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AbstractAs an increasing number of states mandate or consider the incorporation of Asian American history into school curricula, educators and curriculum developers are actively responding to this growing demand. Recognizing the transnational nature of Asian American history and the explanatory power of Asian Critical (AsianCrit) Theory in addressing this complexity, I advocate for the pedagogical effectiveness of a human rights framework. This framework provides a valuable scaffold for students’ learning and the development of a transnational perspective. After reviewing multiple typologies of Human Rights Education, I propose that the C3 Inquiry framework offers a robust model for implementing Human Rights Education. This approach provides a comprehensive strategy for teaching about, through, and for human rights within the context of teaching and learning about Asian American history. To illustrate this approach, a sample unit plan focusing on key moments in Chinese American history is presented. [ABSTRACT FROM AUTHOR]

This paper studies children’s (aged 8–12) news-related practices and subsequent acts of lived citizenship in formal and informal social contexts. While children in this age group are increasingly exposed to various types of news that shape their understanding of the world, little is understood about their interactions with news. We employ the concept of “news-related practices’ to analyze how news is integrated into or excluded from their daily routines. Based on longitudinal participant observations of children (N = 256) at four afterschool care locations and five primary schools in the Netherlands in combination with semi-structured interviews with teachers (N = 9), we find that children employ a wide range of playful news-related practices that allow for light-hearted explorations of news and create opportunities for acts of lived citizenship. Play allows children to explore societal issues with peers and form moral opinions. However, conceptualizations of news as serious’ hindered primary school teachers” recognition of playful news-related practices. Following these findings, we argue that the acknowledgement of such practices as an effective tool for civic education, may support children in their development of news practices and foster their first steps into becoming informed citizens. [ABSTRACT FROM AUTHOR]

This study aims to examine the effectiveness of the debate learning method in improving students' communication skills in the Civic Education course. The research method used is a case study with a qualitative approach, including observation, interviews, and analysis of assignment documents. The results of the study show that the application of the debate method significantly improves students' communication skills, particularly in terms of expressing opinions logically and in a structured manner, listening to and responding to opponents' arguments thoughtfully, and actively participating in the learning process. Students become more confident in presenting their viewpoints and develop critical thinking skills as they engage in meaningful discussions. Moreover, the debate method encourages active learning and student engagement, fostering a more dynamic and interactive learning environment. By challenging students to defend their arguments and critically evaluate differing perspectives, the debate format helps to deepen their understanding of course material. In conclusion, the debate method proves to be an effective alternative in enhancing communication skills and critical thinking in Civic Education. It not only enhances students' verbal abilities but also promotes active participation and deeper comprehension of civic issues. [ABSTRACT FROM AUTHOR]

Although research conducted worldwide has pinpointed the importance of the cultivation of worldviews in citizenship education, little is known of how worldviews are constructed in the civics curriculum. In this study, we adopted a comparative historical approach to examine how China's civics curriculum has interpreted the meaning of life for young citizens during the transformation of the country from an empire into a nation-state. The data were drawn from 210 school textbooks published between 1902 and 2020. Four historical periods were delineated: the late Qing and Republican era, the Maoist era, the Deng Xiaoping era, and the current Xi Jinping administration. The findings demonstrated the trends and changes that took place while the ideal of citizenship and citizenship education took root, driving the modernisation of Chinese society. Through this study, we contribute to the theoretical discussions on enriching civics curriculum development from a humanist perspective. [ABSTRACT FROM AUTHOR]

ObjectivesMethodsResultsConclusionIn this Paper, I examine how high school social studies content standards in the United States address fundamental concepts of American governance, particularly the concept of democracy.I conducted a qualitative textual analysis of government/civics content standards from all 50 states, Washington DC, and the Advanced Placement United States Government and Politics (AP Gov) course materials. I applied a framework that distinguishes between 'thick' and 'thin' democracy, drawing on theoretical insights from scholars like Michael Apple and John Dewey.My findings reveal how democratic ideals are framed and conceptualized within secondary government and civics education in the United States. I identified significant variations in how democracy is addressed in state academic content standards, with important implications for how democracy is taught in American schools.I advocate for curricular approaches that promote a more robust and participatory form of democracy, emphasizing critical engagement and collective well-being. This study underscores the importance of recognizing democracy as both a political and governmental concept in shaping educational discourse and policy as well as a practice and way of seeing society. [ABSTRACT FROM AUTHOR]

