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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.
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Lobzhanidze, Sofiko, Giorgi Urchukhishvili e Marika Sikharulidze. "DIGITAL CITIZENSHIP IN GEORGIAN’S TEACHERS, STUDENTS AND PARENTS". Problems of Education in the 21st Century 81, n.º 5 (25 de outubro de 2023): 667–86. http://dx.doi.org/10.33225/pec/23.81.667.
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The Council of Europe’s (CoE) model on Digital Citizenship Education (DCE) has at its basis the ‘Competencies of Democratic Culture’ model, which considers being an active and responsible citizen and implies the development of a set of lifelong competencies both online and offline at various levels, as well. Taking the ‘Competencies of Democratic Culture’ the CoE experts elaborated on the DCE domains, which are the appropriate way to develop democratic culture competences in the digital environment. Georgia, as a member country, signed the agreement on DCE to be applied at the K-12 curriculum level and joined the DCE project of the CoE in July 2020. Thus, as an educational concept, DCE is relatively new to the education system of Georgia. The aim of the study was to describe the current situation concerning DCE in Georgia, namely on awareness of the concept and its foundations, as well as identifying self-reported DCE competences by teachers, students and parents, in the light of the Ribble’s and the CoE’s models. Data was collected in five schools in 2020. The issue was studied using the quantitative method, an online survey, 1954 respondents were involved in the research. It was demonstrated that most of the respondents had a lack of awareness about information-communication technologies. It can be concluded that communication among school teachers, students and parents about the issues of digital security has not started yet. The correlation between the geographic location of a school and teachers’ digital competences is not confirmed. Keywords: digital citizenship education, digital domains, digital competences, digital school culture, exploratory sequential design
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GULLNER, BARBARA, OLGA TSARYK, URSULA MAURIČ e NATALIYA YASHCHYK. "THEORETICAL FUNDAMENTALS OF CITIZENSHIP EDUCATION INTRODUCTION IN UKRAINE AND AUSTRIA". Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, n.º 2 (23 de novembro de 2021): 195–204. http://dx.doi.org/10.25128/2415-3605.21.2.25.
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In the context of globalization citizenship education issues are re-emerging in the international scope, including the discussion of the citizenship education concept and the role and goal formulations of citizenship education. The problem of political education has recently become increasingly important. For example, against the background of difficult political events in Ukraine over the past two decades, it becomes clear that maintaining and developing democracy requires critical citizens of society who understand the prospects of a democratic system for the country. In order to understand current socio-political problems, it is first necessary to analyze a critical analysis of historical, political and socio-cultural developments in a society. The article was created as a part of the research project “Implications of global developments on job-related ideas of teacher training students in Austria and Ukraine” of the University College of Teacher Education Vienna, the TNPU and WUNU.
The contribution of this article to the aim of the research project is therefore to compare the citizenship education system in Ukraine and Austria and their respective historical development in order to draw the conclusions for teacher training. This contribution is closely connected with an international current discourse on central concepts of citizenship education. The article deals with the history of the citizenship education in Ukraine and Austria, shows the current state of development of this educational area and presents the results of the curriculum analysis of the pedagogical universities with regard to the implementation of political education in the context of globalization. The results of the work can help theorists and practitioners to understand the challenges of citizenship education in times of globalization.
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KENNERLEY, CATI MARSH. "Cultural Negotiations: Puerto Rican Intellectuals in a State-Sponsored Community Education Project, 1948–1968". Harvard Educational Review 73, n.º 3 (1 de setembro de 2003): 416–48. http://dx.doi.org/10.17763/haer.73.3.e3851519q4m80842.
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The Estado Libre Asociado de Puerto Rico (autonomous commonwealth), established in 1952, redefined the political relationship between the United States and its colony. The ambiguous political status — autonomy without sovereignty, self-government without self-determination—created new social, political, and cultural contradictions. The island's first elected governor, Luis Muñoz Marín, was committed to promoting an essentialized Puerto Rican culture centered around the idealization of traditional rural life, while simultaneously creating a new democratic citizenship, both of which would bolster the new government's legitimacy before its people. In this article, Puerto Rican scholar Cati Marsh Kennerley explores the collective work done by the División de Educación de la Comunidad (DivEdCo), the government educational agency charged with promulgating Muñoz Marín's ideas about Puerto Rican culture and citizenship. Marsh Kennerley draws from a wide variety of sources to reconstruct an untold history, analyze its contradictions, obtain lessons from DivEdCo's negotiations, and point out its relevance for understanding contemporary Puerto Rican culture.
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Прутченков, A. Prutchenkov, Болотина, Tatyana Bolotina, Павлова e S. Pavlova. "Teacher Training in EDC/HRE: How to Develop Students’ Ability to Assess Information from Media and Social Networks". Profession-Oriented School 3, n.º 3 (17 de junho de 2015): 42–50. http://dx.doi.org/10.12737/11749.
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This article shows the main benefits of information and communication technologies (ICT)and introduces draft ICT classes developed during the pilot
project of the Council of Europe “Training teachers to develop students’ ability to evaluate information in the media and social networks” within the
program “Education for Democratic Citizenship and Human Rights”.
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Yulita, Leticia. "Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy". Language Teaching Research 22, n.º 5 (28 de julho de 2017): 499–516. http://dx.doi.org/10.1177/1362168817718579.
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This article reports on a pedagogical intervention in foreign language teaching in higher education. It analizes the competences developed by Argentinian and UK-based students as they used Skype to design a leaflet that addressed a real world issue: the Argentinian military dictatorship and its manipulation of the 1978 Football World Cup. The data consists of students’ discussions of this highly disturbing human rights issue. A first level of analysis focused on identifying evidence of competences using the Council of Europe’s conceptual model of ‘competences for democratic culture’ (2016). In a second level of analysis, the data was categorized within the framework of Article 2.2 of the United Nations Declaration on Human Rights Education and Training (2011). This research study provides an empirical test of these two frameworks in the field of language education, an aspect that has not been investigated before. It also contributes to our understanding of the potential of intercultural citizenship projects in achieving the goals of human rights education in foreign language teaching. Results indicate the development of substantial competences for democratic culture defined in the Council of Europe’s model.
