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102. Developing Global Citizenship through Real-World Tasks -- A Virtual Exchange between North American University Students and Italian Upper-Secondary School Students
- Author
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Trapè, Roberta
- Abstract
This paper concerns a virtual exchange project between the University of Virginia (UVa), United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-2021) with a direct reference to Robert O'Dowd's transnational model of virtual exchange for global citizenship education, proposed in 2018. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. More specifically, this paper gives an account of how students, through real-world tasks, could develop global citizenship. [For the complete volume, see ED609298.]
- Published
- 2020
103. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 24-25, 2011). Volume 2011, Issue 1
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Russell, William Benedict, III
- Abstract
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2010 proceedings, see ED509647.]
- Published
- 2011
104. Teaching for Civic Engagement: Lesson Learned from Integrating Positive Psychology and Future Studies
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Allen, Jeanie K.
- Abstract
Teaching for civic education holds promise for assisting colleges and universities that suggest the promotion of global citizenship in their mission statements. This paper presents the study of a course where readings and activities from the literature of positive psychology were integrated with studies about current global issues and potential future scenarios, with the goal of enhancing students' civic engagement. The hypothesis was that using activities designed to assist individuals in the development of hope, optimism, resilience, and other positive traits would encourage students to become more engaged in global issues. The analysis of students' reflective essays reveals insights into the student experience. These results, combined with literature on the current thinking about teaching for civic engagement, provides educators and policymakers with factors to consider in evaluating their own programs. In addition, two overarching questions emerged: Can a college class enhance civic engagement? and How does this fit within the purpose of a university education?
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- 2011
105. Financial Education as a Social Studies Discipline: The Equivocality of the Critical Aspirations Found in Québec's Curriculum and Its Educational Materials
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Lefrançois, David, Éthier, Marc-André, Cambron-Prémont, Amélie, and Larocque, Stéphanie
- Abstract
Purpose: In 2017, the Government of Québec made a high school financial education course compulsory. Anchored in the social studies, it tackles themes like consumer rights, savings, and employment. This paper strives to understand the types of citizenship education they promote. Design/methodology/approach: Our research is based on a content analysis of Québec's financial education curriculum and its textbooks. Findings: This paper reveals that Ministry approved educational materials focus on issues of personal finance and information retrieval tasks at the expense of a critical approach and tasks of a higher intellectual value. Québec's financial education materials therefore seems to foster personally responsible citizens. Research limitations/implications: To understand the use teachers and students make of financial education materials, we must now conduct individual and group interviews with teachers and students, but mostly authentic classroom observations.
- Published
- 2023
106. Peculiarities of E-Learning in the Formation of Kazakh Patriotism in Adolescents on the Basis of National Values
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Aigerim Baikulova, Ulzharkyn Abdigapbarova, Talgat Kilybayev, Rakhat Yelubayeva, and Marina Minaidarova
- Abstract
This article discusses some features of online learning in a personality-oriented aspect in the system of formation of Kazakh patriotism of adolescents on the basis of national values within the scientific project "Scientific and methodological foundations for the formation of Kazakh patriotism among adolescents on the basis of national values", funded by the Abai Kazakh National Pedagogical University since the beginning of 2022. A new understanding of the main scientific categories (learning activities, learning environment, learning tasks) in the conditions of modern technologized education is clarified. The diagnostic tool included one questionnaire, developed by the research team to identify the degree of awareness, personal attitude of teaching staff to the problem of patriotic education of young students and, accordingly, the level of quality of work to develop the desired personal characteristic in them. The author's questionnaire "Ideas about Kazakh patriotism" was validated by a specialist. The sample consisted of 106 respondents in random order, regardless of the age and pedagogical experience of the participants, as well as the academic disciplines taught. Of the presented 15 questions of the questionnaire (1, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15) when rounded gave a value of 0.7 (Cronbach's Alpha: 660927 and Standardized. Alpha: 669767), which corresponds to the required norm and confirms the validity and reliability. The result of the study is also the highlighted relationship of patriotism with the formed level of spiritual and moral culture and social experience of the individual, underlying civic behavior. Highlighted as a result of observation, as an initial method of empirical knowledge, psycho-pedagogical, methodological features of e-Learning at present will allow teachers and students to adjust their activities in time to achieve their goals in the system of learning the formation of Kazakhstan patriotism based on national values. [For the full proceedings, see ED654100.]
- Published
- 2023
107. Workers' Education, Civil Society and International Development.
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Workers Educational Association, London (England).
- Abstract
The Workers' Educational Association (WEA) is a national voluntary organization dedicated to giving adults in the United Kingdom access to organized learning. The International Federation of Workers' Educational Associations (IFWEA), which was founded in 1947 largely at the initiative of the WEA, is composed of more than 100 organizations in 54 countries that are active in promoting and delivering workers' education. The WEA and the IFWEA responded to the Department for International Development (DfID) paper "Strengthening DfID's Support for Civil Society" by presenting their views on the following topics: workers' education and civil society; international development and civil society in the United Kingdom and in the global civil society; civil society, government, and partnerships; civil society and the trade union movement; trade unions and development awareness; trade unions as agents of civil society; and international trade unions as strategic partners. It was concluded that engagement with workers' education organizations would enhance the British government's international development policies and that further DfID engagement with workers' education organizations would better contribute to elimination of world poverty. (Appended are the addresses of contact persons at the WEA and IFWEA and lists of organizations affiliated with the WEA and IFWEA.) (MN)
- Published
- 1998
108. Instituto para la Promocion de la Cultura Civica, A.C.: Mission; Philosophy; Goals and Objectives; Challenge and Commitment; Activities; Publications and Essays; Presence in the Mass Media.
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Instituto para la Promocion de la Cultura Civica. Mexico City (Mexico).