This study evaluates the civic performance outcomes of charter schools using the NAEP Civics Grade 8 data for 2014 and 2018. It compares civic achievement across charter schools, traditional public schools, and private schools. The results show no significant differences in overall civic performance between charter and traditional public schools. However, charter school with higher exposure to civics curriculum and instructional strategies outperformed their peers. The research highlights the crucial role of curriculum and instructional quality in enhancing civic education outcomes and deepens understanding of the civic capabilities of charter schools. [ABSTRACT FROM AUTHOR]

It is often assumed that, in highly religious environments, religious messages that promote political participation will more effectively influence behavior than nonreligious messages with the same goal. To our knowledge, however, this assumption remains untested. We present results from a community‐collaborative study implemented prior to elections in Zambia, an overwhelmingly Christian country with a youth‐skewed population. We randomized young adults into different versions of a WhatsApp‐based civics course and compared outcomes after exposure to civic information only versus after civic information accompanied by either religious or nonreligious messages that promote self‐efficacy and grit. Because Zambia is a highly religious country, we expected the religious course to have the largest effect. Instead, the nonreligious efficacy‐boosting course did. The religious course performed no better than the information‐only condition. This study cautions against assuming the efficacy of religious messages, even in highly religious contexts, and identifies new questions for future research. [ABSTRACT FROM AUTHOR]

How can teachers engage students in participatory civic education in a state like Texas where education policy is interfering with the Rights of the Learner by refusing to allow educators to support students in becoming active participants in vital democratic processes? Texas Senate Bill 3, passed in 2021, prohibits teachers from directly supporting students in communicating with their elected officials and advocating for legislation as a part of their classroom experiences. This article draws on a framework of Black Critical Patriotism and action civics in response to the challenges posed by S.B. 3 imposed upon educators introducing authentic civic experiences to students. We argue that simulations rooted in the foundations of these frameworks and centering the Rights of the Learner provide for authentic experiences in classrooms where students can develop their civic identities to encourage lifelong civic participation. [ABSTRACT FROM AUTHOR]

The purpose of civic education is to prepare students to become 'good citizens' aligned with the policies and political purposes of the regime to which they belong. This exploratory study employed a mixed methods design to construct a typology of 'good citizens' to understand university students' perceptions of citizenship in Taiwan, Hong Kong, Macau and Mainland China. It found that the university students' perceptions of 'good citizens' is constructed from two components: internal political efficacy and the connection between 'good citizens' and the regime. Students in these societies share a similar understanding of the first component but have significant divergences in the second component. These findings demonstrate a correlation between regime type and the perceptions of 'good citizens' and our typology could provide a conceptual framework to guide researchers in organising and conducting further comparative studies. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effectiveness of the Audio Media-Based Talking Stick Method in Civics Learning to Improve the Communication Skills of Grade V Elementary School Students. This research uses a quantitative approach method. To improve the communication of grade V (Five) elementary school students, researchers used the audio media-based talking stick learning method. This research was conducted at SD 02 Bakalrejo with a sample size of 20 students. Researchers get results where there is an increase in the ability to communicate class V (Five) students with the Audio Media-Based Talking Stick learning method can be seen from the results of a significance value that is smaller than the probability value of the Independent Sample T Test test (0.000 <0.05), meaning that there is an average difference in the results of students' communication skills between the Audio Media-based Talking Stick learning method and conventional / ordinary methods. The difference can also be seen from the average value of the control class results of 45.80 and there is an increase seen from the Experiment class of 63.50. So the resulting effectiveness of the Audio Media-Based Talking Stick method in Civics learning provides an increase in communication of grade V (Five) students by 17.7%. It is hoped that the results of this study can be used to help teachers and other researchers in presenting more inclusive and interactive learning. [ABSTRACT FROM AUTHOR]

The Federal Agency for Civic Education (bpb) and the German Library Association (dbv) are promoting 15 libraries in rural regions of Germany as part of the project "Land.schafft.Demokratie" (Land creates democracy). These libraries will offer events on the topics of democracy, dialogue, and diversity. The goal is to strengthen democratic discourse and promote democratic values. The selected libraries have presented convincing concepts for library work that strengthens democracy and will develop tailored offers for promoting democracy in the coming months. Further information about the project can be found on the website of the German Library Association. [Extracted from the article]

