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This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings. [ABSTRACT FROM AUTHOR]

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

In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers' ideas about civic teaching. The current study examined the degree to which elementary preservice teachers' civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that greater civic awareness and lower levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, stronger commitment to social issues, and better interpersonal skills were associated with expected future teaching about community engagement. Additionally, those who plan to teach the upper elementary grades (third-fifth) were more likely to report that they will teach about politics and community engagement in their future classrooms when compared to those who plan to teach younger grades (PreK-second). Practical implications for preservice teacher preparation are discussed. [ABSTRACT FROM AUTHOR]

To better prepare students for active and thoughtful participation in a democratic society, civic education should foster an array of civic competencies. Cultivating student civic agency--an under-studied civic competency--is of particular importance to equip students to authentically use their voice in their communities. But what does it look like to foster student civic agency in a classroom setting? This article leverages a social and emotional learning (SEL) framework to uncover the active curricular ingredients and educational mechanisms through which a student-led civics curriculum has fostered civic agency. In this multi-site case study, we analyze the implementation of an eighth grade student-led civics curriculum in a northeastern U.S. state. We outline how implicit SEL processes in these classrooms, stemming from a pedagogical focus on "changemakers," supported development of civic agency. We found that the changemakers theme facilitated student exploration of their own civic identity and values, while prompting students to critically examine political power structures. Notably, the theme also helped students to develop a narrative of self as changemakers and to envision themselves actively engaged in civic spaces. This study adds insights to growing evidence on the multi-faceted benefits that civically-oriented SEL may offer to preparing young people to engage in democracy. [ABSTRACT FROM AUTHOR]

This article explores what Alexis de Tocqueville understood to be the value of the church in the local democracies of the French old order. In Ancien Régime , Tocqueville claims that a network of local parish churches, led by public-spirited clergymen, developed a system of self-governance, complete with public assemblies, reserved powers, and a sense of civic duty. Thus, the Tocquevillian township one might be tempted to presume unique to New England appears again in the French feudal order as a seed of political freedom, but one whose liberty depends on the civic education of the feudal Catholic Church. To illuminate this view, the article examines two services Tocqueville's French church offered: instilling political doctrines on which democracy relies, and encouraging, hosting, and protecting public forums. While the article may primarily aid Tocqueville's interpreters, it also aims to serve those grappling with the healthy relationship between local democracies and religious organizations. [ABSTRACT FROM AUTHOR]

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

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

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

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Management scholars have long exposed the inadequacy of management education in addressing the complex problems confronting business and society, including ecological and climate emergencies. Concerns have been expressed about the culture of competition, self-interest, greed, and short-termism that still dominates the business school, despite the irreparable ecological damage that this culture has contributed to creating, and the innumerable business scandals it has generated. To navigate the grand challenges of our time, management education needs to be shaken at its very foundations. In this essay, I unpack the process that generates these dysfunctional consequences to expose the root of the problem: assumptions of self-interest, instrumental rationality, capitalist organizing, and mechanistic worldviews generate self-fulfilling prophecies. Only once this harmful process is better understood is it possible to move beyond critique and support the virtuous cycles enabling functional outcomes. Contributing to the current debate around building civic universities and reframing the concept of civility systemically, I propose reconfiguring management education around four different principles: generalized reciprocity, substantive rationality, diverse organizing, and a system approach. I suggest that these are the pedagogical foundations for civic management education capable of producing cooperative humans, substantive business schools, fairer societies, and thriving ecosystems. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

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

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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

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

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

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

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

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

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

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

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An example of civic education is the participatory school budget used in Poland. In the participatory budget training, students submit their own ideas, create projects, and then choose those that they think are the most attractive and important. The idea for a participatory school budget was born from the desire to adapt the classic participatory budget process to the needs of a small, local community, such as a school. Taking part in this type of project allows students to co-decide about matters in their immediate environment, i.e. the school. However, in the longer term, it is intended to prepare them to engage in the classic citizen budget, which is carried out in local government units in Poland. The aim of the article is to briefly present the origins and idea of the classic participatory budget, but primarily to focus on the participatory school budget, in particular in relation to a specific example, which is the participatory school budget carried out in one of the Polish cities - Krakow. The article also includes information about the campaign of the Ministry of Science and Higher Education promoting participatory budgeting in schools. Document analysis and critical content analysis, as well as historical and comparative methods were used to write the article. [ABSTRACT FROM AUTHOR]

