Literatura científica selecionada sobre o tema "Education for Democratic Citizenship Project"
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Artigos de revistas sobre o assunto "Education for Democratic Citizenship Project"
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Shin, Kyung Hee. "A Study on Democratic Citizenship Education in the 2022 Revision Curriculum in Social Studies". Korean Association For Learner-Centered Curriculum And Instruction 22, n.º 15 (15 de agosto de 2022): 439–60. http://dx.doi.org/10.22251/jlcci.2022.22.15.439.
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Objectives The purpose of this study is to explore ways to revitalize democratic citizenship education emphasized in the general outline of the 2022 revised curriculum. To this end, the meaning, domain, and principle of democratic citizenship education were examined, and concrete practice cases were presented through the reorganization of the integrated social curriculum in the Department of Social Studies.
Methods The concept, domain, and principle of democratic citizenship education, the goals and content elements of democratic citizenship education in the social studies curriculum, and methods of democratic citizenship education in social studies were theoretically explored. For the application of democratic citizenship education in the high school integrated social studies department, a core topic was extracted from the textbook <Democratic Citizens Living Together>, a textbook approved by the Gyeonggi Provincial Office of Education, and practiced research was conducted.
Results Three examples of classes were presented by reorganizing the curriculum according to the core themes and elements of an integrated society. First, social issues as a controversial issue, second, the 2.28 movement as a place-based learning, and third, examples of peace and unification classes linked with creative experiences for fostering peace sensitivity were presented as discussion learning and project learning.
Conclusions As emphasized in the general summary of the 2022 revised curriculum, in order for democratic citizenship education to be reflected in all subjects, it is necessary for teachers to design the curriculum for school curriculum design through subjects and non-curricular activities. In addition, various methods need to be explored, such as training to strengthen teacher competency, accompany democratic practices and values, prepare standards such as ordinances and laws, and establish a democratic school culture and self-government activities.
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Eun-Joo Chang. "Education for Democratic Citizenship as a Formative Project: The Basic Orientation and Focus of Education for Democratic Citizenship in South Korea". 한국학논집 ll, n.º 67 (junho de 2017): 7–36. http://dx.doi.org/10.18399/actako.2017..67.001.
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Veloso, Letícia. "Private early childhood education and the democratic imagination: Projects, and paradoxes". Horizontes Antropológicos 23, n.º 49 (setembro de 2017): 311–37. http://dx.doi.org/10.1590/s0104-71832017000300012.
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Abstract: Based on ethnographic research in one private elite preschool in Rio de Janeiro in 2002 that sought to imprint citizenship notions on young children, this article discusses the relationship between educational practice, early childhood education, and the meanings, possibilities, and limitations of a critical and democratic pedagogy. I begin with a description of the school and its discourses of citizenship education. Next, I showhow the everyday practices through which children learned to become citizens through the production of a “citizenship habitus” focused on the importance of politics and on being a responsible citizen. I then discuss the paradoxes of this project, given that it was a private and elitist school; despite its egalitarian intentions, the school also served as a site for class reproduction. Still, I also suggest that, when young children cease to at least take inequality for granted, a small step is taken in the right direction.
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Hasani, Luljeta, e Fatos Hasani. "The Impact of the Pandemic on the Quality of Education in our Country". Interdisciplinary Journal of Research and Development 9, n.º 4. S2 (20 de dezembro de 2022): 92. http://dx.doi.org/10.56345/ijrdv9n4s214.
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The outbreak of the pandemic, in the framework of isolation measures, and in the context of preserving health and life, had its negative impact on the field of education in our country. The pace of pandemic spread led the experts to decide on making education at all levels shift to the application of online methods. The application of teaching in the online format according to the studies of analysts and professionals of the field, has left the system 10 years behind, and there are many reasons why. Faced with such a situation, the Albanian government, like all governments of other countries, took measures, relying on the practices and recommendations of the Department of Education in the EC in order to support the right for education during the pandemic. In this context, in Albania the project "Strengthening Education for Democratic Citizenship in Albania", implemented by the Council of Europe and funded by the Swedish Government, has supported the Ministry of Education, Sports and Youth in preparing the "Handbook for Teachers - Competencies of Teaching in the Field of Democratic Culture Online ". The Council of Europe joined the efforts of the Albanian authorities by preparing the Albanian version of the Teacher Handbook "Teaching competencies for democratic culture" and the "Handbook for Education for Democratic Citizenship", as part of a project funded by the Swedish International Cooperation and Development Agency ( Sida) "Strengthening Education for Democratic Citizenship in Albania".
Received: 19 September 2022 / Accepted: 16 November 2022 / Published: 20 December 2022
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Pererva, Yulia. ""Learning and living democracy for all". Council of Europe Programme promoting Citizenship and Human Rights Education". CADMO, n.º 1 (junho de 2009): 47–54. http://dx.doi.org/10.3280/cad2009-001007.
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- Since 1997, the Council of Europe has supported a Project on Education for Democratic Citizenship and Human Rights (EDC/HRE) with the aim of complimenting its treaty related activities in the fields of Human and Social Rights. The article presents the programmes and the initiatives supported and developed by the Council of Europe both at an international and at the national levels as well as the most important adopted texts and publications. It outlines the principles on which partnership and networking are built by the Council of Europe in close cooperation with member states and other regional and international institutions.Keywords human rights education, education for democratic citizenship, international cooperation.
