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Готові списки джерел за темами / Citizenship Study and teaching Victoria History / Статті в журналах

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Citizenship Study and teaching Victoria History.

Статті в журналах з теми "Citizenship Study and teaching Victoria History"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 31 липня 2025

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1

Fadeev, Pavel. "Russian State-Civil Identity Through the Perception of History, Culture and Socio-Political Life." Sociologicheskaja nauka i social'naja praktika 10, no. 3 (2022): 78–95. http://dx.doi.org/10.19181/snsp.2022.10.3.9198.

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The article is devoted to the analysis of the current state of the Russian state-civil identity in comparison with other macro-identities. The current state of the Russian identity and the significance of the components of its structure in the views of respondents are analyzed on the materials of the Federal Research Center of the Russian Academy of Sciences, WCIOM, RLMS-HSE, in-depth and expert interviews and focus groups. The experts were humanities scientists, university and school teachers, journalists, public and ethnic activists from different cities of Russia. In 2020 COVID-19 has affec

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2

Harding, Catherine. "University of Victoria." Florilegium 20, no. 1 (2003): 51–53. http://dx.doi.org/10.3138/flor.20.012.

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The Medieval Studies program at the University of Victoria is an interdisciplinary unit whose members come from the Faculty of Humanities and the Faculty of Fine Arts. The idea of creating an undergraduate program in Medieval Studies was developed in 1986-87; since that date faculty members teaching in the Departments of English, French, Hispanic and Italian Studies, Greek and Roman Studies, History, Philosophy, Music, and History in Art have offered courses leading to a Major in Medieval Studies (The program began as a Minor and changed to a Major in 1994). Undergraduates are introduced to ke

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3

Stará, Jana, and Karel Starý. "Qualitative case study: Teaching citizenship through history education in primary schools." Citizenship Teaching & Learning 14, no. 1 (2019): 87–105. http://dx.doi.org/10.1386/ctl.14.1.87_1.

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4

Fernández-Vega, Juan Pablo, and Héctor Gonzalo Cárcamo-Vásquez. "Noción de ciudadanía en estudiantes de pedagogía." Revista Electrónica Educare 21, no. 2 (2017): 1. http://dx.doi.org/10.15359/ree.21-2.4.

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This research aims to recognize the notion of citizenship owned by university students enrolled in the career of History and Geography Teaching at Bío-Bío University (Chile), in 2015. It is based on the methods of education for political, social, and active citizenship from a critical position. It is a descriptive, quantitative approach, with a single study case. A survey aimed at the entire population (census) was used. Thus, it is concluded that the future teaching staff seems to adhere to training methods for social citizenship, corresponding with Marshallian notions of citizenship. However

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5

Ahmed, Mohammed Abdelmotaleb Mohammed Mohammad Abdulrahman alsalamah. "The Effectiveness Of Using Augmented Reality Technology In Teaching History To Develop Digital Citizenship In The Light Of The Vision Of The Kingdom Of Saudi Arabia 2030." Multicultural Education 7, no. 6 (2021): 571. https://doi.org/10.5281/zenodo.5033451.

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<em>The study aimed to identify the effectiveness of using augmented reality technology in teaching history to develop digital citizenship in light of the aspirations of the vision of the Kingdom of Saudi Arabia 2030</em> <em>Therefore, the study relied on the quasi-experimental approach, and its members consisted of (60) first-year secondary students in one of the schools in Al-Rass in the first semester of the academic year 1441/1442 AH. The number of students was (30) and the control group studied the educational unit in the usual way, and its number was (30) students.</em> <em>In order to

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6

Arjumand Rauf, Yaar Muhammad, and Sobia Siddique. "Constructing Inclusive Citizenship: Fundamental, Cultural and Religious Rights Narratives in History Textbooks Taught in Elite Schools in Pakistan." Voyage Journal of Educational Studies 4, no. 2 (2024): 111–28. http://dx.doi.org/10.58622/vjes.v4i2.156.

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Given the crucial role of history education in shaping civic identity, this study investigates citizenship rights perspectives constructed in the history textbooks of elite private schools in Pakistan. Following Gagnon and Pagé’s analytical model, this study adopts a qualitative content analysis to probe fundamental rights, cultural rights, religious rights, and related concepts within textbooks. The findings highlight problematic silences, selective narratives, and externally imposed frameworks on rights issues. Deterministic and politically skewed historical accounts impede the development o

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7

Bogdanova, A. "The study of the Great Russian Revolution in the light of Historical and cultural standard and the newest educational literature on history in secondary school." Bulletin of Science and Practice, no. 12 (December 15, 2017): 534–39. https://doi.org/10.5281/zenodo.1116639.

