Journal articles: 'Civic'

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Mason, Diana J. "Civil Civic Dialogue." AJN, American Journal of Nursing 105, no. 6 (June 2005): 11. http://dx.doi.org/10.1097/00000446-200506000-00001.

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Swope, Bob. "CIVIL CIVIC DIALOGUE." AJN, American Journal of Nursing 105, no. 9 (September 2005): 15. http://dx.doi.org/10.1097/00000446-200509000-00003.

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Meredith, Susan. "CIVIL CIVIC DIALOGUE." AJN, American Journal of Nursing 105, no. 9 (September 2005): 15. http://dx.doi.org/10.1097/00000446-200509000-00004.

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Kaiman, Charles. "CIVIL CIVIC DIALOGUE." AJN, American Journal of Nursing 105, no. 9 (September 2005): 15. http://dx.doi.org/10.1097/00000446-200509000-00005.

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Blevins, Brooke, Karon LeCompte, and Sunny Wells. "Innovations in Civic Education: Developing Civic Agency Through Action Civics." Theory & Research in Social Education 44, no. 3 (July 2, 2016): 344–84. http://dx.doi.org/10.1080/00933104.2016.1203853.

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BİLGİN, Mert. "Civil Society and Civic Consciousness." Doğuş Üniversitesi Dergisi 1, no. 5 (January 27, 2004): 59–70. http://dx.doi.org/10.31671/dogus.2019.307.

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Lang, Clarence. "Civil Rights Versus “Civic Progress”." Journal of Urban History 34, no. 4 (March 12, 2008): 609–38. http://dx.doi.org/10.1177/0096144207313674.

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Adler, L. "CIVIL UNIONS AND CIVIC WARS." GLQ: A Journal of Lesbian and Gay Studies 11, no. 4 (January 1, 2005): 627–29. http://dx.doi.org/10.1215/10642684-11-4-627.

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Maiello, Carmine, Fritz Oser, and Horst Biedermann. "Civic Knowledge, Civic Skills and Civic Engagement." European Educational Research Journal 2, no. 3 (September 2003): 384–95. http://dx.doi.org/10.2304/eerj.2003.2.3.5.

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In this article the authors suggest that civic skills and civic knowledge are key components of the political information perception process and try to determine the differential effects of these variables on civic engagement. Starting from a model proposed by Torney-Purta, Lehmann, Oswald & Schulz, they developed an alternative model to explain the likelihood to vote in the International Association for the Evaluation of Educational Achievement Civic Education Study Standard Population of 14 year-olds tested in 1999. Results indicate that home environment and school-related factors predict civic knowledge and skills equally well. However, the direct effects of civic knowledge on likelihood to vote appear to be stronger than the corresponding effects of civic skills in 23 out of 28 countries. The evaluation of total effects highlights the meaning of an open classroom climate for discussion with reference to the likelihood to vote.

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Saveleva, Olga E. "American National Standards for civics as a factor in education for civic engagement." Tambov University Review. Series: Humanities, no. 3 (2022): 622–36. http://dx.doi.org/10.20310/1810-0201-2022-27-3-622-636.

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Russian Federal Educational Standards 2021 place high demands on schoolchildren as individuals with a number of traits and competencies necessary for an active citizen. It seems ex-pedient to study not only domestic, but also international experience of civic education. The United States is an example of countries with high levels of civic engagement, which can be seen in the collective and individual participation in protests and picketing, volunteering and a devel-oped network of various public organizations. The purpose of the research is to study the US Na-tional Standards for Civics and reveal how fully they cover all the components of civicism as a complex characteristic of a person. Component analysis of the concept of citizenship and civic engagement was used in the study of scientific and methodological literature on civic education. In the course of the study, a list of nine determinants (components) of a person’s civic engagement was compiled. It is shown that all nine components are reflected in the Standards to varying degrees. The most pronounced components are critical thinking, theoretical knowledge related to social and political literacy, as well as motivation to unite and participate in civil actions. To a large extent, the Standards are aimed at practice-oriented knowledge and skills and at ensuring that students understand their personal benefits from participating in socio-political processes. It has been determined that civic education in US schools is one of the basic factors influencing the high degree of civic engagement in American society, which can be seen in the first decades of the 21th century. The study can be used for subsequent comparative analyzes of education systems, as well as for a more detailed study of the entire system of factors of civil activity of the population.

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WANG, CHING-HSING, and DENNIS LU-CHUNG WENG. "The Effects of Civic Consciousness and Civil Disobedience on Support for and Participation in Contentious Politics." Japanese Journal of Political Science 18, no. 2 (May 9, 2017): 313–35. http://dx.doi.org/10.1017/s1468109917000044.

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AbstractThis study examines the effects of civic consciousness and civil disobedience on individual attitudes toward, and participation in, contentious politics. Using the newly collected survey data on civic consciousness and civil disobedience in Taiwan in 2015, this study finds that both civic consciousness and civil disobedience are significantly associated with individual support for and engagement in contentious politics. Specifically, people with strong civic consciousness and civil disobedience are more likely to support the Sunflower Movement and take part in contentious political activities such as rallies, marches, and strikes. The findings imply that as the ideas of civic consciousness and civil disobedience prevail in a democracy, the public will be more likely to choose to use contentious political activities to express their opinions instead of institutional and legal approaches when the government is unable to respond to public needs in a timely manner.