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Boontinand, Vachararutai, e Sriprapha Petcharamesree. "Civic/citizenship learning and the challenges for democracy in Thailand". Education, Citizenship and Social Justice 13, n.º 1 (28 de março de 2017): 36–50. http://dx.doi.org/10.1177/1746197917699413.
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After nearly a decade of political polarization and deepening conflicts, Thailand is embarking on yet another cycle of reform and democratization project. While one of the proposed reform and democratizing strategies is to strengthen civic education curriculum and value inculcation, there has been a limited critical understanding on how schools—as important sites for political and cultural socialization—play a role in contributing toward or hindering the construction of citizens for a democracy. This qualitative study examines citizenship learning that takes place through school routines, system, and structure in a ‘democratic’ and an alternative Thai school and the implications for the development of democratic citizens. Findings suggest that civic/citizenship education embedded in everyday’s school practices follows a traditional conception of good citizen and thus provides limited condition for participatory and thoughtful citizenship.
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Bustamante-Bohórquez, Borys, Fernando Aranguren-Díaz e Maryori Chacón. "Towards a democratic education of the look". Comunicar 16, n.º 31 (1 de outubro de 2008): 41–49. http://dx.doi.org/10.3916/c31-2008-01-005.
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This article is based on the research project titled «Pedagogical uses of a quality television for child and youth audiences», by an inter-institutional agreement between the National Commission of Television and the District University «Francisco José de Caldas» of Bogota, Colombia. Its goal is to study the look in our socio-cultural life to promote a critical education of the audiovisual area, starting from pedagogical proposals which entail citizenship. Este trabajo, basado en el proyecto de investigación «Usos pedagógicos de una televisión de calidad para audiencias infantiles y juveniles», de la Comisión Nacional de Televisión y la Universidad Distrital «Francisco José de Caldas» de Bogotá, Colombia, pretende estudiar la mirada en el espacio sociocultural que nos ha tocado vivir con el objeto de fomentar una educación crítica del ámbito audiovisual, partiendo de propuestas pedagógicas que impliquen a toda la ciudadanía.
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Print, Murray. "Political socialization in a failed democracy: Civic education in Thailand". PCS – Politics, Culture and Socialization 8, n.º 1+2-2017 (29 de julho de 2020): 81–94. http://dx.doi.org/10.3224/pcs.v8i1-2.04.
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In 1932 Thailand became a constitutional democracy with a traditional monarchy. Since then the country has experienced twelve ‘successful’ military coups d’ etat to make it one of the most coup prone nations in the world and an unstable democracy. This paper analyses an opportunity for schools in Thailand to contribute significantly to the political socialization of young Thais as a means to address the persistent failure of the country’s democratic procedures. Non-school factors, such as authoritarian family characteristics, may negate school attempts to instill democratic behavior. Although civic education in Thai schools appears to have largely failed, the Democratic Citizenship Education Curriculum Project, developed by, with and for Thais, provides schools and teachers with the opportunity to develop democratic citizens through the school socialization process.
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Setiono, Panut, e Yuli Amaliyah. "Tinjauan Desain Pengembangan E-Modul Interaktif Project Citizen: Inovasi Peningkatan Keterampilan di Era 4.0". Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar 17, n.º 1 (31 de maio de 2024): 75–84. http://dx.doi.org/10.33369/pgsd.17.1.75-84.
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Learning materials that may bridge the understanding of intelligent and good citizenship in a global context are necessary for the majority of generation Z students enrolled in the University of Bengkulu's Elementary School Pre-Service Teacher Education program. Students who take the Global Perspective course are prepared to be globally aware and ready to adjust to the changing global landscape. The study employs a methodical Dick, Carey & Carey development model, which entails procedures such as learning objective identification, learning analysis, student characteristic analysis, formulation of specific learning objectives, creation of learning materials, learning strategies, assessment instrument development, and formative and summative evaluations. This e-module was designed after a study of the requirements for economic citizenship literacy. Aspects like financial education, social skills, knowledge economy, democratic citizenship, and economic literacy are all included in citizenship literacy. This study finds that Elementary School Pre-Service Teacher Education students at the University of Bengkulu should benefit from improved digital citizenship abilities in the context of the 4.0 era thanks to the interactive e-module Project Citizen. Thus, in addition to enhancing digital literacy, this curriculum also fosters creativity, critical thinking, and other abilities necessary in the digital age.
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Wolhuter, Charl, Jan Germen Janmaat, Johannes (Hannes) L. van der Walt e Ferdinand J. Potgieter. "The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives". South African Journal of Education 40, Supplement 2 (31 de dezembro de 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1782.
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In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools can be successful with respect to the inculcation of citizenship values, provided that the curriculum itself does not discriminate against any group or category of people. Desegregation can only be beneficial in the absence of negative depiction (including criminalisation) or the unequal treatment of any particular societal grouping. Our research suggests that active citizenship education is needed in schools. For this reason, we contend that teacher education has to form an integral part of a moral revival project. Lastly, we highlight the importance of finding democratically agreed-upon ways to continually engage with parents, legal caregivers and other stakeholders and role-players before and during the execution of any such project.
Teses / dissertações sobre o assunto "Education for Democratic Citizenship Project"
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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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Sanches, Ydeliz Coelho de Souza. "A formação do aluno para a participação: uma utopia da escola pública?" Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-155623/.
