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Dissertations / Theses on the topic 'Citizenship Education'
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Endo, Chikako. "Autonomy and Citizenship : Implications for Citizenship Education." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504024.
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Pigkou-Repousi, Myrto. "Ensemble theatre and citizenship education : how ensemble theatre contributes to citizenship education." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56233/.
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This study examines the ways in which ensemble theatre making can contribute to citizenship education. A range of political theories construct the framework for democratic politics and active citizenship which, in turn, become the pedagogical basis for the ensemble model of theatre learning. Outstanding political theories, such as Castoriadis’ theory of the imaginary institution of society and Habermas’ model for communicative action, structure a theoretical basis which constitutes an ideal definition for democratic politics and active citizenship. This framework becomes the pedagogic ground of ensemble theatre that constitutes a collective process of theatre making and, therefore, aims to function as a democratic learning experience in the art of theatre. In this context, a research praxis that combines methodological elements from action research and case study is conducted in two high-schools of Athens and examines students’ perceptions of politics, while at the same time explores their responses to an artistic, learning experience that interacts with their own initiatives, group decisions, and socio-artistic actions. Following this methodological route that integrates both an interventionist and an interpretive interest, the fieldwork is developed as a dialogic action between the ideal conception of ensemble theatre making and the real conditions that are encountered in the educational contexts. In this context, the analysis and the interpretation of the data provides information about the ways in young people perceive arts and politics, the ways in which they experience and develop collectiveness and active participation as well as the ways in which these perceptions determine their citizenship skills. Finally, the impact of ensemble theatre process is examined in relation to the above mentioned perceptions and conditions of political socialisation.
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Burton, Shannon Lee. "Unwrapping citizenship : getting inside the nature of citizenship education." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43519.
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Kiwan, Dina Jane. "An inclusive citizenship : conceptions of citizenship in the citizenship education policymaking process in England." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020506/.
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Briks, Hilda. "Global citizenship and higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.
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Winkelman, Joel M. Lienesch Michael. "Citizenship education and American nationalism." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,904.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Political Science." Discipline: Political Science; Department/School: Political Science.
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Rennick, Stephanie (Stephanie Lisa) Carleton University Dissertation Political Science. "Political education and democratic citizenship." Ottawa, 1993.
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Ververi, Olga. "Citizenship education teachers' critical thinking in 'education for democratic citizenship' : the sociology of critical thinking." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559734.
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In this thesis I examine two citizenship education teachers' critical thinking in relation to the texts of "Education for Democratic Citizenship" (EDC) programme. I examine - how their critical thinking defines their teaching practice. Based on the relevant literature pertaining to the concept of critical thinking, I argue that critical thinking is an intersubjective and meaning making process which aims at the restoration of truth. I inform this view with the Critical Realist philosophy and its dialectics of truth according to which truth has a world reporting meaning and that knowledge comprises a 'truth-talk'. Hence, I view the EDC programme textbooks as a 'truth-talk' . about the social and political reality, having at its core the concept of citizenship. I regard the EDC programme textbooks as an 'interlocutor' within the educational process who holds a superior epistemological position in comparison to the teacher and exerts power on her. Based on case studies, I examine how two citizenship education teachers in Greece, interpret the EDC texts, process the meaning and proceed to critical thinking constructing their subjective versions of truth about the political and social reality. I record the way they structure and manage a discussion in the classroom and I conclude that their teaching practice is defined by their subjective versions of truth which are nevertheless objectively false. I emphasise the power relations in the classroom where teachers hold a superior position to the students and I conclude that teachers comprise the [mal 'truth-tellers'. I thus stress teachers' ethical obligation regarding what kind of 'truth' they import in the classroom. This involves both the EDC programme knowledge of citizenship - which I evaluate as a pseudo 'truth talk' - and their own 'truth-talk' consisting of knowledge, discourses, ideological, philosophical and theoretical trends which do not enable them to effectively restore the truth. Consequently, I argue that teachers should be in constant evaluation of their critical thinking processes and I suggest the concept of the 'Sociology of Critical Thinking'.
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Molina, Girón Luz Alison. "Educating Good Citizens: A Case Study of Citizenship Education in Four Multicultural High School Classrooms in Ontario." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20713.
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Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-related document analysis. The theories of conceptions of good citizenship (Westheimer & Kahne, 2004) and approaches to multicultural content integration (Banks, 2003) are the primary analytical lenses. Data analysis followed two phases: within-case and cross-case analyses (Stakes, 2006).
Despite shared provincial guidelines, very different types of citizenship instruction occur, shaped by teachers’ personal conceptions of good citizenship. While all teachers stressed the importance of civic knowledge acquisition and aimed to educate active citizens, some emphasized the education of personally-responsible citizens, while others adopted either a participatory or justice-oriented approach to citizenship education. These distinct orientations lead to different approaches to teaching about active citizenship, ranging from an emphasis on conventional citizenship behaviours, to altruistically motivated make-a-difference citizenship participation, to a more thoughtful, politically-oriented citizenship participation that aims to produce societal change. Teachers’ differing conceptions of good citizenship also affect how their instruction responds to cultural diversity. While some teachers tended to avoid discussing issues of cultural and other forms of difference, others made them integral to their instruction. As such, a predominately personally-responsible approach to instruction tends to be blind to cultural difference. The participatory conception of citizenship education pays some attention to cultural difference, but aims to help marginalized people rather than address historical or structural inequality. A justice-oriented approach, in contrast, is the only approach that recognizes the importance of addressing the conflicts and tensions that exist in multicultural societies as an integral aspect of educating for democratic citizenship.
This study advances new knowledge of the practice of citizenship education and offers valuable insights to developing education policy and strategies that strengthen educating engaged citizens for pluralistic, democratic societies.
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Mammadova, Gunay. "Constructing the National Identity Discourse in Citizenship Education Policy: The Case of Citizenship Education in England." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21266.
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The thesis examines the governmental construction of national identity through its citizenship education policy in England, the country with heightened tensions in diversity and identity re-construction aligning with its mandatory citizenship classes since 2002. Theoretically framing the study on the Foucauldian post-structuralism, the thesis utilises Foucauldian-influenced ‘What is the problem represented to be?’ (WPR) method by Bacchi that presents the government as a problem-producer. Conducting qualitative research methods, the study analyses the current National Curriculum in England with the explanatory and foundational state documents of Crick and Ajegbo Reports. The thesis identifies that the government primarily aims to re-construct the inclusive and integrative national identity based on the acknowledgement of multiple identities and a plurality of nations in the citizenship education curriculum in England. The study, however, also reveals that the English citizenship education policy implicitly presents a few assimilationist elements in the national identity discourse through exclusion andunrepresentativeness of the ethnic and racial identities, hierarchical establishment between native English and minorities, and the division of ‘whites’ and ‘non-whites’. Comparatively examining the documents, the thesis, therefore, concludes that the government has a powerful position in socially and politically re- constructing the discourses, concepts, and meanings over time.