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GREENWOOD, M. R. C., and DONNA GERARDI RIORDAN. "Civic Scientist/Civic Duty." Science Communication 23, no. 1 (September 2001): 28–40. http://dx.doi.org/10.1177/1075547001023001003.

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Dudley, Robert L., and Alan R. Gitelson. "Civic Education, Civic Engagement, and Youth Civic Development." Political Science and Politics 36, no. 02 (April 2003): 263–67. http://dx.doi.org/10.1017/s1049096503002191.

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Addington, Lynn A. "Using Constitutional Law Classes to Address the “Civic Empowerment Gap” Among Inner-City Public High School Students." Education and Urban Society 48, no. 9 (July 27, 2016): 807–26. http://dx.doi.org/10.1177/0013124516630597.

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Civic knowledge and participation are low among all students, but this pattern is even more pronounced for those who are poor, belong to a racial or ethnic minority group, or reside in a disadvantaged community. One remedy for this resulting “civic empowerment gap” is a call for teaching more effective civics classes in urban public schools. An open issue concerns identifying substantive topics to engage these students whose personal experiences may lead them to question the legitimacy of government officials. The present study examines a program that teaches constitutional law with an emphasis on civil liberties in urban public high schools. The findings obtained suggest that regular contact with school security and police increases students’ interest in learning about their rights and ways to empower themselves in these situations. These results may be used to identify course topics to promote civic engagement.

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Buyse, Antoine. "Why Attacks on Civic Space Matter in Strasbourg: The European Convention on Human Rights, Civil Society and Civic Space." Deusto Journal of Human Rights, no. 4 (December 20, 2019): 13–37. http://dx.doi.org/10.18543/djhr-4-2019pp13-37.

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This article explores the role of the European Convention on Human Rights in addressing the issue of attacks on civic space, but also the potential effects of shrinking civic space on Strasbourg’s work. First, an overview of the notions of civil society and civic space is given, linking these concepts to democracy and human rights. Subsequently, the formal and informal roles for civil society in the judicial decision-making are discussed. Finally, the substantive protection offered to civil society and civic space under the ECHR and the case-law of the European Court of Human Rights is analysed. This article argues that the differentiations in theory on the varying contributions of civil society to democracy and human rights are to a large extent reflected in Strasbourg jurisprudence. Even more importantly, the ECHR system and civil society benefit from each other. This is why the current attacks on civic space are not just a problem for civil society itself, but also for the work of the European Court: it is submitted that a shrinking of civic space can also negatively affect the Strasbourg system, as the two are intertwined to a considerable extent.Received: 06 July 2019Accepted: 10 October 2019Published online: 20 December 2019

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Dobryden, Alla. "THEORETICAL FUNDAMENTALS OF CIVIC VALUES IN PRIMARY SCHOOL." Psychological and Pedagogical Problems of Modern School, no. 1(7) (May 25, 2022): 56–61. http://dx.doi.org/10.31499/2706-6258.1(7).2022.261090.

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The author represents a theoretical analysis of civic values in primary school, on the basis of which the content, purpose, and objectives of civic education have been considered. The essence of constituent notions such as “valueˮ, “civic valuesˮ, and “citizenshipˮ has been analyzed, as well as the basic civic values such as solidarity, responsibility, respect, obedience, justice, equality, and cooperation have been under consideration. The role and influence of civic values on the formation of the personality of a junior student have been defined in the article. It has been emphasized that it is important to create conditions for the formation of a citizen, for whom a democratic civil society is a center for the realization of creative opportunities, meeting personal and social interests, and the upbringing of Ukrainian citizen as an educated, creative personality who organically combines high moral traits, civic maturity, patriotism, professional competency, and the need for self-improvement. It has been proved that modern primary school students should be psychologically and practically ready for social responsibility for the country’s fate, the independence of behavior within moral and legal norms. It has been clarified in the article that civic values are an integral result of a student’s civic development in an educational process and a complex formation combining four components: civic knowledge, civic feelings, civic qualities, and active civic behavior. It has been pointed out that the success of civic values development largely depends on civic orientation, and worldview, which is manifested in spiritual and social needs, motives of behavior, psychological attitudes, interests, ideals, etc. Keywords: primary school; primary school students; citizenship; value; civic values; civic education; civil society; patriotism.

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Glass, Lorri Lynn. "Civic Reflection: A Pedagogical Teaching Strategy to Enhance Student Civic Engagement." Journal of Baccalaureate Social Work 17, no. 1 (January 1, 2012): 39–52. http://dx.doi.org/10.18084/basw.17.1.n74506g1617258x7.

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This article presents a pedagogical strategy using civic reflection to engage undergraduate social work students in self-reflection and intergroup dialogue on civic engagement. This module consisted of three components: the Civic Responsibility Behavior Questionnaire, which measured civil, political, and social behavior as well as civic efficacy and motivation; a civic reflection module, which promoted dialogue on associating, serving, giving, and leading via poems and stories; and content analysis, which examined student evaluations of the civic reflection experience. Findings revealed that students had knowledge of civic engagement and increased their level of civic efficacy and motivation. For social work education, assessing students’ level of civic engagement and developing teaching strategies that meet their learning needs are indicated.

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Ratsul, Oleksandr. "THE INFLUENCE OF CIVIC CULTURE AND VALUE ORIENTATIONS FOR THE FORMATION OF CIVIL SOCIETY." Academic Notes Series Pedagogical Science 1, no. 206 (January 2022): 69–74. http://dx.doi.org/10.36550/2415-7988-2022-1-206-69-74.

