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Els canvis experimentats per l'arqueologia en les darreres dècades obliguen, tant a la professió arqueològica com a l'administració del patrimoni cultural, a obrir-se a la societat mitjançant la construcció, teòrica i pràctica, de nous valors de significació. Les ponències que es presenten en aquest volum del VII Seminari d'Arqueologia i Ensenyament, celebrat a Barcelona al mes de març de 2009, pretenen il·lustrar aquests nous camins, vinculant la difusió i l'ensenyament entorn al patrimoni cultural, especialment l'arqueològic, a l'educació en els valors democràtics i de participació ciutadana. Los cambios experimentados por la arqueología en las últimas décadas obligan, tanto a la profesión arqueológica como a la administración del patrimonio cultural, a abrirse a la sociedad mediante la construcción, teórica y práctica, de nuevos valores de significación. Las ponencias que se presentan en este volumen del VII Seminario de Arqueología y Enseñanza, celebrado en Barcelona en el mes de marzo de 2009, pretenden ilustrar estos nuevos caminos, vinculando la difusión y la enseñanza entorno al patrimonio cultural, especialmente el arqueológico, con la educación en los valores democráticos y de participación ciudadana. The changes that archaeology has experienced in the last decades oblige both to the archaeological profession as to the administration of cultural heritage, to open itself to society by means of the theoretical and practical construction of new meaningful values. The set of lectures that were presented to the 7th Conference of Archaeology and Education, which took place in Barcelona in March 2009, aims to illustrate these new ways linking cultural and archeological heritage dissemination and teaching with democratic values and citizenship education

育成を目指す資質・能力において重なる部分が多いキャリア教育とシティズンシップ教育は、学校教育のなかでどのように行っていけばよいのだろうか。本論では、中学校学習指導要領で示された特別活動と総合的な学習の時間を手がかりとして、キャリア教育のみならずシティズンシップ教育においても重要となる職場体験に焦点を当てて、そのあり方について考察したい。総合的な学習の時間の活動として職場体験を行うとき、単に体験活動を行うだけではなく、職場体験を探究的な学習の過程に位置づけることが必要である。特別活動を要としたキャリア教育は、職場体験を通して集団のなかでよりよく生活する力を身につけることが重要であるが、総合的な学習の時間としての職場体験は、よりよい社会を探究していくことに主眼が置かれたシティズンシップ教育の「経済活動」に変容していくことが求められているのである。本論では、京都府教育委員会が行っている「未来の担い手育成プログラム」事業を通して、職場体験学習の課題を分析し、シティズンシップ教育における「経済活動」を学校で実現するための一つの方策を明らかにした。, Career education and citizenship education, which have many overlapping qualities and abilities to be fostered, should be conducted in school education. This paper considers the ideal form of workplace experience essential in career and citizenship education. We used the "Special Activities" and "the Period for Integrated Studies" indicated in the junior high school course of study as clues. When conducting workplace experience as an activity during "the Period for Integrated Studies", it is necessary to position the workplace experience not as a mere experiential activity but as an exploratory learning process. In career education as a "Special Activity", it is essential to acquire the ability to live better in a group through workplace experience. On the other hand, workplace experience as "the Period for Integrated Studies" is required to transform into the "economic activity" of citizenship education, which focuses on exploring a better society. In this paper, we analyzed the issues of workplace experience learning through the "Program for Students Who Will Inherit the Future" conducted by Kyoto Prefectural Board of Education and clarified one strategy for realizing "economic activity" in citizenship education in schools., 論文(Original Research Article)

The discussion is focused on critical analysis of sources, with an emphasis on analysis of the contents of a concept of democracy and the role of citizens in relation to democracy, also the findings of international agencies on the state of democracy in Lithuania and the Ukraine are presented. Some of the empiric findings from an international survey, specifically the findings that responses of almost 400 respondents in Lithuania contributed to, are presented. Comparing, contrasting and synthesis of theoretical considerations, recent statistical data and the survey data enable identification of the important and vivid and sometimes at the margins of attention in young persons’ democracy perception. The contents of this perception may add new nuances to the picture of citizenship and democracy and, thus, expectations and role for an educator. The paper is based on the part of the data (from Lithuania, collected in 2019); though some comparisons with the data collected by the team members in other countries, including from the Ukraine, are also provided. Due to the recent realities of 2022, the part of results presented there (Zuzevičiūtė, Krzywosz-Rynkiewicz, 2022), are imbedded in a broader discussion on democracy and citizenship in this paper, when the changes in geopolitical arena, particularly in the light of the Ukrainian’s experiences, called for a reconsideration and re-evaluation of seemingly agreed upon dimensions, e.g., increasing importance of citizenship education and educator’s role.

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.

This paper aims to examine teaching the values required for democratic citizenship while avoiding indoctrination by analyzing the case of “The reference framework of competence for democratic culture". The background of this paper is the long debate about how to teach democratic values democratically in the social studies educational field. This is related to the issue of value neutrality and independence. As a result of the analysis, the Council of Europe attempted to realize value education that avoids unconscious indoctrination by making learners explicitly aware of values and then critically examining them. This approach has the potential to become a powerful alternative approach in Japanese social studies education.