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Choi, Moonsun. "Development of a Scale to Measure Digital Citizenship among Young Adults for Democratic Citizenship Education." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437610223.
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Alteraifi, Rihab. "Disability, citizenship and education in England." Thesis, Oxford Brookes University, 2013. https://radar.brookes.ac.uk/radar/items/8c9dc5f6-7d91-485d-ae20-1737f6420993/1/.
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The purpose of this thesis is to examine the relationship between disability and the notions of citizenship, human rights and education. It aims to analyse the UK watershed 1978 Warnock Report on special education and its application and relate them to models of disability, citizenship and UN human rights law. Education in England serves as a case study to show how these models are expressed in theory and practice and their implication for full citizenship for disabled people. There are eight chapters in this thesis. Chapter One is the introduction and discusses the scope of this thesis. Chapter Two examines the medical and social models of disability. Chapter Three discusses the classical and modern notions of citizenship as they relate to disability. Chapter Four compares citizenship and human rights concepts and the application of UN human rights law prior to 2006 in relation to disability. Chapter Five examines the 2006 United Nation Convention on the Rights of People with Disabilities (CRPD) legislation in detail. Chapters Six and Seven discuss the Warnock Reports of 1978 and 2005 in relation to models of disability and citizenship. Chapter Eight is the conclusion. These chapters collectively examine the notion of classical and modern citizenship and their consideration of disability; the role of human rights in promoting disability and attempt to show their strengths and weaknesses in relation to education for the disabled. The thesis seeks to establish whether models of disability, citizenship and human rights are adequate in providing full citizenship for disabled people. To do so the thesis examines models of disability, notions of citizenship and human rights legislation and whether the UN sponsored CRPD is a superior way forward for gaining recognition for disabled people rights as full citizens. This thesis concludes with the view that disabled people have progressed in achieving rights of inclusive citizenship, but that the medical, social, political and legislative responses remain flawed. Disabled people‘s right to full inclusivity in both educational levels and throughout society remain.
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Reichart, Marion R. "Connecting disability equality to citizenship education." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/8202/.
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This thesis argues that the invisibility of disabled people in the Citizenship curriculum is no longer tenable. In analogue to race and sex discrimination, I use legal case analyses, together with empirically framed case studies within an international perspective, to systematically explore different aspects of citizenship. Citizenship elements range from ‘legal’, ‘constitutional context’, ‘political participation’, ‘human rights’, ‘community’, ‘socio-economic’ to ‘identity and belonging’. Through a mash up methodology of running voices of disabled people themselves over various themes of citizenship, the contributions, barriers and achievements of disabled people are embedded in the analysis. This includes often apparently conflicting or contradictory voices and cross cultural discussions. Disabled people’s experiences are constitutive of, not additional to, citizenship values. The work confirms that a paradigm shift is taking place in our understanding of disability, which profoundly challenges traditional models of citizenship and leads to uncertainties in professional practice. I propose a three-pillar model of inclusive citizenship, underpinned by the social model of disability, a socio-legal framework of rights-based anti-discrimination, and recognition of struggle as a political manifestation of contested ideologies. Each pillar is associated with concomitant shifts not only in individual but also in institutional behaviour, which extends to a critical examination of the law, the role of the state, social and institutional practices. The extent to which curriculum development on Citizenship, policy ideas, resources and practices are inclusive of and accessible to disabled people, and how programmes of study at key stages 3 and 4 reference disabled citizens, is critically discussed. This leads to an outline of practice with potential that connects disability equality to Citizenship education.
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Jacobsen, Carey Mae. "Globalization, Global Citizenship, and Catholic Education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104047.
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According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Because Catholic school systems are "among the largest and most significant" religious educational institutions (Marshall, 2018, p.185), Catholic educational leaders should be part of a dialogue to improve the quality of education. Furthermore, it is vital that these dialogues address phenomena impacting the quality of 21st century education. Among critical phenomena impacting 21st century education is globalization (Darling-Hammond, 2010; Friedman, 2005; Zhoa, 2009). In this qualitative study, phenomenological methodology was used to examine experiences and perspectives of Catholic school administrators regarding the phenomenon of globalization. Specifically, the study explored understandings of Catholic school administrators within the Diocese of Richmond, Virginia regarding globalization, global citizenship, and global competencies. Further, this study investigated current practices fostering global citizenship within the Catholic school system. Purposeful sampling of individuals who serve in administrative roles in Richmond diocesan schools, including Junior Kindergarten (JK)-8, JK-12, and 9-12 levels, was used to identify 11 participants who met study inclusion criteria. Consenting individuals were invited to participate in a semi-structured interview regarding the phenomena of interest. Upon completion, participant interviews were transcribed and coded for analysis using qualitative methods consistent with phenomenology. Themes regarding globalization, global citizenship, and global competencies within the Catholic education system were identified. The results and findings of this qualitative study, including implications for educational leaders and recommendations for future studies, were summarized.Doctor of Education
According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Among religious educational systems in this country, Catholic school systems are particularly significant. Thus, Catholic educational leaders should be part of a dialogue to improve the quality of education. Globalization is a phenomenon that impacts the quality of 21st century education. In this study, the researcher explored perspectives and experiences of Catholic school administrators regarding globalization and global citizenship. This study also investigated current practices fostering global citizenship within a Catholic school system. Administrators in Richmond diocesan schools, including Junior Kindergarten (JK)-8 and 9-12 levels, participated in interviews. The researcher identified themes regarding globalization, global citizenship, and global competencies within the Catholic education system. The results and findings of this study will be used to improve the quality of Catholic education programs.
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Galloway, Greta Marie Mandy. "Cultivating democratic citizenship education in schools :implications for educational leaders." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.
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Dissertation (PhD)--University of Stellenbosch, 2007.On t.p.: Doctor of Philosophy in Education Policy Studies.
ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal career experience as a teacher, and specifically as a school principal. I argue that educational leaders and managers continue to think and act according to traditional notions of leading and managing school practices. I contend that educational leadership and management practices ought to change in order for schools to transform into institutions implementing democratic practices in a more thoroughgoing way. I argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leadership and management engender thin forms of democratic school practices. I show how positivist theories of educational leadership and management connect with indefensible forms of leading and managing, namely skewed authority, gender discrimination and exclusion of cultural diversity. I contend that school leadership and management practices ought to be reconceptualised in relation to a framework of democratic citizenship education. Cultivating democratic citizenship education with reference to the seminal thoughts of Jürgen Habermas, Seyla Benhabib and Iris Marion Young will hopefully strengthen my argument for social justice, renewal and redress in school practices. These theorists have shaped the thinking and actions of educational leaders and managers to provide a critical understanding of transformative educational leadership and management practices in schools. Such ideas conceptualise a critical understanding of deliberative leadership and management practices as constructs for deepening democracy in schools. It is within this context that the dissertation explores a pathway towards deepening democracy in schools through a deliberative leadership and management approach. Such an approach has the potential to cultivate communicative democratic moments in educational leadership and management practices through engaging the voices of “others”. For deliberative leadership and management practice to manifest itself, I propose that conditions ought to be established whereby the democratic rights of “others” as incorporated voices in classroom pedagogy, school management and school governance engender deeper citizenship through the inclusion of these “other” previously marginalised voices. By embracing the voices of “others”, the potential is created to move towards deepening democratic leadership and management practices which can possibly engender “schools of hope” for the future. Keywords: Educational leadership, educational management, positivist, critical, citizenship, deliberative democracy, communicative democracy
AFRIKAANSE OPSOMMING: Hierdie proefskrif is ʼn kritiese ondersoek na skoolhoofde se onderwysleierskap en -bestuurspraktyke in die huidige demokratiese bestel. Die doel van die studie is om die mate van transformatiewe integrasie van demokrasie onder skoolleiers en -bestuurders te verken. Ek het besluit om my eie storie te vertel, dus gee ek ʼn verhalende verslag van my loopbaan as ʼn onderwyser, en spesifiek as ʼn skoolhoof. Ek beweer dat leiers en bestuurders in die onderwys nog steeds die tradisionele opvattings oor skoolleierskap en bestuur huldig, en dat hierdie opvattings hulle denke en optrede rig. Ek voer aan dat onderwysleierskap en bestuurspraktyke verander moet word sodat skole tot dieper, demokratiese praktyke kan transformeer. Ek argumenteer voorts dat dit voorkom asof huidige begrippe van leierskap en bestuur in skole in positivistiese tendense vasgelê is wat transformatiewe praktyke in skole ondermyn en dat positivistiese leierskap en bestuur “dun” vorme van demokratiese skoolpraktyke voortbring. Ek toon aan hoe positivistiese teorieë van onderwysleierskap en -bestuur verband hou met onverdedigbare wyses van lei en bestuur, naamlik verwronge gesag, genderdiskriminasie en die uitsluiting van diverse kulture. Ek voer aan dat onderwysleierskap en -bestuurspraktyke geherkonseptualiseer behoort te word binne ʼn raamwerk van demokratiese burgerskapsopvoeding. Die ontwikkeling van demokratiese burgerskapsopvoeding wat onder meer voortspruit uit die seminale denke van Jürgen Habermas, Seyla Benhabib en Iris Marion Young, versterk my betoog vir sosiale geregtigheid, vernuwing en herstel binne die skoolpraktyke. Hierdie teoretici vorm die denke en optrede van leiers en bestuurders in die onderwys as deurslaggewende begrippe van transformatiewe onderwysleierskap en bestuurspraktyke in skole. Sulke idees konseptualiseer ʼn deurslaggewende begrip van oorlegplegende leierskap en bestuurspraktyke as konstrukte vir grondliggende integrasie van demokrasie in skole. Binne hierdie konteks ondersoek die proefskrif ʼn werkwyse vir ʼn grondliggende integrasie van demokrasie in skole deur oorlegplegende leierskap en bestuur. So ʼn benadering het die potensiaal om kommunikatiewe demokratiese momente in onderwysleierskap en -bestuurspraktyke aan te moedig deur na die stemme van die “ander” te luister. Ek stel voor dat, ten einde demokratiese leierskap- en bestuurspraktyke te vestig, toestande geskep moet word waardeur die demokratiese regte van die “ander”, wat voorheen gemarginaliseer was, in klaskamerpedagogie en skoolbestuur ingesluit moet word om “dieper” burgerskap te verseker. Met ander woorde, deur na die stemme van die “ander” te luister, word die potensiaal geskep om verdiepende demokratiese leierskap en bestuurspraktyke aan te moedig sodat “skole met hoop” tot stand gebring kan word. Trefwoorde: Onderwysleierskap, onderwysbestuur, positivisties, kritiese, burgerskap, oorlegplegende demokrasie
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Harley-McClaskey, Deborah K., and S. Cockerham. "Educating for Global Citizenship." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4072.
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Darden, Vicki. "Educator Perspectives on Incorporating Digital Citizenship Skills in Interpreter Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7627.
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Appropriate digital citizenship skills are considered essential for modern professionals, including signed language interpreters. However, little is known about the experiences and practices of interpreter educators regarding digital citizenship. This exploratory qualitative interview study was conducted to examine the experiences and practices of interpreter educators related to incorporating opportunities for digital citizenship skill-building in their teaching practice. A conceptual framework based on digital citizenship theory guided development of this study. Data were collected from interviews of 6 interpreter educators in bachelor-degree programs in American Sign Language/English interpreting across the United States. Data sets were analyzed through open and axial coding and assessed for themes and patterns. Findings of the study indicated that interpreter educators were aware of elements of digital citizenship but were not knowledgeable about institutional or other policies, that they prioritized the soft skills of digital citizenship, and that they assumed their students acquired the technical skills of digital citizenship elsewhere. Findings may lead to better informed pedagogical decisions about incorporating digital citizenship into instruction, better prepared new professionals, and can contribute to positive social change for practitioners and the consumers they serve.
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Jenkings, Patricia Anne Bernadette. "Australian political elites and citizenship education for "New Australians" 1945-1960." Connect to full text, 2001. http://hdl.handle.net/2123/815.
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Thesis (Ph. D.)--University of Sydney, 2002.Title from title screen (viewed Apr. 24, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Degree awarded 2002; thesis submitted 2001. Includes bibliography. Also available in print form.
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Guzman, Gloria. "American Students' Perspectives on Global Citizenship." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976886.