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Civic education is determined by the process of national revival and is an important means of forming the unity of Ukraine, which is the core of the Ukrainian national idea and involves the unification of different ethnic groups and regions of Ukraine for the purpose of building and improving a democratic state and civil society. The article is devoted to the problem of the formation of civil society in Ukraine, thanks to the influence of civil culture and value orientations, which is extremely relevant. Scientific approaches to the concept of "civic culture", "value orientations" and worldview-psychological characteristics of the individual, humanistic pedagogy, which is conceptually aimed at the harmony of collective and individual elements of civic life, at the culture of a true vision of human relations, understanding the role of each individual in systems are considered. : "citizen - state", "citizen - society". The important role and influence of civil culture on all aspects of the life of societies was revealed, that civil society is a society of citizens with a high level of economic, social, political, cultural and moral traits, which together with the state forms developed legal relations; a society of equal citizens that does not depend on them, but interacts with them for the sake of the public good. The main functions that play a key role in the formation of personality are highlighted, such as: integrative, identification, or self-identification. A function related to the regulation of individual behavior. A function where values play the role of standards or criteria for choosing from available alternatives that are inherent in any situation of human action. It was determined that civic education should be considered in a complex with the main concepts: "civil society", "civic education", "citizen", "citizenship", "civic culture". Civic education is an organic subsystem of national education and is closely related to patriotic education, and civil society is possible only under the condition of "inclusion" in the process of civic education, which involves the creation of new educational systems. Therefore, civic education is aimed at forming conscious citizens, patriots capable of building a democratic civil society in Ukraine.

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Lee, Carol D. "The Role of Public Schooling in Preparing Youth for Civic Reasoning and Engagement." Good Society 29, no. 1-2 (April 2021): 90–99. http://dx.doi.org/10.5325/goodsociety.29.1-2.90.

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Abstract This article explores the role of public schooling in preparing youth to engage in civic reasoning and civic action. The current challenges in the public arena—a pandemic, economic depression, civil unrest over continued systemic racism—illustrate the complexity of sense-making required to address these conundrums. At the same time, these challenges highlight inequities that have persisted over the course of U.S. history. The article further explores the mix of challenges and opportunities that the structure of the U.S. government poses to citizens hoping to grapple with these complexities, arguing that the knowledge base required to meet these civic challenges and opportunities are not just cognitive but epistemological and ethical. The article concludes that the development of such a complex knowledge base must be distributed across the K–12 public education sector: not limited to civics classes, but distributed across all the disciplines taught in schools.

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Kuzminskyi, Anatoliy, Olena Bida, and Iryna Biletska. "EDUCATION OF CIVIC RESPONSIBILITY IN THE PROCESS OF FUTURE FOREIGN LANGUAGE TEACHERS PROFESSIONAL TRAINING." Academic Notes Series Pedagogical Science 1, no. 204 (October 2022): 252–56. http://dx.doi.org/10.36550/2415-7988-2022-1-205-252-256.

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In the article, the civic responsibility of the individual is interpreted as a joint creative activity, the interaction of teachers and their pupils, which stimulates the development of the best civic qualities in students by ensuring the necessary conditions for the effective functioning of the mechanism of the internal value-normative regulation of the civic behavior of the individual and its inclusion in various civic relations. Such a pedagogical process provides for the final result (harmonious personal development of citizens, optimization of civil interpersonal interaction) and the means of its implementation (availability of goals, programs, means, methods and performers). The modern modernization of the education system, which led to the emergence of new types of educational institutions, requires the search for new pedagogical technologies capable of ensuring the formation of a citizen with an active civic position, which involves not only mastering the knowledge of the rights and duties of citizens, convincing them of the expediency of democratic transformations society, the formation of high moral-willed, patriotic qualities and feelings, as well as the identification of motivated civic actions and actions. The structure of civic responsibility as a whole system, which includes three subsystems that characterize the natural, social and systemic qualities of citizenship, interconnected hierarchically and synergistically, is substantiated. The constituent elements of the structural part of the model of civil culture of the individual are presented. The components of civic responsibility are civic education, competence, activity, and experience in public activities. The development of social and civic competence in English classes within the cross-cutting content line "civic responsibility" is shown. The main methodological positions that are taken into account in the construction of the structure and dynamics of the formation of the civil responsibility of the individual are revealed.

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DEDENEV, A., and A. TSYNA. "EXPERIMENTAL VERIFICATION VERIFICATION OF CIVIL RESPONSIBILITY FOR STUDENTS IN LABOR EDUCATION." Pedagogical Sciences, no. 79 (September 19, 2022): 16–21. http://dx.doi.org/10.33989/2524-2474.2022.79.264514.