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The article is devoted to consideration of the revolutionary events in Russia in 1917. in school learning history. The author showed the main trends in the lighting revolution of 1917. in text and weekstwo components of textbooks, determined the latest historiographical situation in teaching historical content and their consistency with Historical and cultural standard teaching materials for national history. According to the author, loyal and truthful coverage of events in the history books is essential to the education of citizenship and patriotism, developing value attitude to history.

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8

Dilek, Gülçin, and Dursun Dilek. "Current History Teaching in Turkey: Curricula, Debates and Issues." History Education Research Journal 11, no. 2 (2013): 202–15. http://dx.doi.org/10.18546/herj.11.2.16.

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The aim of this study is to review the current situation with history teaching in Turkey after the education reform introduced in 2004. Accordingly, this study mainly focuses on the structure and problems of history teaching in Turkey bothat primary and secondary levels after the education reform, following confrontational debates about the role of history teaching in the construction of citizenship, and in the context of international relations, which is related to collaborative projects undertaken with a number of countries to rewrite history textbooks in a peaceful way. Current research tre

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9

SengaiI, W., and N. Ntlama. "Teacher Perceptions on the Possibility of Integrating History and Citizenship in the Lesotho Curriculum: A Case of Three Secondary Schools." Yesterday and Today 31 (2024): 86–109. http://dx.doi.org/10.17159/2223-0386/2024/n31a5.

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One of the key contemporary needs in education is to promote nationalism and national cohesion. Challenges confronting most developing countries include political instability, violence, voter apathy, and youth disintegration. Many regard the teaching of citizenship as a possible panacea to remedy these problems. Scholars have applauded the role of citizenship education in inculcating crucial values such as active citizenship, tolerance, and social cohesion. The Lesotho curriculum uses social science subjects, especially history, to address these challenges. Pursuant to repeated calls for the i

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10

ÖZDEMİR, Melissa, Genç Osman İLHAN, and Şahin ORUÇ. "DIGITAL COMICS OF MARTRY CAPTAIN PILOT CENGİZ TOPEL: A STAR FELL ON CYPRUS." ZEITSCHRIFT FÜR DIE WELT DER TÜRKEN / JOURNAL OF WORLD OF TURKS / TÜRKLERİN DÜNYASI DERGİSİ 14, no. 3 (2022): 339–58. http://dx.doi.org/10.46291/zfwt/140321.

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Contrary to traditional methods, the use of age-appropriate and interesting materials in teaching national history and gaining citizenship awareness enriches teaching. International literature shows that the use of educational comics can be used as an effective material in teaching history and transferring citizenship. On the other hand, research on the use of educational comics in teaching national history and citizenship education in social studies courses in Turkey is quite limited. The aim of this study is to prepare the digital comics book of Captain Pilot Cengiz Topel, the first air warf

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11

De-Alba-Fernández, Nicolás, Elisa Navarro-Medina, and Noelia Pérez-Rodríguez. "School Inquiry in Secondary Education: The Experience of the Fiesta de la Historia Youth Congress in Seville." Social Sciences 10, no. 5 (2021): 165. http://dx.doi.org/10.3390/socsci10050165.

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In secondary education, the focus of history teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils’ projects followed a logic of inquiry about socially relevant problems which favors the construction of global citizenship. The re

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12

Lee, Mimi, Jeewon Park, and Soeun Lee. "The Status and Characteristics of Educative Curriculum Materials in Teaching and Learning History." Educational Research Institute 44, no. 2 (2024): 407–33. http://dx.doi.org/10.34245/jed.44.2.407.

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This study analyzed the current status and characteristics of history educative curriculum materials, highlighting the importance of these materials in supporting teacher learning and professional growth. For this purpose, we examined four widely used history education curricular materials in the United States: Reading Like a Historian, Read.Inquire.Write., World History Project, and Teaching History, Learning Citizenship. The analysis revealed the various educative features designed to enhance teachers’ learning and growth in planning, implementing, and reflecting on lessons. The characterist

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13

Marolla Gajardo, Jesús, Marta María Salazar, and Alexandro Maya. "Enseñar historia en tiempos de pandemia: un estudio de caso en una escuela chilena." Revista Española de Educación Comparada, no. 38 (March 27, 2021): 90. http://dx.doi.org/10.5944/reec.38.2021.28996.