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Deceur, Evelyne, Griet Roets, Kris Rutten e Maria De Bie. "Shaping a ‘pedagogy of interruption’: Theorizing the role of educational agents in democratic education in urban contexts". European Journal of Cultural Studies 23, n.º 4 (6 de setembro de 2018): 515–30. http://dx.doi.org/10.1177/1367549418786410.
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This article theorises the role of educational agents in democratic education in urban contexts by engaging in the discussion about the relationship between citizenship, democracy and education. Therefore, we confront Gert Biesta’s conceptualisation of a ‘pedagogy of interruption’ with the empirical insights that emerge from a qualitative research project on democratic education in a particular urban context in Ghent (Belgium). We elaborate on the historical developments and origins of the educational practices and interventions in this urban context and reveal three contemporary educational strategies that coincide and complement each other while implementing the democratic ideal of equality in differentiated ways: integration, activation and instigation. Our analysis enables us to reflect on the complexities, ambiguities and dilemmas at stake when educational agents shape a ‘pedagogy of interruption’. This pedagogy entails the constant search to balance the multidimensional purposes of democratic education, that is, between socialisation and subjectification.
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Simó-Gil, Núria, Antoni Tort-Bardolet, Montse Barniol e Teresa Pietx. "Learning democracy in a new secondary school". Power and Education 10, n.º 2 (14 de junho de 2018): 166–80. http://dx.doi.org/10.1177/1757743818756912.
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This article presents, first, the theoretical framework developed in a three-year research project that was designed to enable the authors to analyse the characteristics and quality of democracy in 10 centres (five primary schools for children aged from 3 to 12 and five secondary schools for children aged from 12 to 16). Second, students and teachers of one of the participating schools in the region of Barcelona explained their experience of participation as a way of living democratic citizenship education. Last, the article analyses what the authors have learned from this secondary school, as well as a number of research conclusions that allow one to understand some of the important aspects of how students live their condition of democratic citizenship in the school itself.
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FORRESTER, KEITH. "Leaving the academic towers: the Council of Europe and the Education for Democratic Citizenship Project". International Journal of Lifelong Education 22, n.º 3 (janeiro de 2003): 221–34. http://dx.doi.org/10.1080/02601370304840.
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McLaren, Peter, e Emiliano Bosio. "Revolutionary critical pedagogy and critical global citizenship education: A conversation with Peter McLaren". Citizenship Teaching & Learning 17, n.º 2 (1 de junho de 2022): 165–81. http://dx.doi.org/10.1386/ctl_00089_1.
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This article presents a remarkable conversation on revolutionary critical pedagogy and critical global citizenship education between Peter McLaren, one of the leading scholars of contemporary critical pedagogy, and Emiliano Bosio, guest editor of Citizenship Teaching & Learning. McLaren’s copious work as a distinguished professor in critical studies at the Donna Ford Attallah College of Educational Studies (Chapman University), as co-director and international ambassador for Global Ethics and Social Justice (Paulo Freire Democratic Project), as co-founder of the Instituto McLaren de Pedagogía Crítica, Ensenada, and as Professor Emeritus at the University of California, Los Angeles (UCLA) offers insights, perspectives, concerns and outlooks that bring to the centre of international educational debates relevant thoughts through which we can better understand the complex roots and history of global and local citizenship particularly in relation to notions of critical theory, critical pedagogy, Paulo Freire’s pedagogy, Marxist humanist philosophy, ethics of solidarity, social justice and liberation theology.
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Iliichuk, Liubomyra, e Lilia Verezhak. "DEVELOPMENT OF CIVIC COMPETENCIES OF STUDENTS: NEW APPROACHES AND PRACTICES UNDER NUSH". Mountain School of Ukrainian Carpaty, n.º 24 (1 de junho de 2021): 104–7. http://dx.doi.org/10.15330/msuc.2021.24.104-107.
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The article emphasizes that the formation of civic competence of students is one of the key tasks of the New Ukrainian School. The need to form a citizen of Ukraine, for whom a democratic civil society is a center for the disclosure of his abilities and capabilities, the satisfaction of personal and public interests, is emphasized. An analysis of modern approaches to the formation of civic competence of students, in particular through the introduction of education fordemocratic citizenship (EDC) and human rights education (HRE) in the educational process of GSEI. It is noted that this is a new direction in education, which is the subject of international attention and educational strategies. EDC / HRE is based on competency, activity, personality-oriented approaches that are a priority in creating an educational environment. The peculiarity of education for democratic citizenship and human rights education is that the content, forms and methods of teaching are built in the dimension of «learning about / for / through democracy and human rights», which enriches the role of teacher and student in the learning process. The leading idea of this direction is to encourage children to become active citizens who are able to participate in shaping the future of society through the teaching of democracy and human rights. In Ukraine, the implementation of EDC / HRE is carried out thanks to the Swiss-Ukrainian project «Development of civic competencies in Ukraine» – DOCCU. It is noted that today in European countries and in our country there is experience in developing and implementing training courses on EDC / HRE, which requires dissemination and detailed study by teacherspractitioners,educational experts and scientists. The experience of introducing education for democratic citizenship (EDC) and human rights education (HRE) into the educational process of the New Ukrainian School is generalized.
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Sultana, Nayyar, Aleena Chaudhry e Amna Afzal. "A Phenomenological Analysis of Social Studies Students' Lived Experiences Teachers: Building Concepts of Democratic Citizenship and Education". Journal of Education and Social Studies 5, n.º 1 (17 de março de 2024): 92–100. http://dx.doi.org/10.52223/jess.2024.5109.
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The purpose of the study was to explore how social studies teachers conceptualised democracy, developed ideas about democratic citizenship and implemented their perspectives and experiences into teaching. The study used a phenomenological approach to qualitative research design. Total 528 students and 50 teachers were selected using a purposive sampling method with data analysed by Moustakas’s transcendental approach. The participants conceptualised democracy as a political system, civic participation and influence of government decision-making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives by utilising experiential learning, incorporating student’s ideas into teaching methods and employing technology. Other findings that emerged included the educator’s inadequate preparation of instructional strategies and student’s apathetic responses to learning about the democratic process. This study reveals the need for educators, teachers, and policymakers to collaborate to develop instructional practices, incorporate experiential learning experiences and improve social studies curricula to promote student engagement.