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Este trabalho foi realizado em uma escola da rede municipal de ensino da cidade de São Paulo entre o segundo semestre de 2005 e o primeiro semestre de 2006. Ele tem a finalidade de discutir o processo de formação de crianças e adolescentes para a participação em processos decisórios em uma escola pública municipal. Tal objetivo se justifica por estar determinado constitucionalmente à educação a formação para a cidadania, sendo a participação um de seus elementos fundamentais. A nossa referência é o conceito de cidadania ativa (Benevides), que implica a interferência intencional dos cidadãos nos rumos das políticas públicas. Além disso, compreende-se que há um vínculo necessário entre educação e democracia (Paro), na medida em que o ser humano somente se constrói enquanto tal por um ato de vontade própria no processo de transcendência a uma dada realidade (o que gera o domínio da liberdade), constituindo a cultura acumulada e construída historicamente o que lhe possibilita tal transcendência e sendo a educação o meio de apropriação da cultura. Portanto, a educação, enquanto um direito humano, somente se concretiza na medida em que o aluno faz-se sujeito desse processo. Disso decorre a necessidade do aluno, em conjunto com o coletivo da escola, também auxiliar a decidir sobre os rumos pedagógicos. Diante disso, a participação estudantil é entendida como a atuação dos alunos nas decisões acerca do projeto pedagógico e dos meios necessários para se atingir as finalidades coletivamente definidas. Na escola pública municipal o espaço instituído legalmente para isso é o Conselho de Escola. Contudo, em termos de formação para a participação discente, outros espaços como o Grêmio Estudantil, a rádio da escola (formada a partir do programa Educom.radio) e os projetos desenvolvidos pela EMEF Eliseu Dias, principalmente as ações em defesa dos fragmentos de Mata Atlântica em associação a uma Sociedade Amigos de Bairro local, mostraram-se mais relevantes. Os dados da pesquisa, obtidos principalmente em entrevistas à equipe escolar e discente e durante as reuniões do Grêmio, da rádio e do Conselho de Escola, sugerem as contradições de uma escola que almeja ser democrática, busca construir relações humanas e pedagógicas pautadas nesses valores, mas que ainda se reconhece marcada por práticas autoritárias.This work was carried through in a school of the public education net of São Paulo city between the second semester of 2005 and the first of 2006. It has the purpose to argue the process of formation of children and teenagers for the participation in decision processes in a public school of São Paulo. Such objective is justified because that the formation for the citizenship is guaranteed by the constitution and the participation is one of its basic elements. Our reference is the concept of active citizenship (Benevides) that requests intentional interference of the citizens in the routes of the public politics. Besides that, it is understood that it has a necessary bond between education and democracy (Paro), as human only constructs it self by an act of proper desire in the process of transcendence to one specific reality (the one that generates the domain of the freedom), constituting historically the accumulated and constructed culture wich makes possible such transcendence and being the education the way of appropriation of the culture. Therefore, the education as a human right only materialize if the pupil becomes subject of this process. It implicates the necessity of the pupil together with the staff of the school also contribute to the decisions on the pedagogical routes. Therefore, the students participation is understood as the performance of the pupils in the decisions concerning to the pedagogical project and to the necessary ways to reach the collectively defined purposes. In the public school of the municipal district the space legally instituted for this is the School Council. However, in terms of formation for the learning participation, other spaces as the Student Union, the radio of the school (formed from the Educom.radio program) and the projects developed by the EMEF Eliseu Dias, mainly the actions in defense of the fragments of Atlantic Forest in association to a Friends Society of local neighborhood, had revealed more relevant. The data of the research, obtained mainly in interviews with the school staff and learning team and also during the meetings of the Student Union the Radio and the School Council, suggest the contradictions of a school that longs for being democratic, tries to construct human and pedagogical relations based in these values, but that is still recognized marked by authoritarian practices.
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Rennick, Stephanie (Stephanie Lisa) Carleton University Dissertation Political Science. "Political education and democratic citizenship". Ottawa, 1993.
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Caria, Alcir de Souza. "Projeto político-pedagógico: importância histórica de uma prática em crise". Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-26012011-135146/.
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Esta dissertação reflete sobre as possibilidades da escola no cumprimento das determinações da atual Lei de Diretrizes e Bases da Educação Nacional (LDB) nº 9394/96, que a reconhece como núcleo gestor responsável pelo seu próprio projeto político-pedagógico. Problematiza em que medida essa prática escolar tem influenciado os resultados obtidos pelas escolas públicas e viabilizado, localmente, a implementação das políticas educacionais desenvolvidas no âmbito dos sistemas de ensino. Caracteriza as concepções estruturantes sobre projeto político-pedagógico por meio de uma análise bibliográfica, discutindo o alcance que tais teorizações têm alcançado no cotidiano escolar. Apresenta os resultados de uma pesquisa, realizada junto a uma rede pública de ensino, apontando potenciais evidências da crise de sentido e de método que tal prática revela. Recupera ainda o processo histórico que marcou a tramitação da atual LDB, demonstrando que a referida crise deve ser entendida primeiro como crise congênita, herdada da própria lei que a concebeu. No contexto do sistema educacional, essa crise também é caracterizada ao reunir elementoschaves presentes no pensamento pedagógico contemporâneo, que exploram o conceito de sistema e a sua relação com a unidade escolar. Finaliza a pesquisa problematizando princípios fundamentais para se pensar o projeto políticopedagógico na perspectiva do movimento da educação cidadã, com vista à superação da crise de sentido e de método que essa prática escolar tem demonstrado.This paper reflects on the possibilities of the school in compliance of the determinations of the current Law of Directives and Bases of National Education (LDB) nº 9394/96, which recognizes it as the core manager responsible for its own political and pedagogical project. It questions the extent to which this educational practice has influenced the results obtained by the public schools and facilitated, locally, the implementation of educational policies developed within the education systems. It characterizes the structural concepts of political and pedagogical project through a literature review, discussing the scope that these theories have reached in the school day. Presents the results of a survey, carried out with a public school system, pointing out potential evidences of the crisis of meaning and method that this practice reveals. Recovers even the historical process that marked the course of the current LDB, demonstrating that the crisis must be understood first as a crisis congenital, inherited from the law that has conceived it. In the context of the educational system, this crisis is also characterized by bringing together key elements present in contemporary pedagogical thinking, exploring the system concept and its relationship with the school unit. Ends the research questioning the fundamental principles for thinking about the political and pedagogical project in view of the civil and educational movement, with a view to overcoming the crisis of meaning and method of the educational practice has shown.