An integration has been going on from time immemorial until now, continuity and the occurrence of rapid development of something is truly important and has a meaning that is not only memorable but also influential to other human beings. The purpose of this paper is to find out whether there is still a sense of nationalism that is still inherent in the nation's generation. The method used is the method of collecting data from relevant journals with the title Strengthening National Integration through National Generation and Technology in Citizenship Education Learning, so that this paper produces the importance of the national spirit in the nation's generation. In today's world, technology is increasingly advanced in all corners of the world, so the importance of reminding each other to have a high fighting spirit, if this is not realized, it will cause a crisis of National integration that exists in Indonesia in the 21st century. The Age of Technology can be a medium for Indonesian society to have a strong integration in every field through Citizenship Education (PKN) lessons.

Participation experiences, particularly in the school context, have been considered a crucial opportunity for developing personal and social resources for citizenship involvement. However, the impact of these experiences needs to be considered. The IEA Civic Education Study (1994-2002) is an example of a large-scale study that made an enormous effort for evaluating quality and efficacy of civic education in various countries; however, the very nature of the research results in over-emphasizing civic knowledge. This paper intends to critically analyze the limits of a knowledge-based approach to school citizenship education projects. Assuming an ecological-developmental perspective, that views life contexts as a locus for action and interaction with different others, we argue that both the design and evaluation of school-based citizenship education projects should extend beyond the school to include other contextual dynamics and others active actors who support the students' learning from participation.

Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.

Nigeria got independence in 1960 from the British colonial masters. Since then, democracy experiences have been very bitter and unsavory. Descriptive survey research design was adopted for the study. The population of the study comprised, members of Houses of Representative and Senate. The sample size was sixty (60), selected through a simple random sampling technique. Both quantitative and qualitative research instruments were used to generate data. The quantitative research instrument was used, titled, “Rating Scale on impact of Electoral Laws and Citizenship Education on Sustenance of Democracy in the 21st Century in Nigeria”, fashioned on four likert rating scale; Strongly Agreed (SA), Agreed (A), Disagreed (D) and Strongly Disagreed (SD), while Focus Group Discussion (FGDS) was used to generate qualitative data. The research instruments were validated by two experts in Test and Measurement, while its reliability was done through test-retest method and 0.64 coefficient reliability was obtained. Based on the findings of the research, conclusions were made that Citizenship education could informed people and acquainted them better than their civil rights. Also, Electoral laws could promote good election process in democratic practice etc. Based on the findings, recommendations were therefore made that; Citizenship education should be taught either, through the formal or non-formal system of education. Also, Electoral Laws should be made accessible to public either print or electronics media and so on.. Keywords: Impact, Citizenship education, Electoral law, Democracy, Sustenance. Title: IMPACT OF ELECTORAL LAWS AND CITIZENSHIP EDUCATION ON SUSTENANCE OF DEMOCRACY IN THE 21ST CENTURY IN NIGERIA Author: ERINSAKIN, MARTINS OJO, AFOLABI, ANIFAT ABIODUN, MR. OLANIYAN, OLAOLU DAMILOLA International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) ISSN 2349-7831 Vol. 9, Issue 2, April 2022 - June 2022 Page No: 114-120 Paper Publications (Publisher) Website: www.paperpublications.org Published date: 03-May-2022 DOI: https://doi.org/10.5281/zenodo.6514308 Paper download link (source): https://www.paperpublications.org/upload/book/IMPACT%20OF%20ELECTORAL%20LAWS-03052022-3.pdf, Paper Publications (Publisher), Website: www.paperpublications.org, International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH), ISSN 2349-7831, {"references":["[1]\tAghutor, S.I. (2010). A functional approach to citizenship eduation for students in tertiary institutions. Agbor Progress Printing Associates.","[2]\tAluaigba, M.T. (2016). Democracy differed: The effects of electoral malpractice on Nigeria's democratic consolidation.","[3]\tBayart, J.F (2009). The state in Africa: The politics of the belly. Oxford: Polity press, google scholar.","[4]\tDhikru, A.Y. & Adeoye, O.A (2019). Nigerian state and the crisis of governance: A critical exposition SAGE Journals.","[5]\tIbezim (2010). Citizenship education in Ajaegbo and Ibezim (ed.) citizenship education in Nigeria. Onitsha: West and Solomon Publishing Coy Limited.","[6]\tOlu-Adeyemi, L. (2012). The challenges of democratic governance in Nigeria. Research gate.","[7]\tPolicy and Legal Advocay Centre (2019). Laws governing elections in Nigeria. Abuja www.placng.org."]}

Nigeria’s social life is characterized by moral faults, naked greed, dishonesty and corruption even among the youths. This paper therefore calls for an intensive citizenship education for them. This education is the deliberate inculcation of social and cultural attitudes, knowledge and skills that enable individuals to become socially and politically integrated within the society. The focus of such education should be the constitution, government and politics, national symbols, political leadership and followership, local and state structures, discipline in national life, constituted authority, human rights use, care of public property, traditional institutions, and the rights, obligations and duties of citizens. The paper cautions the youths to shun vices and learn to serve, care for, share with as well as invest in others. They should seek what they can do for the country and not what the country can do for them.

Using a mixed-methods approach, this paper investigates current views within society about what civic knowledge is important for students leaving secondary education. We combined questionnaire data...

The purpose of this paper is to clarify the contemporary practicability of Dewey’s theory of citizenship education. To achieve this purpose, first, this paper considers the theory of citizenship education in Dewey’s works: “Ethical Principles Underlying Education” (1887) and “Moral Principles in Education” (1909). Second, this paper analyzes the citizenship education practices of modern elementary school teachers from the viewpoint of Dewey's theory of citizenship education. In order to practice Dewey’s theory of citizenship education in modern times, the following three points have been drawn from the above considerations: (1) it is necessary to have an integrated unit plan that manages the curriculum and extracurricular activities; (2) unit content is selected based on pragmatic usefulness in the real world; and (3) the unit is the process by which children, as citizens, create and implement a plan to actually transform society.