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Bickmore, Kathy, Yomna Awad e Angelica Radjenovic. "Voices of Canadian and Mexican youth surrounded by violence: Learning experiences for peace-building citizenship". Research in Comparative and International Education 12, n.º 1 (março de 2017): 26–45. http://dx.doi.org/10.1177/1745499917699046.
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How do young people living in high-violence contexts express a sense of democratic agency and hope, and/or frustration and hopelessness, for handling various kinds of social and political conflict problems? The management of conflict is a core challenge and purpose of democracy, severely impeded by the isolation and distrust caused by violence. Publicly funded schools can be (but often are not) part of the solution to such challenges (Bickmore, 2014; Davies, 2011). This article is drawn from a larger on-going project probing the (mis)fit between young people’s lived citizenship and conflict experiences, and their school-based opportunities to develop democratic peace-building capacities, in non-affluent local contexts surrounded by violence, in an international comparative perspective. We report on focus group conversations with several small groups of students, ages 10–15, in two Canadian and four Mexican schools in marginalized urban areas. Diverse participating young people tended to have a stronger sense of agency and hope in relation to some kinds of conflicts (such as environmental pollution) compared to others (such as unemployment and insecure work or drug-gang violence). In general, they did not feel that their lived citizenship knowledge was much valued or built upon in school.
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Blevins, Brooke, Michelle Bauml, Nate Scholten, Victoria Davis Smith, Karon N. LeCompte e Kevin Russel Magill. "Using inquiry to promote democratic citizenship among young adolescents during summer civics camps". Citizenship Teaching & Learning 15, n.º 3 (1 de outubro de 2020): 271–95. http://dx.doi.org/10.1386/ctl_00035_1.
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The purpose of this study was to examine how participation in small-group inquiry projects at a summer civics camp contributed to middle schoolers’ beliefs about themselves as citizens and influenced their general and individual conceptions of citizenship. Using an action civics model for their projects, participants worked in small groups to identify an issue in their community, study its root causes and propose solutions. This study utilized a convergent mixed-methods approach involving the collection of both pre- and post-surveys and qualitative data (exit tickets, advocacy projects and semi-structured interviews) to investigate the research questions. Participants for this study included 108 middle schoolers (entering fifth to ninth grade) who attended a free, week-long summer civics camp hosted at two private universities in the United States. Utilizing Westheimer and Kahne’s citizenship typology to analyze the data, three primary findings emerged. Firstly, some students’ conceptions of citizenship did shift slightly towards more participatory and justice-oriented notions of citizenship, although their predominant orientations towards democratic citizenship remain personally responsible. Secondly, students began to appropriate the citizenship frameworks used during the camp to nuance and expand their understandings citizenship and advocacy. Finally, students began to see ways they could use their voice to advocate for change in their communities. This research showcases how inquiry might enhance democratic citizenship education in a global world through interaction with others, responding to one’s community, developing civic knowledge, critically investigating issues and allowing for multiple solutions.
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Maulana, Muhammad Yunus, e Ajeng Ayu Milanti. "A systematic literature review on civic engagement program through citizenship education". Jurnal Civics: Media Kajian Kewarganegaraan 20, n.º 2 (31 de outubro de 2023): 341–58. http://dx.doi.org/10.21831/jc.v20i2.66024.
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Essentially, project-based learning, currently referred to as a method for citizenship education in higher education, is rooted in the concept of civic engagement, which is the most critical determinant of success in transitioning to adult citizenship. Given the limited involvement of the younger generation in public life, which often remains tokenistic and lacks significant impact on change. With their current capacity, young citizens are considered insufficiently equipped to address the challenges of Indonesia's democratic transition, including the dissemination of disinformation and diminishing political efficacy. Giving precedence to civic engagement programs in citizenship education becomes imperative to fortify democracy. Thus, the refinement of concepts and instructional methodologies for citizenship education requires a comprehensive review of scholarly articles. This research attempts to bridge the gap in systematic literature reviews on this subject, which have not thoroughly examined articles addressing civic engagement programming in terms of concepts and methods. The study employs a systematic literature review methodology, using articles published in Scopus-indexed journals over the past decade as primary sources. This systematic literature review effectively underscores the extensive progress in the concepts and methodologies of civic engagement programs within citizenship education, signaling a promising trajectory in this field. Furthermore, the review identifies pivotal areas for future research, including the fine-tuning of assessment models for experiential-based instruction and a critical reevaluation of the role of civics education in heightening citizens' political consciousness.
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Hassan Warsame, Mr Burhan, Mr Abdinasir Abdullahi Mohamed e Mr Sharmarke Abdullahi Yusuf. "AN EXPLORATORY STUDY FOR THE ROLE OF CIVIC EDUCATION IN PROMOTING STUDENTS' PUBLIC PARTICIPATION AT UNIVERSITIES (CASE STUDY ON SOMALI NATION UNIVERSITY) MOGADISHU SOMALIA". International Journal of Education Humanities and Social Science 06, n.º 05 (2023): 207–19. http://dx.doi.org/10.54922/ijehss.2023.0589.
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This exploratory study investigates the role of civic education in promoting students' public participation at Somali Nation University in Mogadishu, Somalia. The study aims to understand how civic education initiatives enhance students' engagement in public affairs, foster active Citizenship, and nurture democratic values within the university context. By conducting a case study at Somali Nation University, this research examines the effectiveness of civic education programs in developing students' knowledge, skills, and attitudes toward public participation. Utilizing a mixed-methods approach, this exploratory research project employs surveys, interviews, and content analysis to gather comprehensive data from students, faculty members, and university administrators. The findings of this study reveal the intricate relationship between civic education and students' involvement in societal issues, shedding light on the challenges and opportunities within the Somali higher education landscape. The results emphasize the importance of integrating civic education into university curricula to equip students with the knowledge, skills, and values necessary for active Citizenship. Furthermore, the study underscores the unique sociopolitical context of Somalia, where civic engagement holds immense potential for fostering positive change and sustainable development. This paper contributes valuable insights into the role of civic education in promoting public participation among university students, offering recommendations for educational institutions, policymakers, and civil society organizations seeking to empower the youth and enhance democratic processes in Somalia and similar contexts
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Nichols, Christopher McKnight. "EDUCATION, EXPEDIENCY, AND DEMOCRATIC DILEMMAS IN WAR TIME: INSIDE THE DEWEY-BOURNE DEBATE". Journal of the Gilded Age and Progressive Era 16, n.º 4 (outubro de 2017): 438–55. http://dx.doi.org/10.1017/s1537781417000329.
