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While education is often seen as a main strategy for enabling sustainable futures, youth question the ability of modern schooling to provide them with the necessary tools to mitigate our current planetary crises. In this paper, we argue for the need for more critical insight into how youth understand and envision sustainability. The paper is based on a pedagogical intervention study, with a design inspired by decolonial pedagogy (Pashby & Sund, 2019, p. 38). Data was collected in two interconnected workshops at three Norwegian upper secondary schools. We share reflections communicated by students in conversations during the workshops. The material shows that although the students display criticality and an acknowledgement of the need for alternative ways of thinking, they also express a frustration over not being provided with the necessary tools to express this critique through their current education. We argue that if sustainability is to provide an educational avenue of hope and change, it requires tools that can help students challenge the limitations of modern-colonial habits of being and knowing. As the students suggest themselves, there is also a need for making space for more creative and imaginative pedagogical practices in education. [ABSTRACT FROM AUTHOR]

As a dominant genre of academic writing, research papers can be considered as the locus of reproduction concerning asymmetrical power relations and dominance. Through a purposive sampling consisting of the analysis and evaluation of an argument, the purpose of this study was to divulge the power and ideology latent in the discussion section of the research articles to raise second language learners' awareness of the epistemological foundations and methodological goals and values of the ideologies behind the texts as social structures. By using a practical reasoning framework as an evaluative tool to analyze a text presented in the discussion part of arguments published in research articles, the analysis revealed that the scientific viewpoints exhibit themselves as the premises of these arguments. These world views maintain the dominance of the papers on global academic and social discourses. Understanding the ideological purpose of the article genre is crucial for promoting democratic and equitable education. This assertion highlights the importance of recognizing this function. [ABSTRACT FROM AUTHOR]

This introductory article to the special issue "Dialogic pedagogy and democratic education" aims to reflect upon the process of putting this special issue together and to pinpoint some of the most relevant aspects of the articles collected within the issue. Therefore, reverberating one of the editors' perspectives, not only is this paper meant to introduce the DP J readers to the texts compiled in the volume, as well as it is dedicated to giving you, dear reader, a glimpse of the journey taken by the editors and authors. It also tries and situates the issue in its social and historic chronotope to justify the ever-so-present appeal to reinforce, advocate and share theoretical discussions as well as practical accounts which focus on dialogic and democratic educational efforts - both distant and more recent events - that took place in different contexts, and different parts in the world. It's claimed that the several accounts and discussions highlighted in the papers in this special issue provide DP J readers with both hints and strong, factual proposals which might foster new ideas and further actions by those who want to consider dialogic/democratic education either as an end or/and as an act of/for social transformation. [ABSTRACT FROM AUTHOR]

The European Union (EU) faces challenges that affect its persistence, including the revival of national populism in many EU member states. Studies have shown that individuals with immigration histories identify less strongly with Europe than individuals without immigration histories. Therefore, fostering a strong identification with Europe is more relevant than ever. This paper will explore the possible historical roots of different levels of identification and examine if differing access to learning opportunities can explain the difference. Drawing on data from the German sample of the International Civic and Citizenship Study 2016, this paper aims to determine the relevance of individual variables and learning opportunities for the development of students' identification with Europe. Multilevel analyses at individual and classroom level were conducted introducing different independent variables. Results show that having no immigration history from outside the EU, being Christian or atheist, and learning about Europe at school are predictors of a stronger level of identification with Europe. The effect of having an immigration history from outside the EU loses significance when socio-economic status classroom composition is entered into the model. We conclude that differences in identification are not due to different access to learning opportunities, but likely due to personal characteristics. [ABSTRACT FROM AUTHOR]

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The paper presents an overview of crucial moments in the educational and social history of modern Croatia with emphasis on the introduction of civic education in the formal education system. Using the methodology of desk research important documents and secondary literature dealing with the topic have been summarized. Even though the need for civic education is formally proclaimed on the national level, introduction of the civic education in the Croatian education system is seen as a set of long-lasting processes, with a lot of opposition within the state, changes in the form of proposed curricula, and changes in government support for it. [ABSTRACT FROM AUTHOR]