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The report discusses the activities of the Instituto para la Promocion de la Culture Civica (ICC), a non-partisan, not-for-profit Mexican nongovernmental organization (NGO) that has as its mission: to promote the advancement of a civic culture understood as a system of values, ideas, traits of character, dispositions, inclinations, attitudes, habits, knowledge, and skills that make people think of themselves as members of a political and social community; to exercise and practice its citizens' status and develop their potential to get involved in an active, informed, committed, productive, responsible, and selected way in actions and processes aimed at promoting individual, group, or collective interests; and to build the common good inside the diverse communities to which they belong. The report states that, to achieve those goals, the ICC designs, promotes, implements, and evaluates formal and informal civic education processes; the promotion of democracy is the fundamental principle and foremost motivation of the ICC. The report also discusses the ICC's goals and objectives and its activities, and lists 10 recent publications, as well as 8 recent appearances by organization members on mass media outlets. (BT)
- Published
- 1999
109. Digital Rights and Responsibility in Education: A Scoping Review
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María-Jesús Gallego-Arrufat, Inmaculada García-Martínez, María-Asunción Romero-López, and Norma Torres-Hernández
- Abstract
Studies on digital rights in education have both gained attention and provided a framework for research, policy and practice in educational research within the field of educational technology. The potential benefits we appreciate in Internet use are inseparable from the maximum risks involved. Faced with this responsibility, individuals demand that their rights and freedoms be guaranteed in the digital environment according to their various roles as students, teachers, families or staff. This scoping review selects and analyses 54 theoretical and empirical studies from the last decade (2013-2023), identifying the main topics investigated as privacy protection in online environments, right to digital security or cybersecurity, and right to digital education. The review underscores the need to guide efforts towards digital education for citizens because the legal regulation of rights and responsibilities is necessary but insufficient. The paper also makes arguments about acceptance, limitations and implications for teacher training.
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- 2024
110. The Other Women: Radicalizing Feminism.
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Puigvert, Lidia, Darder, Antonia, Merrill, Barbara, de los Reyes, Eileen, and Stromquist, Nelly
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A recent international symposium on radicalizing feminism explored ways of developing a dialogic feminism that emphasizes working in different settings under the common goal of including women who have been invisible in the dominant feminist literature by furthering theories and practices based on the principles of dialogic feminism. The seminar included the following presentations: "Latinas in US Schools" (Antonia Darder); "Working Class Women's Learning Stories" (Barbara Merrill); "The Time Is Now: Education for Radical Democracy and Transgressive Action" (Eileen de los Reyes, Yamila Hussein); "Education as a Bridging Strategy between Feminist Organizations and Low-Income Women" (Nelly Stromquist); and "The Other Women: Social Transformation in Gender Relations" (Lidia Puigvert). The following actions for developing dialogic feminism emerged from the presentations: (1) open a space for dialogue and reflection about the need to radicalize feminism by including women with no academic experience and any other women who have been excluded from the mainstream feminist discourse; (2) strengthen the foundations of a universal feminism that includes all women and women's cultures as a tool for change; (3) promote ways of social participation of nonacademic women that recognize their cultural diversity and contribution to society; and (4) discuss the role of education in helping women overcome social barriers and exclusion. (Contains 15 references.) (MN)
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- 2002
111. Reinvigorating the Humanities: Enhancing Research and Education on Campus and Beyond
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Association of American Universities, Washington, DC., Mathae, Katherine Bailey, and Birzer, Catherine Langrehr
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From Socrates' time on, liberal arts education has been understood to produce a general learned competence that allows a student to be both a better human being and a better citizen. The breadth of this liberal arts curriculum stands in contrast to the much narrower vocational curriculum. More recently, the humanities have been caught in a conflict between over-simplified aristocratic and democratic notions of liberal arts education. Under the former, the liberal arts are viewed as being distinctly not useful; under the latter, they are seen as providing ideas of value to all citizens. Indeed, scholars and university administrators need to bear in mind the value of the humanities in the education of all of a university's students, the usefulness of this knowledge in the professional lives of those students, and society's need for a common base of understanding and an educated citizenry. Recently, those closely involved with the humanities--scholars, university administrators, academic society officials, and others--have begun separate reexaminations of established traditions and expectations, leading perhaps to defining a new role for the humanities in the university and in society. This report is intended to further prompt that reexamination of the humanities on university campuses, to identify steps that some institutions already have taken, and to propose future action. The report contains 3 parts: (1) The Role and Status of the Humanities at AAU Universities; (2) Recommendations and Ongoing Activities at AAU Universities; and (3) Appendices. (Five appendices are included: (1) Additional Examples; (2) The Humanities Support Infrastructure; (3) University of Toronto's Humanities Campaign; (4) AAM Position Statement on University Museums and Collections; and (5) References. Endnotes are presented following each part of the report. Statistical Information is presented in 5 graphs, and 8 tables.)
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- 2004
112. Revisiting Lifelong Learning for the 21st Century.
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United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education., Medel-Anonuevo, Carolyn, Ohsako, Toshio, and Mauch, Werner
- Abstract
Although lifelong learning is being increasingly cited as one of the key principles in the fields of education and development, shared understanding of the term's usage at the global level is lacking. Lifelong learning is closely tied to the challenge of openness and the changes with which modern individuals must cope in their lifetimes. Lifelong learning encompasses both continuity (stability) and discontinuity (change) in learned capacities over time as a result of interactions with the manmade environment--in other words, culture. The following strategies may help facilitate lifelong learning, effective cultural exchange, and interactions: (1) starting from the formative years, expose learners to diverse cultural information and experiences; (2) combine foreign language learning programs with culture learning; (3) develop culture learning programs with culture relativity as a main theme; and (4) develop learning indicators for individual learners' cross-cultural competencies. Lifelong learning should appeal to the totality of a person--heart, body, and brain--and more importantly, to our existential values and emotions. Lifelong learning can also deal with the uncertainty and contradictions of life. Lifelong learning should aim to promote the art of human maturity, which is a prerequisite for becoming a good citizen who is actively involved in local, national, and international issues and problems. (Contains 21 references.) (MN)
- Published
- 2001
113. Responding to Twenty-First Century Societal Trends through Nurturing Globally Competent Citizens
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Daniels, Carlo and Niemczyk, Ewelina K.
- Abstract
Higher education institutions play an active role in addressing and responding to twenty-first century societal trends. The two main factors, which have transformed the way we live and work are globalization and technological advancements. Consequently, global competence became imperative in twenty-first century. As evident from scholarly literature, global competency is the currency in today's world, which includes the capacity to view life from different perspectives, to value diversity, to engage in multicultural interactions and to have skills to respectfully navigate in the complex inter-connected world. Higher education has an important role to play in nurturing globally competent citizens with a critical worldview and the above-mentioned abilities. Considering the importance of this topic and the scarcity of literature grounded in South African context, the scope of this paper is to explore the development of globally competent citizens in selected South African higher education institutions. Employing document analysis method, this qualitative project investigated to what extent higher education institutions positioned themselves to address twenty-first century societal trends. Special attention was paid to competencies of globally competent citizens, educators' role in developing global competence and HEIs response to twenty-first century trends. Based on the findings, recommendations are provided on how higher education institutions may maximize development of globally competent citizens. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
114. Accomplishing Europe through Education and Training. Report. Study Group on Education and Training.
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Commission of the European Communities, Brussels (Belgium). Directorate-General for Education, Training, and Youth.