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In one of the most significant debates in U.S. intellectual history, John Dewey and Randolph Bourne attempted to redefine the relationship between democracy and war in the midst of World War I. This essay argues that the Dewey-Bourne debate is not just a vital dispute over the United States’ role in the war and the world, but that it also must be seen as a crucial moment for understanding fractures in progressive politics and debates over projects that presume to cultivate an educated citizenry. Focusing on Dewey and Bourne's developing ideas from 1914 through 1918, with an emphasis on concepts evolving in and from Dewey's Democracy and Education and Bourne's cultural criticism, the essay explores their core disagreements about the relationship between education and progressive reform, the role of intellectuals in the state, the consequences of intervention in the war and the use of force, and democratic citizenship in national and international contexts. This essay provides insights into the boundaries and pitfalls of liberal politics in the early twentieth century; it argues that this debate reveals a central ambiguity in Dewey's thought, and shows how wartime expediency and potential for progressive influence derailed aspects of the Deweyan project of democratic education.
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Anditasari, Rizqi Dian, Sutrisno Sutrisno, Khoirunnisa Nabila Nur’aini e Andella Aristyowati. "Actualization of Civic Literacy in the Learning of Citizenship in High School". International Journal of Educational Qualitative Quantitative Research 2, n.º 1 (30 de março de 2023): 7–11. http://dx.doi.org/10.58418/ijeqqr.v2i1.36.
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Citizenship literacy is an essential thing in shaping the character of students. The low literacy of students regarding civic literacy will have a significant impact and cause various national problems. This study aims to determine the actualization of civic literacy in the learning process of citizenship education in schools. Qualitative research methods with a case study approach. Data collection techniques with observational interviews, notes, and documentation as the primary source of information. The research was conducted at SMA N 1 Babatan, Ponorogo, Indonesia. The results of this study indicate that the actualization of civic literacy in learning citizenship education is carried out through several learning approaches, including 1) the learning model is applied to support the student's understanding process through citizen project activities. 2) Students are asked to discuss citizenship issues with the problem-solving system, then students are asked to write them down in the form of a resume. 3) democratic practice activities in the form of selecting student council presidents as a means of learning citizenship. 4) literacy program 20 minutes before learning. Before entering class, students read books for one hour, be it learning packages, novels, term papers, etc. 5) giving assignments regarding civic insight. This research contributes to improving the quality of civics learning and providing motivation.
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Jang, Eun Young, e Yong Lyun Kim. "The Design of the Integrated Curriculum for Ecological-oriented ESD". Association of Global Studies Education 16, n.º 1 (30 de março de 2024): 31–66. http://dx.doi.org/10.19037/agse.16.1.02.
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The purpose of this study is as follows. First, it is to examine the theoretical background of the integrated curriculum for ecological-oriented ESD practice. Second, in order to revitalize ESD, it is to design integrated curriculum activities for ESD practice. To this end, the theoretical background of the integrated curriculum for ESD practice was presented in three aspects: ecological-oriented education, complexity education, and community-based learning. Next, an integrated curriculum activities for ESD practice were designed for the 2022 revised high school curriculum, and examples of activities were presented by selecting two or more of the 5Ps of SDGs as common topics. Three projects were presented: “Human Life for Me and Us,” “The World Around Me, Cooperation for the Earth,” and “Effort for a Sustainable Future,” and the integrated performance evaluation activities for each project were presented. The projects presented in this study can be carried out in connection with democratic citizenship education and ecological-oriented education, and students can develop attitudes and practical skills to implement local problems in connection with their lives as ecological citizens.
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Fadhila Az Zahra e Dea Nabila. "Pendidikan Demokrasi Sebagai Alat Penguat Kebhinekaan Dan Toleransi Di Sekolah". JURNAL ILMIAH PENELITIAN MAHASISWA 2, n.º 4 (27 de junho de 2024): 157–68. http://dx.doi.org/10.61722/jipm.v2i4.259.
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Democratic education is an important element in forming a just and inclusive society, especially in a country with high diversity like Indonesia. This research aims to explore the role of democratic education in strengthening diversity and tolerance in schools. The research method used is a qualitative approach with a focus on case studies in several junior high schools in Indonesia. The research results show that although democracy education has been integrated into the curriculum through Citizenship Education (PKN) subjects, its implementation is often still theoretical and does not facilitate active student participation. The main challenges in implementing democratic education include limited resources, lack of training for teachers, and school environments that are not yet fully inclusive. However, there are several positive initiatives that have succeeded in integrating democratic education in an innovative way, such as election-like class president elections, debate programs, and community service projects. Effective democratic education can increase tolerance, leadership skills, critical thinking abilities, and students' awareness of the importance of participation in democratic life. To increase the effectiveness of democratic education, more intensive training for teachers, a more practical and participatory curriculum, and an inclusive school environment are needed. In this way, it is hoped that democratic education can form a young generation that is more inclusive, tolerant and ready to actively participate in democratic life in Indonesia.
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Nuzzaci, Antonella, Andrea Natalini e Paola Rizzi. "Democracy between Spaces of Citizenship and Civic Competences: Two Explorations with Privileged Witnesses in Italian Context". Politeja 19, n.º 1(76) (10 de maio de 2022): 147–56. http://dx.doi.org/10.12797/politeja.19.2022.76.08.
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The contribution analyses the results of two surveys carried out by the Italian team within the international project #ShareEU – Shaping of the European Citizenship in the Post-Totalitarian Societies. Reflections after 15 Years of EU Enlargement, on aspects of citizens’ beliefs and attitudes towards European integration, citizenship and civic competences, including the exploration of concepts such as totalitarianism/authoritarianism, democracy and “democratic life”. The results show that adults are concerned with equipping young people with skills and attitudes that will help them to think and act as citizens, advocates of a citizenship they believe in, preparing them, from the primary level of education, to play a vital role in becoming agents of change rather than simply passive observers of events. The capacity of education to succeed in building respect in individuals for fundamental human rights and the values of an ethic of citizenship is emphasised. Among the agencies, the school is confirmed as the leading institution capable of promoting a culture of citizenship that increases the likelihood that students can become citizens in their values and actions, thus avoid ing the risk of falling into disengagement and iniquity. Democracy seems to be the bearer of fundamental human and common values and is characterized as an effective approach to improve the quality of life, even if the basic question still remains that of how to teach it.