Recent years have witnessed signs of increasing political instability in democratic countries as well as growing alienation from civic institutions and processes among citizens, especially among young people. Within the context of civic and citizenship education, it is important to review such phenomena and study their extent among young people as well as the factors that have the potential of promoting different forms of citizenship engagement. Using data from the International Civic and Citizenship Education Study (ICCS) 2016 and 2009, this article provides insights into the expectations of young people to actively engage as citizens in the future and what influences these expectations, with a primary focus on the role of civic knowledge and trust in civic institutions. Results from ICCS 2009 and 2016 show that while large majorities among young people expected to vote in elections, only relatively few found it likely to be more actively involved in political action. Except for engagement in illegal protest, young people's expected participation in general appeared to be positively related to trust. However, associations with civic knowledge were more differentiated. Trust and civic knowledge tended to have negative correlations in countries with higher levels of perceived corruption, while a different association became apparent in democracies with more transparent institutions. Civic knowledge was consistently positively related to anticipated voting while it was negatively related to expected illegal protest. More knowledgeable students were also less inclined to consider active (conventional) forms of political participation in the future. [ABSTRACT FROM AUTHOR]

This article offers a retrospective analysis of discussions on citizenship, exploring the role of (in)visible difference, affect, and resistance. In group discussions with Norwegian youth, we found that positionality played a central role in framing understandings of citizenship, belonging, and discrimination. As white researchers who also experience (in)visible differences, we reflect on the students’ explicit discussions of difference, as well as their reactions to our implicit and explicitly acknowledged difference. Additional reflections are put forth on leveraging invisible difference within citizenship education to create space for an inclusive understanding of citizenship, resisting ideas of ethno-nationalism. This discussion demonstrates the potential which experiences with (in)visible difference have for contributing to more inclusive understandings of citizenship. Further potential implications are that acknowledgement of invisible difference by white majority (citizenship) educators may help to open space for an understanding of difference as a citizenship resource. R [ABSTRACT FROM AUTHOR]

Through the eco-justice ethical criticism, which is the basic methodology of research in this paper, the authors attempt to weave the concept of personal identity as a dialogical virtue, while linked to the process of interaction with a human and, inevitably, more-than-human "otherness", commonly referred to as Nature or the holistic other. Such a gesture serves to go beyond Humanism and turn to what Posthumanism could mean, in order to overcome the questionable narcissistic, supernaturalizing and predatory attitude of the latter. This gives way to seeking groundings for eco-justice ethics, by pointing to a dispossessment and dispossession of the self as a contribution to a new, after all, more intimate degree of relationship mediated by the forms the value love may assume. In line with these assumptions, a new paradigm of education for citizenship is proposed, with relation to alterity and an indispensable form of non-reproductive emancipation, not giving up on the critical exercise of unmasking the practices of naturalization of injustice, namely through carrying out the parrhesiastic function of telling a truth to power. This not only resituates the problem in the educational field, as in the awareness of the more-than-human to be considered, but it also looks for the caring about the natural and human (material and immaterial) "commons". Finally, the main goal of this paper is to redress possible imbalances between the conditions provided by power and the legitimate expectations of peoples, including their eco-systems, without losing sight of the defined emancipatory ethical framework grounded in the values of love, peace, and hope. [ABSTRACT FROM AUTHOR]

Purpose: In 2017, the Government of Québec made a high school financial education course compulsory. Anchored in the social studies, it tackles themes like consumer rights, savings, and employment. This paper strives to understand the types of citizenship education they promote. Design/methodology/approach: Our research is based on a content analysis of Québec’s financial education curriculum and its textbooks. Findings: This paper reveals that Ministry approved educational materials focus on issues of personal finance and information retrieval tasks at the expense of a critical approach and tasks of a higher intellectual value. Québec’s financial education materials therefore seems to foster personally responsible citizens. Research limitations/implications: To understand the use teachers and students make of financial education materials, we must now conduct individual and group interviews with teachers and students, but mostly authentic classroom observations. [ABSTRACT FROM AUTHOR]

