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Considering the limits of a knowledge-based school-centered quality evaluation of citizenship education projects
- Source :
- The Journal of Quality in Education, The Journal of Quality in Education; Vol. 1 No. 1 (2010): Evaluation, Knowledge Society and Quality of Research (1); 9, The Journal of Quality in Education, Vol 1, Iss 1 (2017)
- Publication Year :
- 2010
- Publisher :
- Association Marocaine pour l'Amelioration de la Qualite de l'Enseignement, 2010.
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Abstract
- Participation experiences, particularly in the school context, have been considered a crucial opportunity for developing personal and social resources for citizenship involvement. However, the impact of these experiences needs to be considered. The IEA Civic Education Study (1994-2002) is an example of a large-scale study that made an enormous effort for evaluating quality and efficacy of civic education in various countries; however, the very nature of the research results in over-emphasizing civic knowledge. This paper intends to critically analyze the limits of a knowledge-based approach to school citizenship education projects. Assuming an ecological-developmental perspective, that views life contexts as a locus for action and interaction with different others, we argue that both the design and evaluation of school-based citizenship education projects should extend beyond the school to include other contextual dynamics and others active actors who support the students' learning from participation.
Details
- ISSN :
- 20281897
- Volume :
- 1
- Database :
- OpenAIRE
- Journal :
- The Journal of Quality in Education
- Accession number :
- edsair.doi.dedup.....bf57d574dbf4034ebc2eff661870dca3
- Full Text :
- https://doi.org/10.37870/joqie.v1i1