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Mullins, Jr Ricky Dale. "Dewey, Disability, and Democratic Education". Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89091.
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This dissertation is comprised of three manuscripts that coalesce around the topics of Dewey, Disability, and Democratic Education. Each manuscript is formatted for publication and the dissertation itself is prefaced by information that explains my background and how it connects to my current research. As such, the work contained in this dissertation is a product of my experiences as a social studies teacher, special educator, and administrator. Henceforth, my work focuses on Dewey, Disability, and Democratic Education. My research interests culminate in a three-article dissertation. The first paper is entitled, "Using Dewey to Problematize the Notion of Disability in Public Education." A version of this paper is currently under review for publication. In this paper I situate Dewey's theoretical underpinnings in the conversation around special education. Previous scholars of Dewey and disability have examined the ways in which his work speaks to educational growth and educational opportunity; my work adds to this body of research. However, my work is unique in that not only do I discuss pluralistic, communicative, participatory democracy as it pertains to students with disabilities, I also examine how Deweyan democracy can take shape, specifically within the context of an Individualized Education Plan (IEP) meeting. I conclude by arguing that Deweyan democracy is not only ideal, but realistic, attainable, and necessary, especially in the lives of students with disabilities.
In my second paper, I use the Schools and Staffing Survey (SASS) dataset in a paper entitled, "Can We Meet Our Mission? Examining the Professional Development of Social Studies Teachers to Support Students with Disabilities and Emergent Bilingual Learners." A version of this paper has been accepted for publication in The Journal of Social Studies Research. In this work, I first examine the social studies scholarship looking at students with disabilities and emergent bilingual learners, as well as research about the nature of professional development within the social studies. I then analyze the number of students with disabilities and emergent bilingual learners that we support in the social studies to provide a portrait of the field. Next, I examine the extent to which social studies teachers receive professional development to support those student groups, as well as the extent to which the social studies teachers found the professional development to be useful. My findings indicate that social studies teachers do not receive substantial professional development to support the learning of all students, as evidenced by the limited amount of professional development received focusing on students with disabilities and emergent bilingual learners.
In my third paper, I build on previous research examining the possibilities and benefits of participating in informal learning spaces such as Twitter in a paper entitled, "'So I Feel Like We Were Theoretical, Whereas They Actually Do It': Navigating Twitter Chats For Teacher Education." A version of this paper is also under review for publication. In this paper, specifically, I examine the experiences and perceptions of pre-service social studies teachers who particip¬¬¬¬ated in a discipline specific Twitter chat known as #sschat. My findings indicate that pre-service teachers found value in the chat when they were able to share resources with practicing teachers and build professional learning networks. However, there were instances when the pre-service teachers felt like they contributed little because they did not have direct experience with teaching. Additionally, the pre-service teachers expressed dissatisfaction with using Twitter as a platform for professional chats. However, I still contend and conclude that the utility of such chats outweighs the negatives. Therefore, this study sheds light on the potentiality and necessity of utilizing Twitter chats as a space to provide ongoing and systematic support to pre-service teachers to help not only them, but the field of social studies education move forward. These papers when considered together form a foundation of scholarship and further inquiry focused on Dewey, Disability, and Democratic Education, on which I plan to build in the years to come.Doctor of Philosophy
When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest Virginia. Coal, no longer king, had driven the economy for years. With its decline, my community barely managed to survive. My advisor at the time, honest and plain-spoken, told me that unless I obtained a license in special education, I would most likely not obtain a teaching job. Unlike many other areas of the country, in my hometown unless you could do other things like coach or drive a bus, a license to teach social studies was of little value. There was not much money and a new hire had to be willing to do many different jobs to prove his or her worth. Luckily, I had gotten my Commercial Driver License (CDLs) through a training program offered by the county school board, and I was consequently able to obtain a position, although not as a social studies teacher. I started my career in education as a special educator and substitute school bus driver. In this position I worked in an alternative education setting and taught vocational skills to secondary students with significant disabilities (in the institutional meaning of the word). From the start of my career, I aspired to become an administrator, so I enrolled in and completed a degree in Administration and Supervision. As I was working on that degree, I moved to the general education high school level, where I held a position teaching social studies and special education in an inclusive setting. Shortly thereafter, I obtained a job as an assistant principal. The part I enjoyed most about this position was working with and thinking about how to help teachers become better at their craft. At this point is when I decided to pursue a PhD in social studies education, so I could develop my interest into a body of research and eventually a career. Two years into my PhD program I was still grappling with who I was as a scholar. As I familiarized myself with social studies scholarship, I discovered that in my first position as an alternative education special educator, I was essentially preparing my students for the responsibilities of citizenship, which is the mission