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Heritage plays a significant role in understanding historical societies, particularly intangible heritage, as a legacy kept "alive" solely by the action of communities. Therefore, it holds great education potential in the context of critical citizenship education. This action research aims to investigate the perceptions of primary education teachers about intangible heritage and its didactic potential in critical citizenship education. In addition, this paper analyses the changes and continuities that occur in student teachers' perceptions after carrying out a didactic project focused on relevant social problems linked to the Way of Saint James. This case study is proposed for primary teachers in initial training at the University of A Coruña (Galicia, Spain). The study was conducted during three academic years (2020–2023), with the participation of 160 student teachers. The questionnaire, the interview, and the focus group were used as research instruments. Students learned to give more importance to understanding intangible heritage and reconsidered it as an educational resource for critical citizenship education. However, many aspects of a traditional heritage education remain, where what matters is to respect and care for what is inherited without questioning its current value or its suitability for transmission to future generations. [ABSTRACT FROM AUTHOR]

This paper explores the perceptions of teachers on how GCE promotes problem-solving skills and conflict resolution in Nigeria. The paper adopted a qualitative research approach of phenomenological design. The purposive sampling technique was used to select 18 participants across the 6 geo-political zones of Nigeria. A semi-structured video conferencing interview was used as a dialogic forum about how GCE promotes problem-solving skills and conflict resolution. The findings revealed that the best approach to use in balancing perceptions on any issues about peace, conflict and social justice is the development of positive values and attitudes by engaging students with transformational pedagogies. National curriculum content needs to be relative to the needs of the learning environment in Nigeria. A national Continuous Professional Teacher Development Programme (CPTD) is required to create a community of Teachers with global skills. This will enable the development of peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels. The paper concludes that the knowledge of GCE can go a long way in promoting the non-cognitive domain to make students more skilled to live and work in a globalised world. [ABSTRACT FROM AUTHOR]

In this theoretical article, I argue that postcolonial and decolonial theories offer critical conceptualizations and important insights for democratic citizenship education. Starting with the concept of agonism, I explore how postcolonial and decolonial perspectives both build upon and challenge notions of radical democracy. I argue that both perspectives provide interesting starting points for critical thinking, an essential part of democratic citizenship education. The perspectives point toward a profound problematization and historicization of democracy as a concept, as a system of governance through questioning the nation-state, and as an ideal to valorize societies. Despite their similarities, the two perspectives suggest slightly different approaches to education. The postcolonial perspective presents a critical and constructive approach that aims to deconstruct Enlightenment ideas while using them as a foundation for promoting social justice. The decolonial perspective highlights the inherent connection between coloniality and democracy and emphasizes the need for politics and practices of refusal. [ABSTRACT FROM AUTHOR]

Internet-related issues have influenced how civic knowledge is educated and measured. The International Civic and Citizenship Education Study (ICCS) is a well-known large-scale assessment concerning how civic knowledge is educated and measured globally. Regardless of the emerging roles of internet access and usage, the influences of internet access on civic knowledge have yet to be investigated in ICCS research. Hence, this study aims to study whether the multiple-choice items in the civic knowledge test of ICCS 2016 are affected by internet access, what causes the effect, and to what degree Internet access influences the measurement. Results indicated that the ICCS civic knowledge test included six differential item functioning (DIF) items on internet access, of which five favored families with internet access, and one favored families without internet access. In addition, the primary source of DIF items was highly related to socioeconomic status. Overall, the students in families where the internet was available possessed higher civic knowledge than the students who were not. In conclusion, this study provides evidence of item inequivalence and identifies suspicious sources. These results can be used as a basis to investigate related research on digital learning, online teaching, and social media engagement in civic literacy. [ABSTRACT FROM AUTHOR]