AbstractCivic education is essential to the perpetuation of American self-government. Despite this important role, civic education in the United States has been neglected for several decades and is only recently seeing a resurgence in the classroom and as a focus of research. Conceptions of what constitutes effective civic education vary widely, creating a great multiplicity in what is measured and how, and obfuscating which pedagogical practices are most effective. This paper provides an overview of civic education and the outcomes—including civic knowledge, civic skills, and civic dispositions—that are the goals of such education. We then examine three pedagogies—instruction through primary-source analysis, simulation-based learning, and academic service learning—and review examples of the civic outcomes of these pedagogies. We seek to answer several questions: How are these instructional practices defined? What debates and challenges surround their implementation? What evidence is there that such techniques result in civic outcomes? Finally, what implications are there for the social studies classroom? We demonstrate that these three pedagogies have the potential to improve civic learning, and that a mixture of engaging and effective pedagogies is ideal. We encourage further research on the civic outcomes resulting from the implementation of various pedagogies. [ABSTRACT FROM AUTHOR]

The article examines the use of critical conversation that centers on humanity by a middle school language arts teacher to foster civil discourse and challenge dehumanizing thought process. Topics discussed include the frameworks of critical literacy and sociocultural theories of reading used in the study, the methodology used in the study, and the importance for students to experience critical listening and critical discussions that acknowledge all members of society.

The author explores a transformational civic pedagogy framework that would help elementary teachers in fostering student-centered civic learning. Topics discussed include the learning goals that explain transformative civic learning, lesson plans in which teachers can enact the learning goals in their class, and examples of transformational civic learning.

The author examines the portrayal of former U.S. President George Washington in children's biographies using critical multicultural analysis and a justice-oriented approach to teaching history. Topics discussed include the selection of books for the study, facts about Washington's will to free his enslaved people, the use of glossary terms in nonfiction books for young readers, and the choices on layout made by the biography books as an exercise of power over civic discourse.

Education encompasses learning experiences occurring in various environments throughout life and can be interpreted as teaching organized in schools as formal educational institutions. Teachers play a crucial role in educating students to develop good character by using varied methods to create an engaging learning atmosphere. One increasingly popular method in educational practice is Active Learning. Learning interest significantly influences the learning process. At SMA Negeri 1 Simpang Kanan, students' interest in Civics, particularly the topic of National Integration, is still low, resulting in poor learning outcomes. This research aims to understand how to increase the interest of 10th-grade students at SMA Negeri 1 Simpang Kanan in the topic of National Integration and to identify factors causing the lack of interest. The research employs a qualitative method with data collection techniques including interviews, documentation studies, and observations. The results show that using Active Learning methods can improve students' learning outcomes in the topic of National Integration, positively impacting their learning interest. [ABSTRACT FROM AUTHOR]

In this study, we reflected on the process of designing and implementing a civics curriculum model focused on increasing upper-grade secondary students' involvement in local civic activity. We prioritized examining the challenges and possibilities of institutionalizing partnerships between teachers, students, community leaders, and local government officials. The civics program model included a local government and community focus where students would share, refine, and cultivate social inquiries with community leaders. Additional learning experiences included supporting voter efficacy and learning about local civic structures and grassroots organizing. Using feedback from teachers and student participants, we describe the barriers and possibilities that emerged during the design and implementation of the curriculum. In our reflection on the curricular model, we discuss how, despite our challenges, the program's collaborative and local inquiry-focused elements provided opportunities for teachers and students to identify in more agentic ways and push against the existing structures and discourses that might restrict their civic education experiences. [ABSTRACT FROM AUTHOR]

This paper discusses how Bernsteinian concepts ('pedagogic rights', 'discursive gaps' and 'pedagogic code') from the field of sociology of education can be used as didactic tools to illuminate how different ways of organising teaching in VET has implications for citizenship preparation. The paper is based on results from a five-year research project investigating the extent and nature of learning processes that can be characterised as civic education in Swedish VET. Results from the project show how VET often contributes to social reproduction through provision of class-, gender-, and ethnicity-based access to knowledge with different powers to students. However, we also identified many variations in the VET-contexts studied. In the paper at hand, examples of when and how students got access to different types of knowledge through different ways of organising teaching, and how different ways of teaching prevented or promoted different types of questions with implications for the kind of citizenship preparation the students were offered, is discussed. Our hope is that these discussions contribute to a conversation on how to make a language accessible to VET-teachers that is helpful to problematise and plan their teaching to offer greater access to an active citizenship for students in vocational programmes. [ABSTRACT FROM AUTHOR]