This paper describes a Children’s Right to the City initiative of a Canadian provincial non-profit organization. The program and its underlying Participatory Planning Pedagogy (PPP) and curriculum follow a student-led and rights-based approach that builds upon global Child Friendly Cities scholarship. The goal of the program is two-fold: First, to uphold children’s participation rights in local decision-making by ensuring that young people’s perspectives are sought out and included in community planning initiatives, and second, to provide meaningful sustainability and citizenship education through participatory planning, and real-world local problem solving that promotes social change. Working in close collaboration with planning teams of the local municipality, the program is implemented within local public elementary schools. This paper will outline the PPP curriculum’s implementation in practice, present the underlying theories informing this work, and discuss benefits, challenges, and future potential of this children’s rights initiative.

W angielskim dyskursie politycznym wielokrotnie ogłaszano już koniec wielokulturowości jako idei łączącej więzy społeczne. W niniejszym artykule podjęto próbę analizy dyskursu debaty publicznej wokół problematyki wielokulturowości w Anglii oraz implikacji dla edukacji obywatelskiej. W artykule zostały przedstawione – po pierwsze – założenia edukacji obywatelskiej w kontekście budowania spójnego społeczeństwa w ramach kategorii Britishness, co było fundamentem działań laburzystów po 1997 roku. Po drugie ukazana została koncepcja idei Big Society w kontekście wielokulturowości, zaproponowanej przez Torysów po przejęciu władzy w 2010 roku. Ponadto podjęto próbę znalezienia odpowiedzi na pytanie, czy istotnie nastąpił koniec polityki wielokulturowości, czy też przybrała ona inną formę i jakie znaczenie ma ona dla przyszłości edukacji obywatelskiej. In the English political discourse the end of multiculturalism has been announced many times. The aim of the paper is to analyse the discourse of public debate on multiculturalism in England as well as the implications for citizenship education. The paper focuses on the foundations of citizenship education in the context of social cohesion and Britishness under the Labour Party government. It also provides the analysis of the policy toward citizenship education and multiculturalism under the Tories. Moreover, the author of the paper also tries to find the answer to the question whether there is the end of multicultural policy or this phenomena has been transformed and what is the future of citizenship education.

Citizenship education has been a feature of the school curricula in many western democracies since the 1990s. Consequently, there is a proliferation of research which explores its efficacy in instilling political literacy and encouraging democratic engagement amongst pupils. Less is known however about how citizenship is taught in societies emerging from conflicts which are [at least in part] motivated by competing narratives around citizenship. This paper examines this issue within the context of Northern Ireland. Drawing on qualitative interviews with 18 post-primary citizenship teachers, it argues that whilst the curricular text for citizenship education has encouraged teachers to discuss ‘the past’ in Northern Ireland only a minority of teachers do so. The paper suggests that teachers are constrained in their attempts to explore the past by a complex interplay of factors including cultural norms of avoidance and their interpretationof the current socio-political context. The paper argues that it cannot beassumed that teachers themselves possess the critical capacities that they are expected to nurture in pupils, yet, where efforts are made to harness such professional criticality, teachers are more likely to display the confidence and skill to discuss contentious issues related to the past.

Citizenship is the status of being a legal member of a state, having been recognized by the law and custom of such state, whereby citizens owe allegiance to the state (coun-try) and in turn been protected by the state. Nevertheless, for citizens to owe allegiance to their states implies that such citizens is patriotic and also ready to take up their constitutional rolls or duties to the betterment of the state, and in return enjoys the fundamental human rights, citizen’s liberty and protection from their states (country). However, for citizens to know their rights, duties and obligations, and for them to be able to participate actively in their countries political decision making (supporting and criticizing government policies) that will leads to a robust public and foreign policy of their country, then, such citizens need to be politically educated through citizenship education, because Citizenship education breeds active democratic citizen-ry. This article titled citizenship and citizenship education: A determinant of good governance examined the importance of citizenship education and how it can breed active democratic citizenry that can enhance good governance in the state. This article employs the interview as a tool for data collection, and also applied the secondary source of Data collections by retrieving valuable information’s from ready-made works of scholars to buttress the argument of this work. The paper finds out that there is a positive correlation between citizenship education and active democratic citizen-ry. This article finally recommends that extensive citizenship education will serve as a veritable tool for good governance and National development. However, the paper recommends that citizenship education is a must and a child of necessity, a policy to be adopted by all government.