- Abstract
If Europe is to remain at the driving edge, economic and political progress must be complemented by offering a "European vision" to Europe's young people. All young Europeans must be guaranteed access to education and training culminating in acquisition of a foundation of recognized basic knowledge and skills and access to guidance and counseling at critical moments of transition. Maintaining Europe's social cohesion hinges on the following actions being taken at the European Union level: affirm the need for intercultural schools to transmit the common values on which European civilization is founded and help devise and disseminate ways of enabling Europe's young people to play a fuller role as European citizens; set as a goal the acquisition of a foundation of essential basic knowledge at the end of compulsory education for all young Europeans; promote the definition and acquisition of new occupational profiles in which new information technologies play a major part; anchor in some legal foundation a general European aim that serves as a guide for the different member states' education and training systems; and secure the financial means to make Europe's educational standards among the best in the world. (Contains 26 figures) (MN)
- Published
- 1997
115. Moving towards a Learning Society. A CRE-ERT Forum Report on European Education.
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European Round Table of Industrialists, Brussels (Belgium)., Association of European Universities, Geneva (Switzerland)., Cochinaux, Philippe, and de Woot, Philippe
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Society is undergoing profound transformations: movement toward a knowledge society, globalization, new patterns of work, unemployment and social exclusion, aging of the population, immigration, transformation of the family, a multimedia revolution, and consumerism. These changes are necessitating better, more balanced education and lifelong learning. More open educational systems and better partnerships between key actors are needed. The quality of European education is being challenged. Although education as such cannot solve all the problems resulting from the many social and economic changes now occurring, it is a necessary condition to adapting society to those changes. The transformation of European education systems will not take place without a shared vision acknowledging human development as the primary purpose of education. Europeans must learn democratic values and realize that they are citizens of Europe and a global planet. Education must be made an open, interconnected chain of learning opportunities available to people from cradle to grave. Europe must make education a political priority. The following strategies for strengthening the educational chain must be adopted: invigorating preschool; upgrading basic school education; modernizing vocational education; opening up tertiary education; and launching a European strategy for adult education. (175 footnotes) (MN)
- Published
- 1995
116. Economic Transformation and Emancipation through Active Citizenship Education
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Arendse, Agnetha and Smith, Juliana
- Abstract
The transition from apartheid to democracy necessitated radical transformation within the South African political, socio-economic and education landscape. Black and coloured students were only fit for unskilled or semi-skilled occupations resulting in under-qualified and poorly trained professionals. Since the inception of democracy, there was a need to respond to the needs of a modern democratic South African society. The need for economic transformation emerged from the inheritance of an economy built on exclusion due to racial division and inequalities. There was a need for curriculum and economic intervention to include fundamental principles of citizenship education to promote human rights, democracy and active citizenry. This paper discusses the manner in which active citizenship education can bring about economic transformation in a modern developing democracy in South Africa. Through a conceptual framework, the paper also demonstrates the evolution of citizenship with the notion of critical emancipation through active citizenship education. [For the complete Volume 16 proceedings, see ED586117.]
- Published
- 2018
117. Coping with Perplexities: How to Make Human Rights Education Sustainable
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Geert Franzenburg
- Abstract
On 23 December 1994, the UN General Assembly adopted a plan of action for the United Nations decade for human rights education (HRE). 30 years later, this challenge is still increasing. As Hannah Arendt pointed out, human rights are valuable only as political rights, not for abstract individuals but for natural communities. While HRE in schools and classrooms is in focus, the context of adult education transfers philosophical and political thoughts into an educational context, particularly concerning biographical traumatic situations such as refuge and expulsion. Therefore, this paper presents and explains adult education approaches which facilitate coping strategies with ethical perplexities by evaluating the 30 Articles of the UNO Declaration of Human Rights of 1948.
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- 2024
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118. Virtual Transborder Service Learning as a Transformative Educational Pedagogy: A California, USA - Baja California, Mexico Academic Partnership in Sustainable Tourism
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Katie Dudley, Vinod Sasidharan, Marisa Reyes-Orta, and Jose T. Olague
- Abstract
Service learning (SL) engages students in intentional, collaborative service experiences that promote civic citizenship. The COVID-19 pandemic forced traditional face-to-face SL courses to transition into virtual service learning (e-SL). This paper examines the academic and civic outcomes of an e-SL binational sustainable tourism course for undergraduate students. The course was designed to deliver disciplinary knowledge in sustainable tourism and transborder civic citizenship competencies in the following areas: 1) Ethos, 2) Literacy, 3) Inquiry, 4) Action, 5) Leadership, and 6) Partnership. A post-course student survey was deployed to assess student perspectives regarding the achievement of course outcomes. The findings revealed significant (positive) academic and civic transformations among the students due to the intentionality of the e-SL course design and implementation. Results indicate that e-SL in sustainable tourism education can be an effective pedagogy for inculcating civic learning, responsibility, and engagement among students and future professionals in the field of tourism.
- Published
- 2024
- Full Text
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119. Citizenship Education in the Information Age and Educational Reform in Latin America
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Vasquez-Martinez, Claudio-Rafael, Gonzalez-Gonzalez, Felipe, Flores, Francisco, Cardona-T., Jose-Gerardo, Mendez, María-Eugenia, Valdez-Jiménez, Liliana, Espino, Piero, Olaguez, Eugenia, Rendon, Hector, Chavoya, Jorge, Zúñiga, Luz-María, Fonseca-Ramirez, Oscar-Hernan, Alvarez, Maria-Ines, Torres-Mata, Joaquin, Betancourt-Nuñez, Erik-Moises, Rodriguez-Ramirez, Sergio-Esteban, Alvarez-Gomez, Miguel, Cabral-Araiza, Jesus, and Anguiano, Carlos
- Abstract
The intention of the present paper is to show that people have a series of educational needs in the era of information, so that they can become competent digital citizens. These educational needs are evident in the policies promoted by the United Nations Educational, Scientific and Cultural Organisation, which were well known to Latin American governments of the decades from the 1960s to the 1990s. Therefore, it is to be hoped that the educational reforms of 1990s have elements based on the principles of education that they advanced, which emphasises the preparation of subjects in the digital era, based on advances in information and communication technology, focusing on the teaching and learning of computer science. [For the complete Volume 17 proceedings, see ED596826.]
