Primary teachers go beyond the Slovak civic education curriculum

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2017-12-01 DOI:10.1515/jped-2017-0009

Zuzana Danišková, I. Lukšík

引用次数: 1

Abstract

Abstract A number of studies have pointed to the low level of civic participation among young people. On the other hand, there is a section of the youth population that is politically involved in and supportive of extremist and anti-system political movements. Public discussions have suggested that this may be linked to inadequacies in citizenship education. However, as the Slovak case shows, the causes of this are deeper, have historic roots and are reflected in the fact that citizenship education has been pushed to the margins of the curriculum and is narrowly interpreted. Citizenship education is not just about the nature of the curriculum but also about broader extra-curricular activities and about the direct, or implicit, instruction provided by teachers. The empirical research presented here shows that primary school teachers go beyond the narrow framework of the national social studies syllabus and implicitly teach citizenship education in line with their own civic orientations.

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小学教师的工作超出了斯洛伐克公民教育课程

许多研究指出，年轻人的公民参与水平较低。另一方面，有一部分年轻人在政治上参与并支持极端主义和反体制的政治运动。公众讨论表明，这可能与公民教育的不足有关。然而，正如斯洛伐克的情况所显示的那样，造成这种情况的原因更为深刻，具有历史根源，反映在公民教育被推到课程的边缘并被狭隘地解释这一事实中。公民教育不仅涉及课程的性质，还涉及更广泛的课外活动，以及教师提供的直接或隐性指导。本文的实证研究表明，小学教师超越了国家社会研究大纲的狭隘框架，隐性地按照自己的公民取向进行公民教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.

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