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The article considers the problem of forming civic responsibility of students in the lessons of labor training. The phenomenon of civic responsibility is defined as an integrative manifestation of a number of its constituent components: socially active life position; independence, persistence, self-analysis, self-control and self-organization in public relations; compliance with civil norms and values; honesty; willingness to take responsibility for their own actions; appropriation of norms and principles of public morality; national and planetary consciousness. It is concluded that the indicator of students’ acquisition of optimal levels of civic responsibility is their mastery of its constituent components. Criteria for the formation of civic responsibility are determined, which determine the degree of mastery of its components by students on the basis of productivity of their expression in educational activities and development of civic qualities of students: knowledge and understanding of civic norms and values; formation of value attitudes to the components of civil responsibility; activity of actions in application of practical experience of civil responsibility. On the basis of reasonable criteria and indicators of the formation of civic responsibility of students, the levels of its formation are determined: high, sufficient, medium and initial. The effectiveness of the formation of civic responsibility of primary school students in the lessons of labor training was revealed experimentally. Positive growth dynamics was found at three levels of civic responsibility (sufficient, medium and initial), and regression was established at a high level. Positive dynamics of growth of the initial level and negative regression at a high level of civic responsibility indicate that the existing traditional approaches to the formation of civic responsibility of primary school students in labor training are ineffective and require conceptual adjustment and appropriate organization of specially selected teaching methods.

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Комарова and Marina Komarova. "INVOLVEMENT OF INSTITUTIONS OF CIVIL SOCIETY TO IMPLEMENTATION OF YOUTH POLICY IN MODERN RUSSIA: PROBLEMATIC ASPECT." Journal of Public and Municipal Administration 4, no. 2 (June 25, 2015): 37–42. http://dx.doi.org/10.12737/13171.

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The article is devoted to actual problems of the development of civil society in the context of modern youth policy. The author reveals the structure, features of civil society, as well as the main approaches to understanding of its contents. The author points out the role of youth organizations, defines the value of such categories as civic initiative, civic duty, civic conscience, citizenship. The influence of border or hybrid forms of youth policy for the development of civil society in Russia is considered.

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Rafifah, Tsabitah, and Dinie Anggraeni Dewi. "Mengenal Lebih Dalam Pendidikan Kewarganegaraan Hingga Jenjang Perguruan Tinggi." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 264–71. http://dx.doi.org/10.34007/jehss.v4i1.637.

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The purpose of writing this article is to inform readers so that they can better understand the subjects of Citizenship Education. Because this lesson is very useful to build ourselves into a good citizen about citizenship.Citizenship Education (Civics) is one of the existing subjects from elementary school to tertiary education. The mission of Citizenship Education itself is to educate the nation's life. The word for citizenship in Latin is called Civicus. Furthermore, the word Civicus is absorbed into English to become the word Civic which means citizen or citizenship. From the word Civic, the word Civic was born, namely citizenship science, and Civic Education, namely Civic Education. Civics or citizenship lessons have been known in Indonesia since the Dutch colonial era under the name Burgerkunde.

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Klofstad, Casey A. "Civic Talk and Civic Participation." American Politics Research 37, no. 5 (August 14, 2009): 856–78. http://dx.doi.org/10.1177/1532673x09333960.

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Ellison, Nick. "Civic-Subjects or Civic-Agents?" Theory, Culture & Society 17, no. 2 (April 2000): 148–56. http://dx.doi.org/10.1177/02632760022051167.

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BRAY, BERNARD L., and LARRY W. CHAPPELL. "Civic Theater for Civic Education." Journal of Political Science Education 1, no. 1 (February 9, 2005): 83–108. http://dx.doi.org/10.1080/15512160590907630.

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Downs, Donald A. "Civic Education versus Civic Engagement." Academic Questions 25, no. 3 (July 14, 2012): 343–47. http://dx.doi.org/10.1007/s12129-012-9302-y.

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Zihnioğlu, Özge. "The Prospects of Civic Alliance: New Civic Activists Acting Together with Civil Society Organizations." VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations 30, no. 2 (September 10, 2018): 289–99. http://dx.doi.org/10.1007/s11266-018-0032-9.

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Setiawan, Deny. "Pendidikan Kewarganegaraan Berbasis Karakter melalui Penerapan Pendekatan Pembelajaran Aktif, Kreatif, Efektif dan Menyenangkan." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 6, no. 2 (January 10, 2015): 61. http://dx.doi.org/10.24114/jupiis.v6i2.2285.

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In the new paradigm of civic education, it purposes in forming civil society by empowering citizens in the democratic government. Therefore, the subject of civic education in the primary school should be significantly designed by describing functionally the com-ponents of civic knowledge, civic skills and civic dispositions, so that learners as citizens could be participate actively both in the context of society in national life, as well as in the context society of global life (desirable personal qualities). In achieving these objectives, character based of civic education should be implemented by the active, creative, effective and joyful learning as an innovative learning.

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Pashyna, Nataliya, and Oleksii Mendrin. "Civic education in Ukraine as a means of forming civic identity." Bulletin of Mariupol State University. Series: History. Political Studies 11, no. 31-32 (2021): 186–95. http://dx.doi.org/10.34079/2226-2830-2021-11-31-32-186-195.

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The importance of creating a system of civic education for the democratic transit of post-totalitarian countries and the formation of civic identity in such countries is revealed. The urgency of forming a civic identity for Ukraine is too high, because its existence should guarantee the further development of civil society, which has just begun to emerge in the country. One of the factors that can significantly influence the further development of civic identity is the creation and functioning of a system of civic education that could support the process of stable existence of relevant institutions. The purpose of this article is to analyze the developed concepts of civic education as a factor influencing the processes of formation of civic identity in modern Ukraine. The proposed concepts of civic education development in Ukraine are considered, including both official government projects and those proposed by initiative groups, in particular from the Institute of Civic Education NaUKMA. Conclusions are made on the implementation of changes in the current state of implementation of civic education in the country in order to meet its objectives of civic identity and ensure sustainable democratic development. The authors conclude that in the implementation and regulation of the functioning of civic education Ukraine has followed a certain, not always linear path, which is reflected in the creation of two different approaches to determining the content of civic education. According to the authors, the analysis of the approved and proposed concepts reveals the lack of a clear understanding of the essence of civic identity and the need to implement it in the texts of government programs. Effective civic education should provide for the practical consolidation of acquired knowledge and skills in the process of: a) active participation in the self-governing bodies of educational institutions; b) involvement of students and other young people in civic activities and volunteer projects aimed at developing the institutions of civil society and democracy; c) excursions, meetings with representatives of public administration, local self-government in order to get acquainted with the work of relevant institutions.