- Published
- 2019
120. Perspectives on Global Citizenship Education of Mexican University English Language Teachers
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Roux, Ruth
- Abstract
Global citizenship education is an attempt to introduce into formal and non-formal education programs issues of global concern and elements of an emerging global civic culture. It aims at creating more fair, peaceful, tolerant and inclusive societies. The broad nature of global citizenship education has led to a range of interpretations and approaches in a continuum that goes from a conservative perspective that contributes to the reproduction of the existing social order, to more critical approaches that intend to transform the existing social dynamics. In the field of English language education, global citizenship has a natural place. Globally, intercultural citizenship and critical citizenship approaches have been predominant. In Mexico, however, global citizenship is not a common element of English language education. This study examined the views of ten Mexican university English language teachers about global citizenship education. Specifically, the study analyzed the participants' notion of global citizen and their perception of the viability of global citizenship education in their institutional settings. Data were collected by means of a questionnaire and a responsive interview, which was analyzed with the use of the constant comparative method. Three notions of global citizen emerged from the data: informed traveler, adaptable individual, and critical thinker. None of the participants considered global citizenship education as viable in their programs and universities. The paper explores the implications of the results for teacher training efforts. [For the complete Volume 17 proceedings, see ED596826.]
- Published
- 2019
121. Developing Ethical and Democratic Citizens in a Post-Colonial Context: Citizenship Education in Kenya
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Wainaina, Paul K., Arnot, Madeleine, and Chege, Fatuma
- Abstract
Background: Youth citizenship is now on the international agenda with African countries increasingly interrogating their national perspectives on citizenship and citizenship education. In this emergent field of research, African scholars are beginning to challenge the prevailing (Western) theories of citizenship and democracy. Purpose: The aim of this paper is to contribute an African perspective to the study of citizenship education by exploring the political influences and meanings that shaped citizenship education in Kenya, and how these have evolved from independence to the present day. Data and Methods: This article is based on a documentary analysis of key policy-related documents, complemented by an analysis of some critical historical moments in the life of Kenya as a postcolonial nation. The policy-related documents include government policy documents, as well as political statements, speeches, development reports, technical commission reports, media articles, research publications and reports, education syllabi and curriculum documents. Main Findings: Post-independence, the Kenyan government focused on rethinking the colonial concept of citizenship in line with its political-cultural traditions, encouraging new notions of belonging, of civic virtues and of duties in relation to nation-building and economic development. Social Ethics and Education (SEE) programmes in schools were established and then later removed from the secondary school curriculum. Conclusions: This paper yields important insights into the international and national political agendas that shape Kenya's notions of active citizenship. It indicates the tensions which vulnerable and fragile states such as Kenya experience in negotiating their citizenship education agenda, whilst attempting to win foreign investment and aid for their economy, and whilst addressing regional and ethnic inequalities and high levels of poverty. (Contains 12 notes.)
- Published
- 2011
- Full Text
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122. Democratic Community as a Public of Others: Combating Failed Citizenship in Refugees
- Author
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Susan Haarman
- Abstract
This paper will argue that resettled refugees' experience of failed citizenship in the United States is actually a bellwether for the challenges of democratic community for all citizens. A primary challenge is the political paradox of forming a community that is heterogeneous, yet is committed, connected, and has the capacity to work together across differences. This tension is often exacerbated by the poor civic education programs that teach stagnant models of citizenship and portray a false unity in civic narrative and experience in the classroom. The paper will then present Emmanual Levinas' concept of the Other and John Dewey's conception of the public as ways to reframe our responsibility to and capacity to work with fellow citizens in diverse democratic communities while also not demanding assimilation or erasure. It will then recommend using experiential learning and Beista's 'community of those who have nothing in common' to reframe civic education in the classroom to combat failed citizenship in all citizens, whether native born or just arrived.
- Published
- 2021
123. Usage of Digital Comics in Distance Learning during COVID-19
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Ilhan, Genç Osman, Kaba, Gamze, and Sin, Maide
- Abstract
The aim of the study is to reveal the effect of digital comics material on students' academic success, their views on distance education, course and digital comics. In the study conducted during the 2019-2020 academic year and the pandemic, digital comics material was created in the Pixton design program for the aim of the acquisition of "different management styles in terms of basic principles of democracy," in the learning area of active citizenship in the 6th grade Social Studies curriculum. It is known that the comic book, which has no time and place limits, provides easy and fast access to information, prepared within the framework of distance education, provides motivation to individuals and increases interest in the course in accordance with psycho-social development. The study was designed as a mixed method. The quantitative dimension of the research was designed as a single group experimental study and the prepared academic achievement test was applied before and after the study. In the qualitative dimension, phenomenology was applied and the data were collected through audio-recorded interviewing. The quantitative study group of the research consists of 10 students, and the qualitative phase consists of 5 students. The obtained data were analyzed through the statistical program in the quantitative phase and content analysis in the qualitative dimension. As a result of the research, it was concluded that the use of digital comics in distance education increases the success and helps to develop positive behaviors towards the course. [Paper presented at International Conference on Studies in Education and Sciences (ICSES) (Istanbul, Turkey, 2020).]
- Published
- 2021
124. Restructuring the Civic Education Paradigm in Indian Schools: Measures to Cultivate a Generation of Responsible Citizens
- Author
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Goyal, Arya
- Abstract
Political science as a subject is integral to the development of sensible and patriotic citizens, yet it is not given the attention it deserves in the Indian education system. Solidified by the findings of field research conducted in five schools that cater to India's middle-income bracket (the largest segment of the population), this research paper brings forth the reluctance of over 92% of the representative sample to undertake education in a discipline as important as political science- a distressing figure indeed. The sample involved random selection of students of grade 11 in the five schools mentioned herewith; qualitative research was obtained through anonymous questionnaires allowing a safe space for truthful responses, and quantitative data were obtained through access to the schools' records pertaining to subject selection for grades 11-12. This paper will highlight some of the current deficiencies in the system, undertake a comparative study of how it stands vis-à-vis those of European countries, and arrive at recommendations to the National Council of Educational Research and Training (NCERT) and to the Central Board of Secondary Education (CBSE) on how to improve civic education among high school students in the country, eventually fostering a moral and capable Indian generation.