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Drerup, Johannes. "Global Citizenship Education, Global Educational Injustice and the Postcolonial Critique". Global Justice : Theory Practice Rhetoric 12, n.º 01 (1 de abril de 2020): 27–54. http://dx.doi.org/10.21248/gjn.12.01.230.
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This contribution develops a defence of a universalist conception of Global Citizenship Education (GCE) against three prominent critiques, which are, among others, put forward by postcolonial scholars. The first critique argues that GCE is essentially a project of globally minded elites and therefore expressive both of global educational injustices and of the values and lifestyles of a particular class or milieu. The second critique assumes that GCE is based on genuinely ‘Western values’ (e.g., in the form of a conception of human rights or conceptions of rationality or the self), which are neither universally accepted nor universally valid and therefore unjustly forced on members of non-Western cultures and societies. GCE, according to this critique, is assumed to be another version of the educational justification of a hegemonic and unjust global Western regime. The third critique focuses on the epistemological preconditions of GCE. It assumes that GCE relies on a particular, culturally embedded ‘Western epistemology,’ which perpetuates historically grown global educational and epistemic injustices by dominating and subjugating alternative epistemological approaches. With respect to the first critique I argue that it is to a certain extent sociologically plausible, but wrong when it is applied to the educational and political legitimacy of GCE. The second critique overestimates the consensus within the ‘Western tradition’ and underestimates the transnational dissemination of universalist ideals and values as well as its own reliance on universalist validity claims. I argue that in order to provide a plausible criticism of historically grown global educational and political injustices, it is imperative for GCE to integrate central insights provided by the postcolonial critique, without giving up on universalist ideals and values. The third critique is, according to my argumentation, based on flawed epistemological assumptions, which do not withstand critical scrutiny. Instead of identifying epistemic and scientific claims as the expressions of a particular ‘culture’ or geographical location (the ‘West’), I defend the position that philosophical and scientific research should ideally be conceived as a democratic and universalist project, whose emancipatory potential can only be realized on the basis of a universalist epistemology.
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Noula, Ioanna. "Critical Thinking and Challenges for Education for Democratic Citizenship: an ethnographic study in primary schools in Greece". Educação & Realidade 43, n.º 3 (setembro de 2018): 865–86. http://dx.doi.org/10.1590/2175-623674799.
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Abstract: This article reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standards of achievement set by University Entrance Exams and parents’ aspirations. The article concludes that prevailing expectations in the Greek primary school interfere with the development of pedagogical relationships that would promote critical thinking obstructing the attainment of the aims of the integrated curriculum reform and compromising the project for democratic citizenship.
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Gozálvez-Pérez, Vicent, e Paloma Contreras-Pulido. "Empowering media citizenship through educommunication". Comunicar 21, n.º 42 (1 de janeiro de 2014): 129–36. http://dx.doi.org/10.3916/c42-2014-12.
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This article analyses the different meanings of the citizenship concept (political, legal, social, economic, ecological and intercultural) in order to justify the current media citizenship concept, which is particularly useful and valid for media education. The ultimate goal is to rebuild the social, ethical and political dimension of educommunication on a practical and philosophical foundation. With this in mind, we have analysed two very powerful and current ap proaches, the ethics of dialogue and ability, mainly because of their links to communication and their contribution to the human development concept, which is on the media education agendas of international organizations such as UNESCO or the European Commission. From the philosophical foundation proposed, the criteria for evaluating and reconstructing the practical dimension of educommunication are: civic participation, freedom as development and critical autonomy, which are also considered goals of the educational systems in pluralistic and democratic societies, especially from a model of deliberate and participatory democracy. The paper concludes with a positive evaluation of interdisciplinary approach in the study of media education, an educational project that is crucial for the revival of civil society and the empowerment of citizens in the current communicative context. En el presente artículo se analiza el concepto de ciudadanía en sus diferentes significaciones (ciudadanía política, jurídica, social, económica, ecológica e intercultural), con el fin de justificar la actualidad del concepto de ciudadanía mediática, sobre todo por su validez en el ámbito de la educomunicación. El objetivo último es reconstruir la dimensión social, ética y política de la educomunicación a partir de un fundamento filosófico práctico. En esta tarea de fundamentación, cabe apelar a dos enfoques muy potentes en la actualidad como son la ética dialógica y el enfoque de las capacidades, por su vinculación con el ámbito comunicativo y por su contribución a la noción del desarrollo humano, presente en los programas de educación mediática de organismos internacionales como la UNESCO o la Comisión Europea. A partir de la fundamentación filosófica ofrecida, los criterios para evaluar y reconstruir la dimensión práctica de la educomunicación son la participación cívica, la libertad como desarrollo y la autonomía crítica, consideradas asimismo como fines de los sistemas educativos en sociedades plurales y democráticas, sobre todo desde un modelo deliberativo y participativo de democracia. Tras esta argumentación, el artículo concluye a favor de la interdisciplinariedad en el estudio de la educación mediática, un proyecto educativo que es crucial para la reactivación de la sociedad civil y el empoderamiento de la ciudadanía en el actual contexto comunicativo.
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Rennie, Naidoo. "Reinventing South African Management Students as Stewards of Democratization: A Critical Pedagogy Perspective". International Journal of Management and Sustainability 2, n.º 9 (23 de setembro de 2013): 150–55. http://dx.doi.org/10.18488/journal.11/2013.2.9/11.9.150.155.
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This paper challenges orthodox higher management education provided in South Africa. The reflections explored here are of a democratic and ethical nature: Democratic as it promotes a more inclusive concept of management education; and ethical because the new principles informing management action should explicitly address the welfare of the disenfranchised. Drawing from Freire’s critical pedagogy, this paper proposes a reorientation of managers as an integral part of citizenship and by implication custodians of our democracy. Five recommendations for future management education are offered: (1) involvement in academic activism, (2) re-presenting ethics as an integral core, (3) promoting ‘flexible’ ideological perspectives (4) engaging in contextually relevant research, and (5) participating in community projects.