Global Citizenship Education (GCE) is often seen as the best response to contemporary global humanitarian, social and political challenges. Yet despite this newfound popularity, GCE remains a contentious and widely debated concept. Critiques have stressed the abstract and elusive nature of the notion, its lack of concrete legal framework as well as its bias towards a Western, neoliberal and consumerist agenda, which is not devoid of colonial undertones. This paper seeks to address this latter tension by examining GCE through the lens of global imaginaries, which looks at imagination as a new social practice, capable of generating transformation and change. Building on the work of Paul Ricoeur, in particular the ideas of utopia, imagination and social imaginaries, this paper aims to offer new conceptualisations of GCE around the notion of global imaginaries, in an attempt to overcome the dichotomies that tend to underpin the concept. (DIPF/Orig.), Global Citizenship Education (GCE) wird oft als die beste Antwort auf die heutigen globalen humanitären, sozialen und politischen Herausforderungen gesehen. Doch trotz dieser neu gewonnenen Popularität bleibt GCE ein umstrittenes und breit diskutiertes Konzept. Kritiker haben die abstrakte und schwer fassbare Bedeutung des Begriffs betont, das Fehlen eines konkreten rechtlichen Rahmens sowie die Vorliebe für eine westliche, neoliberale und konsumorientierte Agenda, die nicht frei von kolonialen Akzenten ist. Der vorliegende Beitrag versucht, diese letztere Spannung zu thematisieren: GCE wird vor dem Hintergrund der globalen Imaginationen untersucht, die - als eine neue soziale Praxis betrachtet - in der Lage ist, Transformation und Veränderung zu erzeugen. Aufbauend auf der Arbeit von Paul Ricoeur - insbesondere den Ideen von Utopie, Imagination und sozialen Imaginären - zielt dieser Beitrag darauf ab, neue Konzeptualisierungen von GCE um den Begriff des globalen Imaginären herum anzubieten: Dabei wird der Versuch unternommen, Dichotomien zu überwinden, die dem Konzept zugrundeliegen. (DIPF/Orig.)

The civic competence implies the acquisition of knowledge, skills and attitudes by active citizens who will promote the protection of human rights and civic freedom and thus contribute to their narrower and wider community. It is important to start acquiring the civic competence at the beginning of a child’s schooling, but also to continue with it at all educational levels. This paper’s aim was to analyse the acquisition of the civic competence in two countries: The Republic of Croatia and England. Since Citizenship Education has started to be institutionalised in both countries only lately, the paper presents, compares and analyses the current status of Citizenship Education in the national educational documents of the Republic of Croatia and the United Kingdom which exclusively relate to England.

In order to build a good and secure society, people should believe in civic engagement and participation. Citizenship education should begin at a very young age and continue into adulthood as a process of lifelong learning. Hence, the present paper aims at examining the extent to which EFL textbooks at secondary level are civically oriented using a descriptive content analysis. It is also meant to identify how the concept of the "good citizen" is implemented through course units of the textbook. The paper will draw important implications for syllabus designers, and teachers. Policy makers are also required to incorporate an effective implementation approach of civic education in Moroccan National textbooks so that future generations will be aware of their rights, responsibilities and their full commitment toward the community at large.

The need to include citizenship education in the school curriculum has been considered as significant for advancing democratic values, social justice, and human development. Debates on citizenship formation focus on various dimensions, such as human rights and global citizenship with limited focus on how “curriculum transposition” of citizenship education in teacher education has been undertaken. This paper argues that there is a need for citizenship education that advances democratic values, human capabilities, and social justice. It draws on 5 lecturer participants’ voices in a case study on the operationalisation of National and Strategic Studies, a variant of citizenship education, in two Zimbabwean teachers’ colleges. The paper investigates the form of citizenship cultivated by National and Strategic Studies, how this is achieved, and the challenges and opportunities to advancing critical citizenship among future teachers. The findings suggest that, despite aspirational moments of teaching and learning for critical thinking, curriculum and pedagogical practices represent an imperfect realisation of advancing critical citizenship. The paper proposes the need for curriculum and pedagogical practices in citizenship education to be more critical and democratic to form a robust form of citizenship that is democratic and critical.Keywords: capability approach; citizenship education; critical democratic citizen; curriculum and pedagogical practices; human development

The purpose of this paper is to show how extant policies at global, regional, national, and local levels frame adult education (AE) programmes for citizenship education (CE) in Italy and Nigeria. In our theoretical framework, we combine Biesta’s conceptualisation of public pedagogy with Schugurensky’s multidimensional conceptualisation of citizenship as status, identity, civic virtues, and agency. For the comparative empirical analysis, we compared two country cases – Italy and Nigeria – by examining policies and programmes that frame CE. Our findings show that in both countries, international and regional policies influence CE programmes. However, whereas Italy’s CE policies and programmes promote global citizenship (GC) and sustainability, policies and programmes in Nigeria focus more on social empowerment and human rights awareness raising.

Six educational guidebooks on the rights and responsibilities of Canadian citizenship for new immigrants have existed for approximately six decades, arriving alongside the first Citizenship Act in 1947. These guidebooks have been circulated by the Canadian government in the hopes of educating immigrants unfamiliar with Canadian culture and democracy as adopted from Great Britain. By understanding democratic theory and its relationship to citizenship education, this paper explores four themes (how various governments have viewed the terms and conditions of becoming a citizen, the “vision” of Canada presented in the various guides, the rights and responsibilities of citizenship, and what the guidebooks imply about social inclusion and the integration of new Canadians) within each successive guidebook in order to analyse how different governments over the years have prepared newcomers for citizenship in Canada, and what constitutes successful integration. By exploring the various themes of each guidebook, this paper finds that government-sponsored citizenship guidebooks are products of both domestic and international socio-political atmospheres, whose goal is to present to newcomers citizenship education, as well as a vision of Canada that reflects partisan attitudes toward various public policies.

