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Thematische Bibliographien / Citizenship Education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Citizenship Education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 11. März 2023

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1

Kim, Jaegeun. „Exploring Financial Education as Citizenship Education“. SNU Journal of Education Research 31, Nr. 2 (30.06.2022): 21–39. http://dx.doi.org/10.54346/sjer.2022.31.2.21.

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This study re-examines the current financial education initiatives from the perspective of social studies and citizenship education to provide suggestions for the new financial education subject which is to be introduced in the 2022 Revised National Curriculum. A critical review of the current financial education discovers that it is based on assumptions of ‘personally responsible citizen’, and ‘subject-oriented rational citizen’. It is also discussed that the current financial education is solely immersed in ‘personal money management.’ To be introduced as a legitimate social studies subject, this study suggests that current financial education needs to pay more attention to the citizenship of ‘participatory and justice-oriented citizen’ as well as ‘others-oriented virtuous citizen’. It is also suggested that to extricate the curriculum out of ‘personal money management’ to an expanded understanding of financial fields is required. Certainly, we need to prepare our students to be financially literate to go through the uncertainty of financial lives. But we also need to encourage them to be more just, participatory, and hospitable to others with an expanded understanding of the financial world.

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2

Frazer, Elizabeth. „Citizenship education“. Oxford Review of Education 35, Nr. 6 (Dezember 2009): 775–85. http://dx.doi.org/10.1080/03054980903416610.

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3

Ryang, Sam-Seok. „Korean Citizenship Education through Citizenship Education in Singapore“. Journal of Koreanology 73 (30.11.2019): 283–310. http://dx.doi.org/10.15299/jk.2019.11.73.283.

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4

송용구. „What French Citizenship Education Suggests to Korean Citizenship Education“. Theory and Research in Citizenship Education 42, Nr. 2 (Juni 2010): 83–118. http://dx.doi.org/10.35557/trce.42.2.201006.004.

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5

Davies, Ian, Mark Evans und Alan Reid. „GLOBALISING CITIZENSHIP EDUCATION? A CRITIQUE OF ‘GLOBAL EDUCATION’ AND ‘CITIZENSHIP EDUCATION’“. British Journal of Educational Studies 53, Nr. 1 (März 2005): 66–89. http://dx.doi.org/10.1111/j.1467-8527.2005.00284.x.

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6

Crick, B. „Education for Citizenship: The Citizenship Order“. Parliamentary Affairs 55, Nr. 3 (01.07.2002): 488–504. http://dx.doi.org/10.1093/parlij/55.3.488.

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7

Han, Christine. „National Education and ‘Active Citizenship’: Implications for Citizenship and Citizenship Education in Singapore“. Asia Pacific Journal of Education 20, Nr. 1 (Januar 2000): 63–72. http://dx.doi.org/10.1080/0218879000200106.

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8

Xing, Jun. „Global Citizenship Education in Hong Kong“. International Journal of Information and Education Technology 5, Nr. 2 (2015): 136–39. http://dx.doi.org/10.7763/ijiet.2015.v5.490.

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9

Danju, Ipek, und Huseyin Uzunboylu. „A content analysis of citizenship education“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 2 (12.01.2016): 170–76. http://dx.doi.org/10.18844/gjhss.v2i2.440.

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10

Law, Wing-Wah, und Ho Ming Ng. „Globalization and Multileveled Citizenship Education: A Tale of Two Chinese Cities, Hong Kong and Shanghai“. Teachers College Record: The Voice of Scholarship in Education 111, Nr. 4 (April 2009): 851–92. http://dx.doi.org/10.1177/016146810911100406.