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The carried out research aims to identify and understand the main advantages and challenges for history and social sciences teaching in the context of the COVID-19 pandemic. Furthermore, this study recognizes the work spaces that allow teachers to develop historical empathy and the teaching of participatory citizenship through this new school context. This is done through a case study of a group of teachers who belong to an educational centre in the Metropolitan Region of Chile; we have been able to collect the perceptions, emotions, feelings and views of history and social sciences teachers o

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14

Awaludin, Aziz. "Documenting the Half-Century Evolution of Islamic Education Research: A Probabilistic Topic Modeling Study of the Literature from 1970 to 2023." Studia Islamika 31, no. 3 (2024): 439–75. https://doi.org/10.36712/sdi.v31i3.41513.

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In this systematic literature review, I used Correlated Topic Modeling (CTM), a machine learning technique, to analyze 1,116 Scopus-indexed documents on Islamic education spanning 54 years (1970-2023). I identified 19 topics grouped into four thematic clusters: Foundational Concepts and Methods, Social Issues, Teaching and Learning, and Education Systems and Settings. My main argument is that Islamic education is inherently interdisciplinary, encompassing history, philosophy, leadership, policy, citizenship, gender, and technology. While some topics, like education history and values education

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15

Al-Zyoud, Mohammad Sayel, Eleanor J. Brown, and W. John Morgan. "Peace Education in English and Jordanian Schools: A Comparative Study." Education Research and Perspectives 40 (2013): 211–35. https://doi.org/10.70953/erpv40.13010.

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This study examines the presence of peace education in Jordan and England from the perspective of teachers. It adopts a qualitative research approach by interviewing a sample of 80 teachers, both female and male, from English and Jordanian secondary schools. Results indicate that peace education is a vital part of scholarly life in both countries. In England, teachers supplement peace education by cooperating with international organizations and by teaching human rights issues in subject areas such as geography, citizenship, history, English literature, and religion. To promote peace between c

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16

Nash, Margaret A. "“How to be Thankful for Being Free”: Searching for a Convergence of Discourses on Teaching Patriotism, Citizenship, and United States History." Teachers College Record: The Voice of Scholarship in Education 107, no. 1 (2005): 214–40. http://dx.doi.org/10.1177/016146810510700114.

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Immediately after the events of September 11, 2001, there was a dramatic upsurge in exhibitions of patriotism, most generally in the form of flags prominently displayed on houses, storefronts, and automobiles. There also was a renewed zeal for inculcating patriotic feelings in children at public schools across the country. This paper, based on a study of teacher credential candidates at a large urban midwestern university, suggests that there may be a need to create a new discourse of patriotism. Such a project might integrate patriotism, the discourse on citizenship education, and the discour

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17

Huseynova, Emilya. "Systematic approach to teaching history in terms of forming an active citizenship position in high school students (historical-pedagogical analysis)." OOO "Zhurnal "Voprosy Istorii" 2022, no. 12-1 (2022): 194–201. http://dx.doi.org/10.31166/voprosyistorii202212statyi49.

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In this article, the methods of teaching important historical information in the formation of an active citizenship position among high school students, especially students of the 9th, 10th and 11th grades, have been investigated. Th e research conducted in the mentioned fi eld requires a systematic approach with various methodological methods to study the issue more deeply, which is one of the factors that positively aff ect the quality of the conducted research.

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18

Abdullah Alharbi, Badr. "Citizenship Education in the Kingdom of Saudi Arabia: History and Current Instructional Approaches." International Journal of Education and Literacy Studies 5, no. 4 (2017): 78. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.78.

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This review article attempts to review current studies related to Citizenship Education (CE) in order to shed light on the provisions of citizenship education in the Kingdom of Saudi Arabia (KSA). The review examines the significance of CE in the KSA. It also explores the history of CE in the KSA followed by its national identity, as this too, affects the nature of the CE offered in the country. Then the article identifies and explores the implementation of CE in the KSA. In addition, the article discusses the approaches of introducing Citizenship Education in the KSA, its content and implemen

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19

Duquette, Catherine, Félix Bouvier, Lilianne Portelance, Stéphane Martineau, Annie Malo, and Joséphine Mékamurera. "L’influence de l’expérience professionnelle sur l’enseignement par concepts en histoire : Une réflexion théorique." Didactica Historica 3, no. 1 (2017): 71–77. http://dx.doi.org/10.33055/didacticahistorica.2017.003.01.71.