This paper reviews British experience of inspiring and educating teachers in Citizenship Education. It is based on a case study undertaken at ucl-ioe where provides diverse and distinctive teacher training programmes. The study firstly provides an overview on the National Curriculum for Citizenship and teacher education in England. Then it introduces three types of programmes related to citizenship education at ucl-ioe, in which the author used to work as both a teaching assistant and participant researcher. By reviewing relevant documents (e.g. curriculum frameworks with teacher’s guide, programme handbooks, academic literature, and participants’ evaluation), the study analyses a multi-levelled structure of teacher education for citizenship at ucl-ioe, which consists of fundamental programme for concept and theory learning, specialised programme for subject and pedagogy learning both at the institute and schools, and practical programme for project-based learning cooperating with social organisations. The study further discusses how the university-led programmes could encourage and prepare teachers for their devotion into citizenship education, and argues for a comprehensive, interdisciplinary and participatory model to be implemented. The paper concludes that a high-quality teacher education for citizenship must help both pre-service and in-service teachers to develop subject-based, pedagogical and transferable competence.

Since the introduction of the Prevent duty across the UK, schools have had to balance the need to fulfil their responsibilities under the duty – often understood to include monitoring and surveillance – with their ultimate purpose to educate their students. This positions teachers within a particular set of tensions about their own beliefs about education, their values, and their roles and relationships with young people and communities. This paper draws on interviews with classroom teachers and members of school leadership teams from ten schools, in order to compare how teachers have understood and responded to those tensions. The paper will focus on the various ways in which teachers frame the policy, and the ways in which they exercise agency in their responses. Drawing on an ecological approach to theorising teacher agency our data reveals how teachers develop different responses to anti-extremism policy depending on their role; their school contexts; and their own beliefs. Whilst in some important regards the statutory Prevent duty has ‘closed down’ some options, nevertheless teachers exercise agency to interpret and enact policy and, when translating the policy into a curriculum context, also make ‘leaps’ of interpretation as concepts such as fundamental British values are turned into lessons. Our analysis highlights how teacher agency helps to account for the variations in implementation and also opens up new avenues for investigating and critiquing anti-extremism policy in education.

The question: ‘who counts?’ is raised in this paper at modern democratic society’s fabric, and, more specifically, at the arena of adult education and its counting procedure regarding its clientele, bringing the issue of dis/ability to the fore. For, thus, interlinking citizenship, adult education, and dis/ability, the paper explores the work on disagreement and dissensus by the French political philosopher Jacques Rancière as a theoretical framework. References to qualitative empirical research, elaborating on citoyen sanspapiers (= people without legal papers) in France and on planning and managing activities towards inclusive learning settings by adult education practitioners in Germany, serve to illuminate the theoretical underpinnings’ strengths and limitations. It shall lead not only to a fruitful encounter between interdisciplinary theoretical approaches, but also to push the claim that deliberation and civic learning ultimately depends on expressing voice and being listened to, not least by adult education academia, profession and practitioners.

This paper explores social benefits, or externalities, of education in Ethiopia. Enrolment has expanded rapidly across all phases of formal education, yet there is limited evidence of its potential externalities in this context. This paper draws on the Young Lives study which provides longitudinal data on the lives of children over the past two decades. Using data from Young Lives’ older cohort of survey respondents, our results show that young people who participated in education beyond secondary level were more likely to engage in community action and to voluntarily give to community organizations or political groups than young people with lower levels of education. These results show the potential externalities of education. Importantly, the paper situates empirical analyses and results in the socio-cultural realities within and beyond the education sector in Ethiopia. The paper thus provides a deeper and contextually relevant understanding for the existence of social benefits and the potential enhancement of these through formal education.

This paper provides an introduction to the book symposium on Julian Culp’s Democratic Education in a Globalized World. In this paper we introduce the themes and core claims of Culp’s book, sketch the contributions made by authors of this symposium, and highlight the plausibility of the book’s significance for debates in political philosophy, philosophy of education, educational public policy, as well as for the practice of political education. The issue includes three critical essays by Michael Festl, Martin Beckstein, and Michael Geiss as well as a response to the critics by Culp.

Tertium comparationis 26 (2020) 2, S. 174-186, This paper examines the vignettes from the perspective of Global Citizenship Education (GCE), with a particular focus on emancipatory and transformative learning in formal and informal settings. Taking reflection on the learning experiences and processes described in the vignettes as a basis, it develops and discusses five theses. This discussion helps to clarify what GCE is, where it is successful, where it fails, and how it should develop. While this paper acknowledges the relevance of incidental learning for GCE - and thus the bottom-up, emic approach that is the focus of this special issue, analysis of the experiences presented in the vignettes shows that incidental learning is not a simple matter where GCE is concerned. It can also lead to outcomes that are not in the spirit of GCE, and may even run counter to it. Learning environments should be structured in such a way as to facilitate the development of global citizenship competencies, create a sense of belonging and solidarity, and enable students to reflect critically on power structures and contribute to the transformation of those structures. Teachers can contribute to this by deploying emancipatory, transformative pedagogies in the classroom but also by creating opportunities for incidental learning in line with GCE or by addressing the outcomes of incidental learning in the classroom and making it amenable to reflection. Teachers need appropriate (GCE) competencies to enable them both to deploy emancipatory, transformative pedagogies and to support incidental learning. (DIPF/Orig.)

Purpose: The aim of this paper is to describe the state of current citizenship education in Germany with the focus on education in schools. The term ‘education’ in this paper refers to the concept of Bildung. It not only describes how to teach, but also the ability of self-determination of the individual. Methodology: The main focus of this article is to discuss the current state of citizenship education in Germany while taking into account various methodologies. Amongst these are findings of qualitative studies, which for example relate to the legal anchoring of citizenship education or to political action as a learning opportunity. In addition, a comprehensive analysis of the state‐of‐the‐art research on the basic principles of citizenship education is provided. Finally, current challenges are discussed, taking into consideration existing socio-political discourses, such as the question of neutrality. Findings: The article shows that the relevance of citizenship education is increasing, also in regard to current socio-political phenomena, such as the growth of right-wing populism and digitalization. At the same time, the results indicate that in various federal states the subject is marginalized and threatened by current debates about the alleged neutrality of citizenship education. © 2020, sowi-online e.V.. All rights reserved.