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Riezanova, Natalia. "The concept of citizenship as the core of civic education." International Scientific Journal of Universities and Leadership, no. 1(9) (August 7, 2020): 87–97. http://dx.doi.org/10.31874/2520-6702-2020-9-1-87-97.

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The article presents civic consciousness as a crucial component of civic education and the collaboration of a democratic state and civil society. The approaches to the definition of civic consciousness are analyzed. The forms and criteria of the formation of civic consciousness in the process of development of a democratic society are determined. A change of paradigm in scientific image about civic consciousness in various historical and political systems is demonstrated. The problem of civic consciousness forming as a unique quality of the postmodern era is part of the systemically important tasks of Ukrainian statesmanship. Its solution allows realizing the teleological maxim «free man - developed civil society – powerful state». The article states that one of the main goals of national education is to educate competent citizens of a law-governed democratic state, capable of political socialization, respect for rights and freedoms, fulfill the duties of a citizen, and have a civic identity based on national values. The phenomenon of civic consciousness and «civic» categories are components of civil society, operated in political participation (active or passive), and are a problematic area of principles for regulating political relations of society, the individual and the state. Civic consciousness indicates the level of development of democratic consciousness, acceptance by citizens of democratic values, experience of democratic relations, which determines the norms of social and legal collaboration of governmental authorities with civil society institutions and individuals. It is defined as a special property of a socially active, self-sufficient personality, which has a determination by the content of historical, civilizational and socio-cultural development. The process of acquiring civic qualities is considered in the context of a sociocultural context, when the demonstration of individual behavior is shown as a collaboration of subjective and objective factors. It is noted that the ontological existence of citizenship requires the development of qualities associated with political functions, that is, the ability to be included in the system of relations about power, the ability to collaborate with others for the sake of common goals, the ability to subject to personal interests to common.

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Jouny, Ghada. "Civic engagement at Arab universities." Contemporary Arab Affairs 10, no. 3 (July 1, 2017): 408–25. http://dx.doi.org/10.1080/17550912.2017.1358957.

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This paper addresses the civic engagement concept within the discourse and curriculum of 36 universities in 15 Arab countries. Several keywords, such as ‘civic/civil’, ‘public affairs’ and ‘civil responsibility’, were searched for in the official discourse, as well as in programmes and courses. The findings showed that these words were used with different meanings and connotations in different circumstances. Most importantly, they were unrelated to the civic engagement concept and did not reflect the true adoption of, or serious orientation towards, the cause of civic engagement that was claimed to be championed when several of these 36 universities became part of the Ma’an Alliance and ratified the Talloires Declaration.

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LeCompte, Karon, and Brooke Blevins. "Building Civic Bridges: Community-Centered Action Civics." Social Studies 106, no. 5 (July 31, 2015): 209–17. http://dx.doi.org/10.1080/00377996.2015.1059792.

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Dekker, Paul. "Civicness: From Civil Society to Civic Services?" VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations 20, no. 3 (July 9, 2009): 220–38. http://dx.doi.org/10.1007/s11266-009-9089-9.

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Shamionov, Rail M. "The Role of Civic Identity in the Preferences of Civil and Political Forms of Social Activity in Russian Youth." RUDN Journal of Psychology and Pedagogics 17, no. 3 (December 15, 2020): 459–72. http://dx.doi.org/10.22363/2313-1683-2020-17-3-459-472.

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Civic identity is an important feature of a socialised person. It regulates numerous personal behavioural manifestations, e.g. commitment to the country, patriotism, willingness to participate in important processes related to democratic procedures, desire to realise values that are of paramount importance for adaptation and integration with other representatives of civil society. The aim of this research is to determine the role of civic identity in the preferences of civil and political forms of social activity among young people in provincial Russia. The study involved 305 people (35.4% men) aged 17 to 35 (M = 21.1; SD = 3.1). The study used a questionnaire aimed at determining the socio-demographic characteristics of the sample group, containing scales for assessing the degree of personal involvement in certain forms of social activity (R.M. Shamionov et al.), Civic Identity Scale (A.N. Tatarko), Self-Assessment of the Propensity for Extreme Risky Behavior Technique (the Russian version of M. Zuckermans Sensation Seeking Scale). The study revealed that the indicators of commitment to protest, radical-protest and subcultural activity are more homogeneous and less pronounced in comparison with the indicators of civic, political and socio-economic activity. As a result of the factor analysis, it was found that civic-political (civic, socio-economic and political) and subcultural-protest (subcultural, protest and radical-protest) forms of activity constitute two stable factors. As a result of structural modelling, it was shown that civic identity has a positive impact on social activity in the civil-political field and a negative impact on subcultural-protest activity. Seeking new experiences plays a positive role in subcultural-protest activity of young people, while the feeling of uncertainty undermines the manifestations of civic-political activity. The study also revealed an important role of socialisation conditions: the participation of parents in the public life of the country contributes to civic-political activity and the formation of civic identity of their children. Civic identity reduces the manifestation of the feeling of uncertainty and the search for new experiences among young people.