of the field of social studies (NCSS, 2013). Nevertheless, it was not until I started reading the work of John Dewey that I truly realized the complexity of what I experienced when I taught in the alternative education setting. That position allowed me to examine an element that I otherwise, would not have had the privilege to see; the complexity and intellect required for physical labor (Rose, 2004) and the inter-workings of true, vibrant, Deweyan democracy. Dewey’s work sparked a new interest in me and I started developing a deep-seated curiosity about how his theoretical underpinnings related to disability and democratic education. My interest in disability then caused me to ask other questions about social studies in relation to special education, which made me reflect on my prior experiences as a social studies educator. Although I had a license in special education, there were many instances in which I felt unprepared and unsupported in addressing the needs of all students in my classes which included general education students, students with disabilities (SWDs), and emergent bilingual learners (EBLs). I began to wonder if my feelings of unpreparedness and lack of support were in isolation. As I parsed the literature, I found that there was not a significant amount of research focused specifically on the extent to which social studies teachers felt they were prepared and supported to address the needs of all learners in their classroom. Additionally, my experience in both public education and teacher education gave me insight to realize that school systems do not have funding to provide specialized professional development and similarly, teacher education is under financial constraints as well. Therefore, I began examining what informal spaces such as Twitter offer educators in terms of professional support and development. My interests and curiosity fueled my scholarly work and eventually culminated into three distinct, but interconnected manuscripts. The three manuscripts that follow coalesce around my interests in Dewey, Disability, and Democratic Education.
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Novis, Joshua L. "Citizens and selves : rethinking education for democratic citizenship". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19392.
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This thesis is a critical examination of the history of philosophies governing public education in the United States. The first half, chapters one through six, outlines American conceptions of the role of the school in relation to the state and to democracy. The second half is an account of critical progressive philosophies that have challenged the American status-quo since the independence. The main argument that I propose here is that the creation of an education system in America has followed the philosophies of federalism and private democracy. These philosophies are economically centered and define the citizen in economic terms. Progressive educators have long questioned this definition and seek to redefine citizenship to describe participatory democracy, and communication based on experience and an ethic of care.
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Ververi, Olga. "Citizenship education teachers' critical thinking in 'education for democratic citizenship' : the sociology of critical thinking". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559734.
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In this thesis I examine two citizenship education teachers' critical thinking in relation to the texts of "Education for Democratic Citizenship" (EDC) programme. I examine - how their critical thinking defines their teaching practice. Based on the relevant literature pertaining to the concept of critical thinking, I argue that critical thinking is an intersubjective and meaning making process which aims at the restoration of truth. I inform this view with the Critical Realist philosophy and its dialectics of truth according to which truth has a world reporting meaning and that knowledge comprises a 'truth-talk'. Hence, I view the EDC programme textbooks as a 'truth-talk' . about the social and political reality, having at its core the concept of citizenship. I regard the EDC programme textbooks as an 'interlocutor' within the educational process who holds a superior epistemological position in comparison to the teacher and exerts power on her. Based on case studies, I examine how two citizenship education teachers in Greece, interpret the EDC texts, process the meaning and proceed to critical thinking constructing their subjective versions of truth about the political and social reality. I record the way they structure and manage a discussion in the classroom and I conclude that their teaching practice is defined by their subjective versions of truth which are nevertheless objectively false. I emphasise the power relations in the classroom where teachers hold a superior position to the students and I conclude that teachers comprise the [mal 'truth-tellers'. I thus stress teachers' ethical obligation regarding what kind of 'truth' they import in the classroom. This involves both the EDC programme knowledge of citizenship - which I evaluate as a pseudo 'truth talk' - and their own 'truth-talk' consisting of knowledge, discourses, ideological, philosophical and theoretical trends which do not enable them to effectively restore the truth. Consequently, I argue that teachers should be in constant evaluation of their critical thinking processes and I suggest the concept of the 'Sociology of Critical Thinking'.
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Essa, Fatima. "Do values in education create spaces for democratic citizenship?" Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52808.
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Thesis (MEd)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.
AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.
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Choi, Moonsun. "Development of a Scale to Measure Digital Citizenship among Young Adults for Democratic Citizenship Education". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437610223.
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Galloway, Greta Marie Mandy. "Cultivating democratic citizenship education in schools :implications for educational leaders". Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.
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Dissertation (PhD)--University of Stellenbosch, 2007.On t.p.: Doctor of Philosophy in Education Policy Studies.
ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal career experience as a teacher, and specifically as a school principal. I argue that educational leaders and managers continue to think and act according to traditional notions of leading and managing school practices. I contend that educational leadership and management practices ought to change in order for schools to transform into institutions implementing democratic practices in a more thoroughgoing way. I argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leadership and management engender thin forms of democratic school practices. I show how positivist theories of educational leadership and management connect with indefensible forms of leading and managing, namely skewed authority, gender discrimination and exclusion of cultural diversity. I contend that school leadership and management practices ought to be reconceptualised in relation to a framework of democratic citizenship education. Cultivating democratic citizenship education with reference to the seminal thoughts of Jürgen Habermas, Seyla Benhabib and Iris Marion Young will hopefully strengthen my argument for social justice, renewal and redress in school practices. These theorists have shaped the thinking and actions of educational leaders and managers to provide a critical understanding of transformative educational leadership and management practices in schools. Such ideas conceptualise a critical understanding of deliberative leadership and management practices as constructs for deepening democracy in schools. It is within this context that the dissertation explores a pathway towards deepening democracy in schools through a deliberative leadership and management approach. Such an approach has the potential to cultivate communicative democratic moments in educational leadership and management practices through engaging the voices of “others”. For deliberative leadership and management practice to manifest itself, I propose that conditions ought to be established whereby the democratic rights of “others” as incorporated voices in classroom pedagogy, school management and school governance engender deeper citizenship through the inclusion of these “other” previously marginalised voices. By embracing the voices of “others”, the potential is created to move towards deepening democratic leadership and management practices which can possibly engender “schools of hope” for the future. Keywords: Educational leadership, educational management, positivist, critical, citizenship, deliberative democracy, communicative democracy
AFRIKAANSE OPSOMMING: Hierdie proefskrif is ʼn kritiese ondersoek na skoolhoofde se onderwysleierskap en -bestuurspraktyke in die huidige demokratiese bestel. Die doel van die studie is om die mate van transformatiewe integrasie van demokrasie onder skoolleiers en -bestuurders te verken. Ek het besluit om my eie storie te vertel, dus gee ek ʼn verhalende verslag van my loopbaan as ʼn onderwyser, en spesifiek as ʼn skoolhoof. Ek beweer dat leiers en bestuurders in die onderwys nog steeds die tradisionele opvattings oor skoolleierskap en bestuur huldig, en dat hierdie opvattings hulle denke en optrede rig. Ek voer aan dat onderwysleierskap en bestuurspraktyke verander moet word sodat skole tot dieper, demokratiese praktyke kan transformeer. Ek argumenteer voorts dat dit voorkom asof huidige begrippe van leierskap en bestuur in skole in positivistiese tendense vasgelê is wat transformatiewe praktyke in skole ondermyn en dat positivistiese leierskap en bestuur “dun” vorme van demokratiese skoolpraktyke voortbring. Ek toon aan hoe positivistiese teorieë van onderwysleierskap en -bestuur verband hou met onverdedigbare wyses van lei en bestuur, naamlik verwronge gesag, genderdiskriminasie en die uitsluiting van diverse kulture. Ek voer aan dat onderwysleierskap en -bestuurspraktyke geherkonseptualiseer behoort te word binne ʼn raamwerk van demokratiese burgerskapsopvoeding. Die ontwikkeling van demokratiese burgerskapsopvoeding wat onder meer voortspruit uit die seminale denke van Jürgen Habermas, Seyla Benhabib en Iris Marion Young, versterk my betoog vir sosiale geregtigheid, vernuwing en herstel binne die skoolpraktyke. Hierdie teoretici vorm die denke en optrede van leiers en bestuurders in die onderwys as deurslaggewende begrippe van transformatiewe onderwysleierskap en bestuurspraktyke in skole. Sulke idees konseptualiseer ʼn deurslaggewende begrip van oorlegplegende leierskap en bestuurspraktyke as konstrukte vir grondliggende integrasie van demokrasie in skole. Binne hierdie konteks ondersoek die proefskrif ʼn werkwyse vir ʼn grondliggende integrasie van demokrasie in skole deur oorlegplegende leierskap en bestuur. So ʼn benadering het die potensiaal om kommunikatiewe demokratiese momente in onderwysleierskap en -bestuurspraktyke aan te moedig deur na die stemme van die “ander” te luister. Ek stel voor dat, ten einde demokratiese leierskap- en bestuurspraktyke te vestig, toestande geskep moet word waardeur die demokratiese regte van die “ander”, wat voorheen gemarginaliseer was, in klaskamerpedagogie en skoolbestuur ingesluit moet word om “dieper” burgerskap te verseker. Met ander woorde, deur na die stemme van die “ander” te luister, word die potensiaal geskep om verdiepende demokratiese leierskap en bestuurspraktyke aan te moedig sodat “skole met hoop” tot stand gebring kan word. Trefwoorde: Onderwysleierskap, onderwysbestuur, positivisties, kritiese, burgerskap, oorlegplegende demokrasie
Livros sobre o assunto "Education for Democratic Citizenship Project"
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Waghid, Yusef, e Nuraan Davids, eds. African Democratic Citizenship Education Revisited. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67861-0.
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European Society for Research on the Adult Education. Conference. Adult education and democratic citizenship. Wrocław: Wrocław University Press, 1995.
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Davids, Nuraan, e Yusef Waghid, eds. University Education, Controversy and Democratic Citizenship. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56985-3.
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European Society for Research on the Education of Adults. Conference. Adult education and democratic citizenship II. Strobl, Austria: Impuls Publisher, 1995.
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European Society for Research on the Adult Education. Conference. Adult education and democratic citizenship IV. Kraków: Impuls, 2001.
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Jane, Junn, e Stehlik-Barry Kenneth, eds. Education and democratic citizenship in America. Chicago: University of Chicago Press, 1996.