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he History and Citizenship Education curriculum (HEC) currently in place in the province of Quebec requires teachers to teach the discipline using a concept-based approach. How do teachers adapt their teaching to this particular demand? Is there a significant difference between how experienced teachers incorporate concept-based learning to their usual teaching and how novice teachers deal with the same demands. To our knowledge, no study has examined, to this day, the influence of teaching experience on the integration of a concept-based approach in History class. In this article, we discuss t

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20

Duquette, Catherine, Félix Bouvier, Lilianne Portelance, Stéphane Martineau, Annie Malo, and Joséphine Mékamurera. "L’influence de l’expérience professionnelle sur l’enseignement par concepts en histoire : une réflexion théorique." Didactica Historica 3, no. 1 (2017): 1–10. http://dx.doi.org/10.33055/didacticahistorica.2017.003.01.71.long.

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The History and Citizenship Education curriculum (HEC) currently in place in the province of Quebec requires teachers to teach the discipline using a concept-based approach. How do teachers adapt their teaching to this particular demand? Is there a significant difference between how experienced teachers incorporate concept-based learning to their usual teaching and how novice teachers deal with the same demands. To our knowledge, no study has examined, to this day, the influence of teaching experience on the integration of a concept-based approach in History class. In this article, we discuss

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21

Esteban, Francisco, Maria Rosa Buxarrais, and Teodor Mellen. "What do University Teachers Think about the Teaching in Ethics and Citizenship in the European Higher Education Area?" New Educational Review 32 (2013): 313–23. http://dx.doi.org/10.15804/tner.13.32.2.26.

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Ethics and citizenship education has become the focus of considerable debate since the construction of the European Higher Education Area. That this should be so is interesting, as it is a type of education that forms part of the educational mission of the university, as its history plainly demonstrates. Ethics and citizenship education cannot be analyzed solely in terms of its pedagogical requirements, the competences that it seeks to develop, or the type of students and professionals that the world needs today. Its success also requires our exploring what university teachers understand by th

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22

Dr., Juliet Nkonyeasua Ossai, Rhoda Nkemdilim Eboh Dr., and Reuben Daniel Dr. "Theorizing Identity Formation in Social Studies Education: A Philosophical Inquiry into the Inter Section of Culture, History, and Citizenship." International Journal of Humanities Education 13, no. 1 (2025): 943–59. https://doi.org/10.5281/zenodo.15462942.

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In Nigeria, and other parts of the world, identity is very essential that is the reason for the emphasis on titles before names. For example, a professor will emphasize the need for him or her to be referred to as Prof., the same with lawyers, medical doctors, engineers, architects, and so on. The conventional world has also developed traditional titles that are cultural, and customary like Chief, Eze, Obi, Ozo, Oba, Emir, Nze, and so on. Religion has titles associated with it, examples are Bishop, Reverend, Pastor, Chief Priest, Imam, Prophet, Knighthood (Sir and Lady), and so on. All these a

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23

Heras-Sevilla, Davinia, Delfín Ortega-Sánchez, and Mariano Rubia-Avi. "Coeducation and Citizenship: A Study on Initial Teacher Training in Sexual Equality and Diversity." Sustainability 13, no. 9 (2021): 5233. http://dx.doi.org/10.3390/su13095233.

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The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school environment, giving special importance to teacher training. This study evaluates the training in gender equality and coeducation that students with degrees related to teaching are receiving. An analysis is conducted of the presence of attitudes that support the gender/sex system and the identification of relevant female r

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24

Boșcodeală, Felicia Elena. "Consequences of changes in the educational field at the end of the 21st century. Customizations for history teaching." Technium Social Sciences Journal 36 (October 8, 2022): 119–29. http://dx.doi.org/10.47577/tssj.v36i1.7491.

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There are permanent approaches regarding the role and purpose of history in the context of the 3rd millennium. The idea that history should and can be studied was strongly emphasized because people need to know themselves. Three sources of fundamental knowledge of history were mentioned for the 20th and 21st centuries: school, family, mass media. Contemporary specialists warn that the success of teaching history in school should not be based on a strictly mechanical assimilation of historical data and events, but above all on the understanding by the subjects of history learning of the signifi

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25

Chandler, Prentice T. "Blinded by the White: Social Studies and Raceless Pedagogies." Journal of Educational Thought / Revue de la Pensée Educative 43, no. 3 (2018): 259–88. http://dx.doi.org/10.55016/ojs/jet.v43i3.52295.