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Akimova, Margarita K., and Svetlana V. Persiyantseva. "THE RELATIONSHIP OF TRUST WITH INDICATORS OF CIVIC POSITION." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 2 (2021): 147–57. http://dx.doi.org/10.28995/2073-6398-2021-2-147-157.

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The results of an empirical study of the relationship between citizenship and trust on a sample of students from three universities (N = 252) are presented in the article. A trusting relationship is based on goodwill, honesty and on the desire to understand, accept another person with all his individual characteristics. The civic position in the work is considered as the social civic activity of the individual, proceeding under the influence of the socio-cultural environment. This is a moral position that encourages a person to feel like a part of civil society, expressed in the presence of a person’s system of socially significant moral guidelines that determine his sense of duty and responsibility to society, his willingness to actively defend his rights and interests and therefore act for the benefit of the people, society. The concepts of “adoption of standards” and “civic identity” are revealed. Diagnostics, in the presented study, was carried out using the Questionnaire of Confidence Relationships, the Questionnaire of Civil Identity (two scales: attitude to the norms of civil society, active civic position); projective methodology “Civic identity” (the methodology studies the significant values of civil society on seven scales). It was found that the educational and regional characteristics of the studied groups of students have an impact on the level of trust and civic characteristics of Russian student youth.

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Cooper, Kody W. "A Renaissance of Civic Education and Civic Engagement in Higher Education in the Spirit of the American Founders and Constitutionalism." Laws 13, no. 1 (February 6, 2024): 8. http://dx.doi.org/10.3390/laws13010008.

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A growing number of states have responded to negative trends in civic knowledge, trust, and engagement by creating new institutes or schools at state universities, with the express aim of reinvigorating civic education and thoughtful, engaged citizenship. In seeking to increase civic knowledge, champion viewpoint diversity, model civil discussion of ideas, combat polarization, and embrace the civic responsibilities of higher education, these institutes can be seen as carrying forward the American founders’ vision of civic education, the moral foundations of law and constitutionalism, and the constitutional principles of free speech and federalism.

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Lo, Jane C., and Zahid Kisa. "Requiring Civics Then and Now: Potentials and Pitfalls of Mandated Civics Curriculum." Teachers College Record: The Voice of Scholarship in Education 123, no. 2 (February 2021): 1–42. http://dx.doi.org/10.1177/016146812112300202.

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Background In recent years, the United States has seen a resurgence in calls for mandating civics coursework across the country. For decades, scholars have identified classroom practices that help make civics courses more impactful to students’ civic engagement and knowledge. As more civics courses are required of young people, one begins to wonder if these courses include the kinds of curricular goals and pedagogical practices that can support students’ understanding of politics and promote their engagement with the system. Purpose With increasing calls for mandating middle school civics coursework across the country, it becomes necessary to better understand what happens in these courses. To gain insights into a mandated civics curriculum, the study presented in this article examined students’ experiences in a mandated middle school civics course and how the course influenced students’ civic knowledge and engagement outcomes. Research Design We used a fully mixed concurrent triangulation design to develop a robust understanding of how a mandated middle school civics course was implemented. We collected and analyzed quantitative and qualitative data simultaneously to confirm, cross-validate, and corroborate findings. The qualitative portion of the study looked to understand quantitative trends by examining these relationships through in-depth interviews and classroom observations. Findings Three takeaways were elucidated by analysis of data: 1. Students’ experience of a mandated civics course varied a great deal between the two cases explored in this study; 2. these differences were instigated by the academic pressures associated with an end-of-course exam; yet 3. certain kinds of civics instruction have the potential to promote some desired civic outcomes in middle school. These findings suggest that middle school civics has the potential to promote students’ developing civic knowledge, interest, and engagement. However, these findings hint at a troubling civic inequality that exists as early as middle school. Conclusions Our study found that middle school is a good time to introduce students to civics content because they seem to have fairly positive attitude toward civic-mindedness. At the same time, we found that the civic opportunity gap can manifest as early as the middle grades. Specifically, these inequalities are exacerbated by the existence of a high-stakes end-of-course exam, which negatively impacts students who are already considered low academic performers.

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Akuba, Mohamad, and Fibriyanti Karim. "Pengaruh Implementasi Pendidikan Kewarganegaraan terhadap Moralitas Mahasiswa di Universitas Pohuwato." Journal on Education 6, no. 4 (June 18, 2024): 20957–61. http://dx.doi.org/10.31004/joe.v6i4.6235.

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Students' understanding of civic values taught in Civic Education (Civics Education) is still low. Although Civics Education has become a compulsory course, many students do not understand or internalize values such as integrity, social responsibility, and concern for the community. The purpose of the study was to determine the effect of the implementation of civic education on student morality at Pohuwato University. This research uses quantitative methods with regression analysis. The results explained that the regression analysis showed that the effect of the implementation of civic education on student morality at Pohuwato University was 1.031, which means that indeed the implementation of civic education has a significant effect on student morality at Pohuwato University. The importance of this research is that the theory received by students can have an impact and influence on morality so as to produce a directed and sustainable generation.