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Seminar, European Teachers'. Interdisciplinary approach to education for democratic citizenship. Strasbourg: Council of Europe, 1997.
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Michael, Byram, ed. Re-shaping education for citizenship: Democratic national citizenship in Hong Kong. Newcastle upon Tyne: Cambridge Scholars Pub., 2012.
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Ben-Porath, Sigal R. Citizenship under fire: Democratic education in times of conflict. Princeton, NJ: Princeton University Press, 2006.
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Harkavy, Ira Richard. Higher education and democratic culture: Citizenship, human rights, & civic responsibility. Editado por Council of Europe. Strasbourg: Council of Europe, 2007.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Education for Democratic Citizenship Project"
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Tóth, Judit, Éva Szirmai, Norbert Merkovity e Tamás Pongó. "Promising or Compelling Future in Hungary?" In Young Adults and Active Citizenship, 121–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_7.
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AbstractAdult education, employment and integration strategies have been characterised by somewhat fragmented and uncoordinated implementation practices in the context of CEE (Central and Eastern Europe) region. Some relevant data (OECD, EUROSTAT) on socio-economic factors may provide partial explanation for this. Additionally, this could be explained through considering some examples of Roma and young people with disabilities, in terms of how they can access adult education. Specifically, these examples demonstrate how the national and European reform goals, capacity building projects and financial supports remain isolated and incomplete. In this chapter, we outline how these factors undermine the opportunities for independent and democratic thinking and participatory citizenship. Low skilled and low educated young Roma from underprivileged family backgrounds (e.g. long-term family unemployment), living in poor rural areas, and youngsters with disabilities living in difficult environments are facing similar barriers to becoming active, responsible and educated European citizens. This chapter brings attention to the significance of the development and implementation of appropriate prevention strategies as well as regular evaluation and monitoring of relevant programs. Some cross-cutting characteristics and implications will be identified and considered, and future directions of adult education will be discussed, including its needs, demand and supply in the context of this region.
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Castro, Antonio J., e Ryan T. Knowles. "Democratic Citizenship Education". In The Wiley Handbook of Social Studies Research, 287–318. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768747.ch13.
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Enslin, Penny, e Patricia White. "Democratic Citizenship". In The Blackwell Guide to the Philosophy of Education, 110–25. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch7.
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Menthe, Jürgen. "Education for Democratic Citizenship". In Schools, Curriculum and Civic Education for Building Democratic Citizens, 73–78. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-167-2_6.
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Veugelers, Wiel. "Teaching for Critical-Democratic Citizenship". In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_184-1.
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Veugelers, Wiel. "Teaching for Critical-Democratic Citizenship". In Encyclopedia of Teacher Education, 2034–39. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_184.
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Zgaga, Pavel. "Higher Education and Democratic Citizenship". In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9553-1_14-1.
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Zgaga, Pavel. "Higher Education and Democratic Citizenship". In The International Encyclopedia of Higher Education Systems and Institutions, 617–23. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_14.
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Vally, Salim, e Enver Motala. "Employment, Democratic Citizenship and Education". In Effects of Globalization on Education Systems and Development, 23–36. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-729-0_2.
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Veugelers, Wiel. "Education for Critical-Democratic Citizenship". In Beyond Bystanders, 47–59. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-026-4_4.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Education for Democratic Citizenship Project"
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MÎSLIȚCHI, Valentina, e Aliona ISACOVA. "Aspects of preschool children education for society". In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p67-81.
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The paper highlights some aspects of preschool children’s social education, aimed at optimizing relationships with adults and peers; applying the rules of prosocial behavior in various social contexts, demonstrating responsibility towards oneself and others; formation of attitudes of appreciation and respect towards popular traditions and customs; respecting cultural diversity, promoting the values of national culture. The article defines the concepts: education for society, civic education, patriotic education, education for democratic citizenship, education for traditions, intercultural education; the project of an integrated didactic activity with an emphasis on the education for society of preschoolers is presented.
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Dezan, Talisia Burns, Hudson Lupes Ribeiro de Souza e Vanessa Yumi Kanezaki de Souza. "Tela Cidadã project: Public transparency, democratic access and citizenship". In 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975864.
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Drita, Suela Kusi, e Zyhrada Kongoli. "Democratic Citizenship in the Formal Civic Education in Albania: Assessment of Curriculum and Teaching of Democratic Citizenship in Pre-University Education". In The Barcelona Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2435-9467.2022.42.
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Buzzacchi, Chiara. "CITIZENSHIP AT SCHOOL BETWEEN DESIRE, CIVIC ENGAGEMENT AND DEMOCRATIC COMPETENCES". In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1778.
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Albulescu, Ion. "Education For Democratic Citizenship In Adults. Policies And Strategies Of Implementation". In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.89.
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EL ASRI, Fatima. "CITIZENSHIP EDUCATION: FUTURE CITIZEN FORMATION PROJECT". In VI. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress6-6.