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Background/Context For centuries, the notions of citizenship and citizenship education have been associated with the nation-state and civic elements. However, since the late 20th century, these traditional notions have been challenged by globalization. In the discourse of globalization, citizenship, and citizenship education, some scholars suggest a simplistic replacement or shift from national citizenship to global citizenship, regional citizenship, or local and group identities. Against these simplistic, single-leveled approaches is the argument for both the continuing importance of nation-specific characteristics of citizenship and the strong need to diversify the nation-state-oriented and civic-specific framework to form multileveled and multidimensional ones. They accommodate individuals’ engagement in the various domains of human activities and their memberships at various levels, ranging from individual to community, local, national, and international or global ones. Some scholars have advocated a multidimensional model of citizenship education by regrouping human relationships and activities into four major dimensions—personal, social, spatial, and temporal—which can intersect with various levels in the multilevel polity. However, these general, static frameworks are not backed by strong empirical evidence and do not explain the complexity of interplay among different actors at the same level and/or between levels. Purpose The purpose of the article is twofold. First, it aims to provide empirical evidence for the general framework of multileveled and multidimensional citizenship education by assessing students’ views of citizenship in a multileveled polity with reference to Hong Kong and Shanghai in China. Second, with the help of the comparative study, the article is intended to supplement the general framework by proposing a theoretical framework that explains the complex interplay of different actors in their choices of citizenship elements from a multileveled polity. Setting The study took place in three public junior secondary schools in Shanghai and three aided secondary schools in Hong Kong and assessed their students’ views of the global, national, local, and personal-social domains of multiple identities in a multileveled polity. Research Design The study adopted a mixed methodology of observations, questionnaires, and interview surveys to collect data. Data Collection and Analysis Data are drawn from questionnaires completed by 1,402 students attending Grades 7–9, and 38 interviews with principals, teachers, and students from both societies between 2002 and 2003. Conclusions/Recommendations The study shows that although students of Hong Kong and Shanghai were aware of having multiple citizenships, some of their views of the relative importance of, and the interrelationships among, four dimensions of citizenship differed. The patterns of their perceptions of multiple citizenships reflect similarities and differences in the organization of citizenship education between schools in Hong Kong and Shanghai, the nation-state's influences on local citizenship curricula, and local governments’ development considerations in remaking collective identity. With the help of the comparative study, the article supplements the general framework by proposing a theoretical framework for interpreting citizenship and citizenship education as dynamic, context-bounded, and multi-leveled social constructions reinvented through the intertwined interactions of different actors in response to social changes, including globalization.

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11

Moir, Stuart, und Jim Crowther. „Radicalising citizenship education“. Andragoška spoznanja 23, Nr. 3 (25.10.2017): 17–34. http://dx.doi.org/10.4312/as.23.3.17-34.

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Democracy faces two key threats today. The first is evident in the growth of authoritarian, right-wing, populism which is evident in a number of European countries and beyond. The second has been the un- dermining of democratic life by neoliberalism. Liberal democracy has aided the latter by the separation of economics from politics and the focus on the individual at the expense of the public sector and the common good. At the same time, some of the virtues of liberal democracy – the separation of powers, for example – are threatened by authoritarianism. We argue the importance of a critical engagement with current versions of democracy by drawing on a more participatory and active democratic tradition. This has significant implications for how we view citizenship and citizenship education. The dominant ver- sion of citizenship education in Scotland and the UK (possibly in Europe too) embodies a ‘minimalist’ model of citizenship through a curriculum for taking personal responsibility. This is inadequate for the challenge democracy faces. We argue the need to ground citizenship education in more radical soil, to nurture a critically engaged and active citizenry capable of challenging the democratic threats of right- wing populism and neoliberal subjectivity.

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12

Wulf, Christoph. „Global Citizenship Education“. Vierteljahrsschrift für wissenschaftliche Pädagogik 97, Nr. 4 (03.12.2021): 464–80. http://dx.doi.org/10.30965/25890581-09703017.

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Abstract Global Citizenship Education. Building a Planetary World Community in the Anthropocene In the Anthropocene, what do we mean by global citizenship education, what do we mean by building a planetary world community? The paper explores these questions and uses the example of education for sustainable development, heritage education, human rights education, and peace education to show how a sense of belonging to the global community can be created. It also develops numerous viewpoints that play an important role in achieving a planetary consciousness.

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13

Astiz, M. Fernanda, und Gabriela Mendez. „Education for citizenship“. Education, Citizenship and Social Justice 1, Nr. 2 (Juli 2006): 175–200. http://dx.doi.org/10.1177/1746197906064678.

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14

RINGER, FRITZ. „EDUCATION AND CITIZENSHIP“. Paedagogica Historica 29, Nr. 3 (Januar 1993): 677–87. http://dx.doi.org/10.1080/0030923930290302.

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15

Callan, Eamonn. „CITIZENSHIP AND EDUCATION“. Annual Review of Political Science 7, Nr. 1 (17.05.2004): 71–90. http://dx.doi.org/10.1146/annurev.polisci.7.012003.104924.

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16

McLeod, Julie, und Katie Wright. „Education for citizenship“. History of Education Review 42, Nr. 2 (14.10.2013): 170–84. http://dx.doi.org/10.1108/her-09-2012-0029.

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17

Carr, Wilfred. „Education for citizenship“. British Journal of Educational Studies 39, Nr. 4 (November 1991): 373–85. http://dx.doi.org/10.1080/00071005.1991.9973898.

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18

Cantón, Alicia, und Brenda Ivonne Garcia. „Global Citizenship Education“. New Directions for Student Leadership 2018, Nr. 160 (01.11.2018): 21–30. http://dx.doi.org/10.1002/yd.20307.

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19

van der Schee, Joop. „Geographical Education and Citizenship Education“. International Research in Geographical and Environmental Education 12, Nr. 1 (März 2003): 49–53. http://dx.doi.org/10.1080/10382040308667512.