AbstractSchools self-identify as caring communities and teach young children to be caring for each other. But schools also teach other contradictory and competing messages, such as individualism and self-reliance, rationalist concepts of justice and meritocracy, and other neoliberal approaches to life and community. Furthermore, while endorsements of care are commonly found in educational institutions, caring is not always (or even often) practiced or regarded as a major aim in schools, in contrast with human capital approaches to youth development. This essay examines how schools do and don’t care. At its core is the rearticulation of care ethics in education, and what caring means within the contemporary field. Over time, enthusiasm for care ethics has peaked and waned. It begins with a brief explanation of what caring is within the field of care ethics, before it considers how caring is ideally involved in education. In this case, discourses of care ethics and caring in education can be coopted against the writings of care ethicists to complement positive psychology, socially conservative character education and civic education, and individualistic and neoliberal approaches to education. As a result, schools can appear to care, but do so in highly distorted ways. These distortions, I argue, do not reveal fundamental limitations or flaws within care ethics approaches to care. Instead, they demand a reconsideration and rearticulation of care ethics in the contemporary education landscape: a context which has changed considerably since debates and articulations of care ethics in the 1980s. [ABSTRACT FROM AUTHOR]

Community psychologists have made significant contributions to the study of civic engagement, yet scarce studies have examined the impact of civic engagement training among youth with a history of dropping out. We describe an effort to promote civic education and action through a curriculum implemented at an alternative school that focuses on (a) developing awareness of the importance of engaging in social/political issues; (b) increasing civic participation; and (c) acquiring political advocacy and organizing experience. This evaluation of the civic engagement training summarizes the issues students reported in a public presentation as having had an impact in their lives; their historical, political, and social understanding of the issues; the ways in which they used a variety of social media to communicate information to different audiences; and their engagement in civic actions to impact their selected issues. Overall, students became more aware of their role as citizens and voters and wanted to share their experiences with their peers, friends, and families. The implications of promoting civic engagement among youth with a history of dropping out of school are discussed, as well as the challenges of the training implementation. Highlights: It is critical to design meaningful sociopolitical learning experiences to help youth take action.Many students felt passionate to act due to the policies being proposed by the Trump administration at the time.Students learned they could make a difference and used social media to spread awareness to their peers. [ABSTRACT FROM AUTHOR]

Encouraging children to become 'good citizens' who positively contribute towards society through charitable and philanthropic action as part of their civic participation has become a core focus of policy and practice. Yet the opportunities afforded to children for active civic learning within primary education remain under‐researched. This article presents findings from a multi‐survey study that seeks to unpick 'what' and 'how' active civic learning is happening in primary schools across England. By mapping active civic learning across the country, we find that these opportunities are unequally dispersed. Specifically, from an early age, children from more affluent backgrounds are more likely to be prepared for active civic engagement, orientated around ideas of social justice, than those from disadvantaged backgrounds. This raises significant challenges for education policy and practice and calls for greater attention to be paid to civic learning for all children in early and middle childhood. [ABSTRACT FROM AUTHOR]

Education encompasses learning experiences occurring in various environments throughout life and can be interpreted as teaching organized in schools as formal educational institutions. Teachers play a crucial role in educating students to develop good character by using varied methods to create an engaging learning atmosphere. One increasingly popular method in educational practice is Active Learning. Learning interest significantly influences the learning process. At SMA Negeri 1 Simpang Kanan, students' interest in Civics, particularly the topic of National Integration, is still low, resulting in poor learning outcomes. This research aims to understand how to increase the interest of 10th-grade students at SMA Negeri 1 Simpang Kanan in the topic of National Integration and to identify factors causing the lack of interest. The research employs a qualitative method with data collection techniques including interviews, documentation studies, and observations. The results show that using Active Learning methods can improve students' learning outcomes in the topic of National Integration, positively impacting their learning interest. [ABSTRACT FROM AUTHOR]

Although the social realist position is grounded in the fundamentally important observation that schools must engage students with knowledge that deepens and extends their understanding, rather than simply reproduce what they learn in everyday life, this approach commits a fatal flaw by equating such 'powerful knowledge' with the work of academic disciplines—a position also taken by many scholars working outside the social realist tradition. The social realist and related disciplinary approaches mischaracterize the cohesiveness and boundedness of disciplines; they evade the culturally, historically, and institutionally situated nature of disciplines and dismiss the extensive knowledge produced outside them; and they ignore the societal purposes of knowledge within general education, which necessarily differ from those of academic disciplines. In a world beset by social, political, and environmental crises, schools must engage students with systematic knowledge, but that knowledge must be selected and organized on some basis other than a simplified portrait of imagined academic disciplines. [ABSTRACT FROM AUTHOR]