Background: Designing competency-based education (CBE) programmes is a priority in global nursing education for better nursing care for the population. In the Democratic Republic of the Congo (DRC), object-based education (OBE) remains mainstream in pre-service nursing education programmes. Recently, the Ministry of Health developed a self-assessment tool and quantitatively compared the clinical competency of CBE- and OBE-trained nurses. This study aimed to qualitatively triangulate the results of self-evaluation by exploring perception of supervisors, incumbent CBE-, and OBE-trained nurses in comparison with the competence of the two types of nurses, and to identify influential factors or barriers to their competence in clinical settings. Methods: A qualitative descriptive approach with conventional content analysis was applied. Twenty interviews with clinical supervisors who oversaw both CBE- and OBE-trained nurses, 22 focus group discussions (FGDs) with CBE-trained nurses, and 21 FGDs with OBA-trained nurses currently working in health facilities were conducted. Participants of the FGDs were selected from the participants of the DRC self-assessment competency comparison study where there was no statistically significance between CBE- and OBE-trained nurses in the demographic characteristics. Data were analysed in terms of the competencies identified by the Ministry of Health. Results: The supervisors recognised that the CBE-trained nurses had stronger competencies in professional communication, making decisions about health problems, and engaging in professional development, but were weak in clinical skills. This study identified challenges for supervisors in assuring standardised care in health facilities with OBE- and CBE-trained nurses, as well as barriers for CBE-trained nurses as a minority in the workplace in demonstrating their competencies. Conclusions: The study results support the Ministry of Health's policy to expand CBE in pre-service education programmes but reveal that its slow implementation impedes full utilisation of the acquired competencies at health facilities. Implementation could be accelerated by strengthening cooperation among the Ministry of Health's three human resource departments, and developing and implementing a well-planned, legally binding, long-term CBE reform strategy, including an approach to the Continuing Professional Development system. [ABSTRACT FROM AUTHOR]

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Copyright of Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Tolerance is a prerequisite for deliberative democracies. Therefore, fostering tolerance is an important task for educational systems in democracies. In the present study, the concepts of social and political tolerance were disentangled and applied to the measurement approaches of the International Civic and Citizenship Education Study 2016 (ICCS 2016). A single scale of political tolerance was proposed by identifying items on equal rights of women and men, different racial and ethnic groups and immigrants that capture the support of equal political rights. Previous research indicates different approaches that might be used to foster tolerance in schools. Methods: This study used the rarely applied alignment method to identify a political tolerance scale that was sufficiently invariant in the 15 participating European educational systems. The alignment method identifies solutions with minimal amounts of non-invariance. Multilevel regression analyses are used to identify which aspects of schooling are predictive of political tolerance at the student and at the school level. Results: The alignment analyses revealed a sufficiently invariant solution for the 15 education systems that could be used in regression analyses. While cognitive learning showed only a weak relationship with political tolerance, teacher fairness was relevant at student and school level. An open classroom climate was a positive predictor with relevant strength only at school level. Further multigroup analyses indicated that the results at the student level were stable between countries, while school level indicators varied more strongly between countries. Conclusions: Researchers need to acknowledge the conceptual differences between social and political tolerance in their measurement approaches. The alignment method can be useful to create scales that are comparable between many different educational systems. While educational systems differ strongly in their school level variance of political tolerance, teachers can play an important role in fostering political tolerance at the student level. [ABSTRACT FROM AUTHOR]

Copyright of Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gestión y Análisis de Políticas Públicas, Nueva Época (GAPP) is the property of Instituto Nacional de Administracion Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Highlights: - There is a lack of resources and examples of good practice in citizenship education and relevant assessment tools for the teachers to transform and use in their practices. - The teachers experience a lack of pedagogical approaches to work with designing learning activities to enhance normative changes and values relevant to citizenship education. - Teachers experience a lack of time to foster student citizenship competence. - When personal opinions are at stake, some teachers find it difficult to give appropriate feedback to non-democratic values and attitudes. - School systems' and parents' expectations of high-stakes summative feedback influence teachers' hesitation to perform formative assessment in citizenship education. Purpose: This study investigates the challenges faced by European teachers when assessing student learning of democratic citizenship competences by asking about their experiences and opinions in their teaching practices. Design/methodology/approach: Through focus group interviews conducted with the teachers, we investigate the underlying reasons for teachers' choices of using certain forms of assessment methods while excluding other methods. This paper presents the analysis of interviews with 82 schoolteachers from lower secondary schools in eight European countries (average 19 years of teaching experience) participating in an Erasmus + project. Findings: The teachers' responses uncover a need for teachers to be better equipped with relevant knowledge, tools and approaches to practice formative assessment to develop students' democratic citizenship competences. The current common understanding of the summative assessment of knowledge using simple and standardised tools poses one of the main challenges for teachers to use formative assessment methods. Practical implications: The focus on summative assessment significantly limits the teachers' room to work on democratic citizenship competence. There is a need to strengthen this as a democratic citizenship education as a cross-curricular element in education, with an emphasis on formative assessment, to monitor and support students' democratic values and attitudes. [ABSTRACT FROM AUTHOR]