PurposeAlthough social studies teachers are charged with explicitly teaching about citizenship, all teachers in a school implicitly teach about citizenship. That is, in their daily interactions with students, whether specific to subject area content or not, teachers impart lessons to their students about what citizenship is and what it means to be a citizen. The paper aims to discuss these issues.Design/methodology/approachExamining the “powerful” stories of three teachers, only one of whom teaches social studies, this paper focuses on “informal citizenship education” across schools.FindingsIt concludes with implications for workers in and beyond the field of social studies education.Originality/valueUltimately, it suggests that as notions of citizenship education expand to include informal citizenship education, teachers will better teach students to be effective citizens.

This paper argues that propaganda poses a (new) challenge to civic education. It examines the tension between education and propaganda in relation to civic education for adults considering (1) civic education as protection against propaganda attempts and (2) propaganda as a possible element of civic education. This paper explores didactical approaches and core principles of civic education that strive to both resist and deal with propaganda. The core proposal of the paper is to root civic education in the tradition of the German concepts of Bildung and Mündigkeit in order to contrast civic education with propaganda or manipulation.

The paper illustrates how the education can contribute to the active citizenship in a theoretical way. It is possible to believe that people need teaching and learning to be active in the society. Former researches proved that those societies are more effective and more sustainable where the citizens participate in an active way in shaping their environment. But how can people learn those competences which are necessary to be active? Mainly the knowledge comes from the family, but the question arises: what can the education system add to these processes? Does the education have a role in active citizenship? This paper attempts to provide answers to these questions based on literature and international practices and opinions. The paper investigates the topic by using secondary information from researchers, practitioners and by showing some good examples in the field of active citizenship education. My paper demonstrates guidance for both researchers and for whom who would like to know more about the citizenship education. -------------------------------------------------- A tanulmany azt vizsgalja, hogy az oktatas hogyan tud hozzajarulni az aktiv allampolgarsagra neveleshez. Ahhoz, hogy az emberek aktivak legyenek a tarsadalomban, szukseg van ennek tanulasara. Korabbi kutatasok mar bizonyitottak, hogy egy olyan tarsadalom, ahol az allampolgaroknak lehetőseguk van beleszolni a korulottuk zajlo folyamatokba sokkal hatekonyabban műkodik es hosszutavon fenntarthatobb is. Kerdes, hogy az emberek hogyan es honnan tudjak megtanulni azokat a kompetenciakat, amelyek ahhoz szuksegesek, hogy aktivak tudjanak lenni? A tudas egyreszt jon a csaladbol, masreszt szukseg van az oktatasra is. A tanulmany arra keresi a valaszt, hogy az oktatasnak milyen szerepe van ebben a folyamatban. A tanulmany szekunder adatok felhasznalasaval elmeleti sikon vizsgalja a temat, mely mind annak kutatoi, mind gyakorlo szakemberei szamara hasznos iranymutatasokkal szolgalhat.

In this paper, we clarify how teachers can use learning assessment to improve students’ citizenship education. In “Assignment Creation Activities”, feedback was continuously provided from four perspectives: “self-relevance”, “social value”, “consistency”, and “learning strategy”. The results of the continuous feedback from the four perspectives are summarized as follows: (1) The feedback supported students to pursue their values, their self-regulated learning and citizenship education in geography learning, (2) the students’ learning progress was visualized. Additional perspectives were suggested to share feedback viewpoints with the students and to share the civic value of geography learning with the classroom as follows: (1) The intention of the feedback is to be disclosed to the students, (2) The geography curriculum should be developed by teachers and students., 本稿は，本学大学院・研究科の倫理審査委員会の審査を経て，令和２年12月に研究成果公表の承認を得ている（承認番号20200086）。

A relationship between school history and notions of citizenship is evident in the Australian context. In this way, it is important to reflect on the nature of the subject of history (Körber, 2011) and how socio-political forces have impacted discourses relating to its aim and purpose (Goodson & Marsh, 1996). This paper seeks to consider how literacies are historically embedded in history (mandatory) syllabuses in New South Wales (NSW), and the implications of this for a conceptualisation of literacy that acknowledges the changing nature of communication, and as a result, participatory citizenship. Following the linguistic turn, and acknowledgement of the importance of language to social practice, a successful approach to literacy in secondary school contexts should consider the language and literacies required for specific subjects, rather than common or foundational areas of literacy (Lo Bianco & Freebody, 2001), as are often the focus of standardised literacy assessments. Positioned as a history of the present (Popkewitz, 2011), official curriculum documents are examined covering the period of the 1990s to the early 2000s, prior to the implementation of the first national curriculum. It was found that there was a distinct and explicit separation of notions of literacy and understanding in official curriculum, as well as presenting information communication technologies (ICTs) and literacy as distinct (and separate) competencies. It is argued that if history education is to contribute to active citizenship, there is a need to reconceptualise this idea to align with emerging civic practices of the twenty-first century.