This research presents a literature review about the integration of local wisdom into Civics learning in junior high schools with an independent curriculum to strengthen Indonesia's national identity. Through a deep understanding of local wisdom, students can develop a sense of pride in their cultural heritage. This can help strengthen national unity and prevent social disintegration. Besides, the integration of local wisdom can also help raise students' involvement in the Civics learning process, because material that is relevant to the local context will be easier for students to understand and identify. The literature used in this study comprises 2 books and 30 articles from relevant journals. Based on the results of the review, it can be concluded that the integration of local wisdom into Civics learning can be done by incorporating local wisdom values into Civics material according to the "Theme" or "Topic". Meanwhile, the hidden curriculum of local wisdom can be included in regulations, norms, and learning rules; for example, in the learning process, students must behave based on existing local wisdom values. This will make learning more meaningful because the material studied is relevant to the context of community life and students discover local values that are relevant to life through interaction with their environment. [ABSTRACT FROM AUTHOR]

Politicians and scientists all over the world agree that democracy requires educated citizens. However, controversies exist around the issue of what kind of education befits democracy. Civic education is a vehicle to sustain and develop democracy. It is important for creating democratic citizens and supporting the democratic machinery. However, what competencies should be taught in citizenship education that support the formation of democratic citizens is currently still under debate by scholars. In this study, 10 relevant articles were selected from the SCOPUS database using the PRISMA method to discuss the theme in question. It was found that there are five competencies, namely knowledge, skills, attitudes, values, and behavior that must be studied in citizenship education to form democratic citizens, along with their respective indicators. Each indicator has further explanation so that it can be applied in civic education learning. [ABSTRACT FROM AUTHOR]

Highlights: -- Civics teachers face challenges in offering male vocational students quality citizenship education. -- Civics teachers perceive this student group as vulnerable and in need of extra support. -- When unable to offer desired civics education, teachers feel angry and resigned. -- Civics teachers are willing to bend certain rules to support this particular student group. -- If this student group lacks better civics education, their future and Sweden's democracy are at risk. Purpose: This paper examines how vocational civics teachers navigate structural constraints and their understanding of the challenges involved in preparing vocational students for democratic citizenship. Design/methodology/approach: Using a discursive psychological approach to analyse interview material, the study discusses identified discourses about critical policy analysis and street-level bureaucracy theory. Findings: The findings reveal that the structure of vocational upper-secondary education significantly constrains civics teachers. Teachers oscillate between feelings of compassion, anger, resignation, and rebellion as they attempt to manage these challenges. Research limitations/implications: The study highlights the need for further ethnographic research on teaching practices. Practical implications: A significant number of Swedish upper-secondary students receive a limited civics education that inadequately prepares them for democratic citizenship. [ABSTRACT FROM AUTHOR]

Purpose: The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance. Design/methodology/approach: This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics. Findings: The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance. Research limitations/implications: Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students' performance. Practical implications: On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI. Originality/value: The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator. [ABSTRACT FROM AUTHOR]

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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.)

Civic education fosters societal stabilization and democratic resilience by equipping individuals with the knowledge, skills, and values necessary for active citizenship. This comprehensive review examines the impact of civic education on societal stabilization, synthesizing empirical evidence from diverse disciplinary perspectives. The results show a positive association between civic education interventions and various indicators of civic knowledge, attitudes, and behaviors. Specifically, comprehensive civic education curricula enhance political knowledge, cultivate positive civic attitudes, and promote democratic participation. Challenges such as the marginalization of civic education within educational systems and the politicization of curricula pose significant obstacles. Recommendations for enhancing civic education include integrating comprehensive curricula, professional development for educators, promoting experiential learning, fostering partnerships, and promoting inclusivity and diversity. Addressing these challenges and implementing evidence-based practices can maximize the impact of civic education on society, contributing to social cohesion, democratic governance, and protection of fundamental rights and freedoms. [ABSTRACT FROM AUTHOR]