This paper seeks to analyze the recent phenomenon of the development of a Matri Sena (literally, an 'Army of Holy Women') among the Matua sect of West Bengal, India. Historically known to have suffered caste-based untouchability and forced migration due to communal conflict, the Matua community's current political motivations surround the issue of 'refugeehood' and Indian citizenship. Given this background, the emergence of the Matri Sena as a complex identity among a religion–caste–gender–nation nexus is oriented towards bipartite objectives: one, to actualize the gender-egalitarian ethos that informs Matua religious foundations, and two, to claim legal citizenship status for its community members precisely through a new gendered ideology. We argue that the women gurus of the Matri Sena are able to realize their religious/political aims by fashioning themselves as mothers of an ideal family, community, and by extension, the nation. In deploying their specific gendered ideological constructions, they enact their new roles as influencers in both private and public Matua lives. In such renderings, the woman guru's mother-figure emerges as a political subject through crucial engagements with Matua religiosity on one hand, and dominant Hindu nationalist discourses on the other. In this article, we critically analyze ways in which the Matri Sena constructs a new maternal notion of religio-political power, and how such power furthers both collective Matua aspirations and contemporary national imaginations. [ABSTRACT FROM AUTHOR]

Copyright of Dialogia is the property of Editorial Revista Dialogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Drawing upon the conservation of resources (COR) theory, this paper investigates the moderated mediation model linking benevolent leadership to organizational citizenship behaviors towards the organization (OCBO) and towards individuals (OCBI) in the context of higher education. The mediating roles of leader-member exchange and affective commitment as well as the moderating roles of the two attachment styles—attachment anxiety and attachment avoidance—are also examined. Design/methodology/approach: Data were collected from a sample of 333 university lecturers and analyzed using partial least square structural equation modeling (PLS-SEM). Findings: The results demonstrate that leader-member exchange and affective commitment are mediating resources that help benevolent leaders motivate university lecturers to engage in two types of OCBs. Moreover, attachment anxiety and attachment avoidance act as the respective enhancer and inhibitor for the indirect effects of benevolent leadership on both OCBs through leader-member exchange. In contrast, the relationships between benevolent leadership and two types of OCBs through the mediating role of affective commitment are not contingent on the attachment styles of lecturers. Practical implications: The findings suggest that university leaders who aim at promoting OCBs among lecturers should deploy benevolent leadership style to facilitate a positive social exchange relationship as well as foster their affective commitment. Such leadership style is especially effective in influencing lecturers who possess attachment anxiety personality traits. Originality/value: This pioneer research develops and empirically tests a COR theory-grounded moderated mediation model pertaining to benevolent leadership and lecturers' OCBs. The findings contribute to the educational management literature by demonstrating that benevolent leadership, a crucial organizational resource, significantly motivates lecturers' voluntary and extra-role behaviors in a dynamic and contingent manner. Leader-member exchange and affective commitment are important mediating resources in the process of transforming benevolent leadership into beneficial behaviors. Further, the effectiveness of benevolent leadership largely depends on lecturers' personality traits of attachment anxiety and avoidance. These novel mediating and moderating findings demonstrate the sequential and interaction effects of various organizational and individual resources on lecturers' OCBs; thus, adding value to the COR theory's core principles, including resource caravans and resource investment behaviors. [ABSTRACT FROM AUTHOR]