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Today, no one denies that the progress and prosperity of nations is linked to the effectiveness of their educational system and its ability to keep pace with the accelerating tide of knowledge, and the large and rapid transformations in the technical and technological field. As well as its ability to open up to its social and economic environment. To achieve the desired development within the framework of democracy, which requires granting every member of society the competencies and capabilities that guarantee him, and qualify him to participate effectively in building society, and to exercise his rights and duties on a daily basis. Through education in all its formal and informal channels, by all social institutions entrusted with the socialization of individuals. Therefore, we decided to approach the topic of teaching “citizenship education”, through an article that includes an introduction and a set of paragraphs. For the introduction, it includes the methodological introduction to the article. While the first paragraph of this modest article is devoted to the process of rooting the concept of citizenship. Through the basic reference systems of liberal political philosophy: the state of nature – natural law – social contract, through an inductive as well as descriptive approach to the texts of “Spinoza” and “Locke”. We stood through them on the importance of theoretical and intellectual accumulation. Which contributed to the crystallization of an integrated philosophical systemic conception of the concept of the new man, certainly has nothing to do with the image of the old man and his theoretical references. The establishment of political philosophical concepts was not direct, but rather the demolition of the concepts that were the focus of centrist thinking and its first pillar, especially the concept of slavery, which the 17th century texts confronted with force in order to build a new concept for the sane and free human being (= citizen). As for the second paragraph, it is the fruit of the search for the concept of citizenship, its definitions, and its manifestations, which include two elements: the first relates to the basic responsibilities of citizenship (specific to individuals), and the second relates to the basic conditions for taking into account citizenship (specific to the state). While the third paragraph includes the dimensions of citizenship, its objectives, types, and its connection to the educational field, as a goal to advance the country and the citizen alike. Therefore, the fourth paragraph was devoted to the issue of citizenship education, by defining its multiple objectives and characteristics, with an emphasis on the conditions for the success of citizenship education and the appropriate methodology for it. As for the fifth paragraph, it includes education on citizenship through scrutinizing the concepts of education, citizenship, human rights….... Then we move in the sixth paragraph to an attempt to clarify the reality of teaching this subject, with its new concept based on human rights values, away from the institutional approach, which limits it to getting to know institutions and laws, and moves away from the basic role of the article, and this is to create a good citizen imbued with the spirit of citizenship. Which translated into noticeable and tangible situations and realistic practices that actually benefit education. In order to clarify the reality of teaching citizenship education, it was necessary to carry out a careful and in-depth study, to find out the extent to which teachers keep pace with reform, their difficulties, and their needs, when teaching the subject. We concluded that there are groups of difficulties, in theory and application, according to the necessity of training. This is what made us suggest a set of practices, emphasizing the active methods of education on citizenship and human rights, in which the learner is active in building his/her learning. Let’s end the article with a set of recommendations, suggestions and extensions
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Staples, Megan. "Advancing Mathematics for Democratic Citizenship as a Foundation for a Mathematics Education". In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585122.
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Cohen, Aviv. "Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship". In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882185.
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Adams, Erin. "Austerity Is the Price of Patriotism: Infantile Citizenship, the State, and Democratic Education". In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885330.
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Hanna, Casey. "Interrogating Tensions Created by Civic and Democratic Citizenship Education Policies for German Youth". In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2101132.
Texto completo da fonteRelatórios de organizações sobre o assunto "Education for Democratic Citizenship Project"
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Jaramillo, Rosario, Fernando Reimers e Cristián Cox. Education for Democratic Citizenship in the Americas: An Agenda for Action. Inter-American Development Bank, fevereiro de 2005. http://dx.doi.org/10.18235/0006703.
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The combined challenges of poverty and governance urgently require active, politically informed and educated citizens, aware of their capacity to influence community events and government, at all levels.
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Marchais, Gauthier, Sweta Gupta e Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), agosto de 2021. http://dx.doi.org/10.19088/ids.2021.053.
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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Marchais, Gauthier, Cyril Brandt, Diego de la Fuente Stevens, Pierre Marion, Jean-Benoît Falisse, Samuel Matabishi, Sweta Gupta et al. BRiCE Project DRC and Niger: Endline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts. Institute of Development Studies, novembro de 2022. http://dx.doi.org/10.19088/ids.2022.053.
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This report presents the final results of the Building Resilience in Crisis through Education (BRiCE) research project, which is led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). The research project is part of the BRiCE education programme funded by the European Commission’s Directorate-General for International Partnerships and led by Save the Children in Niger and the Democratic Republic of the Congo (DRC). This report presents the results of the endline evaluation of two components of the BRiCE education programme: Teacher Professional Development (TPD) and Improving Learning Environments Together (ILET). It also presents an in-depth analysis of teacher wellbeing and teaching quality in the regions of Zinder and Diffa in Niger, and the territories Uvira and Fizi in South Kivu province in the DRC. The report summarises the final results of the project regarding the causes and consequences of violence against teachers, and also investigates teacher’s knowledge on how to deal with the effects of violent conflict at school.
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Marchais, Gauthier, Sweta Gupta e Cyril Owen Brandt. Student Wellbeing in Contexts of Protracted Violent Conflict. Institute of Development Studies (IDS), setembro de 2021. http://dx.doi.org/10.19088/ids.2021.055.
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In contexts of protracted violent conflict, school environments play a key role in children’s psychological, social, and emotional wellbeing. Research by the REALISE education project in the Democratic Republic of the Congo (DRC) provides a better understanding of how violent conflict penetrates schools; the relationship between school staff, students, parents, and the local community; and the role of children’s social entourage. It identifies key considerations for education projects operating in these contexts and how they can best support the wellbeing of children, including those who are extremely isolated or experience marginalisation on the basis of gender or minority status.