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This article examines the race related pedagogies of two white, male teachers in north Alabama. Drawing on the analysis of two qualitative case studies related to how they taught about race within the context of their American history courses, the author argues that teaching about race within their classes serves to reify and uphold white supremacy in the social studies curricula. The author describes the following themes that emerged throughout the research: a) liberal, incremental process, b) race neutrality and color-blindness, c) fear of teaching about race, and d) naturalization/essential

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26

Andari, Dwi Wulan Titik, and Dian Aries Mujiburohman. "Integration of Agrarian Literacy in Citizenship Education." Jurnal Pendidikan Progresif 15, no. 2 (2025): 1061–74. https://doi.org/10.23960/jpp.v15i2.pp1061-1074.

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Integration of Agrarian Literacy in Citizenship Education. Objective: This study aims to formulate an integration model of land literacy within social education to enhance students’ critical awareness and serve as a preventive strategy against agrarian conflict in Indonesia. Method: This qualitative literature analysis draws on Paulo Freire's critical pedagogy to combine recent empirical findings with agrarian policy advances. Finding: Apart from unequal land ownership, the study shows those agrarian conflicts result from young people's ignorance of land rights, legal procedures, and history.

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27

Safran, Mustafa, Cengiz Donmez, Kubilay Yazici, and Baris Ciftci. "Investigation of Historical Characters in Republic of Turkey Revolution History and Kemalism Course Books (1993-2012)." International Education Studies 9, no. 8 (2016): 60. http://dx.doi.org/10.5539/ies.v9n8p60.

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<p class="apa">T.R. Revolution History and Kemalism courses have a crucial function in our educational system in terms of making people embrace governmental ideology, teaching them recent national history, and constituting citizenship acquisition. In constituting the acquisition of behavioural and cognitive changes in these three target areas, the topics that are covered in T.R. Revolution History and Kemalism course books, and format and presentation of these topics have altered in time, whilst the existence of historical characters have not changed. This study is a qualitative study, a

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28

Adu, Emmanuel O., and Roy Tokunbo Olowu. "De-colonising global citizenship education for knowledge sharing and acceptable norms in Nigeria." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 6 (2022): 500–511. http://dx.doi.org/10.20525/ijrbs.v11i6.1911.

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A brief history of the teaching profession is related to the development of teacher education and the institutions associated with professional teacher training in Nigeria. The study adopts a qualitative research approach with a phenomenological research design and purposively selects 18 participants from 6 Geo-political zones of Nigeria with three participants from each zone. (South-South, North-East, South-East, North-Central, South-West, and North-West). A thematic approach is used to analyse the data from a semi-structured interview. The research engaged educators on thematic approaches to

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29

Rautiainen, Matti, and Anna Veijola. "What’s the name of the game?" Ainedidaktiikka 3, no. 2 (2019): 69–86. http://dx.doi.org/10.23988/ad.79670.

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Historian opetuksen yhteydessä on viimeisten kahden vuosikymmenen aikana puhuttu erityisesti opetuksen suuntaamisesta sisältöjen opettamisesta historian taitojen ja demokraattisena kansalaisena toimimisen suuntaan. Tavoitteet edellyttävät myös käytäntöjen muuttumista. Tässä artikkelissa tarkastellaan lukion historian opetusta opetuskokeilun kautta. Kokeilussa hyödynnettiin pelillisyyttä sekä historiallista empatiaa. Kahdeksan tuntia kestäneen pelin aikana opiskelijoiden tehtävänä oli konstruoida tietoa vuonna 1957 tapahtuneesta ampumavälikohtauksesta presidentin kesäasunnolla Kultarannassa. Ai

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Al-Mezaal, Sharaf Mohammed. "Attitudes of University Students towards the "New History of Bahrain and Citizenship" Course in view of Some Variables." Journal of Arts and Social Sciences [JASS] 9, no. 1 (2018): 45. http://dx.doi.org/10.24200/jass.vol9iss1pp45-64.

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The aim of this study is to measure the attitudes of Bahrain University (BU) students towards the "New History of Bahrain and Citizenship" Course and to show differences in students' attitudes based on certain variables developed specifically for this study. To achieve this, the author developed a 50-item questionnaire on a 5-point Likert scale, based on literature review available on this field, with half of the questionnaire items worded negatively. Adequate methods were used to assess the validity and reliability of the questionnaire. The developed tool was then administered to 220 students

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Al-Mezaal, Sharaf Mohammed. "Attitudes of University Students towards the "New History of Bahrain and Citizenship" Course in view of Some Variables." Journal of Arts and Social Sciences [JASS] 9, no. 1 (2018): 45–64. http://dx.doi.org/10.53542/jass.v9i1.2616.