The paper focuses on finding the relationships between the frequency of experiencing positive and negative emotional states, students' subjective evaluation of the subjects of mathematics, Slovak language and literature, English language, civics and physical education in terms of their popularity, difficulty and importance, and school achievement in these subjects. The research population consisted of 168 (100%) pupils second and third-year pupils of a secondary vocational school in Žilina. The research included: the Subjective Emotional Habitual Well-being Questionnaire (Džuka, Dalbert, 2002) and the Attitudes to Learning Subjects Questionnaire for Pupils (Hrabal, Pavelková, 2010). The most important results of the research revealed that the teaching subject of mathematics was rated the worst in all the surveyed items. Pupils perceived mathematics as the least favourite subject, the most challenging, the least important. They had the worst average school achievement in it, experienced the most negative and least frequently positive emotional state of all the subjects studied. English was the most significant teaching subject. Physical education was the most popular subject taught to the students. Pupils' attitudes towards the subjects taught did not change much over time, being stable and unambiguous. Only the subject of mathematics, which current pupils perceived to be less popular and less important than in the past, showed a change. We found a high correlation between the frequency of experiencing a positive state of mind and the popularity of the assessed teaching subjects in mathematics and physical education. [ABSTRACT FROM AUTHOR]

This article investigates the intervention of the State in the production of textbooks of the discipline Moral and Civic Education (EMC) through the Technical Book and Textbook Commission (COLTED) between the years 1965 to 1975. We aim to analyze this state interference in education and understand the ideals defended by the Military Regime from textbooks. This documentary research took as source the books used in the military period of the discipline to develop an analysis of the contents present there, and has as theoretical basis authors who address the same field in the historical context studied. As a result, we conclude that the books have become an instrument of dissemination of military principles and values (such as love for the Homeland, family and work) and the ruling class through COLTED. [ABSTRACT FROM AUTHOR]

Universities are a formative scenario that transforms reality and their actions must go beyond commitment and citizen solidarity. The objective of this review article is to present a study on the conceptualization, definition and education in values, and an analysis of the theoretical-methodological referents of University Social Responsibility. Systematic literature review and bibliometric analyses were carried out in the programs VOSviewer version 1.6.19 and Connected Papers. The results show that strengthening the sense of identity and belonging of the competent professional committed to academic, economic, social and environmental actions, with respect to the place where he/she studies, lives and works, is fundamental to achieve transformations in order to improve the quality of citizenship education. In conclusion, it is necessary to continue stimulating the apprehension of the value of university social responsibility in higher education institutions. [ABSTRACT FROM AUTHOR]

This article shows how Australian politics played an under-researched part in the development of the Anglosphere idea. By examining the contestation of nationhood in Australia from the republic referendum of the 1990s until the mid-2000s, this article offers a new interpretation of the genesis of the Anglosphere idea. The article suggests that debates about national identity in Australia and the Anglosphere idea are co-constitutive. These co-constitutive relationships are with the United Kingdom (via the republic debate, the process of reconciliation between settlers and Indigenous peoples and civics and citizenship education), New Zealand (via 'Anzac' war commemoration) and the United States of America (via defence and security). The Anglosphere idea remains important to debates about national identity and public policy in Australia and provides context for decisions about how Australia positions itself in the world at a time of significant transnational challenges and threats. [ABSTRACT FROM AUTHOR]

Internal and external factors influence teachers' daily assessment decisions. The purposes of teachers' assessments are crucial, as these purposes guide the assessment process. Still, little is known about teachers' assessment purposes. The aim of this study is to identify and describe the different purposes of assessments that Civics teachers describe. Thirteen Civics teachers in Swedish upper secondary school were interviewed about their assessment practices. A thematic analysis generated four main themes about teachers' purposes: enacting policy, improving learning, pulling for students and handling administration. There are tensions between different purposes, and teachers need to balance these in their assessment decisions and when validating. Specific Civics subject matter also influences purposes and tensions. This study contributes to the understanding of the influence of internal and external factors on teachers' assessment practices in Civics, and to the understanding of the complexity of validity with multiple purposes in the school context. [ABSTRACT FROM AUTHOR]

Public comments are an important opinion for civic when the government establishes rules. However, recent AI can easily generate large quantities of disinformation, including fake public comments. We attempted to distinguish between human public comments and ChatGPT-generated public comments (including ChatGPT emulated that of humans) using Japanese stylometric analysis. Study 1 conducted multidimensional scaling (MDS) to compare 500 texts of five classes: Human public comments, GPT-3.5 and GPT-4 generated public comments only by presenting the titles of human public comments (i.e., zero-shot learning, GPTzero), GPT-3.5 and GPT-4 emulated by presenting sentences of human public comments and instructing to emulate that (i.e., one-shot learning, GPTone). The MDS results showed that the Japanese stylometric features of the public comments were completely different from those of the GPTzero-generated texts. Moreover, GPTone-generated public comments were closer to those of humans than those generated by GPTzero. In Study 2, the performance levels of the random forest (RF) classifier for distinguishing three classes (human, GPTzero, and GPTone texts). RF classifiers showed the best precision for the human public comments of approximately 90%, and the best precision for the fake public comments generated by GPT (GPTzero and GPTone) was 99.5% by focusing on integrated next writing style features: phrase patterns, parts-of-speech (POS) bigram and trigram, and function words. Therefore, the current study concluded that we could discriminate between GPT-generated fake public comments and those written by humans at the present time. [ABSTRACT FROM AUTHOR]