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This qualitative study examined the perspectives of American students, focusing on the factors and characteristics that frame an individual as a global citizen. The study focused on nine American students who were enrolled in a California State University. This population of students brought knowledge of their personal perspectives and experiences, pertaining to their own ideals of global citizenship, as well as to how they believed it was integrated in their educational experience. Key themes from the participants included: the importance of a period of self-realization, individual effects as a result of the current political climate, the importance of language, and the lack of priority given to global citizenship within the K-12 public education system.
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Lwin, Thein. "Education for citizenship : how citizenship education is taught in a British primary school and its implications for Burma." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341779.
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MAN, Kit. "Citizenship education in post-1997 Hong Kong : civic education or nationalistic education?" Digital Commons @ Lingnan University, 2013. https://commons.ln.edu.hk/soc_etd/35.
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This study investigates citizenship education policy under the “One Country, Two Systems” model in Hong Kong. A number of studies have analyzed the Hong Kong-China national unification from the political, legal, economic, socio-cultural perspectives. This study approaches Hong Kong-China integration from the hotly contested issue of nationalistic education, attempted to be implemented by the Hong Kong government in the official school curriculum. I use as my data sources official documents issued by government agencies including the Chief Executive’s annual Policy Address, an internal report of the Commission on Strategic Development, and curriculum guides of the Curriculum Development Council to tease out the citizenship qualities desired by the Hong Kong government for the younger generation.
Historians and social scientists distinguish between civic and ethnic types of citizenship or nationalism. While the civic model is often perceived as intrinsically liberal, voluntarist, universalist and inclusive, its ethnic “blood-and-soil” counterpart is usually associated with illiberal, authoritarian, ascriptive, particularist and excusive connotations. The widely discussed civic/ethnic dichotomy in citizenship and nationalism literature is used as the analytical framework to examine elements proposed by the government in its citizenship education documents. My research points out that the citizenship education policy in post-1997 Hong Kong under the dual process of state and national building is a hybridization of the civic/ethnic conceptions, in which the ethnic components dominate over the civic ones.
I further argue that the “One Country, Two Systems” model is about the struggle between the civic and ethnic conceptions of citizenship rather than capitalism and communism. I also discuss the implications of the government’s pro-ethnic conception of citizenship education on political culture and rights of ethnic minority in Hong Kong, and the implication on the literature of sociology of citizenship.
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Stevens, Vanessa Jane. "Governing education : the ethical spaces of primary school citizenship education." Thesis, University of Exeter, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522269.
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Heathcote, Julie E. "Pupils' perceptions of citizenship education and good citizenship : an empirical case study and critical analysis of one interpretation of citizenship education in an 'outstanding school'." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/25480.
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Citizenship education has been a statutory part of the National Curriculum in English Secondary Schools since 2002. The majority of research papers that have examined citizenship education, plus a key report from Ofsted (2010), have examined it from the perspective of teachers, policy makers or academics. The empirical research seeks to address this imbalance by accessing the views of the pupils themselves, views that I would argue were crucial to the shaping of future educational policy pertaining to citizenship education, in the context of a case study in one particular school. This research, therefore, presents a critical analysis of one interpretation of citizenship education in an 'outstanding school'. It aims to explore young people's views on citizenship education and 'good citizenship' and, further, illustrate why their perceptions can, and indeed should, influence future debate and direction on education policy in this statutory subject.
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Karsgaard, Carrie Anne. "Literary study for critical global citizenship education." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54545.
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This thesis examines the role of literary studies in critical global citizenship education (GCE) within a Canadian high school context. Grounded in recent educational literature, which argues for more critical approaches of GCE (Andreotti 2006; Andreotti et al. 2010; Marshall 2009; Pashby 2011; Pike 2008; Richardson 2008; Schultz 2007; Tallon 2012; Taylor 2011), I will explore how to implement critical GCE within the concrete lessons and practices of English literature classrooms. Drawing primarily on Stone-Mediatore’s literary theory of reading for enlarged thought, I will propose a new framework of reading for critical global citizenship through critical and reflexive engagement with marginalized narratives. A critique of curriculum materials for Craig Kielburger’s Free the Children and Robin Wiszowaty’s My Maasai Life, developed by Me to We and Free the Children, reveals how Western-oriented texts and safe, traditional reading practices contribute to a form of global citizenship that perpetuates Western hegemony and limits expressions of citizenship to benevolent actions. By contrast, by helping students engage critically and reflexively with marginalized experience narratives, educators may guide their students through a difficult and cyclical process, introduced by Andreotti and de Souza’s Through Other Eyes project (2008), of learning to unlearn, learning to listen, learning to learn, and learning to reach out. Through this process, students may begin to recognize their situatedness within mainstream frameworks that limit their abilities to consider alternative possibilities and futures. To demonstrate possibilities for implementing this fourfold reading process in the classroom, I will provide example reading activities for Chris Abani's novel, Song for Night, David Alexander Robertson and Madison Blackstone’s graphic novel, The Life of Helen Betty Osborne, and the documentary film, Dear Mandela.Graduate Studies, College of (Okanagan)
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Ploszajska, Teresa Susan. "Geographical education, empire and citizenship 1870-1944." Thesis, Royal Holloway, University of London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243581.
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Zhang, Chong. "Cultural citizenship and its implications for citizenship education : Chinese university students' civic experience in relation to mass media and the university citizenship curriculum." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7387/.