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The aim of this study is to measure the attitudes of Bahrain University (BU) students towards the "New History of Bahrain and Citizenship" Course and to show differences in students' attitudes based on certain variables developed specifically for this study. To achieve this, the author developed a 50-item questionnaire on a 5-point Likert scale, based on literature review available on this field, with half of the questionnaire items worded negatively. Adequate methods were used to assess the validity and reliability of the questionnaire. The developed tool was then administered to 220 students

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Lefebvre-Teillard, Anne. "Portrait d’un « romaniste » hors du commun : Jean Acher (1880–1915)." Tijdschrift voor Rechtsgeschiedenis 81, no. 3-4 (2013): 449–64. http://dx.doi.org/10.1163/15718190-08134p05.

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Portrait of a not so common ‘Romanist’: Jean Acher (1880–1915) – Jean Acher, known to only a few specialists in Medieval Roman law, was an unusual scholar of Roman law. He was born in Lodz (Poland) in 1880. He studied first at St Petersburg, then in Berlin, where he attended B. Kübler’s teaching, and continued his studies at Montpellier, where he was awarded a law degree. He obtained a licence in law in 1904. At the same time, Acher also studied Romanic languages and literature. Legal and Romanic studies were the subjects of the many articles and reviews he then started publishing in several d

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Griffiths, Jo. "Bridging the school placement gap with peer micro-teaching lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (2016): 227–38. http://dx.doi.org/10.1108/ijlls-11-2015-0035.

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Purpose – An adapted version of lesson study (peer micro-teaching lesson study (PMLS)) was used in a one-year initial teacher education (ITE) programme for prospective secondary school teachers of geography, history, citizenship and social science in England. The purpose of this paper is to support student-teachers through an opportunity to share knowledge, skills and practice from their first teaching placements. Design/methodology/approach – In cross-curricular groups (of three or four), the student-teachers co-designed lessons that focused on developing thinking skills when teaching advance

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Lapp, Susanne I., and Rina Bousalis. "Preservice Elementary Teachers’ Perceptions of the Learning and Teaching of Civil Rights." Athens Journal of Education 10, no. 4 (2023): 593–610. http://dx.doi.org/10.30958/aje.10-4-3.

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Although civil rights have been a major part of United States history, it is often taught within a limited scope in elementary classrooms. As preservice elementary teachers have the potential to build the foundation of youth’s participatory citizenship, this study aimed to investigate elementary preservice teachers’ perceptions, attitudes, experiences, and background knowledge about civil rights in order to gain insight as to how they understand the content and teaching of civil rights. The findings indicate that while preservice teachers primarily and appropriately viewed civil rights as a ma

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Rédli, Mátyás. "Az állampolgárságra és demokráciára nevelés helyzete a pécsi történelem tanár szakos hallgatók körében." Belvedere Meridionale 35, no. 2 (2023): 21–33. http://dx.doi.org/10.14232/belv.2023.2.2.

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Research on citizenship and democracy education tends to focus on secondary and primary school students or the teachers who teach them, with less attention paid to student teachers. However, the present research focuses on them. Research also often includes criticisms of the traditional school system, such as its focus on curricula and teachers, which are less conducive to the development of competences such as civic competences. It may therefore be interesting to know what values and attitudes students have from a methodological point of view. In my study, I present the results of a research

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Giroux, Henry, and Peter McLaren. "Teacher Education and the Politics of Engagement: The Case for Democratic Schooling." Harvard Educational Review 56, no. 3 (1986): 213–39. http://dx.doi.org/10.17763/haer.56.3.trr1473235232320.

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Henry A. Giroux and Peter McLaren argue that many of the recently recommended public-school reforms either sidestep or abandon the principles underlying education for a democratic citizenry developed by John Dewey and others in the early part of this century. Yet, Giroux and McLaren believe that this historical precedent suggests a way of reconceptualizing teaching and public schooling which revives the values of democratic citizenship and social justice. They demonstrate that teachers, as "transformative intellectuals," can reclaim space in schools for the exercise of critical citizenship via

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Zhao, Zhenzhou, Kerry J. Kennedy, and Xingxing Wang. "Teaching national identity in post-handover Hong Kong: Pedagogical discourse and re-contextualization in the curriculum." Citizenship Teaching & Learning 19, no. 2 (2024): 173–90. http://dx.doi.org/10.1386/ctl_00156_1.