What do pupils learn from bilingual interventions of civic education? This paper addresses this question by analyzing survey responses of 301 pupils who participated in a bilingual role-play about a televised debate on the 2022 French presidential election in French foreign language classes. The study shows, first, that the intervention significantly strenghtened the specific interest in the election campaign. Second, both internal efficacy and subjective knowledge increased, as did, third, pupils' actual knowledge about the election. Fourth, it appears that the pupils were able to sharpen their understanding of French political culture. However, it should also be noted that all other constructs that can be attributed to intercultural learning did not experience any changes as a result of participation in the intervention. This is also true for participants' general interest in politics, basal and advanced participation intentions, and external efficacy. I identify subjective knowledge about the French presidential election, internal efficacy, advanced participation intentions, and pupils' cultural self-reflexivity as key drivers for strengthening intercultural understanding about the French political culture. Our paper concludes by discussing the limitations of the study and its implications for empirical research and practice in bilingual civic education. [ABSTRACT FROM AUTHOR]

Haiti is among the most climate-vulnerable nations in the world, and Haitian youth face disproportionate risks to their health and well-being. Yet, to date, few studies have partnered with young people to position them as agents of change addressing climate change impacts in their communities, particularly in Global South contexts. As a step toward addressing this important gap, the present study used in-depth interviews (N = 6) to explore the multi-faceted behavioral developmental impacts on Haitian students (ages 20–30 years) who took part in a participatory environmental education program focused on access to clean water in Jacmel, a coastal city in Southern Haiti. The program combined hydrology and ecosystem education with youth-led water quality testing, community surveys, and data mapping—enabling students to collect, analyze, and visualize locally-meaningful data with real-world significance. Thematic analysis (TA) of post-program interviews conducted with program staff (n = 2) and students (n = 4) resulted in three major themes describing program-based developmental impacts equipping youth to address climate-driven threats in their community: (1) learning and skills development: Youth gained a deeper knowledge of hydrological and ecological systems, as well as research, digital, and technology skills; (2) health and environmental behaviors: Youth were experiencing and advocating behavioral shifts associated with preventing waterborne illnesses and protecting local ecosystems; and (3) civic engagement: Youth were developing a critical mindset regarding power relations and social change and were simultaneously motivated to disseminate local data to raise community awareness and engage with local authorities to improve environmental conditions. Findings shed light on the transformative potential of environmental and civic science education to engage young people as key actors in building adaptive capacity and reducing climate vulnerability. Implications for developmental science are discussed. [ABSTRACT FROM AUTHOR]

The article focuses on the evolving role of higher education in the U.S., from its historical commitment to a public good mission to current challenges facing democracy. Topics include pivotal eras in college learning, the establishment of a coalition to promote civic education, and efforts to integrate civic learning and democracy engagement into all postsecondary institutions through a new framework and scaling initiatives.

Studies on voters have shown that emotions are an important factor in politics. However, less is known about emotions experienced by adolescents in the context of civic education. Applying the control‐value theory to a cross‐curricular context, we analyze the relations between two types of emotions experienced in civic education and their antecedents and effects on learning: achievement emotions experienced during in‐class political discussions and epistemic emotions experienced during individual processing of political information in school. We hypothesized both types of emotions relate to control and value appraisal antecedents (e.g., internal political efficacy, personal importance). Further, we expected—depending on the specific emotion—positive or negative relations with academic outcomes (e.g., motivation, engagement, and knowledge). Data were collected with an online questionnaire in Austrian upper secondary schools with students (N = 594, Mage = 17.1) from grades 10 to 13. Bivariate latent correlations broadly support the expectations: We found mainly positive associations of antecedents and outcomes to enjoyment, hope, pride, curiosity, and surprise and negative associations to hopelessness, confusion, and boredom, but more complex correlation patterns for anxiety, anger, and shame. The results provide first insights into which emotions are experienced during political learning and underscore the importance of acknowledging the role of emotions in civic education. [ABSTRACT FROM AUTHOR]