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Lawler, Peter Augustine. "On the Partisanship of Political Science". News for Teachers of Political Science 48 (1986): 8–9. http://dx.doi.org/10.1017/s0197901900003366.
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Political scientists, whatever skeptical pretensions they have in theory, cannot help but believe that political knowledge is good for human beings. This belief is based on another: well-informed citizens are better citizens. Scientific enlightenment makes citizens better. Political scientists cannot help but be concerned with the education of citizens.Consider the early survey research that seemed to show American citizens are mostly ignorant and apathetic. Its purpose was not to undermine responsible citizenship by showing that such citizenship is not possible. Instead, its purpose was to make it possible, perhaps for the first time. For some, it signaled the need for a project of citizen education to eliminate ignorance and apathy. For others, the proper conclusion was that democratic normative theory must be reformulated to make the idealism of citizens responsible and effective by locating it within the boundaries of the possible. Either way, it was clear that the significance of the research findings were not viewed as purely or even primarily theoretical. They could and were used to improve political practice, to improve the American regime in accordance with its citizens’ values.
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Parejo, José-Luis, María-O. Corton-Heras, Alba Nieto-Blanco e Cristina Segovia-Barberan. "Plastics as an Educational Resource for Sustainable Development: A Case Study in Ghana". Sustainability 13, n.º 12 (14 de junho de 2021): 6727. http://dx.doi.org/10.3390/su13126727.
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The world is going through a climate crisis that is severely impacting the environment and the well-being of the population. The increased consumption of plastics, especially in developing countries, is generating an exponential rise in plastic waste. This article introduces a qualitative investigation in the form of a case study, with data derived from an educational project focused on plastics as a vehicle for environmental education. This project was implemented with a group of 50 children from a Ghanaian school. Our results reveal that the students acquired a high level of knowledge of plastic and its properties, made possible by an active, globalizing, experimental methodology. This knowledge was later reinforced through the fabrication of materials for learning and play made of recycled plastic waste. Through this project, the participating students practiced critical and democratic global citizenship aimed at creating a sustainable world through an ecological perspective.
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Moreno-Fernández, Olga, María Puig-Gutiérrez e José González-Monteagudo. "Good Practices in School to Educate Critical Citizens. The Youth Parliament programme from the perspective of secondary school teachers in training*". SHS Web of Conferences 48 (2018): 01011. http://dx.doi.org/10.1051/shsconf/20184801011.
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This paper refers to the European project Erasmus + ELEF (European Learning Environment Formats for Citizenship and Democracy, Reference number 580426). The aim of this project is to develop, implement, evaluate and replicate democratic and innovative learning environments (good practices) in both educational institutions and informal and community learning environments. In this context, over the course of a year, a number of experiences considered relevant have been selected, which constitute the sample of this research on good practices. This contribution presents the educational programme “Youth Parliament”. This is a project with a long history and whose main objective is to train responsible citizens, with the collaboration of various educational agents. The evaluation carried out by the Secondary Education teachers in training on the potentialities and limitations of the programme is shown, based on the experiences carried out in the participating educational centres during the academic year 2016-2017.
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Janks, Hilary. "Critical literacy and the social justice project of education". English Teaching: Practice & Critique 16, n.º 2 (4 de setembro de 2017): 132–44. http://dx.doi.org/10.1108/etpc-09-2016-0111.
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Purpose This paper aims to problematise the notion of social justice and the moral project that underpins critical literacy education. In plural societies, do we all have a shared understanding of what social justice is or how education, currently a dividing practice, might contribute to a better social order? Do we know what “better” looks like and for whom? Design/methodology/approach This is a conceptual paper which examines some of the complexities involved in the constitution of a shared moral order for the creation of social justice in a plural society. Findings There are no findings as such. The paper constructs an argument which makes clear that moral decisions depend on reason. Research limitations/implications South African examples together with examples from Europe, Burma, the USA and the UK are included to support the argument. This paper makes suggestions as to how readers can connect examples elsewhere with their own contexts and why distance is sometimes helpful. Practical implications The paper underlines the importance of ethics and morality for deciding whether interests at work in texts, discourses and practices should be supported or resisted. It also suggests that critical literacy has to recognize that the ground is shifting away from texts and discourse to include a focus on material practices that affects the planet and all the living and non-living entities entangled there. Social implications The paper argues that the ability to critically interrogate texts, broadly defined, is fundamentally important for democratic citizenship. Originality/value Social justice is widely used in the literature on education as if there were a shared understanding of what it is. This paper invites readers to consider the complications caused by different constructions of norms and morality in different communities and the implications of this for classrooms.
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Santos, Manuel J. S., Vânia Carlos e António A. Moreira. "Building the Bridge to a Participatory Citizenship: Curricular Integration of Communal Environmental Issues in School Projects Supported by the Internet of Things". Sensors 23, n.º 6 (13 de março de 2023): 3070. http://dx.doi.org/10.3390/s23063070.
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Generally, there is much to praise about the rise in acknowledging the need for young citizens to exercise their rights and duties, but the belief remains that this is not yet entrenched in young citizens’ overall democratic involvement. A lack of citizenship and engagement in community issues was revealed by a recent study conducted by the authors in a secondary school from the outskirts of Aveiro, Portugal, during the 2019/2020 school year. Under the umbrella of a Design-Based Research methodological framework, citizen science strategies were implemented in the context of teaching, learning, and assessment, and at the service of the educational project of the target school, in a STEAM approach, and under Domains of Curricular Autonomy activities. The study’s findings suggest that to build the bridge for participatory citizenship, teachers should engage students in collecting and analyzing data regarding communal environmental issues in a Citizen Science approach supported by the Internet of Things. The new pedagogies addressing the lack of citizenship and engagement in community issues promoted students’ involvement at school and in the community, contributed to inform municipal education policies, and promoted dialogue and communication between local actors.
