Relevant bibliographies by topics / Civics education

Academic literature on the topic 'Civics education'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Civics education"

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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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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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Lumpkin, Joyce Lynn. "Civics Education." Kappa Delta Pi Record 43, no. 4 (July 2007): 152–53. http://dx.doi.org/10.1080/00228958.2007.10516472.

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Tjeppy, Tjeppy. "Revitalization of Character Development in Civic Education Learning Management." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 20, 2021): 1080–87. http://dx.doi.org/10.35445/alishlah.v13i2.726.

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This study aims to see the process of reforming education management that impacts students' character development through learning civic education to foster a sense of discipline and defend the country, so that character development is formed. This study uses a descriptive method with a qualitative approach. The data triangulation analysis is strengthened by the literature related to this research. The study results explain that civics learning management improves students' ability to understand various learning methods to be more creative and innovative. Civics lessons play a role in forming student character supported by well-organized education management, improves teachers' performance in delivering civic education subjects, and develop students' ability to instill high national values through civics education.
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Jamieson, Kathleen Hall. "The Challenges Facing Civic Education in the 21st Century." Daedalus 142, no. 2 (April 2013): 65–83. http://dx.doi.org/10.1162/daed_a_00204.

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This essay explores the value and state of civics education in the United States and identifies five challenges facing those seeking to improve its quality and accessibility: 1) ensuring that the quality of civics education is high is not a state or federal priority; 2) social studies textbooks do not facilitate the development of needed civic skills; 3) upper-income students are better served by our schools than are lower-income individuals; 4) cutbacks in funds available to schools make implementing changes in civics education difficult; and 5) reform efforts are complicated by the fact that civics education has become a pawn in a polarized debate among partisans.
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Hunt-Hinojosa, Emily, and Brent D. Maher. "The Contentious Rise of the New Civics: Contending With Critiques of New Civics as a Leftist Enterprise." Teachers College Record: The Voice of Scholarship in Education 123, no. 11 (November 2021): 20–37. http://dx.doi.org/10.1177/01614681221087291.

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Background/Context: New Civics scholars and practitioners aspire to move beyond curricula focused on voter participation and knowledge of government structures and mechanisms to instead prepare youth to act upon their values in ways that lead to systemic change. Critics of New Civics argue that this approach is a form of pervasive leftist politics on campuses that seek to train youth activists with particular political agendas. Purpose and Research Questions: New Civics scholars must contend with conservative critiques as they envision curricula and programs to encourage greater civic action and engagement universally. Because these curricula and programs embrace nontraditional notions of civic action, they must garner some modicum of public trust to gain broad traction in schools and nonprofit organizations. Opponents of New Civics frame it as exclusively leftist, “politically correct,” and hostile to alternative views. These accusations may convince an already skeptical public that New Civics advances a particular political agenda, rather than modes of civic action and engagement in a democratic and pluralistic society. We analyze the extent to which these critiques have merit. Research Design: Our approach explores the curricula, programs, and social movements associated with New Civics. We contextualize these critiques within historical campus culture wars that portray the university as an echo chamber of liberal politics lacking intellectual diversity, with special attention to contemporary debates about free speech and identity on campus. Finally, we consider the extent to which a conservative New Civics practice is possible and whether New Civics needs to embrace a more inclusive ideological stance to mitigate critiques. Findings/Results: We discuss the possibility of scholars and practitioners transcending the culture-war framework to pursue their cardinal goal of preparing all youth to initiate and engage in action that leads to social change.
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Pangalila, Theodorus, and Darmawan Edi Winoto. "The Effect of Citizenship Education Learning to Improving Student Civic Knowledge." SHS Web of Conferences 149 (2022): 01057. http://dx.doi.org/10.1051/shsconf/202214901057.

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This study aimed to examine the effect of Civics learning on increasing students' civic knowledge. The location of this research is SMP Negeri 4Tomohon. The population in this study were all students at SMP Negeri 4 Tomohon, while the sample was grade VII students at SMP Negeri 4 Tomohon,totaling 69 students. The method used is a survey method with a research instrument in the form of a questionnaire. With questions for Civics learning as many as 15 and civic knowledge as many as 15 questions. Data analysis using simple regression or r test. The results showed that the effect of Civics Education Learning on improving Students' Civic Knowledge is 39.5%. In contrast, the rest is influenced by other variables.
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CAMPBELL, DAVID E., and RICHARD G. NIEMI. "Testing Civics: State-Level Civic Education Requirements and Political Knowledge." American Political Science Review 110, no. 3 (August 2016): 495–511. http://dx.doi.org/10.1017/s0003055416000368.