- Published
- 2021
125. Cinder and Soul: The Biography of a Historically Significant African American School in Dallas, Texas
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Mokuria, Vicki G. and Wandix-White, Diana
- Abstract
This paper provides an approach for social studies education that includes investigative research into an old school building that has traditionally served predominantly African American children, along with a narrative inquiry into the experiences of one of that school's former students. We offer a unique approach to experiential global citizenship education, in conjunction with an exemplar of this kind of social studies research. The first half of this paper is a "building biography" of N. W. Harllee School, followed by memories of Dr. Njoki McElroy, who attended Harllee as a young child. In the US, African American life is often misrepresented, devalued, or completely expunged from history books and historical documents. The implication of this novel approach to uncovering the truth about the education of African Americans in the 1930s is that educators around the world can use a similar approach to honor and highlight voices of marginalized people, creating rightful spaces for their stories in our collective history and memory.
- Published
- 2021
126. Marrying Turkey to Global Citizenship: Tendencies in Citizenship Education in Modern Turkey
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Demir, Vahap
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This paper reviews the literature on citizenship education and examines the factors that have influenced trends in citizenship education in the Republic of Turkey since its foundation in 1923. The aim of this paper is to discuss the general tendencies and practices in citizenship education that have shaped how Turkish youth perceived citizenship throughout the Republic's history. By addressing three important aspects of these tendencies and traditions (history, geography, and geopolitics), the author will discuss whether Turkey is prepared to produce globally minded citizens in today's interconnected world. The history of civic education in modern Turkey can be divided into four time periods, as organized by Ince (2012): The Single Party period (1923-1946), the Democratic Party period (1946-1960), the first military intervention period (1960-1980), and the second military intervention period (1980 onward).
- Published
- 2021
127. Humanities in Michigan Schools: A Position Statement.
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Michigan State Board of Education, Lansing.
- Abstract
The purpose of this paper is to establish the position of the Michigan State Board of Education regarding the humanities through a definition and an explanation of the purposes of the humanities within the schools. The humanities are most clearly identified with philosophy, ethics, comparative religion, history and criticism of the arts. In the K-12 curriculum, the humanities are most frequently taught in the social studies, literature, foreign languages, music, and art courses. The humanities serve the most basic goals of public education by preparing students for citizenship and work environments, as well as enriching and rewarding their personal lives. The humanities can free each individual to pursue in a reflective and responsible way his or her individual vision. (SM)
- Published
- 1987
128. Theorizing the Affective Regime of 'Best Practice' in Education Policy
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Zembylas, Michalinos
- Abstract
This paper theorizes the affective and moral grounding of "best practice" policymaking, particularly how best practice operates as an affective regime that encourages certain affective norms. To illustrate this, the author takes up the example of best practices promoted by the CoE's "Digital Citizenship Education Handbook" for the acquisition of digital citizenship competences. It is shown that the distribution of best practices creates a set of affective conditions--especially through cultivating certain affective skills/competences and ethics/morals--that govern the ways in/though which best practices ought to be appropriately materialized. The paper discusses two implications of this analysis for education policymaking and policymakers. The first implication suggests that there needs to be work informing policymakers how affect works to create regimes of best practice; the second implication emphasizes the importance of working with policymakers to explore how they could challenge affective regimes of best practice.
- Published
- 2023
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129. The National Crisis in Education: An Appeal to the People. Report of the Proceedings of the National Citizens Conference on Education Called by the United States Commissioner of Education and Held at the Washington Hotel, Washington, D. C.. May 19, 20, 21, 1920. Bulletin, 1920, No. 29
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Department of the Interior, Bureau of Education (ED) and Bawden, William
- Abstract
This publication presents the papers presented at the Proceedings of the National Citizens Conference on Education held at the Washington Hotel, Washington last May 19-21, 1920. The purpose of the conference is to capitalize for the new era the interest in education that is springing up in all parts of the country, and to organize it for effective action, to the end that it may come out of this conference Nation-wide in extent and influence. This publication contains the following papers: (1) Aims and purposes of the conference (P. P. Claxton); (2) Some facts about the schools and their teachers (Leonard P. Ayres); (3) Adequate preparation for an adequate number of teachers to fill the schools of the United States (William C. Bagley); (4) The source of supply of teachers (David Felmley); (5) Selling the idea of good schools to the people (William Harding); (6) Meeting new tests of rural and urban life (Albert Shaw); (7) A practical program for the development of the rural school (Thomas E. Finegan); (8) An adequate program of public education (Frank Spaulding); (9) Economies in education (Charles H. Judd); (10) Education and agricultural production (Raymond A. Pearson); (11) Education and the Army (William G. Haan); (12) Education and the wage earner (Matthew Woll); (13) Education in relation to invention and research (Charles R. Mann); (14) Conference on highway engineering and highway transportation education (Albert F. Woods); (15) The new interest in education in Great Britain (Auckland Geddes); (16) The new interest in education in France (G. Chinard); (17) The new interest in education in Latin-American countries (Jacobo Varela); (18) Education as a national interest (Horace M. Towner); (19) The rural school and the rural teacher (Robert A. Cooper); (20) Education for citizenship (Carl E. Milliken); (21) The interest of the churches in education (Robert L. Kelly); (22) Education and the suffrage (Maud Wood Park); (23) Education for citizenship (Thomas J. Shahan); (24) Education for human culture (Enoch A. Bryan); (25) Training the teachers for the rural schools (John A. H. Keith); (26) Cooperation of business and industry with the schools (H. E. Miles); (27) How women's clubs can help (Philip North Moobe); (28) The interest of patriotic societies in the promotion of education (George Maynard Minor); (29) The program of the national committee on chamber of commerce cooperation with the public schools (James T. Begg); (30) What musical organizations can do (Frances E. Clark); (31) Health education a duty of the schools (Emmett Holt); (32) A new policy necessary in dealing with the salary situation (George Drayton Strayer); (33) Will the people respond? (Hugh S. Magill); and (34) Extracts from Letters and Statements from governors of States; from State superintendents of public instruction; from heads of educational institutions; and from prominent persons to the United States Commissioner of Education. An index is included. [Best copy available has been provided.]