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20

Paige, Carol A. „Education for citizenship: Implications for Christian education in Spain“. International Journal of Christianity & Education 24, Nr. 1 (05.11.2019): 55–70. http://dx.doi.org/10.1177/2056997119879724.

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The concept of citizenship has changed and evolved over time. Spain, as part of the European Union, has been included in a paradigm shift from a focus on nationalism to the concept of global citizenship. This has spurred a national controversy over the way in which Spanish students should be educated about citizenship. This article provides a concise history of citizenship education in Spain. An overview of the Education for Citizenship and Human Rights (EfC) curriculum is also incorporated with a description of the controversy surrounding its implementation as a mandatory school subject. It concludes with an explanation of Kingdom citizenship and implications and recommendations for Christian schools.

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21

Shin, Ho Jae. „From democratic citizenship education to global citizenship education - The extensibility of democratic citizenship education and its meaning in moral education -“. Journal of Moral & Ethics Education 77 (30.11.2022): 257–84. http://dx.doi.org/10.18338/kojmee.2022..77.257.

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22

Krzywosz-Rynkiewicz, Beata, Anna M. Zalewska und Despina Karakatsani. „Does citizenship education matter?: Young people’s citizenship activity in countries with different citizenship education experience“. Citizenship Teaching & Learning 12, Nr. 2 (01.06.2017): 171–88. http://dx.doi.org/10.1386/ctl.12.2.171_1.

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23

Sears, Alan. „Global citizenship education: An understanding of citizenship education around the globe“. Citizenship Teaching & Learning 13, Nr. 2 (01.09.2018): 163–65. http://dx.doi.org/10.1386/ctl.13.2.163_2.

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24

Baker, Will, und Fan (Gabriel) Fang. „Intercultural citizenship and the internationalisation of higher education: the role of English language teaching“. Journal of English as a Lingua Franca 11, Nr. 1 (01.03.2022): 63–75. http://dx.doi.org/10.1515/jelf-2022-2067.

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Abstract The expanding internationalisation of higher education (HE) has resulted in the inte rcultural dimensions becoming a core aim of many institutions. This is frequently represented though the concept of intercultural or global citizenship with students expected to engage with academic, professional and social communities across multiple scales from the local to the global. The language though which both the internationalisation of HE and intercultural citizenships is expected to take place is often English, or more precisely ELF, epically in English medium education (EME). Therefore, given this key role for English, English language teaching (ELT) provides an ideal setting for developing intercultural citizenship education. However, at present, this is an under-researched area. To address this gap, this collection of short papers provides a snap shot of current thinking and research form ELF perspectives. We include reports on the development of intercultural citizenship through study abroad for university students from China, Japan and Thailand; the role of intercultural citizenship in pre-service teacher education in Turkey; and a discussion of the relationship between intercultural citizenship, identity, symbolic power and language in the ELT and EMI classroom.

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25

Pogrebnyak, Volodymyr. „Ideas of Citizenship and Citizenship Education in Canada“. Annales Universitatis Mariae Curie-Sklodowska, sectio N, Educatio Nova 2 (02.02.2018): 129. http://dx.doi.org/10.17951/en.2017.2.129.

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26

Kennedy, Kerry J. „Re-shaping education for citizenship – democratic national citizenship“. Educational Studies 39, Nr. 3 (Juli 2013): 369–70. http://dx.doi.org/10.1080/03055698.2012.761767.

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27

Sigauke, Aaron T. „Young people, citizenship and citizenship education in Zimbabwe“. International Journal of Educational Development 32, Nr. 2 (März 2012): 214–23. http://dx.doi.org/10.1016/j.ijedudev.2011.02.014.

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28

Li, Jun. „Citizenship and citizenship education in a global age“. Asia Pacific Journal of Education 33, Nr. 1 (März 2013): 127–29. http://dx.doi.org/10.1080/02188791.2012.738855.

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29

KOUKOUNARAS LIAGKIS, MARIOS. „Democratic Citizenship Education through Religious Education“. Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση (ΕλΘΕ)/Greek Journal of Religious Education (GjRE), Nr. 1 (2021): 1. http://dx.doi.org/10.30457/040120211.

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30

Davies, Ian. „Citizenship Education in Europe“. Citizenship, Social and Economics Education 3, Nr. 3 (September 1998): 127–40. http://dx.doi.org/10.2304/csee.1998.3.3.127.

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Following some contextual remarks about the nature of Europe and citizenship, there is consideration of the ways in which teachers and learners are developing the knowledge, skills and dispositions needed for effective citizenship in Europe. Some attention is given to the different levels of citizenship education which can occur and the choices that educators can make when developing relevant programmes.

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31

Hughes, Conrad. „Operationalising Global Citizenship Education“. L’éducation en débats : analyse comparée 10, Nr. 1 (16.02.2021): 122–38. http://dx.doi.org/10.51186/journals/ed.2020.10-1.e370.