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A growing body of research has argued that university citizenship curricula are inefficient in promoting civic participation, while there is a tendency towards a broader citizenship understanding and new forms of civic engagements and citizenship learning in everyday life. The notion of cultural citizenship in this thesis concentrates on media practices’ relation to civic expression and civic engagement. This research thus argues that not enough attention has been paid to the effects of citizenship education policy on students and students’ active citizenship learning in China. This thesis examines the civic experience of university students in China in the parallel contexts of widespread adoption of mass media and of university citizenship education courses, which have been explicitly mandatory for promoting civic morality education in Chinese universities since 2007. This research project raises significant questions about the meditating influences of these two contexts on students’ perceptions of civic knowledge and civic participation, with particular interest to examine whether and how the notion of cultural citizenship could be applied in the Chinese context and whether it could provide certain implications for citizenship education in China. University students in one university in Beijing contributed to this research by providing both quantitative and qualitative data collected from mixed-methods research. 212 participants contributed to the questionnaire data collection and 12 students took part in interviews. Guided by the theoretical framework of cultural citizenship, a central focus of this study is to explore whether new forms of civic engagement and civic learning and a new direction of citizenship understanding can be identified among university students’ mass media use. The study examines the patterns of students’ mass media use and its relationship to civic participation, and also explores the ways in which mass media shape students and how they interact and perform through the media use. In addition, this study discusses questions about how national context, citizenship tradition and civic education curricula relate to students’ civic perceptions, civic participation and civic motivation in their enactment of cultural citizenship. It thus tries to provide insights and identify problems associated with citizenship courses in Chinese universities. The research finds that Chinese university students can also identify civic issues and engage in civic participation through the influence of mass media, thus indicating the application of cultural citizenship in the wider higher education arena in China. In particular, the findings demonstrate that students’ citizenship knowledge has been influenced by their entertainment experiences with TV programs, social networks and movies. However, the study argues that the full enactment of cultural citizenship in China is conditional with regards to characteristics related to two prerequisites: the quality of participation and the influence of the public sphere in the Chinese context. Most students in the study are found to be inactive civic participants in their everyday lives, especially in political participation. Students express their willingness to take part in civic activities, but they feel constrained by both the current citizenship education curriculum in universities and the strict national policy framework. They mainly choose to accept ideological and political education for the sake of personal development rather than to actively resist it, however, they employ creative ways online to express civic opinions and conduct civic discussion. This can be conceptualised as the cultural dimension of citizenship observed from students who are not passively prescribed by traditional citizenship but who have opportunities to build their own civic understanding in everyday life. These findings lead to the conclusion that the notion of cultural citizenship not only provides a new mode of civic learning for Chinese students but also offers a new direction for configuring citizenship in China. This study enriches the existing global literature on cultural citizenship by providing contemporary evidence from China which is a developing democratic country, as well as offering useful information for Chinese university practitioners, policy makers and citizenship researchers on possible directions for citizenship understanding and citizenship education. In particular, it indicates that it is important for efforts to be made to generate a culture of authentic civic participation for students in the university as well as to promote the development of the public sphere in the community and the country generally.
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Freathy, Robin James Kenneth. "Religious education and education for citizenship in English schools, 1934-1944." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414031.
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O'Sullivan, William F. "Citizenship education : an investigation of Crick's model and citizenship coordinators' perceptions of the subject's purpose." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2130/.
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In 2002 the delivery of Citizenship Education, at Key Stages Three and Four, became compulsory in English Schools. The National Curriculum Order (QCA, 1999), which defined the nature of this new subject, drew heavily on the report by the Advisory Group on Education for Citizenship and the Teaching of Democracy (The Crick Report) (QCA, 1998). This thesis examines Crick’s model of citizenship education and the way that it is perceived by citizenship coordinators, those teachers most directly responsible for its delivery. The research methodology involved two major components; a literature based analysis of Crick’s model and semi structured interviews with ten citizenship coordinators. My findings relate to four key research questions. What underlying principles and philosophies exist regarding the purpose of citizenship education in a Liberal Democracy? Which principles and philosophies did the Crick Report adopt and how are these reflected in the National Curriculum subject of ‘Citizenship Education’? What do citizenship coordinators perceive as the purpose of Citizenship Education, and to what extent is their approach influenced by theory and policy issues? And finally, Could a greater understanding of the philosophical underpinnings of Citizenship Education among citizenship coordinators, improve its provision? With regard to the first two questions I argue that Crick established a sensible compromise position between competing conservative and progressive interpretations of the subject’s purpose. With regard to the third, the interviews with citizenship coordinators indicate that whilst all showed progressive intentions for the subject the majority (80%) showed a lack of consistency in their approach, often demonstrating a much more conservative approach than they intended. I suggest that the reason for this is a combination of two factors; a lack of conceptual understanding and the impact of various policy pressures. Finally, addressing the fourth question, I argue that a clear understanding of the subject’s philosophical underpinnings could have a positive impact on the problem, and make recommendations about how this may be achieve through adjustments to both government policy and schools’ training programmes.
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Hanna, H. L. "Citizenship education in Northern Ireland and Israel within an educational rights framework." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676509.
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This thesis explores how international education rights obligations are reflected in the contested curricular subject of citizenship education in the two divided jurisdictions of Northern Ireland and Israel. Given the difficulties faced in developing and delivering a common citizenship curriculum to a diverse group in each jurisdiction, where conceptions of citizenship vary, this empirical research explores the unifying potential of an approach to citizenship education based on internationally agreed human rights law on education. The research builds upon the citizenship education typology of knowledge, values, skills and participation and overlays it with a 2-A framework for education rights in citizenship education of 'acceptability' and 'adaptability', to provide a provisional literature-based conceptual framework . Data is approached from an interpretative perspective which involves consideration of policy and curriculum documents, qualitative semi-structured interviews with policy-makers and teachers of citizenship education, and focus group sessions with students of citizenship education in both jurisdictions. Analysis reveals that interpretations of education rights made by citizenship education stakeholders and found within key documents can be oriented around three themes - minority group representation, dealing with difference, and preparation for life. Locating these themes within the 2-A framework proves problematic, and reveals wide and sometimes conflicting variety in interpreting the framework. Questions are raised regarding the 'universality' of international interpretative frameworks for education rights, and therefore the workability of such frameworks in the national and divided context. The original contribution to knowledge of this thesis relates to how its combination of the disciplines of education and law, and comparison of two divided jurisdictions, illuminate this interpretative variety, offering a critique of the international human rights system of interpretation, and proposes the notion of 'interpretative communities' as a way of conceptual ising the variety of understandings. It also underlines the complexity of delivering a common citizenship education curriculum in a divided society.
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Acuna, Victor. "Environmental citizenship in Chilean school textbooks : a case study on environmental citizenship education in Chilean basic-education textbooks of 2012." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54147.