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Oravecz, Adrienn. "ASCEND PROJECT: THE HUNGARIAN RESARCH REPORT OF AN INTERNATIONAL EXAMINATION". Különleges Bánásmód - Interdiszciplináris folyóirat 8, n.º 4 (27 de dezembro de 2022): 43–52. http://dx.doi.org/10.18458/kb.2022.4.43.
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Our experience was that the social participation and active citizenship of young people with disabilities were low in Hungary. It was difficult to involve young people with disabilities in advocacy work at the national or EU level, because they did not recognize discrimination. The other problem was that they were not aware enough of the anti-discrimination systems that protect them. In many cases, they were skeptical about the effectiveness of anti-discrimination systems. We wished to explore and expand their knowledge of the democratic and anti-discrimination systems operating in their country (Hungary, Romania, Bulgaria, Czech Republic, and Slovakia) Central and Eastern Europe. We also wanted to increase their trust in these systems. This was one of the main pillars of the one-year Ascend program locally lead by The National Federation of Organisations of People with a Physical Disability (in short: MEOSZ) In Hungary, the main goal of the study was to examine the phenomenon of discrimination and anti-discrimination in education. In the Hungarian part of the research, we used qualitative methods (focus group interviews, mind maps) for examination.
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Vasileiadis, Konstantinos N., Evdoxia D. Kompiadou, Konstantinos A. Tsioumis e Konstantinos Petrogiannis. "A Multicultural Citizenship Education Program Through a Virtual Learning Environment Platform: A Greek Study Under the EU ISOTIS Project". International Journal of Learning and Development 10, n.º 1 (5 de fevereiro de 2020): 52. http://dx.doi.org/10.5296/ijld.v10i1.16041.
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The article presents the activities taken place to design and implement activities that meet the criteria, aims and goals of ISOTIS project that aims to contribute to effective policy and practice development at different system levels in order to effectively combat early arising and persisting educational inequalities. We focus on the procedures and theoretical framework that the Greek team, as partner of ISOTIS project adopted to support diverse families both linguistically and culturally, to create effective and inclusive curricula and moreover to develop educational policy to combat educational inequalities. In this paper we introduce the criteria for selecting the sites according to the demographic and their pedagogical characteristics, the teacher’s experience, the children’s needs and the main issues, challenges and arguments for the co-design phase and the main principles and shared ideas according to ISOTIS criteria. This paper highlights positive family/parent-teacher interactions through ICT technologies, fostering to improve and promote inclusiveness and belongingness. Our theoretical framework lays in critical multicultural citizenship education and democratic governance in schools.
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Uršič, Erika Džajić, e Alenka Pandiloska Jurak. "Media Literacy, active citizenship and sustainable democracy: a case study of Slovenia". Politics in Central Europe 19, s1 (1 de setembro de 2023): 393–407. http://dx.doi.org/10.2478/pce-2023-0018.
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Abstract This article shares research findings to support the case for media literacy education to facilitate robust media engagement by Slovenian citizens. It shares the outcomes of a project MELIA Observatory funded by the Interreg Danube, which brought together researchers, practitioners, professionals, civil society, and key stakeholders, including journalists, teachers, students, librarians and information professionals. The article aims to evaluate state-of-the-art of media literacy and engaged social responsibility within sustainable democracy in Slovenia. We first present public institutions involved in Slovenian where we include media regulation with a focus on media literacy and its implications for active citizenship and sustainable democracy. Secondly, laws governing all aspects of media are presented, again emphasizing the connection between media literacy and active citizenship which is most evident here. From the findings, media education requires a “reboot” to promote critical resilience through a sophisticated academic deconstructionism of media mixed with theorised production of the same media before it can be successful. Slovenia as a representative partner of the MELIA Observatory is a new democracy, and its democratic consolidation processes have been problematic, as seen by issues of political aspects, hate speech, discrimination, misinformation, and weak media freedom regimes.
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Espejo Villar, L. Belén. "Las políticas de mercado en la construcción pública de la ciudadanía". education policy analysis archives 26 (22 de outubro de 2018): 137. http://dx.doi.org/10.14507/epaa.26.2864.
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The aim of this study is to show the existence of two differentiated lines of action underlying the bases of citizenship according to how it takes place in the social context, or as a point of interest in education, in both cases promoting different organizational models that lead to divergent constructions of citizenship. Analysis of a set of selected elements shows a plural idea of citizenship that in some cases responds to political paradigms of educational governance that insist on reinforcing the governing capability of the actors by shaping a citizenry more competent in terms of employability and independence. In contrast, in social contexts we are witnessing a hollowing out of meaning of the concept of citizenship as defined by Marshall and Bottomore (1998), the result of policies that have delegated responsibilities to sectors that have gradually been losing their political function in the control and management of social capital. The diversification of the discourses underlying the conceptualization of the notion of autonomy is giving more power to educational institutions by unblocking projects of citizen participation to achieve a more active citizenship. At the same time that some educational policies are expanding towards democratic developments, others are becoming polarized towards a level of autonomy underlying which is a notion of citizenship ever more subjected to market dictates whose premises are fostering educational systems forged in the culture of entrepreneurship. In addition to the educational context, it is necessary to interpret the individualism and assistentialism (welfare) on which a new political subject would emerge in the social context, without disparaging the expectations that social movements are generating inasmuch as supports for community models of organization and construction.
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ABEL SOUTO, MIGUEL. "Criminal Law, valuation rule, legal good and teaching of values in the EHEA". Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), n.º 2 (1 de julho de 2010): 93–100. http://dx.doi.org/10.24310/rejie.2010.v0i2.7932.
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In the present contribution the author analyzes the norm as a state and as a value. Moreover this research emphasizes the legally protected interest importance, that is to say, crime only exist if essential values were in danger or damaged. Learning of values in the european space for higher education calls for a critical perspective, de lege ferenda, in Criminal Law, education as the practice of freedom, group projects and learning active citizenship and diversity, student motivation and discussion as a way of teaching for democratic classrooms.
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Ferreras-Listán, Mario, José Antonio Pineda-Alfonso e Elena Guichot-Muñoz. "Teachers of secondary school as Democracy Coaches: Study of their conceptions during their initial formation". SHS Web of Conferences 48 (2018): 01003. http://dx.doi.org/10.1051/shsconf/20184801003.
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This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their rights and duties.