This paper is a re-publication1 of an interview between Tina Kullenberg and Ana Marjanovic-Shane, published in the EARLI SIG 25 Interview Series: "The role of theory and philosophy in Educational Science" (Kullenberg & Marjanovic-Shane, 2020)2. In the interview, the authors discuss the reasons democratic schools sometimes support but other times do not support or even limit dialogic pedagogy. In the interview conducted by Tina Kullenberg, Marjanovic-Shane makes a distinction between schooling and education. Finally, in the face of global development, while sharing her comprehensive experiences over time and cultures, Marjanovic-Shane critically reflects on predominant approaches to education and the organization of schooling. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Pedagogy is the property of Institute of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A recurring motif in recent scholarship in the computing ethics and society studies (CESS) subfield within computing have been the calls for a wider recognition of the social and political nature of computing work. These calls have highlighted the limitations of an ethics-only approach to covering social and political topics such as bias, fairness, equality, and justice within computing curricula. However, given the technically focused background of most computing educators, it is not necessarily clear how political topics should best be addressed in computing courses. This paper proposes that one helpful way to do so is via the well-established pedagogy of citizenship education, and as such it endeavors to introduce the discourse of citizenship education to an audience of computing educators. In particular, the change within citizenship education away from its early focus on personal responsibility and duty to its current twin focus on engendering civic participation in one's community along with catalyzing critical attitudes to the realities of today's social, political, and technical worlds, is especially relevant to computing educators in light of computing's new-found interest in the political education of its students. Related work in digital literacy education is also discussed. [ABSTRACT FROM AUTHOR]

This paper discusses the effects of the learning environment on an important and unique 21st century learning outcome—that of active citizenship, in contrast to more conventionally measured cognitive and attitudinal outcomes. In our study, we utilized a learning environment instrument, the Place-Based Learning and Constructivist Environment Survey (PLACES) with an integrated environmental studies program prepared for high school students in the Canadian context. Our research used a retrospective case study design to investigate how aspects of this unique learning environment are related to long-term, active citizenship outcomes as perceived by students from two previous student cohorts (N = 24 and N = 36) who were contacted several years after the culmination of the program. To access information about student perceptions, PLACES was implemented as part of a range of mixed methods which also included focus groups and interviews. This study is important because it links key aspects of the learning environment to long-term citizenship outcomes and is unique in that the data were collected five and eight years later as part of a longitudinal study. Our findings demonstrate that the learning environment and citizenship outcomes were closely linked, and that students' perceptions as measured by the PLACES instrument (past and present) were remarkably stable across all dimensions. These findings further indicate significant and positive implications for future learning environments research. [ABSTRACT FROM AUTHOR]

This paper theorizes the affective and moral grounding of "best practice" policymaking, particularly how best practice operates as an affective regime that encourages certain affective norms. To illustrate this, the author takes up the example of best practices promoted by the CoE's Digital Citizenship Education Handbook for the acquisition of digital citizenship competences. It is shown that the distribution of best practices creates a set of affective conditions—especially through cultivating certain affective skills/competences and ethics/morals—that govern the ways in/though which best practices ought to be appropriately materialized. The paper discusses two implications of this analysis for education policymaking and policymakers. The first implication suggests that there needs to be work informing policymakers how affect works to create regimes of best practice; the second implication emphasizes the importance of working with policymakers to explore how they could challenge affective regimes of best practice. [ABSTRACT FROM AUTHOR]

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Copyright of Investigações em Ensino de Ciências is the property of Instituto de Fisica-UFRGS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

After the Russo-Ukrainian war, Poland introduced defence education in its school curriculum. - The introduction of defence education was prompted by the threat arising from the war in Ukraine. - A critical analysis of the discourse linked with the change reveals its hidden political dimension. - The removal of topics from health education due to this change was mitigated by securitising actors' discourse. - Securitising actors apply 'ministrysplaining' changes to the audience. Purpose: The research aimed to critically analyse the changes that have occurred in the core curricula of general education in Poland following the Russo-Ukrainian war from the perspective of the securitisation process. Methodology: The research involved analysing 366 texts spanning various genres. These texts were produced by both securitising actors and recipients of the change. The research employed content analysis and Critical Discourse Analysis, following the approaches of Ruth Wodak and Martin Reisigl. Findings: The research revealed that the securitising actors advocating for changes in the core curricula have been identified as a threat directly linked to the war in Ukraine. However, the discourse surrounding these changes also exhibited several features that indicate a hidden political dimension. Further, the analysis emphasised the use of 'ministryplaining' towards the audience involved in education, who formulate critical remarks. [ABSTRACT FROM AUTHOR]