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The role of education in the formation of citizens, particularly from the perspective of sustainable development, has strongly influenced the Chilean environmental-education curriculum since Chile’s educational reform of the 1990s. The school textbooks provided by the Chilean Ministry of Education (MINEDUC) are an important resource for teachers and students in Chilean public and private-subsidized education. This study explores how Chilean school textbooks for basic-education (elementary years) appear to convey relationships between citizens and the environment. Apart from the Chilean context, similar studies have focused on identifying conceptions and social representations of the environment and the human-environment relationship among students, teachers, curricula, and textbooks. In this study, I specifically explore school textbooks and focus the inquiry on three aspects that appear to link environmental citizenship, sustainability, and education: awareness, values, and civic action. For the purpose of this interpretive study, I conducted a qualitative content analysis to examine the text and images in school textbooks for grades one, four, and eight for two compulsory subjects in Chile: Natural Science and History, Geography, and Social Science. These textbooks seem to represent civic-environmental relationships generally at local and national scales. The textbooks also appear to encourage environmental care mainly as an individual or personal duty and scientific attitudes, skills, and knowledge focusing mostly on material and practical aspects of the human-environmental system. The results of this study intend to advance our knowledge and understanding of how Chilean textbooks for the public and private-subsidized educational systems represent citizen-environment relationships. These representations appear to disconnect humans from dimensions that regard the environment symbolically and promote collective deliberation and participation. This study may guide interested ministries of education and publishers in the production of future school textbooks that may better foster sustainable and participative relationships between citizens and the environment.Science, Faculty of
Resources, Environment and Sustainability (IRES), Institute for
Graduate
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Webster, Anne. "Citizenship education : a study of citizenship education in the school curriculum with exemplars from the USA, Europe and the UK." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388402.
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Richardson, Mary. "Testing citizens : models of assessment for citizenship education." Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/testing-citizens(0521f2a5-2fb9-42e3-a35e-b5799552c0f6).html.
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The notion of some kind of civic education providing a solution to English society’s problems is nothing new and Citizenship Education is perceived as one means of addressing so-called social deficits. There are issues relating to curriculum delivery and training which have arisen from the decision to make citizenship a mandatory subject in maintained secondary schools. Citizenship presents a challenge because it is not a ‘conventional’ subject and teachers have to construct meaningful assessments which relate to discussions of beliefs and values. Philosophical and sociological literatures inform the conceptual analysis of definitions of citizenship. Insights into more recent policy and provision are provided through a discussion of curriculum development and interrogation of assessment documentation from awarding bodies and policy-making organisations. An empirical study aimed to construct a picture of delivery in schools. It employed a multiple-method approach: a questionnaire was used to survey 400 secondary schools across England; and interviews were conducted with pupils (in years 9-11) and teachers in 18 schools. The data were analysed using both quantitative (descriptive and univariate statistics) and qualitative (Successive Approximation and Ideal Type) methodologies. The findings suggest that the way in which citizenship is delivered has an effect upon the means by which it is assessed and has some impact upon the way that the subject is valued. Some teachers were reluctant to use unfamiliar modes of assessment, particularly formative methods which did not result in a grade, because pupils were sceptical of the value of any subject which does not provide a ‘final’ mark. This underlines the fact that assessment is the dominant force in contemporary education. The creation of Ideal Type teachers facilitated further investigation of relationships that teachers had with citizenship, its delivery and how they perceive pupil responses to the subject. Teachers require more resources (financial and time) to increase their assessment skills. The conclusion can be drawn that there is a significant need for more training and support for teachers in the assessment of citizenship. If citizenship is to succeed in its mission to effect a change in society, it needs to be taken seriously and a factor which militates against this aim is the lack of coherent framework of assessment.
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Novis, Joshua L. "Citizens and selves : rethinking education for democratic citizenship." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19392.
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This thesis is a critical examination of the history of philosophies governing public education in the United States. The first half, chapters one through six, outlines American conceptions of the role of the school in relation to the state and to democracy. The second half is an account of critical progressive philosophies that have challenged the American status-quo since the independence. The main argument that I propose here is that the creation of an education system in America has followed the philosophies of federalism and private democracy. These philosophies are economically centered and define the citizen in economic terms. Progressive educators have long questioned this definition and seek to redefine citizenship to describe participatory democracy, and communication based on experience and an ethic of care.
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Peterson, Andrew. "Civic Republican Thought and Citizenship Education in England." Thesis, Canterbury Christ Church University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499670.
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Wai, Kit-lan Anita, and 衛潔蘭. "Citizenship education in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27594154.
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Lomas, Barbara. "Education for citizenship : comparative lessons for Northern Ireland." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287442.
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Hopkins, Neil. "Citizenship and democracy in further and adult education." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020662/.
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This thesis takes as its title, Citizenship and Democracy in Further and Adult Education. Currently, citizenship and democracy in English education is focused almost exclusively on the school sector. There is very little in the educational or philosophical literature that deals with citizenship or democracy from the perspective of either further or adult education. I have used key texts from political philosophy to identify the theoretical underpinnings necessary to citizenship education and deliberative democracy in the post-compulsory sector. Alasdair Maclntyre's After Virtue (1981) offers important historical arguments for the use of social roles regarding citizenship within specific communities. Chantal Mouffe's The Return of the Political (1993) portrays active citizenship as a site of conflict between groups. I use Macintyre and Mouffe to inform the different contexts around citizenship in further and adult education. Further and adult education broadly consist of two rich historical traditions - the 'apprenticeship' tradition in further education and the 'self-help' tradition in adult education. I make the case that embedding citizenship education within vocational programmes in further education offers a realistic method of broadening the vocational curriculum. Citizenship within vocational education in England is compared with Germany and France. Adult education's heritage of students creating their own programmes as a form of empowerment is an appropriate model for promoting citizenship education. Citizenship education needs to have democratic educational institutions to enable students to participate as citizens inside and outside of the classroom. Deliberative democracy, in the form of Joshua Cohen's 'ideal deliberative procedure' (see Cohen in Matravers and Pike 2003), offers an effective method of decision making based on fairness and equality that educational institutions could adopt to ensure their procedures are democratic and participatory. The connection between citizenship education and democratic educational structures is an inextricable one. This is the central theme of my thesis.
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Jerome, Lee Paul. "Citizenship education : a case study of curriculum policy." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020664/.
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In this thesis I argue that citizenship education was one of a range of domestic policies through which New Labour politicians imagined and sought to create the ideal citizen. It follows that in order to fully understand what happened to citizenship education policy under New Labour, it is essential to assess it within the broader political context. This is the first study to explore the connections between the political context of New Labour, the model of citizenship education which was promoted and the provision that developed in schools. Whilst most analyses of this area have characterised the policy as essentially communitarian, I argue that the model of citizenship education was broadly civic republican in character. I discuss the model and the tensions within it by considering (i) rights and responsibilities, (ii) active citizenship and (iii) community and diversity. I argue that the tensions in policy have often been replicated, rather than resolved, at school level. I have sought to understand the implementation of citizenship education policy from the top down and from the bottom up. The top down account draws on previously published national surveys and the bottom up story is told through an in-depth case study of a single school. The school case study was constructed in collaboration with a group of student co-researchers, which provides a distinctive methodological perspective and an insight into how Citizenship has been experienced by young people. Whilst the policy has failed to achieve all that was intended, there are important lessons to learn. I argue that future citizenship education policy should address the nature of the curriculum more explicitly by communicating aims and purposes more clearly, acknowledging the process of local interpretation, addressing the issue of subject status and connecting more explicitly with community-based opportunities.