The role of people and society is very important in children's growth, because with the education provided by parents and the community to instill value education and civic education. This paper is a qualitative research using literature review method, the data is then analyzed and studied inductively. The results of this study indicate that the role of people as first educators in the family environment has an influence on children's personality development and supports children's education. Meanwhile, the role of the community in value education and civic education is its role as the organizer and implementation of quality education in everyday life in society. However, an obstacle is an obstacle in instilling value education and citizenship education both in the family or community environment that does not support the formation of a value. The efforts of parents and society in instilling value education and civic education properly for children by realizing a culture of mutual cooperation, not littering, and reprimanding children for taking bad actions.

The main objective of this study is to evaluate Citizenship Education (CE) literature through systematic bibliometric analysis. The science mapping method was conducted to analyze data. Because CE is also studied with the names of social studies and civic education in the literature, articles related to these topics were included in the study. 4029 articles and proceeding papers that were obtained from the WoS database were analyzed. As a result of the study, it was revealed that number of publications has been dramatically increased in recent years. Moreover, Theory and Research in Social Education Journal was found as the most relevant source in terms of number of publications about CE. Furthermore, the study conducted by Westheimer and Kahne in 2004 was determined as the most influential source that has the most citations per year in the field. Finally, it was found that USA and UK are the most productive, most cited, and most collaborative countries in terms of scientific publications.

Highlights • Constitutional freedom of education affects democratic citizenship education policy. • Citizenship education legislation in 2006 and 2007 placed little demands on schools. • Legislation introduced in 2021 has further specified what is expected from schools. • Studies of citizenship education in practice are largely critical of the extent to which schools teach about, through and for democracy. Purpose: This paper discusses developments in citizenship education policy and practice in the Netherlands, and outlines key challenges as faced by the different stakeholders involved. Design/methodology/approach: Our discussion is based on existing research and policy documents in the Netherlands. The authors, from three Dutch universities, are experts in the field of research on citizenship education. Findings: Promoting citizenship education in primary, secondary and vocational tertiary education in the Netherlands has been challenging, particularly in light of the constitutional freedom of education in the Netherlands. Five issues are discussed in this regard: the contents of CE legislation, the normative character of legal requirements, integration of CE legislation in national curriculum aims, clarifying expectations from schools in teaching CE, and teacher education and professionalization.

Статья посвящена описанию методик арт-развития в контексте психологической адаптации мигрантов. Описаны инструкции к применению методик Лотос-коллаж, Рука желаний, Руки взаимности. Интеграция мигрантов в принимающие сообщества является одной из наиболее важных тем в гражданском образовании. Группы психологической поддержки могут послужить профилактикой глубоких депрессивных состояний и повысить эмоциональную адаптивность. Как следствие, высококвалифицированные мигранты могут гораздо более эффективно вносить свой вклад в развитие принимающих сообществ, реализуя свои навыки. The paper deals with description of art-development techniques in the context of psychological adaptation of migrants. Instructions to art-development techniques Lotus-collage, Wish hand, Hands of reciprocity are described. Integration of migrants in accepting communities and societies is one of the most important topics in citizenship education. Groups of psychological support can serve for prophylaxis of deep depressive states and enhance emotional adaptability. Consequently, highly qualified migrants are able to contribute much more effectively in development of accepting communities by realizing their skills. &nbsp

Статья посвящена описанию методик арт-развития в контексте психологической адаптации мигрантов. Описаны инструкции к применению методик Лотос-коллаж, Рука желаний, Руки взаимности. Интеграция мигрантов в принимающие сообщества является одной из наиболее важных тем в гражданском образовании. Группы психологической поддержки могут послужить профилактикой глубоких депрессивных состояний и повысить эмоциональную адаптивность. Как следствие, высококвалифицированные мигранты могут гораздо более эффективно вносить свой вклад в развитие принимающих сообществ, реализуя свои навыки. The paper deals with description of art-development techniques in the context of psychological adaptation of migrants. Instructions to art-development techniques Lotus-collage, Wish hand, Hands of reciprocity are described. Integration of migrants in accepting communities and societies is one of the most important topics in citizenship education. Groups of psychological support can serve for prophylaxis of deep depressive states and enhance emotional adaptability. Consequently, highly qualified migrants are able to contribute much more effectively in development of accepting communities by realizing their skills., {"references":["1.\tBONDAREVSKAYA, I. Art-development in adult education. In: I.\tBondarevskaya & B.Todosijevic (Ed.). Proceedings of the 8th international scientific and practical seminar: Political and economic self-constitution: Media, political culture and democracy, 2020, p.71-75. Belgrade: Institute of Social Sciences & Center for Personal and Social Transformations.","2. БОНДАРЕВСКАЯ, И. «Бабочка моих ресурсов» в контексте модели артразвития в образовании взрослых. В: Простір арттерапії: мистецтво стосунків у танці життя: матеріали XVIII Міжнародної міждисциплінарної науково-практичної конференції, Київ, 2021, с.6-9.","3.\tБОНДАРЕВСЬКА, І.О. Недискримінаційні цінності як компонент смислового змісту громадянської ідентичності особистості в освіті. В: Вісник післядипломної освіти: Соціальні та поведінкові науки, 2022,№21(50), с.57-75.","4.\tВОЗНЕСЕНСЬКА, О., ЧЕРЕПОВСЬКА, Н. Медіаосвітні засоби як ресурс розвитку патріотичних почуттів особистості. В: Наукові студії із соціальної та політичної психології, 2015, №35(38), с.231-244.","5. СКНАР, О., РЕБРОВА, К. Діагностичні можливості арт-техніки «колаж». В: Наукові студії із соціальної та політичної психології, 2008,№20(23), с.69-77."]}