Global citizenship struggles to make sense of recent developments in international politics, such as the Ukraine war. - Theories of international politics offer tools to make sense of the current international situation. - Global citizenship ought to provide a comprehensive understanding of the international situation. - Didactical implications of broadening the perspective of global citizenship. - More research is required on the didactical implications. Purpose: Following globalisation, a rich literature on global citizenship education developed (Akkari & Maleq 2020; Goren & Yemini 2017). However, recent developments in international politics prompt us to ask whether global citizenship education gives young people a grasp of the international world. We argue that global citizenship education theory must be supplemented because it does not provide much guidance to help young people understand international politics properly. Design/methodology/approach: We discuss how theories of global citizenship education conceptualise international conflicts and how three theories on international politics offer supplementary conceptions and perspectives. Findings: Global citizenship education should be supplemented with theories of international politics. Findings: Our analysis only indicates some implications for global citizenship education, and further research on the didactical implications is required. Practical implications: Global citizenship education must rely on a wider set of theories to prepare the students for understanding global issues. [ABSTRACT FROM AUTHOR]

This article shares the rationale and outcomes of a research project, titled 'Going Global', which was funded by the Irish Research Council's New Foundations fund resourced by Irish Aid. The project held two regional workshops with personnel in the development and global citizenship education (GCE) fields, one in Belfast and one in Dublin. The workshops had three objectives: to gather views from participants on the meaning and content of global citizenship; to provide theoretical input to inform these discussions; and to enable participants to envisage more practice-grounded means to construct global citizenship in their work. The main finding from the project is that workshop participant attitudes to global citizenship range from the pragmatic, through the agnostic to the sceptical, but that none of these positions are mutually exclusive. Rather, it is recommended that global citizenship be treated as a provisional rather than a materially realised conceptual placeholder, enabling greater discussion and debate on the concept. Such debate should be around some key paradoxes identified by participants in this project including: the lack of a global state to guarantee rights; the perceived Eurocentricity of the concept; and depoliticised, technocratic and individualised biases in dominant conceptualisations of it. Greater conceptual exploration around such paradoxes in the sector could help tease out these positions further for professionals in the field, facilitating a deeper connection with the concept among them. [ABSTRACT FROM AUTHOR]

Critical Literacy (CL) has lately influenced English Language Teaching (ELT) in Brazil, mainly after the publication of the National Guidelines for High School Teaching, and several practitioners have started to use CL perspectives in their ELT contexts. Besides, CL and Critical Language Education have been the focus of much research in Brazil. Nonetheless, these alternative approaches have not yet made their way into testing and assessment. This paper focuses on the relationship of CL and English Language testing. First, we present an overview of important concepts in the area of testing and assessment in ELT. We also discuss important concepts of CL and other critical approaches to ELT. Then, we briefly discuss the possibility of using CL together with CA in English teaching. To illustrate, we summarize a course in ELT, which has used CL and CA at university level. Finally, considering tests as part of the social practices in educational contexts, we demonstrate that, just as CL may be used for Citizenship Education and Social Justice in English classes, the same approach should be used when testing, particularly due to the use of language as a tool for social reconstruction and critique for the exposure of inequalities. Principles for developing critical practices in testing and assessment are discussed along the paper. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Direito da Cidade is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didattica della Storia: Journal of Research & Didactics of History is the property of Centro internazionale di Didattica della storia e del patrimonio (DiPaSt), Universita di Bologna and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Estudios de Desarrollo is the property of Revista Iberoamericana de Estudios de Desarrollo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação & Realidade is the property of Revista Educacao & Realidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Increasingly incorporated into curricula worldwide, Global Citizenship Education (GCE) is a complex and evolving area of education. As the significance of GCE in the classroom grows, so does the need for insight into professional development for GCE educators. Given that many approaches to GCE have typically stemmed from 'global North' contexts, it is particularly important to research this area from 'global South' perspectives. This paper contributes by reporting on a study conducted in an initial teacher education setting in Ghana. The study aimed to investigate prospective teachers' viewpoints on GCE. It sought to explore aspects including how pre-service teachers understood the orientation, meaning and relevance of GCE teaching and their views on the debates surrounding GCE's underlying approaches and values. Participants were 16 pre-service teachers who had taken GCE courses during their degree programmes at a university in Ghana. Data were collected through three focus group discussions and analysed qualitatively. In-depth analysis of the rich data suggested that participants had generally positive perceptions about GCE, whilst observing challenges and tension in the relationships between local, national and global issues. Whereas some were of the opinion that GCE had a neocolonial orientation, focusing on Western elements over other cultures, others expressed the view that GCE content could be reoriented to address local issues as well. Although participants felt that greater practical experience could strengthen their learning, they believed they had obtained adequate skills in terms of content and theory for the teaching of GCE. The study draws attention to the need for educators to be supported from an early stage and throughout their career journeys with professional development in GCE that invites exploration, critical thinking and challenge. [ABSTRACT FROM AUTHOR]