The study deals with the outdoor learning approach developed by Sreten Adžić (1856–1933), who is considered the founder of the outdoor learning movement in Serbia. He greatly influenced pedagogical practice as a primary-school teacher, professor, and teacher-training school manager. According to this approach, the term outdoor learning had two meanings: learning through exploring the local environment and staying outside the school building in green spaces during regular classes. This paper deals with the questions related to the theoretical and political foundations of that approach, its didactic characteristics, possible pedagogical, social, political and economic scope, and its position and role in the circulation of knowledge about the international context. The first part of the paper deals with the Pestalozzianism and socialism foundations of Adžić's practice at the beginning of his professional career. The second and third parts thematise outdoor learning as student-centred learning in an authentic context based on sense perception and students' self-activity. The local environment is interpreted as an educational object. This approach aimed to develop students' critical thinking and civic education. The fourth part presents the realisation of Adžić's project of outdoor classrooms as green spaces for learning and explains their pedagogical meaning. Key findings presented in the final part are those encouraging teachers to come outdoors contributed to rethinking the traditional teaching model and school education in giving a background for the new school movement, which was widely accepted in Yugoslavia between the two world wars. [ABSTRACT FROM AUTHOR]

Universities play an important role in advancing the Sustainable Development Goals (SDGs), both in generating knowledge and innovation and in disseminating them, which are essential elements for promoting sustainable policies and practices. This paper examines the event "Futures of Guanabara Bay: Innovation and Climate Democracy," held between March 21 and May 14, 2023. The immersive and interactive exhibition discussed the importance of Guanabara Bay and analyzed the impacts of climate change on this ecosystem, both in the present and the future. Additionally, it proposed a discussion on solutions based on research and technology developed at UFRJ and other Brazilian public institutions. During the event, the people visited the exhibition space and participated in 70 parallel activities. The event attracted around five thousand visitors, promoting civic education among the participants and encouraging reflections on building a more sustainable, democratic, and inclusive future. [ABSTRACT FROM AUTHOR]

The article "Epilogue" written by Carlos Eduardo Rojas Rojas, a sociologist from the University of Caldas, summarizes his experience as a professor at the university and his proposal for an epistemology from the limits. It emphasizes the importance of understanding the geography and history of Manizales, as well as the need to establish an interrelation between the object of study and the subject that has produced it. It also mentions the importance of dialogue with social actors and memory in the study of "emoterras". Additionally, it points out that Marx does not satisfactorily explain changes in social relations and highlights the importance of language in the formation of moral consciousness and legal structures. It discusses the importance of a sociology founded on a philosophy of language to understand human problems. It also mentions the author's work as the director of the Department of Anthropology and Sociology at the University of Caldas, where he sought to expand the teaching staff and supported the demands of the students. It highlights the research carried out on civic education at the university and the results obtained. Finally, it mentions the importance of maintaining respect and physical integrity in university conflicts. The text is an epilogue that summarizes the author's work over 23 years at the University of Caldas. The author highlights the joint research carried out with students on local and interesting issues, as well as the adaptation of thesis work during the pandemic. It also mentions the organization of the Free Lecture, a space for dialogue between the actors of the 2021 National Strike and scholars of social sciences. It expresses gratitude to the university and all those who contributed to their work. [Extracted from the article]

The study is a theoretical review whose main objective is to understand the main challenges for citizenship education in today's society. For this purpose, citizenship education was approached from the analysis of the theories of constructivism, connectivism, Dewey, Kohlberg and the multicultural citizenship model. The main challenges that have been considered are a) Citizen training in the 21st century b) Citizen training for democracy, c) Challenge in moral and ethical training. The importance in these times of taking into account the main values such as tolerance, respect, interculturality in order to have citizens prepared for environmental, social and political problems and to achieve an integral and global citizenship education. [ABSTRACT FROM AUTHOR]

Objective: this reflection outlines the categories of civic or democratic education with children and research methodologies based on articles published in highimpact scientific journals. Methodology: the exercise is based on a bibliographic review with a hermeneutic approach, using ATLAS.ti 22 for categorical analysis. Results and discussion: in the pursuit of school democratization, political, pedagogical and administrative challenges must be overcome. The pedagogical reflection analyzes formative conceptions, the role of the school, and the development of educational competencies for democracy. Conclusions: school democratization by law or decree does not guarantee or clarify community members' participation. The democracy project is an ethical and moral commitment of education. Methodologies involving instruments and statistical and qualitative analysis are the best options to publish in high-impact education journals. [ABSTRACT FROM AUTHOR]