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This article describes the Universal learning Programme, an innovative curriculum framework designed by the International School of Geneva’s La Grande Boissière campus and UNESCO’s International Bureau of Education. The design, scope and reach of the programme operationalises Global Citizenship Education through the development of deep conceptual understanding of relevant domains, the assessment of life-worthy competences and the creation of authentic social impact. It is through this balanced synthesis of learning and innovative task design that all the precepts of Global Citizenship Education are developed and put into concrete practice. The Universal Learning Programme offers e

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32

Kury, Karla Aguiar. „Enviromental education and citizenship“. Boletim do Observatório Ambiental Alberto Ribeiro Lamego 3, Nr. 1 (2009): 107–15. http://dx.doi.org/10.5935/2177-4560.20090005.

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33

Puig Gutiérrez, María, und Juan Antonio Morales Lozano. „Citizenship Education from Schools“. Educational Research eJournal 1, Nr. 1 (2012): 17–32. http://dx.doi.org/10.5838/erej.2012.11.02.

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34

Mamlok, Dan, und Kathleen Knight Abowitz. „Education for Digital Citizenship“. Philosophy of Education 73 (2017): 336–50. http://dx.doi.org/10.47925/73.336.

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35

Appiah, Kwame Anthony. „Education for Global Citizenship“. Teachers College Record: The Voice of Scholarship in Education 110, Nr. 13 (April 2008): 83–99. http://dx.doi.org/10.1177/016146810811001308.

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36

Matthews, Nathan. „Māori cultural citizenship education“. set: Research Information for Teachers, Nr. 3 (01.12.2016): 10–14. http://dx.doi.org/10.18296/set.0051.

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37

Briel, Holger. „Education and cultural citizenship“. Language and Intercultural Communication 12, Nr. 4 (November 2012): 386–87. http://dx.doi.org/10.1080/14708477.2012.722103.

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38

Davies, Ian, Mitsuharu Mizuyama und Gillian Hampden Thompson. „Citizenship Education in Japan“. Citizenship, Social and Economics Education 9, Nr. 3 (Januar 2010): 170–78. http://dx.doi.org/10.2304/csee.2010.9.3.170.

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39

Costa e Silva, Ana Maria. „Education, Citizenship and Mediation“. Citizenship, Social and Economics Education 11, Nr. 1 (Januar 2012): 2–10. http://dx.doi.org/10.2304/csee.2012.11.1.2.

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40

Davies, Lynn. „Citizenship, Education and Contradiction“. British Journal of Sociology of Education 22, Nr. 2 (Juni 2001): 299–308. http://dx.doi.org/10.1080/01425690120054902.

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41

Gilbert, Rob. „Citizenship, Education and Postmodernity“. British Journal of Sociology of Education 13, Nr. 1 (Januar 1992): 51–68. http://dx.doi.org/10.1080/0142569920130104.

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42

Bengtsson, Erik. „Education, state and citizenship“. Scandinavian Economic History Review 63, Nr. 2 (04.05.2015): 203–5. http://dx.doi.org/10.1080/03585522.2015.1032340.

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43

Heater, Derek. „Education for European Citizenship“. Westminster Studies in Education 15, Nr. 1 (Januar 1992): 53–67. http://dx.doi.org/10.1080/0140672920150106.

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44

Davies, Ian. „Science and citizenship education“. International Journal of Science Education 26, Nr. 14 (November 2004): 1751–63. http://dx.doi.org/10.1080/0950069042000230785.

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45

Gillborn, David. „Citizenship education as placebo“. Education, Citizenship and Social Justice 1, Nr. 1 (März 2006): 83–104. http://dx.doi.org/10.1177/1746197906060715.

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46

Garratt, Dean, und Heather Piper. „Heterotopian cosmopolitan citizenship education?“ Education, Citizenship and Social Justice 5, Nr. 1 (März 2010): 43–55. http://dx.doi.org/10.1177/1746197909353568.

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47

Fischman, Gustavo E., und Eric Haas. „Beyond Idealized Citizenship Education“. Review of Research in Education 36, Nr. 1 (März 2012): 169–96. http://dx.doi.org/10.3102/0091732x11420927.

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48

Juhari, Sham. „Education and cultural citizenship“. Educational Research and Evaluation 18, Nr. 6 (August 2012): 614–16. http://dx.doi.org/10.1080/13803611.2011.643363.

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49

Morgan, Ilana. „Arts Education and Citizenship“. Journal of Dance Education 18, Nr. 3 (03.07.2018): 95–102. http://dx.doi.org/10.1080/15290824.2018.1481964.

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50

Demaine, Jack. „Globalisation and citizenship education“. International Studies in Sociology of Education 12, Nr. 2 (Juli 2002): 117–28. http://dx.doi.org/10.1080/09620210200200086.

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