- Published
- 1920
130. Teachers and Education for Global Citizenship in a Mexican University
- Author
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Navarro-Leal, Marco Aurelio and Salinas-Escandón, Juan Manuel
- Abstract
Since the turn of the century, universities have to cope with demands of internationalization; and more recently to cope as well with demands to educate for global citizenship, especially after the United Nations Secretary-General's Global Education First Initiative (GEFI) launched in September 2012. This paper reports an experience of training teachers to promote these aspects in a Mexican university. More precisely, to explore how far a group of university teachers, that were trained to promote internationalization, were from the main principles of global citizenship education. Their answers to a questionnaire specially designed for this purpose, were compared with the answers of a group of teachers, from the same university, who have not been trained in the mentioned matter. A test "U" of Mann-Whitney showed a significant difference between the two sets of answers, from which some reflections are derived and related actions are suggested for training university teachers. [For the complete Volume 16 proceedings, see ED586117.]
- Published
- 2018
131. Reconsidering the Possibilities of Digital Citizenship and Pedagogy: Beyond the 'Post-Truth' Dystopia
- Author
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Sakamoto, Jun
- Abstract
In accordance with the development of technology, the disinformation known as "fake news" has become a global issue, leading to the labeling of these times as the "post-truth" era. Discussion of global citizenship education, intended to shape citizens with critical thinking abilities, is thus essential in this era. This paper, with reference to media literacy research on the basis of its close connection to digital citizenship, examines the possibilities of pedagogy toward moving beyond the dystopian society of digital monitoring. [This article was translated by Nadezhda Murray.]
- Published
- 2023
132. Forestalling Bullying in Primary and Secondary Schools in Spain
- Author
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Saneleuterio, Elia, López-García-Torres, Rocío, and Fernández-Ulloa, Teresa
- Abstract
Bullying refers to degrading actions, recurring and prolonged, exerted by minors on an equal. Physical or virtual assaults and insults, rejections or intimidations that hinder the victims' school activity and cause them to feel continually threatened are examples of bullying and cyberbullying, which have serious repercussions, not only on the emotional well-being and academic performance, but also on physical and mental health. It is necessary to build a citizenship engaged to education (Global Citizenship Education) to prevent bullying, and to work in other Sustainable Development Goals (SDGs). The solutions must involve families and teachers, particularly in the context of regulated education, where participation can be promoted in a more planned and controlled way. Expert approaches insist on the relevance of the school to prevent aggression and discrimination through critical and reflective attitudes towards the violence that surrounds these situations. It is about teaching students to reject them "ab initio" as inappropriate. The aim of this paper is to identify the characteristics of the interventions aimed at the prevention and detection of physical and psychological violence among school children in various settings and populations, specifically in Spain, as well as their results and controversial aspects. [Note: The page range (9-26) shown on the PDF is incorrect. The correct page range is 9-25.]
- Published
- 2023
133. Active Civic Education Using Project-Based Learning: Israeli College Students' Attitudes towards Civic Engagement
- Author
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Osnat Akirav
- Abstract
The paper investigates the effect of active civic education using project-based learning (PBL) on attitudes towards civic engagement in a heterogeneous society. The study used a qualitative research approach involving a content analysis of responses to open-ended questionnaires, students' reports and weekly discussions with the students. The study examines whether the PBL teaching approach, which was developed in medical schools, can be an effective tool for use in civic studies to promote civic engagement of college students in a multi-ethnic society. Active civic education matters; it prompted non-Jewish minority students in Israeli society to consider future civic engagement, and improved their understanding of the concepts of accountability, transparency, civil and human rights, and the ability of individuals in a democracy to obtain answers from their government. It also underscored their ability and obligation to contribute to their communities.
- Published
- 2023
134. Challenges for European Teachers when Assessing Student Learning to Promote Democratic Citizenship Competences
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Nanna Paaske, Siri Mohammad-Roe, Wouter Smets, Ama Amitai, Noami Alexia Randazzo, and Lihong Huang
- Abstract
Purpose: This study investigates the challenges faced by European teachers when assessing student learning of democratic citizenship competences by asking about their experiences and opinions in their teaching practices. Design/methodology/approach: Through focus group interviews conducted with the teachers, we investigate the underlying reasons for teachers' choices of using certain forms of assessment methods while excluding other methods. This paper presents the analysis of interviews with 82 schoolteachers from lower secondary schools in eight European countries (average 19 years of teaching experience) participating in an Erasmus + project. Findings: The teachers' responses uncover a need for teachers to be better equipped with relevant knowledge, tools and approaches to practice formative assessment to develop students' democratic citizenship competences. The current common understanding of the summative assessment of knowledge using simple and standardised tools poses one of the main challenges for teachers to use formative assessment methods. Practical implications: The focus on summative assessment significantly limits the teachers' room to work on democratic citizenship competence. There is a need to strengthen this as a democratic citizenship education as a cross-curricular element in education, with an emphasis on formative assessment, to monitor and support students' democratic values and attitudes.
- Published
- 2023
135. An EFL Model of Critical Literacies: Adapted and Reshaped from Previous Studies
- Author
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Young-Mee Suh and Seonmin Huh
- Abstract
This article aims to suggest a model of critical literacy in English as a Foreign Language (hereafter EFL) contexts. The paper will introduce previous critical literacy models in first or second language teaching and learning and those in EFL contexts. Then, several empirical studies based on the models are introduced suggesting important issues to consider in implementing critical literacy in EFL contexts. A model of critical literacy in EFL contexts is, consequently, suggested with the three key elements for successful critical literacy implementation in EFL contexts, language for criticality development, affects and criticality development and citizenship and criticality development. The model pursues balancing conventional literacy education, critical literacy education and citizenship education. The researchers suggest balancing conventional skill-based literacy, affective pedagogy, and citizenship education with the development of critical literacies. Teacher-initiated practice and guidance, incorporation of community-sensitive topics and materials, and students' active participation are key elements practitioners should consider in their adaptation of critical literacy instruction in EFL contexts.