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Do state-level exams in civics have a positive impact on young people's civic knowledge? We hypothesize that civics exams have the biggest effect in states where they are a requirement for high school graduation—theincentivehypothesis. We further hypothesize that civics requirements have the biggest effect on young people with less exposure to information about the U.S. political system at home, specifically Latinos and, especially, immigrants—thecompensationhypothesis. We test these hypotheses with the 2006 and 2010 National Assessment of Educational Progress (NAEP) civics test administered to high school students, and with a large national survey of 18–24 year-olds. Across the two datasets, we find modest support for the incentive hypothesis and strong support for the compensation hypothesis.
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Clements, Estelle. "A conceptual framework for digital civics pedagogy informed by the philosophy of information." Journal of Documentation 76, no. 2 (December 25, 2019): 571–85. http://dx.doi.org/10.1108/jd-07-2019-0139.

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Purpose The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the implications of the digital environment, and consequently an informational ontology, to deliver to students an education that will prepare them for full participation as citizens in the infosphere. Design/methodology/approach Introducing this philosophy for use in education, the research discusses the ethical implications of ontological change in the digital age; informational organisms and their interconnectivity; and concepts of agency, both organic and artificial in digitally mediated civic interactions and civic education. Findings With the provision of a structural framework rooted in the philosophy of information, robust mechanisms for civics initiatives can be enacted. Originality/value The paper allows policy makers and practitioners to formulate healthy responses to digital age challenges in civics and civics education.
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Dreyfuss, Richard. "On Civics Education." Teachers College Record: The Voice of Scholarship in Education 110, no. 14 (November 2008): 294–97. http://dx.doi.org/10.1177/016146810811001494.

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Dissertations / Theses on the topic "Civics education"

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Chen, Sin-lok Angela. "A comparison of citizenship education in Hong Kong and Singapore." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2035373X.

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Lai, Paul F. "Civics English| Integrating Civics in Middle School English Language Arts Teaching." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930491.

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English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call “Civics English.” In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team’s development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers’ expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English.

The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children’s storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions.

Integrating civics causes shifts in the teachers’ practices of literary study, writing, and classroom discussion, as they orient students’ learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers’ work, students’ language and activity, and the civic event’s efficacy as an English teaching focal point.

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Pagnotti, John Charles Jr. "The Effect of Civics-Based Video Games on Middle School Students' Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5366.

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Democratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of participation, they also need to be trained in the processes of mind (Dewey, 1916; 1927). Educational systems in this country have been the traditional place where democratic training has been vested (Spring, 2001). It seems, though, that the methods that educators are using to train young people fail to meet this challenge as voting rates among the youngest citizens (under 30) have never been higher than slightly more than half of eligible voters in the age group. To remedy this situation, Congress and several private civic-education organizations have called for changing curricular approaches to engage more youth. One such method that may hold promise is the use of video game technology. The current generation of youth has grown up in a digital world where they have been labeled “Digital Natives” (Prensky, 2001a). They are “tech savvy” and comfortable with their lives being integrated with various forms of digital technology. Significantly, industry research suggests that over 90% of “Digital Natives” have played a video game in the last 30 days, and business is booming to the level that video games pulled in more money than the movie industry did in 2008 (ESA, 2009). As early as the 1970s, educational researchers have looked at the use of video game technology to engage student learning; however, this research has been limited at best. More recently, educational scholars such as James Gee (2003; 2007) and Kurt Squire (2002; 2003; 2006) have sought to make the academic conversation more mature with regard to using video games as a classroom supplement. This study continues that conversation by using quantitative methods to investigate whether or not different groups of middle school students self-report a greater propensity to be civically engaged as a result of civic-themed video gameplay. The investigator collected data from middle school students who were given access to civic-themed video games to see if there were statistically significant differences in self-reported civic-engagement scores as a result of gameplay. This investigation was conducted at a large, urban middle school in the Southeast region of the United States.
ID: 031001528; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell III.; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 111-117).
Ph.D.
Doctorate
Education and Human Performance
Education; Social Science Education
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Mc, Cartney Michael. "Civics education and European identity / Samhällskunskapsundervisning och europeisk identitet." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29473.