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Sardoc, Mitja. "Citizenship, diversity and education : an egalitarian pluralist approach." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020663/.
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The terms of debate over the civic purposes of public education in a plurally diverse polity have been centred on the educational significance of engagement with forms of diversity that are both plural and heterogeneous. Central to these discussions have been various challenges, problems and difficulties related to the status, scope and justification of a citizenship education that would educate students so as to recognise and respect one another as free and equal members of a polity that is plural in its cultures, values and traditions. Yet, existing conceptions of citizenship education, I argue, both misrepresent our commitment to civic equality and also fail to treat with equal civic respect the normative significance of individuals' diverse commitments and allegiances. This thesis explores how and why a defensible conception of the civic purposes of public education is to be squared with the fair terms of engagement with diversity and how an alternative way of articulating the civic priorities and the individual interests in educating citizens as fully cooperating members of a polity is to be justified. I maintain that the challenges, problems and difficulties linked to the education of citizens so as to recognise and respect one another as free and equal members of a polity depend in large part on how we define and connect the two principled commitments associated with the liberal version of the rights-based conception of citizenship. In this thesis I outline and defend an egalitarian pluralist account of citizenship education that offers a distinctive response to the theoretical problems and practical difficulties in educating citizens so as to recognise and respect one another as free and equal members of a polity. I articulate a conception of the fair terms of engagement with diversity that would be of the greatest benefit to those students that are the least advantaged.
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Hudson, Anne. "Implementing citizenship education in a secondary school community." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/293/.
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This thesis uses a case study to investigate the impact on a whole school community of a special focus on citizensbip. It begins by exploring conflicting meanings attributed to citizenship and citizenship education. It goes on to adopt an understanding of citizenship as involving a set of relationships between rights, duties, participation and identity. The discourse about globalisation and the debate as to whether it represents a new reality or a continuation of existing trends is explored. The thesis contends that globalisation. poses important challenges and threats which make citizenship education an urgent necessity in the twenty-first century. It recommends a transformative, creconstructive' approach and explores the extent to which this is feasible in the context of government policies affecting schools and society in England during the period 1999 - 2003. It suggests that there are factors in these policies which promote and factors which hinder an empowering approach to school citizenship. The study uses a framework developed by Wenger (2001) to analyse the school as a community of practice for citizenship. It draws on his idea that communities of practice are characterised by the way they manifest: 1) Meaning 2) Practice 3) Community: 4) Identity The analysis draws on school documents, surveys of student opinion and interviews with students and teachers. Over 100 students' written responses to questions about 'making a difference'were also analysed. For purposes of triangulation, the study also takes account of observations and comments in reports made by inspectors who visited the school twice during the time of the project. The study found that students had begun to see citizenship education as being useful from a global and multicultural perspective, a local perspective, as democratic representation,as participative learning, for developing economic awareness and for challenging racism. In addition, the project had shown its potential to transform relationships within the school so that it was beginning to become a community of practice for citizenship. Significantly, it had affected the young people's sense of identity and promoted their notion of agency.
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Silvane, Charles Busani. "A plural moral philosophical perspective on citizenship education." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22000.
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The thesis explores the plausibility of grounding citizenship education in a plural moral philosophical perspective without the danger of relativism. This is meant to enrich and allow citizenship education to reach its full potential of developing responsible and participatory citizens. Most societies require education to develop responsible citizens who have a questioning attitude as well as willing to contribute to the general welfare of society and the environment. However, citizenship education often fails to reach its full potential because it is theorised on a single moral philosophical perspective such as deontic rights. To date there has been little intellectual engagement in the research literature on citizenship education with the question of whether it might be possible, let alone valuable to have a citizenship education underpinned by a plural moral philosophical perspective. Drawing from literature in moral philosophy and education, the study follows a philosophical approach to analyse a conceptual framework which includes deontological ethics, virtue ethics, care ethics, utilitarian ethics and the capabilities approach. It is argued that teachers may draw from a plural moral philosophical perspective on citizenship education so that we do not only develop citizens with rights, who participate in making and obeying laws, but citizens who are motivated to participate for the right reasons, at the right time and for the right motive, and, at the same time are sympathetic to the plight of others and willing to facilitate the capabilities of others. In particular, virtue ethics and care ethics are essential for personal (moral) and social dimension of citizenship education while deontological ethics and the capabilities approach contribute towards the political dimension. It is also proposed that teacher education should include moral philosophy as well as the reading of literature in order to promote a broad conception of education which enables teachers to draw from a plural moral philosophical perspective in teaching citizenship education as a theme across the curriculum.
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Davidson-Harden, Adam. "Education, globalization and citizenship, toward an additional component of citizenship based on problematizing economic globalization." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63287.pdf.
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Hammer, Dana P., Leigh Ann Bynum, Jean Carter, Nicholas E. Hagemeier, Daniel R. Kennedy, Parto Khansari, Pamela Stamm, and Brian Crabtree. "Revisiting Faculty Citizenship." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5586.
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This commentary describes the significance of faculty citizenship in the broader context of institutional culture and defines faculty citizenship for use across all aspects of faculty roles in the Academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the Academy’s understanding and use of the concept.
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Anderson, V. A. "Educational broadcasting between 1923 and 1950 with particular reference to education in citizenship." Thesis, Open University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235357.
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Leal, Tejeda Paula Alejandra. "Students' understandings of citizenship and citizenship education in selected public and private secondary schools in Chile." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/81412/.