- Published
- 2023
136. The Problem of Law-Abiding Behavior among Minors in Educational Institutions: Domestic and Foreign Experience
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Salakhova, Valentina B., Belyakova, Natalia V., Knyazeva, Galina L., Shneyder, Lidiya B., Schetinina, Svetlana Yu, Albakova, Zara A.-M, and Akhilgova, Marem T.
- Abstract
At present, the problem of sustaining the law-abiding behavior of minors in educational institutions, identifying and eliminating the causes and conditions that contribute to the development of deviant behavior of students is becoming more and more topical. This paper presents the results of a monitoring study of the current state of the activities carried out by educational institutions to form the law-abiding behavior of minors in the territorial entities of the Russian Federation. It also presents the results of a theoretical study of the foreign experience of educational institutions in the framework of maintaining the law-abiding behavior of minors in the educational environment. The conclusions have been drawn that a system-activity approach should be the basis of an educational impact in educational institutions which will provide: the formation of students' readiness for self-development; the design and construction of a social environment for the development of students based on moral principles, traditional Russian values, relevant scientific knowledge and skills, respect for the traditions of the multinational, multicultural and multiconfessional Russian society; active educational and cognitive activities of students; building educational and moral education activity, taking account of the individual age-related psychological and physiological characteristics of students and with a focus on educational results. The materials of the paper are part of a large-scale study within the framework of the "Conception for the development of a system for the prevention of neglect and juvenile delinquency for the period up to 2020", conducted by a team of scientists from 2017 to 2020, whose scientific interests lie in the study of the problem of deviant behavior of minors.
- Published
- 2020
137. Politische Bildung: Citizenship Education in Germany from Marginalization to New Challenges
- Author
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Kenner, Steve
- Abstract
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.
- Published
- 2020
138. Citizenship Education or Civic Education? A Controversial Issue in Spain
- Author
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Sánchez-Agustí, María and Miguel-Revilla, Diego
- Abstract
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.
- Published
- 2020
139. Creative and Critical Thinking, and Ways to Achieve It
- Author
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de Gastyne, Michèle
- Abstract
This paper discusses creative and critical thinking across wide cultural and historical frameworks. It begins with an exploration of Socratic Dialectics in multiple contexts, highlighting the need for innovative views and investigative practices using Art and Culture. A major objective of this project is to use the Arts for finding the universal sources of culture through exploring diversity, with a particular focus on the role of Africa as the cradle of humanity and dynamic initiatives on the continent. Through collaborative advocacy and the interdisciplinary approach of Leonardo daVinci (1452-1519), relevant generalities for human rights education and humanitarian efforts, this paper contextualizes intercultural dialogue for universal equity in young people's development. The paper also explores how education influences the political development of learners. The paper then shows how humanistic and intercultural approaches to education are fostering creative and critical thinkers worldwide.
- Published
- 2020
140. Factors Affecting Citizenship Education According to Perceptions and Experiences of Secondary-School Teachers
- Author
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Gürkan, Burcu and Doganay, Ahmet
- Abstract
The present study examines the factors affecting citizenship education, such as school, environment, students, teachers, and the curriculum, as perceived and experienced by secondary school teachers. The study is qualitative and uses a phenomenological design. Maximum diversity sampling was used for selecting participants. The sample consisted by eight teachers of geography, history, and philosophy who worked in three different secondary schools in the Sahinbey district of Gaziantep province in the 2017-2018 academic year. The data was collected through semi-structured interview forms and analyzed through content analysis. The data revealed causality relations. The results of the study reveal that participants categorized the concept of citizenship and citizenship education as individual, state, rights, and responsibility, which is in line with the literature. All of the participants carried out studies on citizenship knowledge and skills during their teaching processes. It was discovered that citizenship education is realized through informal (unplanned) education together with curriculum content. According to participants, citizenship education is affected by various positive and negative factors such as students, teachers, and the curriculum. [This paper was presented at the 6th International Congress on Curriculum and Instruction, 11-13 October 2018, in Kars, Turkey.]
- Published
- 2020
141. Errors by Simpson and Dervin (2019) in Their Description of the Council of Europe's Reference Framework of Competences for Democratic Culture
- Author
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Barrett, Martyn and Byram, Michael
- Abstract
In a recent paper, Simpson and Dervin (2019a) offer a radical critique of the Council of Europe's "Reference Framework of Competences for Democratic Culture" (RFCDC). However, Simpson and Dervin's paper contains numerous factual errors, interpretative errors and category errors in its description of the RFCDC. We identify 12 such errors which invalidate the conclusions drawn by them. We correct all of these errors, and suggest that, rather than using Simpson and Dervin's paper as a source of information about the RFCDC, readers should read the RFCDC itself, before drawing their own conclusions about the RFCDC and the adequacy of the arguments offered by Simpson and Dervin.
- Published
- 2020
142. Promoting International Perspectives through Self-Selected Online Texts
- Author
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Humphreys, Gareth and Hirschel, Rob
- Abstract
In the ongoing pandemic context, short-term study abroad opportunities remain limited for many students. As a result, there has been a need for universities to develop educational innovations for home context learning to meet institutional intercultural learning aims. The purpose of this action research paper is to outline how a small-scale e-learning innovation was designed based on characteristics of intercultural citizenship education to encourage connections with, and responsibility towards, communities beyond national borders. The innovation involved critical exploration of a student-selected social issue using online texts, and reflections and blogging on the issue from individual, local, national, and international perspectives. A qualitative content analysis of reflections in blogposts of 49 students showed that the majority expressed connections with intercultural citizenship, though a minority rejected international identifications. The paper offers a timely and systematically designed intercultural e-learning innovation, implementable in other contexts, to support intercultural learning in a context of limited study abroad.
- Published
- 2022
- Full Text
- View/download PDF
143. Citizenship Formation through Curriculum and Pedagogical Practices: Evidence from Two Zimbabwean Teachers' Colleges
- Author
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Marovah, Tendayi
- Abstract
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.
- Published
- 2019
144. Learning to Be a Global Citizen: Policy, Curricula and the Role of the Teacher
- Author
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Dabrowski, Anna
- Abstract
Australian schools are increasingly multicultural, with student diversity reflecting processes of migration and globalisation. This has led to an imagining of possibilities, and resultant educational interest in the concept of global citizenship, which offers a conceptual response to the transnationalising orientations and aspirations of students and school culture. The paper will investigate the concept of global citizenship, and in particular, will examine the role of policy, programs, schools and teachers in enhancing student insights on the issue. The phenomenon of global citizenship will be explored within an interpretivist paradigm (Weber, 1978), and will focus on the enactment of classroom discourse in order to understand how reflective school programs and practices are in informing global citizenship education. Few studies have investigated the roles that classroom discourse and the recognition of the cultural and linguistic resources students bring to their learning can play in promoting global mindedness in their students. As such, this paper aims to illuminate the complexities around young people?s understandings of global citizenship and consider the role of teachers and schools in developing global mindedness against national agendas.