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There is much debate over whether a common European identity or genuine citizenship can be created. A number of researchers claim that education can play a vital role in this area. The Swedish school curriculums also state that schools have a responsibility in this area. The purpose of my research was to find out if this was occurring in schools. I carried out an inquiry into the opinions and attitudes of students to civics education and European identity. I used a quantitative method of research which also allowed for expanded comments. The students I chose were not randomly selected and the survey questions allowed for in-depth responses. I chose civics education as my research area as it is best placed to educate students in this area. The perceptions of students to civics education and its relevance to the development of European citizenship and identity was compared to and analyzed with previous research. I also included two questions that were not specifically directed at civics but considered the school as a whole. My conclusion is that the majority of students perceive civics as being helpful in developing a sense of European identity. However, their understanding of European identity and citizenship is limited to a right to work and study elsewhere in Europe. There is a general lack of school projects that allow for students to learn with students from other European Union countries. Students have also not experienced being involved in community organizations and school projects that could further develop active citizenship. Their schooling is developing identification with a political community or sense of citizenship but not of a European social community.
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Eoh, Myung Ha. "The evaluation of the democratic citizenship education project of the Korean Educational Development Institute /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7884.

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Meier, Lori T. "Episode 7: Civic Competence for Young Learners." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.

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In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.
https://dc.etsu.edu/social-studies-education-oer/1006/thumbnail.jpg
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Turnage, Shane Alexander. "Virtual Civics - Digital Media in the Classroom." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/712.

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In an age where technology is advancing rapidly, young people are often the technology "natives" who understand and utilize its capabilities better than any other group in our society. Along with changing interaction models, youth are learning to "socialize" differently than any other generation has, absent face-to-face contact via digital interface. These types of connections are affecting America's political and social landscape by changing the way youth are orientated into our culture. Many adults complain about the "distractions" of texting, Facebook, and computer games. Yet, these "distractions" might also be a means to engage young people in civic life. Current research shows the power of these technologies to encourage and foster civic activity outside the traditional venues of schools and civic associations. Technology is also being explored in the classroom for its impact on student interest and performance, both academically and civically. Thus, incorporation of technologies into the classroom may be part of the answer to the declining youth participation in our democracy. This study examines the relationship between in-class use of digital media and measures of civic and political engagement. It utilizes logistic regression to interpret data from an assessment given to the 2008 graduating class at Central City High School (pseudonym). Analysis of this data shows that digital media use in the classroom has a positive effect on overall political knowledge, but leaves questions about its ability to affect students' civic capacity or civic commitment.
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Cheung, Po-che, and 張寶芝. "Difficulties in implementing civic education in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957110.

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Chong, Wai-lun. "A defence of education for global citizenship : the case of post-1997 Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184057.

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Lyons, Reneé C. "Huzzah Indeed! Print and Digital Collections Conducive to Civics Education Collaboration." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2387.

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Books on the topic "Civics education"

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Pasha, H. Musthafa Kamal. Pendidikan kewarganegaraan =: Civics education. Jogyakarta: Citra Karsa Mandiri, 2002.

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Civic republicanism and civic education: The education of citizens. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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Adult civic education. Springfield, Ill., U.S.A: C.C. Thomas, 1991.

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Hébert, Yvonne M. Citizenship education. [Toronto, Ont.]: Canadian Education Association, 2001.

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Some glimpses of civic education. Kathmandu: Sabita Gautam, 2003.

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Why Zambia needs civic education. Lusaka: Zambia Civic Education Association, 2004.

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Branson, Margaret Stimmann. The role of civic education. Washington, DC (2130 H St., NW, Ste. 714J, Washington 20052): Communitarian Network, 1998.

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G/Mariam, Alamirew. College civic and ethical education. Addis Ababa?: s.n., 2005.

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The civic imperative: Examining the need for civic education. New York: Teachers College, Columbia University, 1988.