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In narrative style, this paper looks at how a particular teaching-learning event, a meeting in 2003 between Canadian high school students and their Costa Rican host families in Pedrogosso, Costa Rica, unveils pedagogies of global citizenship. By interweaving insights obtained from scholars of education, experiences of students, and reflections by teachers, the author shows how learning for world citizenship often happens in unexpected and unscripted circumstances, when teachers are absent—although, not without responsibility. [ABSTRACT FROM AUTHOR]

Highlights: - The findings support viewing disagreement orientation as multidimensional, with debate seeking and conflict aversion being two distinct dimensions of disagreement orientation - There are different factors that impact debate seeking and conflict avoidance. - Characteristics of citizenship education has impact on conflict avoidance, but not debate seeking. - Debate seeking is related to individual background variables, such as political interest, political conversation, and news-consumption. Purpose: This study explores debate seeking and conflict avoidance as dimensions of disagreement orientation, and how factors such as citizenship education and individual background may impact how young people engage in situations with conflicting political perspectives. The aim is to study whether how we facilitate citizenship education may affect young people to be more comfortable with political disagreement. Design/methodology/approach: Multilevel modelling and factor analysis is performed using a survey among a selection of Norwegian fifteen-year-olds. Findings: Citizenship education characteristics impact conflict avoidance but not debate seeking. Debate seeking is rather related to individual background factors such as political interest and attention paid to the news. Finally, the dimensions form basis of a potential typology of young people's disagreement orientation. Research limitations/implications: Further research is needed to establish causality, however the results have implications for the role of disagreement in teacher education and classrooms. [ABSTRACT FROM AUTHOR]

Highlights: - Higher-order thinking is central in education for democracy and citizenship. - It requires student access to content knowledge and encouragement to partake in advanced inferential analysis. - Our findings indicate that the two knowledge and analysis have different importance among the teachers in the three contexts. Purpose: The aim of this study was to explore opportunities to develop higher-order thinking for students in social studies, with a focus on teachers' content coverage and support for engaging in social studies analysis. Design/methodology/approach: A video study using naturalistic classroom observations of 80 social studies lessons was conducted in Denmark, Norway, and Sweden using a predefined observation manual. Findings: The findings showed different patterns of emphasis on content coverage and intellectually demanding analyses across classrooms in Denmark, Norway, and Sweden. Practical implications: The findings contribute empirical knowledge about naturally occurring classroom practices that can be used for professional development. They also highlight how contextual factors may influence teaching in social studies. [ABSTRACT FROM AUTHOR]

Democratic education has been considered an effective way to transform longlasting conflicts into more integrative visions. The case of Kosovo is relevant for this study considering that education has always been at the center of the dispute between Kosovo Albanians and the Serbian community and the parallel education systems constructed in identity lines have created ethnic divisions between the two communities in the public sphere. For deeply divided societies, the challenge stays in the ability to promote diversity, respect for human rights, and inclusive institutions. Considering the impact of democratic education on individual attitudes, this study explores the integration of democracy and civic identity teachings in the secondary school curricula in Kosovo. Through the combination of text analysis of civic education textbooks of secondary educational system and interviews with experts that were actively involved in the curricula organization and the overall education system in Kosovo, the study aims to identify patterns of teaching on democratic concepts and civic identity, together with the teaching and learning methodology. Findings show that democratic norms and values are discussed theoretically but a need-based or a more practical approach to the different perceptions of conflicting identities and socially inclusive strategies must be incorporated. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)