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Meyer, Heinz-Dieter, Daniel Tröhler, David F. Labaree e Ethan L. Hutt. "Accountability: Antecedents, Power, and Processes". Teachers College Record: The Voice of Scholarship in Education 116, n.º 9 (setembro de 2014): 1–12. http://dx.doi.org/10.1177/016146811411600902.
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Background/Context In the United States and abroad, public education is changing as the rhetoric of “accountability” is becoming accepted as the self-evident and self-explanatory rationale for momentous policy shifts. Epitomized by the OECD's Programme for International Student Assessment (PISA) and the U.S. government's Race to the Top, accountability is becoming a pervasive normalizing discourse, legitimizing historical shifts in educational policy from a social and cultural project of facilitating democratic citizenship to an economic project of engendering usable skills and “competences.” Purpose The purpose of this special issue is to provide context and perspective on these momentous shifts. Research Design The papers point to historic antecedents, highlight core ideas, and identify changes in the balance of power between domestic and global policy makers. The authors are interested in understanding the process by which the new policy frameworks have been constructed and legitimized and how they have changed the accepted “definition of the situation.” Conclusions/Recommendations An important aspect of these changes are three long-term trends: homogenizing the heterogeneous reality of education; shifting power from locally embedded education professionals to a global elite of economists and statisticians; and the move from soft guidance to hard mandates in an increasingly centralized system of governance.
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Farah, Randa. "“Knowledge in the Service of the Cause”: Education and the Sahrawi Struggle for Self-Determination". Refuge: Canada's Journal on Refugees 27, n.º 2 (18 de janeiro de 2012): 30–41. http://dx.doi.org/10.25071/1920-7336.34720.
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This article examines the education strategy of the Sahrawi Arab Democratic Republic (SADR), the state-in-exile with partial sovereignty on “borrowed territory” in Algeria. The article, which opens with a historical glance at the conflict, argues that SADR’s education program not only succeeded in fostering self-reliance by developing skilled human resources, but was forward looking, using education as a vehicle to instill “new traditions of citizenship” and a new imagined national community, in preparation for future repatriation. In managing refugee camps as provinces of a state, the boundaries between the “refugee” as status and the “citizen” as a political identity were blurred. However,the stalled decolonization process and prolonged exile produced new challenges and consequences. Rather than using the skilled human resources in an independent stat eof Western Sahara, the state-in-limbo forced SADR andthe refugees to adapt to a deadlocked conflict, but not necessarily with negative outcomes to the national project.
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Blakeney, Ronnie F. "How to Know This Is a Good Thing: A Developmental Analysis of Inter-Cultural, Anti-Racist Education". Swiss Journal of Educational Research 24, n.º 3 (1 de dezembro de 2002): 467–86. http://dx.doi.org/10.24452/sjer.24.3.4640.
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The tension between cultural pluralism and social cohesion is perhaps the single most resonant moral paradox for contemporary democracies. The challenge is no less daunting for public education. In the past forty years North American projects for Inter-cultural and Anti-racist education have had limited success. This paper argues that such projects have suffered from an unclear moral vision and from a pedagogical indifference to the developmental stages of children and adolescents as learners. This paper describes two distinct moral aims of education for democratic citizenship. It argues that the tension between the two approaches can be resolved by reference to the developmental needs of various groups of learners. A developmental approach to Inter-Cultural, Anti-racist Education is outlined.
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Poole, Alex H., Denise Agosto, Xia Lin e Erjia Yan. "“Librarianship as Citizenship”: The Promise of Community-Based Learning in North American Library and Information Science Education". Journal of Education for Library and Information Science 63, n.º 2 (1 de março de 2022): 153–69. http://dx.doi.org/10.3138/jelis-2020-0090.
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This article argues for the usefulness of experiential learning as a vehicle for democratic civic engagement in North American library and information science programs. First, we explore the literature on service learning, traditionally the primary type of experiential learning in LIS. We define and provide historical context and scrutinize service learning’s benefits and challenges for students, faculty, LIS programs, and parent institutions. Second, we trace the evolution of experiential learning from service learning to community-based learning (CBL); we underline the ways in which such an approach in its epistemology and its practice transcends the traditional service-learning model. Finally, we unpack the novel ways in which one iSchool’s LIS program is implementing community-based learning, namely by embracing data science and design thinking in its pedagogical approach to a new three-course, twelve-credit post-Bachelor’s certificate (PBC). We discuss the institutional context for the certificate, the project partners, the 12 PBC Fellows, and the curriculum, which includes three new courses (Design Thinking for Digital Community Service, Data Analytics for Community-Based Data and Service, and a capstone).
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Květina, Jan. "Enhancement of constructivist and procedural concepts of good citizenship and civic identity in the Czech educational framework". Society Register 6, n.º 2 (15 de março de 2022): 35–60. http://dx.doi.org/10.14746/sr.2022.6.2.03.
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This paper identifies the main flaws, dilemmas and challenges concerning the concept of civic education and teaching democracy in the Czech schooling system after 1989. Special focus is placed on the urgent need for the application of more pluralist, constructivist and procedural approaches that would enhance the traditional concepts of social science education based on facts and typologies. In this regard, methods and trends promoting the principle of civic education as a multidimensional and everyday phenomenon are applied, since such understanding of civic identity has become even more urgent in recent two years with the reflection of issues concerning the SARS‑CoV‑2 situation. To suggest and analyse possible means to this end, the study outlines two dominant causes of the low prestige and effectivity of civic education in the Czech Republic: first, the implicitly ideological and universalist character of the current national curriculum, which is not able to accept social values as a permanently flowing and contextually based discourse; second, the prevalence of ethnic attributes in the process of national identification which impede any relevant efforts to treat collective identity and citizenship in an open pluralist way. Nonetheless, the main focus of the paper lies in its empirical part where the fundamental pillars and particular activities from the current EU project—realised at several Czech universities and grammar schools in recent three years—are both presented and analysed. On the basis of this project analysis, the paper aims to demonstrate that together with the implementation of procedural, interpretative and constructivist understanding of social reality, even more radical questions—linked to postmodern democratic theory—such as the notion of agonist democracy, the impact of social networks, the reflection of instrumental manipulative behaviour as well as more unbiased interpretations of human liberty should be addressed in the Czech current educational discourse as well.