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International Association for the Evaluation of Educational Achievement, ed. IEA civic education study: CivEd. Washington, D.C.?]: National Center for Education Statistics, 2002.

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Book chapters on the topic "Civics education"

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Duplass, James A. "Civics Education." In The Essence of Teaching Social Studies, 99–108. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-13.

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Thomson, Pat, and Christine Hall. "Beyond civics." In Debates in Art and Design Education, 31–44. Second edition. | Abingdon, Oxon ; New York, NY : Routledge,2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429201714-2.

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Velásquez, Ana M., Rosario Jaramillo, José A. Mesa, and Silvia Diazgranados Ferráns. "Citizenship Education in Colombia." In Civics and Citizenship, 67–83. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-068-4_4.

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Conde-Flores, Silvia, Benilde García-Cabrero, and Alejandro Alba-Meraz. "Civic and Ethical Education in Mexico." In Civics and Citizenship, 41–66. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-068-4_3.

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Cox, Cristián, and Carolina García. "Evolution of Citizenship Education in Chile." In Civics and Citizenship, 85–103. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-068-4_5.

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Harris, Bede. "Civics Education and Reform Strategies." In Constitutional Reform as a Remedy for Political Disenchantment in Australia, 229–45. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3599-4_12.

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Chapman, Amy L. "Introduction: Reclaiming Civic Education." In Palgrave Studies in Educational Media, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_1.

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AbstractOne of the original purposes of schools in the United States was to prepare students to inherit democracy (Mann, An oration, delivered before the authorities of the City of Boston, July 4, 1842. WB Fowle and N. Capen, 1842; Krutka, 2014). Given the trends in youth civic participation over the last few decades, civic education is not effectively working to support this goal. Research has shown effective civic education practices (e.g., participatory pedagogies, an open classroom climate, service learning), but little civic education follows these suggestions (Torney-Purta et al., Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. IEA Secretariat, 2001). Further, most teachers report not having sufficient time, preparation, or resources to teach civics effectively (Hahn, Challenges to civic education in the United States. In J. Torney-Purta, J. Schwille, & J. A. Amadeo (Eds.), Civic education across countries: Twenty-four national case studies from the IEA civic education project (pp. 583–607). IEA Secretariat, 1999). Social media could provide a way for teachers to deepen their teaching of civics by making it more accessible and more relevant, and by having students engage in civic participation in real time.
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Helwig, Charles C., and Shaogang Yang. "Toward a Truly Democratic Civics Education." In The Wiley Handbook of Developmental Psychology in Practice, 264–89. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119095699.ch11.

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Clark, J. Spencer. "Civic Education at Shortridge High School." In Local Civics with National Purpose, 59–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65581-5_5.

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Heggart, Keith. "The Current Climate for Civics and Citizenship Education." In Activist Citizenship Education, 89–108. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4694-9_6.

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Conference papers on the topic "Civics education"

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Babb-Guerra, Annaly. "Civics in the Margins: The Limitations and Opportunities for a Counterhegemonic Civic Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430215.

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Davis, Kylie, and Elana Shneyer. "Teaching Computational Thinking through Civics." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372636.

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Dewi, Dinie Anggraeni, and Dasim Budimansyah. "The Effect of Civics Learning Implementation on Improving Civic Literacy in Digital Citizenship Era." In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.015.

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Khoeriah, N. Dede, Nani Nur’aeni, Zubaedah Wiji Lestari, and Panji Romadonna. "Vocational Civics for Persons with Intellectual Disabilities." In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.039.

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Simatupang, Ernawati, and Abdul Azis Wahab. "Strengthening Digital Citizenship Through Digital-Based Civics Learning." In Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.016.

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Cohen, Aviv. "Negotiating the Roles of Civic Education: Cross-Sector Alliances in Israeli High School Civics Courses." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572037.

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Babb-Guerra, Annaly. "Toward a More Humanizing Civic Education: Redefining What Counts as Political in the Civics Classroom." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574594.

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Camellia, Kurnisar, and Edwin Nurdiansyah. "The Development of Documentary Film Media in Civics Education Subject." In 1st International Conference on Character Education (ICCE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210204.005.