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Privodnova, Ekaterina Vladimirovna, and Vladimir Ivanovich Kuptsov. "The history of civic education in Russia." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2015): 59–69. http://dx.doi.org/10.51314/2073-2635-2015-4-59-69.

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The future of Russian society largely depends on what civic ideals, know-ledge, social beliefs will be guided by the younger generation in his life. Without full civic education it is impossible to build a civil society. Russia is particularly in need of modern educated, moral, enterprising people, the ability to make correct decisions in different situations, have a sense of responsibility for the fate of the country, to be full members of civil society. Appeal to the genesis of domestic experience of civic education appears therefore as one of the essential conditions for the effective construction of civil society in Russia.

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Pachkova, Petya Stoyanova. "Psychological aspects of civic protests in bulgaria." Psychological Thought 9, no. 2 (October 28, 2016): 129–36. http://dx.doi.org/10.5964/psyct.v9i2.189.

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The article analyzes some aspects of the role of the political psychology in the sphere of civil society. Civic activism requires adequate psychological motivation and qualities of the participants and leaders of civic events. Their absence is a factor for ineffectiveness of different types of civic activities, including the protest activity.

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Koyama, Jill. "Competing and Contested Discourses of Citizenship and Civic Praxis." education policy analysis archives 25 (March 27, 2017): 28. http://dx.doi.org/10.14507/epaa.25.2730.

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In this paper, I utilize complementary features of critical discourse analysis (CDA) and Actor-Network Theory (ANT) to trace and investigate issues of power, materiality, and reproduction embedded within notions of citizenship and civic engagement. I interrogate the often narrow and conservative political and public discourses in Arizona, as well as the xenophobic-driven civics education policy. To these, I juxtapose the enactment of citizenship by youth who use, produce, and share language materials and counter authoritative citizenship and civic discourses, especially, but not exclusively, in online contexts. I explore the questions: In what ways are discourses of civic engagement and citizenship assembled, interpreted, understood, enacted, and contested in Arizona? What are the relationships between the civics education policy, discursive enactments of citizenship, and the youth of Mexican descent’s online civic practices? I draw on a mixture of textual (language materials) and discursive (events, acts, and practices) data collected in Arizona to argue that youth are doing critical, yet unrecognized and undervalued, forms of civic engagement online, which could be incorporated in the formal civics education curriculum.

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Phillips, Louise Gwenneth, and Kerryn Moroney. "Civic Action and Learning with a Community of Aboriginal Australian Young Children." Australasian Journal of Early Childhood 42, no. 4 (December 2017): 87–96. http://dx.doi.org/10.23965/ajec.42.4.10.

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CIVICS AND CITIZENSHIP ARE increasingly used in early childhood education policy, but what citizenship and civic learning can be for young children is under-researched and lacking definition. Drawing from the Australian findings of the major study Civic action and learning with young children: Comparing approaches in Australia, New Zealand, and the United States, this article shares evidence of civic capacities that a community of young Aboriginal Australian children demonstrate in an early childhood education and care centre. Communitarian citizenship theory provides a framework for citizenship that is accessible for young children by focusing on families, communities and neighbourhoods. Cultural readings of illustrative examples on how young Aboriginal children express civic identity, collective responsibility, civic agency, civic deliberation and civic participation are discussed, highlighting how cultural values shape civic action. Links to state and national early childhood curricula are provided to guide others to further support civic learning in early childhood education.

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Nguyahambi, Ajali. "THE CHANGING ROLE AND SPACE OF CIVIL SOCIETY IN TANZANIA’S FLUID POLITICAL ENVIRONMENT." Journal of African Politics 1, no. 1 (October 29, 2021): 34–65. http://dx.doi.org/10.58548/2021jap1013465.

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Globally, progressive civil society and their organizations have experienced different forms of restrictions for effective functioning and optimization of expected contribution in governance and development processes. Both in the developed and developing world, the phrase “shrinking civic space” has become a buzzword in academic and development discourses. The phrase is used to illustrate government repressive actions that constrain the ability of progressive civil society to organize and function autonomously. The shrinkage of civic space is more serious in areas where civil society engages in advocacy and watchdog activities as compared to those involved in direct basic service delivery. The trend of constrained civic space is widely understood to be mainly caused by autocratic governance and social conservativism. Consequently, the trend has and continues to compromise potential benefits embedded in the role of civil society in form of coerced collective action around shared interests, purposes and values. Therefore, this paper examines how progressive civil society in Tanzania builds resiliency in the context civic space changes and withstand challenges that constrain their ability to organize.

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Mikhailova, Olga B., Sergey I. Kudinov, and Stanislav S. Kudinov. "Psychological and pedagogical foundations for the development of civic identity in the process of professional education in higher education." Alma mater. Vestnik Vysshey Shkoly 2023, no. 12 (December 2023): 48–55. http://dx.doi.org/10.20339/am.12-23.048.