- Published
- 2015
145. Citizenship: The Political and the Democratic
- Author
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Crick, Bernard
- Abstract
Citizenship as a compulsory subject was added to the National Curriculum in England in 2002 following the 1998 report, "Education for Citizenship and the Teaching of Democracy in Schools". It was little noticed at the time that the report stressed active citizenship much more strongly than democracy. The underlying presupposition was what historians call "civic republicanism", the tradition from the Greeks and the Romans of good government as political government, that is, citizens reaching acceptable compromises of group interests and values by public debate. This is contrasted to modern liberalism. To stress "democracy" unduly in citizenship education can lead to definitional dogmatics about multiple meanings of the term, even to disillusionment. Democracy is a necessary element in good government but not a sufficient one, unless subjective opinion is enshrined over knowledge through education. The practices of free politics are both historically and logically prior to democracy.
- Published
- 2007
- Full Text
- View/download PDF
146. Engaging Ecosystems
- Author
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Duncan, Susan, Papers, Jerry, and Franzen, Woody
- Abstract
Vertical connections, constructed using inquiry, give students the skills to reach new heights in both their academic and local communities. In this article, the authors present inquiry projects, developed by middle level teachers, to ensure that students use higher-level thinking skills to improve the community. Each project is connected to the previous year's to give students a deeper understanding of how research can help citizens build a sustainable community. Teachers work together to plan field studies and guide students in presenting their findings to others in the community using models, PowerPoint presentations, a web accessible database, and reports from field investigations. The projects are as follows: (1) healthy marine ecosystems--sixth grade; (2) interdisciplinary science: biodiversity and development--seventh grade; and (3) collaborating to create a better biosphere--eighth grade. (Contains 1 figure and 4 online resources.)
- Published
- 2006
147. Educating Democratically and Interculturally Competent Citizens: A Virtual Exchange between University Students in Argentina and the USA
- Author
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Golubeva, Irina and Porto, Melina
- Abstract
In this paper we present the analysis and interpretation of data collected during an intercultural virtual exchange undertaken in 2020 in which students from Argentina and the USA explored how trauma and suffering associated with COVID-19 can be channeled through collaborative artistic multimodal creations, and how approaching this in a productive way can lead to self-transformation in terms of intercultural and civic growth. To obtain unbiased data, we did not give the students information on the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC; 2018) which was fundamental to our conceptualization. Here, we apply an ex post facto research method to explore which of the 20 competences for democratic culture included in the RFCDC were mobilized and deployed by our students during this project. We do so by analyzing their multimodal artistic creations, social actions, and their civic statements from the perspective of the RFCDC definitions and descriptors. Findings indicate that the virtual exchange project contributed to the cultivation of 'democratically and interculturally competent citizens' as conceptualized in the Reference Framework of Competences for Democratic Culture.
- Published
- 2022
148. Commentary: The Failure of Social Education or Just Going down the Road of Post-Democratic Politics?
- Author
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Menezes, Isabel
- Abstract
The paper "American democracy is distress: The failure of social education" presents several "symptoms of democracy's dysfunction in the United States". These include the extreme reliance on campaign contributions, giving the donors--economic elites and groups representing business, frequently operating at a transnational level--an excessive power in determining government policy in areas such as the environment, media or fiscal regulations, as profusely exemplified in the paper. At the same time, policies impose restrictions on citizens' rights in areas such as voting, healthcare or employment. In this sense, the power gap between citizens and economic elites in the form of a global capital is growing and, as it goes undisputed and unchallenged, menaces the core of democracy itself. This is a paper worth reading. Not only does it present an argument--and this is something to be praised and cherished--but it also sustains its argument on a sound and systematic analysis of documents and research. As such, this is not a trivial paper. The data, analysis and argument the author develops call for our attention and challenges us to reflect on whether and how the situation described for the US resonates with the situation of those currently living in Europe.
- Published
- 2017
149. Higher Education and the Preparation of Multicultural Global Citizens: The Case of a Technological Curriculum
- Author
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Canen, Alberto G., Canen, Ana, and Costa, Rejane P.
- Abstract
The present paper discusses the relevance of multicultural educational research that goes beyond human sciences so as to embed technological curriculum and the preparation of professionals of areas such as engineering as competent global citizens. It argues that multiculturally preparing engineers should be part of an educational project that places Higher Education Institutions (HEIs) at the forefront of innovation and the valuing of the preparation of a new generation of professionals more attuned to a globalized perspective that also incorporates a humanitarian, multiculturally oriented perspective. The paper discusses theoretical issues involved in a multicultural engineering curriculum, and then it focuses on educational research relative both to contemporary trends in the delivery of syllabuses in three engineering HEIs. It discusses challenges and possibilities in the translation of the idea of engineering for a global and multicultural perspective of competence into curriculum thinking and practice, suggesting ways ahead in order to boost it. [For the complete Volume 12 proceedings, see ED597979.]
- Published
- 2014
150. Deliberative Discourse in the Political Science Classroom.
- Author
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Lehr, Valerie
- Abstract
Exploration of a number of essays published recently in "Political Science and Perspectives on Politics" makes clear that a number of political scientists consider the question of how they are helping students to become engaged and responsible students is a central goal. The task of working with students in class to help them develop the motivation and skills necessary for engaged citizenship seems a somewhat peripheral professional goal. This paper suggests that political science teachers need to be concerned with creating classroom environments that ask students to articulate and defend their perspectives in dialogue with their peers or the authors whose work is assigned in class. The educator/author of the paper states that her work with oral communication in her government classes has grown out of collaboration and work with scholars in the fields of rhetoric and speech communication. The paper discusses the development of a course on the communication environment and pedagogy and a course on the politics of family. The goals, assignments, and other efforts resulted in a course called "The Politics of Family in America." It offers considerations of the courses and addresses goals for the future. Includes 28 notes. (BT)
- Published
- 2003
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