional service. Analyses of survey data collected from a state system of higher education suggest that job characteristics,…

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.

The Role of Communication and Argument in Citizenship Education.

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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…

Regulating the Digital Television Infrastructure in the EU. Room for Citizenship Interests?

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Eliza Varney

2006-09-01

Full Text Available This article argues that the regulation of the DTV infrastructure cannot be limited to economic concerns and that it must also address citizenship values. The analysis focuses on the regulatory framework for electronic communications (eCommunications in the European Union, with a particular emphasis on the control of bottleneck facilities. The argument for bringing public policy considerations under the European framework on eCommunications faces major difficulties. This could be achieved only in the long term and is dependent on the shaping of the European democratic dimension and on a greater supranational competence in matters such as pluralism and diversity in the communications sector. Under the current framework, public policy concerns in the communications sector are gradually forgotten, while the regulators are giving in to commercial pressures. The maintenance of the status quo commits the protection of citizenship values to an uncertain future and, unless we are prepared to look beyond economic interests in eCommunications, the commodification of the public will become an irreversible aspect of a market-dominated reality.

The Eclipse of Progressive, Democratic Education in the United States: A Case Study of Springfield, Missouri Schools, 1924-1952.

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Nelson, Lynn R.; Drake, Frederick D.

This paper focuses on Springfield (Missouri) public schools and the superintendency of Harry P. Study, a progressive educator who advocated "education for a democratic community" during the 1920s in a city and state that held conservative values and beliefs. Noting that Study was a cosmopolitan and experienced educator, the paper…

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

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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…

Women in Managerial Positions in Greek Education.

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Athanassoula-Reppa, Anastasia; Koutouzis, Manolis

2002-01-01

Discusses the under representation of women in managerial positions in Greece and the evidence of barriers that inhibit women from pursuing and taking such positions, a type of covert discrimination that is counter to notions of democratic citizenship. (SLD)

Contesting Citizenship: Comparative Analyses

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Siim, Birte; Squires, Judith

2007-01-01

importance of particularized experiences and multiple ineequality agendas). These developments shape the way citizenship is both practiced and analysed. Mapping neat citizenship modles onto distinct nation-states and evaluating these in relation to formal equality is no longer an adequate approach....... Comparative citizenship analyses need to be considered in relation to multipleinequalities and their intersections and to multiple governance and trans-national organisinf. This, in turn, suggests that comparative citizenship analysis needs to consider new spaces in which struggles for equal citizenship occur...

Investigating Contingency in School History: An Aid to Rich, Meaningfully Critical Citizenship?

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Billingham, Luke

2016-01-01

A common charge levelled at English and Welsh citizenship education, whether taught as a separate subject or incorporated into other disciplines, is that it encourages compliance more than it inspires critical thought. There is room within the compulsory citizenship framework, however, for teachers to advance genuinely critical attributes in…

Denationalized Citizenship Theory: What Is the Role of Citizenship Theory in Homeland Security?

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2011-12-01

20Citizenship/Citizenship%20R esource %20Center%20Site/Publications/M-76.pdf (accessed 04-01- 2011). 107 U.S. Citizenship and Immigration Services... esource %20Center%20Site/Publications/PDFs/M-794.pdf (accessed 04- 01-2011). U.S. Citizenship and Immigration Services. Fact Sheet: Task Force on New

Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

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Akar, Bassel

2016-01-01

Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

The Plurilingual Social Actor. Language, Citizenship and Education

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Coste, Daniel; Simon, Diana-Lee

2009-01-01

The paper critically discusses key theoretical concepts and definitions attached to the notion of a "plurilingual social actor", and assesses their impact and implications for European language policies and for the development of plurilingualism and citizenship in schools. (Contains 11 notes.)

Co-Creating Curriculum in Higher Education: Promoting Democratic Values and a Multidimensional View on Learning

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Bergmark, Ulrika; Westman, Susanne

2016-01-01

This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable,…

From Dictatorship to Democracy? The Impact of the Collapse of the German Democratic Republic (GDR) on Political Education in Its Schools

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Bruen, Jennifer

2014-01-01

It is hypothesized in the fields of political education and citizenship studies that a discrepancy exists between the rhetoric of political education as expressed in official policy documents, guidelines, and curricula, on the one hand, and the reality of what happens in the classroom, on the other. This study tests this hypothesis in relation to…

Bridge 47--Building Global Citizenship

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Lappalainen, Rilli

2018-01-01

Preparing young people to solve the world's greatest challenges is necessary to achieve the Sustainable Development Goals, as recognized in Target 4.7 for global citizenship. The Bridge 47 Network brings together different perspectives and approaches in values-based education to provide a forum to examine the skills and competencies needed to be…