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This study is justified by a renewed interest in citizenship in both the international and the Chilean education context. Throughout history, it has often been difficult to conceptualise citizenship, but there is a consensus that it is a desirable status and condition, and that education plays a crucial role in the development of citizenship. Approaches from which to understand and implement citizenship education are also diverse. Research on civics and citizenship education has been conducted worldwide and in Chile, especially in the last decades. These studies and the revived importance of citizenship, the globalised scenario and the new context of democracy after the dictatorship of Augusto Pinochet (1973-1990), have prompted governments to review citizenship education in Chile, design curriculum reforms to make it more relevant to students, and help them to develop the competences needed to practise their citizenship. However, there is still a lack of research that explores citizenship education in Chile and takes students' views as a priority, particularly in secondary schools. This study provides insights into what secondary school students understand by citizenship and citizenship education in Chile, and how the education system through the curriculum and particular types of school, influences those understandings. A qualitative case study was conducted in one city in southern Chile over five months in 2013, with grade 12 students (aged 17-18), their head teachers, teachers of the subject History, Geography and Social Sciences, and their parents. Two secondary schools, one public-secular and one private faith-based, were chosen as they portrayed the current situation of citizenship education in provinces in Chile and helped to compare different types of schools regarding the delivery of citizenship education. Study findings show that students' understandings of citizenship and citizenship education are influenced by the intended and implemented curriculum. Even when several reforms on education have been carried out, the discourses, ideologies and objectives embedded in official government education policy documents have not significantly changed in the last two decades. One explanation is that the policy-makers involved in the enactment of reforms are influenced by ideologies of groups that seek to maintain unequal relations of power. What students understand by citizenship and citizenship education align with the official discourses in the curriculum and textbooks, but those understandings and the sense of citizenship they have developed are not connected to what has been delivered in citizenship education. Regarding students' experiences of citizenship, these might be either helped or hindered by their families, the school ethos and local community. Regarding the contribution to knowledge, this thesis has addressed the limited research on what students in Chile understand by citizenship and citizenship education, and the link between their understandings and the school curriculum. It also adds knowledge to the existing literature on discourses and ideologies in education, different types of curriculum and school ethos. This study contributes to informing decisions of policymakers to improve the education system, the curriculum and particularly, citizenship education, considering the need for better training of teachers, an updated understanding of citizenship education and the diverse types of schools, a review of the discourses embedded in education policy, and overall, the need to hear students' voice and include their views in the enactment of education documents.
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Marroquin, Vanessa. "Latino mixed citizenship status families and access to higher education." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708288.
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While research on undocumented students and access to higher education is of growing concern, it is equally important to examine mixed citizenship status families. Mixed citizenship status families are families that consist of both documented and undocumented members. Passel and Cohn explain that the number of U.S.-born children in mixed citizenship status families has shown significant growth in recent years, from 2.7 million children in 2004 to 4 million in 2008.
This study utilizes Bronfenbrenner' s Ecological Systems Theory as a lens to examine the different experiences that members in these families experience through their schooling and in accessing higher education.
This qualitative comparative case study examined the experiences of three Southern Californian families, consisting of one undocumented student in higher education, undocumented parents, and at least one documented student currently attending high school. This study examined, compared, and contrasted the experiences of 14 different participants and their schooling experiences.
Major findings in this study revealed that being in a mixed citizenship status family affects different relationship factors and experiences that ultimately impact the documented and undocumented individuals psychologically and academically. Such experiences have the potential of impacting their schooling experience and access to higher education. In this study, changes in policy have had ripple effects that are experienced by youth in very personal ways that have impacted their development and access to higher education. The study revealed that, whether documented or undocumented, all members experienced psychological effects that have affected their access to higher education.
Findings in this study discovered the impact of changes in policy, how mixed citizenship status families affect the educational trajectories for all members of the family, parental involvement in school, the psychological stressors that affect documented siblings, as well as undocumented, and the ways in which documented siblings may defer their own college experiences in order to keep a pace with their siblings among other findings.
This study concludes with recommendations for policy and practitioners in the educational field, including suggestions for a more comprehensive immigration policy to include citizenship access for undocumented students and their parents, improvements in the enforcement of labor laws, and professional development for teaching educators about the mixed citizenship status family, promoting home to school relationships, and supplying these families with resources to navigate and widen the pipeline into higher education.
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Overguard, Gregory Martin. "Citizenship under construction : student ideologies and social studies education." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23594.
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Social studies education has always had an emphasis on citizenship, a role that grows increasingly important as our society falls under the hegemonic control of neoliberal ideology. As elite interests become embedded and misrepresented in the collective consciousness as collective interests, it becomes imperative to explore the nature of ideological development. Accountability schemes that employ standards-based reforms and high-stakes testing further entrench hegemonic social control by narrowing the curriculum, discouraging critical thinking, and eroding teachers’ autonomy. These effects are of particular concern to social studies educators.
This study employed purposive sampling to identify students who were opinionated and well-versed in political and social issues. Students were interviewed from two Alberta high schools to examine their personal ideologies, their construction of a sense of democratic citizenship, and the influences that contributed to these ideological beliefs. Special attention was paid to the role of social studies curriculum and pedagogy in fostering democratic ideals.
The students identified parents and school, particularly social studies, as the greatest influences on their values and opinions. They showed collectivist tendencies and placed great value on equality, but they also showed evidence of having internalized the capitalist and individualistic rhetoric of neoliberalism. These students conceived of democracy in narrow terms and identified with passive modes of citizenship and political participation. These findings also point to the hegemonic effects of neoliberal ideology.
However, the contradictions and timidity of many students’ opinions indicate that their ideologies remain very much under construction. We can begin the work of creating a more democratic and equitable society by teaching social studies in ways that foster the development of critically minded, active citizens who recognize the need for social transformation.
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Stead, Katerina Bokova. "Education for global citizenship : an intercultural and cosmopolitan perspective." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/803.
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In response to the changes brought about by globalization, colleges and universities around the \Vorld are increasingly developing and expanding the 4 internationalization programs on their campuses. One important aspect of these programs that is often highlighted by institutions in their mission statements is the development of global citizenship among graduates. However, despite the rhetorical claims and apparent intemationalization activity aimed at producing global citizens, many recent reports suggest that most institutions in North America and elsewhere have not been successful in this goal. Two common issues in this failure are a Jack of clarity in the definition and purpose of global citizenship education, and Jack of appropriate assessment tools and practices. In light of these problems, this exploratory thesis examines two existing frameworks, cosmopolitanism and intercultural relations, in an effort to establish a strong theoretical foundation for the support and development of a moral, ethical, and social justice perspective of education for global citizenship programs in colleges and universities that reflects the traditions of a liberal education. Analysis of the existing scholarship in these two areas shows a commonality between the frameworks that is mostly unrecognized in the literature. Together, the similarities in these two theoretical frameworks combine to make a compelling argument for the continued development of global citizenship programs that focus on peace and social justice. In addition, these frameworks provide effective solutions for the critical problems faced by education for global citizenship programs.
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Kakos, Michalis. "The interaction between students and teachers in citizenship education." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/9916/.
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Essa, Fatima. "Do values in education create spaces for democratic citizenship?" Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52808.
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Thesis (MEd)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.
AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.