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The formation and development of civic identity are one of the important tasks of the education system and upbringing of youth. Modern education in general faces serious challenges and problems in the formation of social and civic identities among the younger generation. The purpose of this article is to conduct a theoretical analysis of the methodological foundations of the formation of civil identity and present the main directions and stages of its development in the educational and extracurricular educational process in higher education. The content of the article substantiates the need for scientific development of the phenomenon being studied on the basis of psychological and pedagogical methodology. The problems of the formation of civic identity in Russian and foreign studies are considered. The authors present a theoretical analysis of the concepts of “civic education” and “civic identity” as polyscientific and interdisciplinary categories, on the basis of which the structure of a person’s civic identity is constructed, consisting of cognitive, emotional, value and behavioral components. The novelty of the research lies in the fact that, based on the theoretical analysis carried out, the work identifies and illustrates in the form of a model the main markers of the formation of civic identity, focusing on which allows us to develop and introduce into the educational process educational technologies to support the development of civic identity among modern youth. The content of the article highlights and substantiates the main stages and forms of development of students' civic identity at different stages of education. In conclusion, it is noted that the process of civil self-determination of young people is a strategically important goal in shaping the security of the Russian state. A special role and mission for the implementation of the technology for the formation of civil identity is assigned to the teacher. Of course, to implement educational technologies, it is necessary, first of all, to work with the teaching corps of representatives of higher education, with the civic consciousness of the teaching staff, who form and develop the human capital of the country’s future generations.

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Alinata, Reza, Emilia Susanti, Winda Atika Sari, Sofyani Dinillah, Nurfadilah, and Dian Nirmala Sofi. "Membangun kecakapan kewarganegaraan digital melalui implementasi PKn di era revolusi industri 4.0." Jurnal Pendidikan Kewarganegaraan dan Politik 2, no. 1 (June 1, 2024): 20–29. http://dx.doi.org/10.61476/d0n6cg11.

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The 4.0 Revolution has profoundly changed education, particularly in civic education. This research explores the implementation of digital citizenship in the Civic Education (Civics) curriculum, identifies the challenges, and assesses the relationship between Civics and digital citizenship skills. The study used qualitative methods to explore the integration of information and communication technology in Civics teaching and strategies for developing students' digital skills. The results showed constraints such as limited infrastructure and teachers' professional development needs as the main barriers. However, the integration of digital citizenship has the potential to increase students' understanding and participation in civic practices, both locally and globally. The study recommends adaptive policies and increased investment in teacher training and technological infrastructure, so that civic education can more effectively face the challenges of the digital age. This research underscores the importance of innovative approaches in education to prepare students for a changing society.

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Hidayah, Yayuk. "Preparing Primary Education Teachers to Teach Civic Education in the Indonesian Elementary Schools." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (January 2, 2023): 73–84. http://dx.doi.org/10.35445/alishlah.v15i1.1208.

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The function of education in fostering civic pedagogical skills is important. In particular, this study aims to analyse the function of the elementary education department in fostering the pedagogical skills of primary teachers’ candidates to teach civic education to young learners. As an attempt to collect the data, interviews, observation, documentation, and literature study were employed. The study results indicate that education's function in fostering civic pedagogical skills was conducted through Elementary Civics Education Learning Materials, namely 1) SD PPKn learning methods, 2) Elementary Civic Education materials, and 3) PGSD students’ understanding of the concept of Elementary Civics Education Materials. The recommendation of this research is to make the subject matter Primary PPKn learning as a strategy for increasing the meaning of Citizenship Education in Higher Education.

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White, Elizabeth S., and Rashmita S. Mistry. "Parent Civic Beliefs, Civic Participation, Socialization Practices, and Child Civic Engagement." Applied Developmental Science 20, no. 1 (August 7, 2015): 44–60. http://dx.doi.org/10.1080/10888691.2015.1049346.

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Cunningham, David, and Ashley Rondini. "LEGACIES OF RACIAL CONTENTION." Du Bois Review: Social Science Research on Race 14, no. 1 (2017): 325–48. http://dx.doi.org/10.1017/s1742058x17000030.

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AbstractThis paper focuses on the ways in which past racial contention shapes possibilities for contemporary civic action focused on youth education. Drawing on the recently legislated Civil Rights/Human Rights Education curriculum in Mississippi—a state with an exceptionally charged history of racial contention—we identify barriers to curricular implementation in Mississippi public schools and draw on case studies of initiatives in two communities that have successfully overcome these barriers. Results emphasize how the legacies of civil rights era struggles interact with contemporary demographic and educational dynamics to enable two distinct forms of robust civic action. School-centered civic practice is enabled by communities characterized by strong civil rights organizing infrastructures, high levels of contention with White authorities throughout the civil rights era, and low participation in public schools by White families. Conversely, youth civic practice in communities marked by high levels of civil rights-era contention but significant contemporary White participation in public schools occurs through out-of-school initiatives. In both cases, however, participation in and exposure to civil rights and human rights education has occurred in racially-bifurcated ways that reflect the state’s legacy of institutionalized racism.

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Carrese, Paul O. "Civic Thought and Leadership: A Higher Civics to Sustain American Constitutional Democracy." Laws 13, no. 2 (March 25, 2024): 19. http://dx.doi.org/10.3390/laws13020019.

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Multiple civic crises facing American constitutional democracy—deepening political polarization and dysfunction, loss of confidence in major institutions and professions, and collapse of confidence in higher education—can be simultaneously redressed by restoring traditional civic education in universities and colleges. A nascent national reform in public universities, establishing departments of civic thought and leadership, reintroduces a blend of classical liberal arts and American civic education. This restores a core mission of truth-seeking and Socratic debate to universities, while providing the higher civics needed to perpetuate the American legal and constitutional order through non-partisan, non-ideological preparation of thoughtful citizens and leaders with the necessary civic knowledge and civic virtues, including commitment to the rule of law and American constitutionalism.

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Journal articles on the topic 'Civic'

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