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Teaching young Hongkongers a sense of ‘Chineseness’, especially in a cultural sense, was embedded in the city’s colonial history. Yet moulding the young generation to be patriotic citizens of the People’s Republic of China was a new objective for the Hong Kong Special Administrative Region Government after 1 July 1997. This study analyses civic and citizenship curriculum guidelines issued in Hong Kong from 1997 to 2022 to explore how a new construct of national identity was pedagogized in the post-handover context. The research findings of this study suggest that the pedagogical discourse of n

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Castro, Sonia. "La Shoah nei recenti manuali di Storia per le scuole medie superiori di lingua italiana." Didactica Historica 5, no. 1 (2019): 177–84. http://dx.doi.org/10.33055/didacticahistorica.2019.005.01.177.

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The issue aims to analyse how the theme of the Shoah and the persecution of Jews is dealt with in recent history books for Italian high schools, currently used in class in secondary schools in the Canton Ticino. On the basis of certain criteria, such as the space assigned in terms of pages, the inclusion in the teaching programme, the presence of a reference to current events, it is possible to carry out a comparative analysis and launch a didactic reflection on the potential of the subject. The volumes that pay most attention to it are those that link the study of the Shoah and the persecutio

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Castro, Sonia. "La Shoah nei recenti manuali di Storia per le scuole medie superiori di lingua italiana." Didactica Historica 5, no. 1 (2019): 177–84. http://dx.doi.org/10.33055/didacticahistorica.2019.005.01.177.

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The issue aims to analyse how the theme of the Shoah and the persecution of Jews is dealt with in recent history books for Italian high schools, currently used in class in secondary schools in the Canton Ticino. On the basis of certain criteria, such as the space assigned in terms of pages, the inclusion in the teaching programme, the presence of a reference to current events, it is possible to carry out a comparative analysis and launch a didactic reflection on the potential of the subject. The volumes that pay most attention to it are those that link the study of the Shoah and the persecutio

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Ortega-Sánchez, Delfín, Almudena Alonso-Centeno, and Miguel Corbí. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers." Sustainability 12, no. 14 (2020): 5551. http://dx.doi.org/10.3390/su12145551.

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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on

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Al-Nofli, Mohammed Abdullah. "Impacts of the COVID-19 Pandemic on Teaching and Learning Social Studies: A Literature Review." International Journal of Learning, Teaching and Educational Research 22, no. 5 (2023): 262–80. http://dx.doi.org/10.26803/ijlter.22.5.13.

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The unprecedented circumstances surrounding the COVID-19 crisis have affected K-12 education systems in most countries around the world. It is widely recognized that this crisis has presented opportunities and challenges for various school subjects. The purpose of this study was to examine the impacts of the COVID-19 pandemic on teaching and learning social studies. The study reviewed the content of 53 articles on K-12 social studies and its associated subjects (e.g., geography, history, and civic education) published between January 2020 and July 2022. Overall, the research findings indicated

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Muhammad, Yusuf Danladi. "Influence Of Counselling On Learning Difficulties In Post-Basic School History Curriculum In Katsina Zonal Education Quality Assurance." Anterior Jurnal 20, no. 3 (2021): 102–9. http://dx.doi.org/10.33084/anterior.v20i3.2594.

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Nigeria had accomplished its aged - long goal of revitalizing as well as restoring the teaching – learning of historical studies in the realm of schools system, purposely to utilize the tenets implicit in its curriculum design to stimulate universal prospective citizenship characteristics amongst generation of youths. However, the lingering existence of some difficulties in learning history among the senior secondary students seems to doom the aforementioned Nigeria’s hope to failure. This study therefore, surveyed the influence of counselling services rendered by school counselling masters on

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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.

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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach,

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Vakulik, Vyacheslav, Oleksii Sheviakov, Yanina Slavska, and Sophіa Vakulik. "TEACHING HISTORY IN HIGH SCHOOL AS A WAY TO BUILD A COMPLEX OF SELF-IDENTIFICATIONS OF HIGH SCHOOL STUDENTS." Pedagogy and Education Management Review, no. 2(16) (June 30, 2024): 56–67. http://dx.doi.org/10.36690/2733-2039-2024-2-56-67.

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This study examines the role of history education in shaping the complex self-identifications of high school students, highlighting its significance in the broader context of democratic education principles and human rights. Recognizing the transformative power of history education, the research investigates how historical narratives and teaching methodologies influence students’ identity formation and their perception of societal roles. Through a mixed-methods approach, involving surveys and observations from 300 high school students across ten schools in the Dnipropetrovsk region, this study

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Connaughton, Brian. "Embracing Hugh Blair. Rhetoric, Faith and Citizenship in 19th Century Mexico." Anuario de Historia de América Latina 56 (December 19, 2019): 319–43. http://dx.doi.org/10.15460/jbla.56.149.