MODEL PEMBINAAN RASA KEBANGSAAN MELALUI CITIZENSHIP EDUCATION PADA MASYARAKAT ENTIKONG WILAYAH PERBATASAN INDONESIA-MALAYSIA

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Mardawani Mardawani

2017-06-01

Full Text Available Abstract: This study is motivated by the condition of West Kalimantan as one of the provinces whose territory is directly adjacent to the Malaysian state is often faced with a condition of society interacting with each other in the context of social life, economy and culture. The qualitative assessment method with case study type. The model of fostering nationalism through citizenship educationin Entikong society The border region of Indonesia Malaysia is a persuasive model by inviting the community to actively participate in the success of government programs   Abstrak: Kajian ini dilatarbelakangi oleh kondisi Kalimantan Barat sebagai salah satu provinsi yang wilayahnya berbatasan langsung dengan negara Malaysia sering sekali dihadapkan pada suatu kondisi masyarakat yang saling berinteraksi baik dalam konteks kehidupan sosial, ekonomi maupun budaya. Metode pengkajian menggunakan kualitatif dengan jenis studi kasus. Model pembinaan rasa kebangsaan melalui citizenship education pada masyarakat Entikong Wilayah perbatasan Indonesia Malaysia adalah model persuasif dengan mengajak masyarakat berpartisipasi aktif mensukseskan program pemerintah   DOI : http://dx.doi.org/10.17977/um019v2i12017p041

"Going Glocal": A Qualitative and Quantitative Analysis of Global Citizenship Education at a Dutch Liberal Arts and Sciences College

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Sklad, M.; Friedman, J.; Park, E.; Oomen, B.

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 importance to pay attention to both structural…

Political Science and the Good Citizen: The Genealogy of Traditionalist Paradigm of Citizenship Education in the American School Curriculum

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Ahmad, Iftikhar

2017-01-01

Purpose: The purpose of this article is to chronicle paradigm shifts in American political science during the twentieth century and their influence on political scientists' perspectives on pre-collegiate citizenship education curriculum. Methodology: The research questions explored in this article are concerned with the history of political…

Citizenship education in religious schools: An analysis of tolerance in Catholic schools from a virtue ethical point of view

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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

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

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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.

Social cohesion and integration: Learning active citizenship

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Jansen, T.J.M.; Chioncel, N.E.; Dekkers, H.P.J.M.

2006-01-01

This article starts from a conceptual clarification of the notions social integration and social cohesion as a prerequisite for the reorientation of citizenship education. Turning away from uncritically reproduced assumptions represented in mainstream `deficiency discourse', the article first

Lifelong Learning and Adult Education: Russia Meets the West

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Zajda, Joseph

2003-03-01

This article examines the impact of social change and economic transformation on adult education and lifelong learning in post-Soviet Russia. The article begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of Ministerial education policy and curriculum changes reveals that these policies reflect neo-liberal and neo-conservative paradigms in the post-Soviet economy and education. Current issues and trends in adult education are also discussed, with particular attention to the Adult Education Centres, which operate as a vast umbrella framework for a variety of adult education and lifelong learning initiatives. The Centres are designed to promote social justice by means of compensatory education and social rehabilitation for individuals dislocated by economic restructuring. The article comments on their role in helping to develop popular consciousness of democratic rights and active citizenship in a participatory and pluralistic democracy.

Rhetorical Citizenship

DEFF Research Database (Denmark)

Kock, Christian Erik J; Villadsen, Lisa Storm

2017-01-01

This article argues for the relevance of a rhetorical approach to the study of citizenship. We show how this view aligns with current views of the multidimensionality of citizenship, explain our use of the term rhetoric, and illustrate the usefulness of a rhetorical approach in two examples....... In close textual readings both examples – one vernacular, one elite – are shown to discursively craft and enact different notions of citizenship via-a-vis the European refugee crisis. We conclude that a rhetorical perspective on public civic discourse is useful in virtue of its close attention...

Exploring the Links between Adult Education and Human Resource Development: Learning, Risk-Taking, and Democratic Discourse

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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…

The Nation, Europe, and Migration: A Comparison of Geography, History, and Citizenship Education Curricula in Greece, Germany, and England

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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…

Educating Citizens in Diverse Societies

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Banks, James A.

2011-01-01

Immigration is increasing racial, ethnic, cultural, linguistics, and religious diversity in nations around the world, which is challenging existing concepts of citizenship and citizenship education. In this article, I challenge assimilationist conceptions of citizenship education and argue that citizenship education should be transformed so that…

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

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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…