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Nurmanita, Mutiara, and Samsuri Samsuri. "Problem Based Civics Learning for Empowering Young Citizens Participation." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.35.

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Reinita, Zuardi, Indah Budianti, and Ridwan Efendi. "Development of Civics Literacy Teaching Materials in Primary Schools." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.030.

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Reports on the topic "Civics education"

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Dee, Thomas. Are There Civic Returns to Education? Cambridge, MA: National Bureau of Economic Research, March 2003. http://dx.doi.org/10.3386/w9588.

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Kwauk, Christina. Transforming Education for Climate Action: Report to Commonwealth Ministers of Education. Commonwealth of Learning (COL), August 2022. http://dx.doi.org/10.56059/11599/4068.

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The climate crisis presents an unprecedented global challenge, which can also be an opportunity for Commonwealth ministers of education to demonstrate what science-driven, justice-centred, and civic-minded climate leadership can do to help put small island developing states and climate-vulnerable countries on a path to climate resilience and climate justice. This report provides a road map for how ministers of education can climate-proof education systems, implement a green learning agenda that builds skills for blue and green economies, and promote education for climate action through policy development, resource allocation and effective implementation. The recommendations also focus on the important issues of quality, equity and justice.
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Carr, Jane. Re-engaging Individual Capacities in Service of Civic Capacity: A Model of Holistic Civic Engagement Education for the University. Portland State University Library, April 2020. http://dx.doi.org/10.15760/etd.7326.

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Robinson, Kimberly. Protecting Education as a Civil Right: Remedying Racial Discrimination and Ensuring a High-Quality Education. Learning Policy Institute, December 2021. http://dx.doi.org/10.54300/407.455.

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Haertel, Kateryna. ECMI Minorities Blog. Ukraine’s National Minorities Trapped by the War: The Cases of Ethnic Romanians and Hungarians. European Centre for Minority Issues, May 2022. http://dx.doi.org/10.53779/cmxx5297.

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In this blog entry, the author continues looking into the effects of the war against Ukraine on its minority communities, by highlighting the cases of two minorities with traditional residence areas in the western part of the country - ethnic Romanians and Hungarians. The author concludes that both minorities, either through the engagement of their civil society, religious, and educational institutions or individuals, have become a well-integrated part of an overall civil society architecture in western Ukraine emerging during the war. Moreover, all-Ukrainian civic identity features prominently in relation to both communities.
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Kıbrıs, Arzu. The conflict trap revisited: civil conflict and educational achievement. Sabancı University, October 2012. http://dx.doi.org/10.5900/su_fass_wp.2012.20097.

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Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, January 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.
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Darling-Hammond, Kia, and Linda Darling-Hammond. The civil rights road to deeper learning. Learning Policy Institute, July 2022. http://dx.doi.org/10.54300/462.143.

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This brief describes the key civil rights foundations that have been—and continue to be—essential to paving a path toward possibilities for deeper learning for all: those that secure safe communities, adequate school resources, inclusive environments, well-prepared teachers, and access to quality curriculum. It identifies the evidence-based policies and practices that can ensure that every student has access to a high-quality education focused on meaningful learning.
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VASYUKOV, O. G., V. M. BOLSHAKOVA, and P. YU NAUMOV. THEORETICAL AND PRACTICAL ASPECTS OF FORMING SOCIAL RESPONSIBILITY OF STATE CIVIL EMPLOYEES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-0-615-67324-0-4-12.

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Target. Currently, the development of professional values and official behavior of civil servants are relevant for training personnel for the public authority system. One of the ways to form the personality of a civil servant who is a professional is to increase the real level of his social responsibility. The article is devoted to the study of the phenomenon of social responsibility of civil servants. Method or methodology of the work. The systematic, activity-based and axiological approaches were used as methodological principles in the work. The research methods were analysis and synthesis, movement from the general to the particular, comparison and analogy, movement from the abstract to the concrete, complex generalization and classification. Results. The main results of the study include the concretization of the concept of «social responsibility of civil servants», the identification of the essential properties of social responsibility, the determination of the features of its functioning, the formulation of urgent problems for further research in this aspect. Scope of the results. The scientific results of the article can be applied when conducting psychological and pedagogical research and organizing classes in educational institutions of higher education.
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