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This is a study of the key role of Hugh Blair, a Scottish Enlightened scholar and minister, in the understanding and teaching of rhetoric in a quarrelsome 19th-Century Mexico. His role as a master of multiple rhetorical forms, including legal prose, literary production and the sermon, emphasized effective communication to a broadening public audience in an age of expanding citizenship. First his Lectures on Rhetoric and Belles Lettres, and then several selections of his sermons, were introduced in Spanish to the Mexican public. Somewhat surprisingly, his works were highly celebrated and widely

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Sözeri, Semiha, H. K. Altinyelken, and M. L. L. Volman. "Pedagogies of Turkish Mosque Education in the Netherlands." Journal of Muslims in Europe 10, no. 2 (2021): 210–33. http://dx.doi.org/10.1163/22117954-bja10024.

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Abstract This is a study of mosque pedagogies and their relevance for the formation of the moral and political identity of Turkish-Dutch youth. Based on fieldwork in two mosques affiliated with Milli Görüş and Diyanet in the Netherlands, the study identifies three different pedagogies practiced in the mosque classrooms: pedagogy of national identity building, unorthodox pedagogies of bonding, and pedagogies of moral formation. The findings show that teaching activities in both mosques contain messages pertaining to citizenship norms and values in areas such as interaction between different gen

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Huenuhueque Venegas, Damián, Esteban Altamirano-Figueroa, Felipe Neira Morales, and Elizabeth Montanares Vargas. "Formación inicial docente, temas controversiales y ciudadanía democrática: el caso de La Araucanía." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, no. 16 (March 30, 2025): 75–92. https://doi.org/10.17398/2531-0968.16.75.

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The following research seeks to describe the beliefs of History and Social Sciences teachers in training about the so-called occupation of La Araucanía as a controversial issue and its relationship with the promotion of democratic citizenship. The relevance of this topic is related to the conflict between the Chilean State and the Mapuche people, which worsened after the military occupation and subsequent colonization in the 19th century, which resulted in the dispossession of Mapuche lands. Studies show that the teaching of history can contribute to the formation of democratic citizens, parti

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García-Fernández, Gonzalo Andrés. "Historia y formación ciudadana. Percepciones estudiantiles sobre la historia en dos centros educativos de Alcalá de Henares (2016-2017)." Revista Electrónica Educare 29, no. 1 (2025): 1–18. https://doi.org/10.15359/ree.29-1.18583.

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Objectives. We set out to explore the perceptions of second-year high school students from two schools in Alcalá de Henares regarding History. Additionally, the research seeks to understand the historiographical implications underlying the perceptions of the observed students regarding History. Methodology. Our qualitative research employed an ethnographic design to study student perceptions, observing a total of 196 students. On the other hand, we used hermeneutic and historical study tools to analyze History curricula and textbooks used in both schools, both at a narrative level and at a the

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Mitchell, Richard. "Forty Years of Labour Law Scholarship in New Zealand: A Reflection on the Contribution of Gordon Anderson." Victoria University of Wellington Law Review 50, no. 2 (2019): 159. http://dx.doi.org/10.26686/vuwlr.v50i2.5740.

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This special issue of the Victoria University of Wellington Law Review is published in recognition of Gordon Anderson's outstanding contribution to the study of the academic and socio-economic policy field of labour law in New Zealand since the mid-1970s. During this period of time Gordon's work has informed both teaching and learning in labour law scholarship and legal practice, charted the shifts in labour law policy, and examined the implications of these shifts for industrial and employment relations and human resource practices in business. This impressive output has included the publicat

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Cracel, Viviane Lousada, Glaucia Regina Damiani Passos Camargo, and Lúcia Helena Caldas. "DE POUSO À REGIÃO METROPOLITANA: POTENCIALIDADES DA PRÁTICA DOCENTE INTERDISCIPLINAR NO ESTUDO DA CIDADE." Revista de Ensino de Geografia 12, no. 22 (2021): 234–47. https://doi.org/10.14393/reg-v12-2021-76696.

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Reflection and understanding of the city are fundamental conditions for the construction of citizenship and the construction of meaningful knowledge with students requires from pedagogical practice the overcoming of working with fragmented and decontextualized knowledge, promoting the autonomy of students as subjects of knowledge. These are assumptions of an interdisciplinary project involving the disciplines of Science, Geography, History, Portuguese Language and Mathematics in the study of the city and developed by teachers and students from the 7th year of elementary school in a municipal s

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