Keywords: Citizenship education; Measuring citizenship competences; Output-driven approach; Data-use in education; Social outcomes of education Highlights: • Research on effective characteristics of citizenship education is still scarce. • An output-driven approach may improve the effectiveness of citizenship education. • We reflect on the feasibility of an output-driven approach to citizenship education. • We conclude that such an approach seems feasible for citizenship education. • Normativity and the availability and quality of measurement instruments need attention. Purpose: Scholars are increasingly paying attention to the characteristics of effective citizenship education. The systematic use of data to maximise student learning, also called an output-driven approach, is often presented as a powerful predictor of student outcomes. However, its effectiveness has not been studied in citizenship education. Therefore, this paper aims to theoretically reflect on whether an output-driven approach is also feasible for citizenship education. Methodology: We distinguish five building blocks of an output-driven approach and elaborate on their applicability in citizenship education. While doing so, we draw attention to the normative notion in citizenship education and the quality and availability of measurement instruments for citizenship competences. Both may challenge the application of an output-driven approach, particularly given the relatively young tradition of measuring citizenship competences. Findings: We conclude that an output-driven approach in citizenship education seems feasible, provided that the characteristics of citizenship education are carefully considered.

This present paper aims to compare the findings of the inspectorate audit reports to be carried out in Afyonkarahisar Province during the founding years of the Republic from 1930 to 1940 and then 2000 to 2010 in terms of similarities and differences of problems of elementary school students and possible solutions to those problems as stated in the inspectors' reports. This research was based on the reports of the inspectors who had carried out supervisory and inspectorate duties in the elementary schools. These reports were largely on the problems of elementary school students and about the ways to solve these identified problems. This survey was designed as a case study. The data was collected through the document analysis of inspectorate reports available in six schools. According to the results of the survey, the reports indicate a high degree of expectations from the students regarding the curricular content and behavioural objectives beyond the students' age-specific potentials in the years from 2000 to 2010. The citizenship education which was particularly emphasized during the 1930-1940 period was replaced with a heavy load of academic knowledge. On the other hand, reports indicate a trend towards the placement of heavier disciplinary measures in the legislations against the students.

This research analyzes how citizenship and communicative competences can be fostered through a task-based approach to language teaching. This paper proposes the design of a unit with social components as the main meaningful task for the teaching of the English language and for fostering citizenship competencies in A2 level learners. An action research method was used; data collection techniques included observations, diaries, interviews, and students’ artifacts. Findings report that tasks might foster English language use if those are designed by taking into account students’ context and interests. Furthermore, real-life tasks derived from contextual features can enhance civic engagement and promote values, which can be signals of citizenship.

This paper examines pedagogical responses to James Banks’s concept of failed citizenship, namely the structural factors that inhibit migrants and minorities from accessing fully functioning citizen...

The purpose of this study is to present global citizenship education from a Polish perspective. Analyzing the issue, the first part of this paper presents the development of citizenship education, followed by the current status of global citizenship education in Polish schools. In the second part of the study I draw attention to national curricula and other supporting documents published after 1945, to verify whether issues of global citizenship education in Poland are included in the curricula, and if so, what they highlight. I then argue that global citizenship education in Poland is based on a framework of world-centered perspectives within a national context. In this understanding, global citizenship education is aimed at creating citizens who are members of the world community, without giving up their own national identity. The Polish perspective on global citizenship education urges pupils to consider global problems as part of the challenges of their own country, and offers the perception of local and global problems being linked and complementary to each other. The inspiration to write this paper came from the research work I undertook as part of the international Erasmus+ project, ‘Future Youth School Forums’, led by Oxfam UK, funded with the support of the European Commission and the Polish Ministry of Science and Higher Education.

In recent decades, deliberation about public issues has become a central theme in citizenship education. In line with an increasing philosophical and political appreciation of the importance of deliberation within democracy, schools, as training grounds for democratic citizenship, should foster high-level deliberative skills. However, when this insight is translated into practical formats, these formats suffer from a number of shortcomings. Specifically, they can be criticised on philosophical grounds for advantaging select societal groups, and on empirical grounds for facilitating groupthink mechanisms. This paper aims to address these shortcomings by suggesting a role for debating techniques within deliberative education. Because debating stimulates the contestation of diverse opinions, it may counteract the silencing of minority viewpoints and the proliferation of groupthink. At the same time, debating-based formats must be closely regulated in order to not imperil compromise formation. A concrete format is presented that balances these considerations and may therefore contribute to more effective deliberation in the classroom.

Purpose: The aim of this country report is to offer an overview of civic and citizenship education in Spain. Approach: The report analyses the Spanish curriculum and the current legislative framework, examining the way social and civic competences are integrated in both primary and secondary education. Additionally, the paper also examines the latest educational reform, establishing a comparison between how citizenship education was addressed in the curriculum until 2013 and the way a cross-curricular approach has been adopted since then. Findings: The paper has been able to establish a clear difference between two political and educational conceptions. On one hand, from 2006 to 2013, the Spanish government introduced “Citizenship and Human Rights Education” as a core subject linked to a broader approach to traditional civic education. After the 2013 reform, the new government favoured instead a cross-curricular orientation that avoided references to the idea of citizenship and limited the scope of civic education. A discussion is provided regarding what policy reforms can be expected in the near future in Spain., JSSE - Journal of Social Science Education, Vol 19 No 1 (2020): Outlining Similarities and Differences in Civics Education in Europe