Shame can be understood as a mediator between individual feelings and societal conditions. In our contribution, we pose the question of how shame becomes effective in power relations and, drawing on Bourdieu's critical sociology of power, focus on two different, albeit intertwined, symbolic power relations: class and racism. How are racism and class mediated in, through and with shame? What is the role of shame in these relations? To address these questions, we refer to two interdisciplinary research projects: A qualitative-empirical study on social and educational upward mobility and a theoretical study on dealing with shame in civic education. Building on this, we reconstruct three facets of shame in the context of symbolic relations of violence: Shame as a hinge of (re)production (1), shame as inherently linked with shame defense mechanisms (2) and shame as a quality of attunement (3). The article ends with an outlook on further questions regarding the political-social situation of shame. [ABSTRACT FROM AUTHOR]

Civic education has long been viewed as a political tool to construct identity in nation‐states. This view, however, is complicated by the cases of Hong Kong and Macau. As former colonies and current autonomous regions of China, the two cities went through decolonisation without becoming nation‐states. Does this status affect Hong Kong's and Macau's identity discourses? Are civic textbooks tools to construct or deconstruct a Chinese/national identity? What explains the two cities' different identity discourses? Going beyond the civic–ethnic binary, this article argues that identities in 'postcolonial territorial autonomies', such as Hong Kong and Macau, should be analysed through a multilevel framework of identity/state–society interactions, reflecting the local, national and global forces at play. The interactions of these forces shape Hong Kong's layered identity, Macau's ambiguous identity and the two cities' contradictory attitudes towards colonial legacies. This study contributes to a relational and interactional rethinking of national identity and decolonisation. [ABSTRACT FROM AUTHOR]

The climate protests are one of the most impressive social movements of this time and are historical in various respects: the global and widespread scale, the employed protest tactics, and its young demographic character. This study explicitly takes the position that the climate marches are opening new avenues of politization with a radical educational democratic potential. Building on the conceptual framework of social movement learning, the educational experiences of recurring participants of the protests are explored in terms of civic education. This contributes not only to the understanding of the possibility of the climate movement as educational spaces for learning about politics and democracy, but also to a better understanding of the educational potential of social movements in general. The research design consists of a single country case study with individual interviews and focus groups with frequent participants of the climate protests in Belgium. The findings indicate that the climate protests are an especially fruitful place for political engagement acting as a catalysator for politization. It fosters a process with reflections on individual agency, collective responsibility, current political structures, and the democratic ideals of our society. [ABSTRACT FROM AUTHOR]

In Meyer v. Nebraska and Pierce v. Society of Sisters, the Supreme Court drew from centuries of common law and decades of state supreme-court jurisprudence. This article examines these common-law commentaries and cases in order to show, first, their account of the role of parental educational rights in a liberal regime and, second, the flexible jurisprudence by which courts were able to hold the middle ground between state and parental absolutism. For common-law commentators such as William Blackstone, James Kent, Joseph Story, and James Schouler, parental educational rights represented a sphere of liberty in which parents could fulfill their natural duty to their children. Since parents typically know and love their own offspring, these rights were seen as a way to help children, parents, and the broader political community flourish. In the mid-nineteenth and early-twentieth centuries, state supreme courts upheld the authority of the state to form an educated citizenry (by compelling school attendance, maintaining order in public schools, and enforcing minimum requirements for students educated at home) but also the right of parents to exempt their children from certain curricula and educate their children at home. The article concludes by discussing contemporary implications. [ABSTRACT FROM AUTHOR]

This article details the experiences of Ignacio Bonillas, one of the first Mexican students to graduate from Arizona's territorial schools and explicates how those experiences impacted his perceptions of U.S. and Mexican citizenship. Bonillas's story illustrates how definitions of citizenship in the Arizona-Sonora borderlands were permeable and dynamic before the era of Americanization and encourages teachers and students to interrogate the ways restrictive notions of citizenship are reproduced in public schools. This article goes on to argue for inviting students to access local archives and create case studies of figures whose experiences challenge the Americanized histories of their region. [ABSTRACT FROM AUTHOR]

The aim of this article is to analyse the various statutes of sports clubs and associations found in the Biblioteca Nacional de Chile covering the period 1895-1934. Based on these sources, the article argues that, in a context characterised by important changes in the social and political structure of the country, clubs and associations emerged as places of political participation for civil society. They favoured the promotion of a civic education discourse that was characterised by the values of liberalism and nationalism in vogue. [ABSTRACT FROM AUTHOR]