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There is increasing urgency to broaden access to inclusive and culturally sustaining K-12 civic education. Civic education can foster young people's development of their civic identity, which can support a functioning American democracy. Civic education often includes opportunities for learners to develop civic knowledge, skills, and dispositions, but not all learners may see themselves represented in traditional forms of civic education. In this essay, we propose reframing approaches to developing knowledge, skills, and dispositions by focusing on how they can be brought together to support the development of civic identity. First, we describe relevant literature on civic education. We then explain how three aspects of civic education inform learners' development of a civic identity: personal identity and values, mastery of civic knowledge, and creative capacity for civic action. We close with recommendations for how to support civic identity development in K-12 education. [ABSTRACT FROM AUTHOR]

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change. [ABSTRACT FROM AUTHOR]

Our main goal is to provide a preliminary, descriptive, and thematic overview of civic education courses in Serbia until 2020 from the perspectives of international political sociology, critical pedagogy and critical curriculum studies. After clarifying pertinent conceptual assumptions of curriculum analysis, we review the methodology employed to examine the curriculum. Firstly, our task is to describe how a civic education course in Serbia looks in relevant educational aspects. Secondly, we explore the role civic education plays in postsocialist and post-conflict Serbian society within the educational system and policies, considering transformative processes and reconciliation goals. Among the main findings, we emphasise the inadequacy of the initial phase of implementation of civic education in Serbia. There is insufficient recognition in the broader public regarding the cosmopolitan and social justice values crucial for generating a democratic political culture. [ABSTRACT FROM AUTHOR]

Events of recent years both in the United States and around the globe have highlighted the fragility of democracy. The invasion of Ukraine by Russia has prompted educators to seek evidence-based civic engagement methods for helping students understand the invasion and its implications. This paper offers a set of recommendations on how to teach the war in Ukraine through the lens of civic engagement education. Over the years, a sizeable body of scholarship has developed addressing the critical role civic education plays in safeguarding democracy and producing effective pedagogical approaches for instilling democratic knowledge, skills, and dispositions. Using this scholarship as a starting point, this paper offers recommendations on how educators in a variety of settings and across disciplines might modify these civic learning models to address the war in Ukraine. Based on my experience as a scholar-practitioner-educator at an institute of politics focused primarily on American democracy, I also offer suggestions on how to integrate teaching the war in Ukraine using these practices to enhance appreciation of civic engagement and the role of the citizen. [ABSTRACT FROM AUTHOR]

This study aims to examine (1) the effect of integrative learning model application in Pancasila and Civics Education (PPKn) subjects on students' critical reasoning ability and (2) the effect of integrative learning model application in Pancasila and Civics Education (PPKn) subjects on students' civic cultural literacy. This research deployed a quasi-experimental design with a nonequivalent control group, the research involved 60 grade XI students from SMA Negeri 1 Cineam in Tasikmalaya Regency, West Java. The sample was selected through purposive sampling, the experimental group consisted of 30 students from class XI IPA 3, while the control group included 30 students from class XI IPS 3. The validity of the test and questionnaire instruments was confirmed with a value of 0.548. The results showed that (1) the integrative learning model significantly enhanced students' critical reasoning ability, with average scores increasing from 59.67 to 80.67. The paired sample t-test showed a t-value of 11.664, exceeding the t-table value of 2.048 (p ≤ 0.05). (2) Additionally, the model significantly improved students' civic cultural literacy, with scores rising from 80.10 to 87.43. The t value here was 7.215, also surpassing the t-table value (p ≤ 0.05). The integrative model facilitated interdisciplinary connections, enriched understanding, and promoted the development of critical reasoning ability. It also deepened students' appreciation of tolerance, empathy, and civic responsibility, encouraging respect for diverse opinions and collaborative problem-solving. These findings suggest that the integrative learning model is effective for enhancing critical reasoning and civic cultural literacy in PPKn education. [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]

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

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