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Citizenship Teaching & Learning最新文献

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The Arts and the Teaching of History: Historical F(r)ictions, Penny Clark and Alan Sears (2020) 艺术与历史教学:历史小说，佩妮·克拉克和艾伦·西尔斯(2020)
Citizenship Teaching & Learning Pub Date : 2023-03-01 DOI: 10.1386/ctl_00114_5
Anna Olsson Rost
{"title":"The Arts and the Teaching of History: Historical F(r)ictions, Penny Clark and Alan Sears (2020)","authors":"Anna Olsson Rost","doi":"10.1386/ctl_00114_5","DOIUrl":"https://doi.org/10.1386/ctl_00114_5","url":null,"abstract":"Review of: The Arts and the Teaching of History: Historical F(r)ictions, Penny Clark and Alan Sears (2020)\u0000 Cham: Palgrave Macmillan, 297 pp.,\u0000 ISBN 978-3-03051-512-6, h/bk, GBP 99.00, ISBN 978-3-030-51513-3, e-book, GBP 79.50","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114777767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Divergences, commonalities and convergences: Nationalism and the poetics of identity in Nigerian fiction 分歧、共性与趋同:尼日利亚小说中的民族主义与身份诗学
Citizenship Teaching & Learning Pub Date : 2023-03-01 DOI: 10.1386/ctl_00109_1
Olumide Ogunrotimi
{"title":"Divergences, commonalities and convergences: Nationalism and the poetics of identity in Nigerian fiction","authors":"Olumide Ogunrotimi","doi":"10.1386/ctl_00109_1","DOIUrl":"https://doi.org/10.1386/ctl_00109_1","url":null,"abstract":"With more than 200 nations yoked together by the British solely for the purpose of colonialism in Nigeria, little wonder that questions bordering on lack of converging ideologies have consistently informed the nation’s narrative. If what unite the several ethnicities are paradigms that are vestiges of colonialism, and other scaffolding commonalities that necessitate the creation of a new identity, the question then is are these constructs synergistic enough to smoothen over the differing schisms and create long-lasting unifying parameters that moderate true nationalism? Using sections from selected novels, this article attempts to appraise the nebulous narratives that connect Nigeria’s various ethnicities, despite the presence of seemingly irreconcilable ethnic divergences. The study traces the manifestation of ethnicity in Nigerian fiction from the biased presentation by the first generation of writers to the ‘national’ fictionalization by contemporary writers. It discovers that though there is improvement in the presentation of multiculturalism and ethnicity in contemporary Nigerian fiction, there is still much to be written about the multicultural aspect of Nigeria’s postcolonial experience. The article concludes by theorizing that failure to harness the merits of the commonalities has been the bane of Nigeria since independence and proposes a re-engineering of multicultural ethics and also admonishes for a reconstruction of a new national character.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131359809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
When civic knowledge matters but is not enough: The role of classroom climate and citizenship self-efficacy on different facets of civic engagement 当公民知识很重要但还不够时:课堂气氛和公民自我效能感对公民参与不同方面的作用
Citizenship Teaching & Learning Pub Date : 2023-03-01 DOI: 10.1386/ctl_00113_1
B. Luengo-Kanacri, Gloria Jiménez-Moya, Daniel Miranda, Alejandra Marinovic
{"title":"When civic knowledge matters but is not enough: The role of classroom climate and citizenship self-efficacy on different facets of civic engagement","authors":"B. Luengo-Kanacri, Gloria Jiménez-Moya, Daniel Miranda, Alejandra Marinovic","doi":"10.1386/ctl_00113_1","DOIUrl":"https://doi.org/10.1386/ctl_00113_1","url":null,"abstract":"The global need to reverse political disaffection has motivated researchers to seek ways of fostering citizenship engagement. This study focuses on the role adolescents’ citizenship self-efficacy plays in linking civic knowledge and classroom climate to civic engagement. We use data from 4838 Chilean students (M\u0000 age = 14.16) who participated in the International Civic and Citizenship Study (ICCS). Using structural equation modelling, a mediational model with multilevel clustering showed that civic knowledge positively affects formal participation, but not civil participation, while an open classroom climate increases both forms of engagement during adolescence. Citizenship self-efficacy mediates the relation between classroom climate and both types of participation. We discuss the implications of these findings for the design citizenship education curricula for youth who live in contexts of inequality.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134078001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The narratives of citizenship education teachers in Indonesian Islamic schools 印尼伊斯兰学校公民教育教师的叙事
Citizenship Teaching & Learning Pub Date : 2023-03-01 DOI: 10.1386/ctl_00112_1
R. Raihani, Della Nurindah Sari
{"title":"The narratives of citizenship education teachers in Indonesian Islamic schools","authors":"R. Raihani, Della Nurindah Sari","doi":"10.1386/ctl_00112_1","DOIUrl":"https://doi.org/10.1386/ctl_00112_1","url":null,"abstract":"This article explores the narratives of three teachers in teaching citizenship education (CE) in Islamic schools in Indonesia to understand their teaching experiences, personal stories of becoming teachers, tensions and challenges they have faced. Utilizing a narrative inquiry as the research method, this article is also tailored to see how Islamic ideology intersects, interferes and/or influences the teaching of citizenship. This study found that, to some extent, the teachers have experienced ambiguity and dilemma in presenting citizenship topics in the CE classes due to their personal interpretation of Islam vs. the state’s interests and ideology. This study suggests that CE in these Islamic schools could lead to an orientation different from what the state wants to achieve.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126563151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Regime-supporting or regime-challenging? Chinese secondary students’ intentions for future political participation 支持政权还是挑战政权?中国中学生未来政治参与意愿
Citizenship Teaching & Learning Pub Date : 2023-03-01 DOI: 10.1386/ctl_00107_1
Yiping Wang, K. Kennedy
{"title":"Regime-supporting or regime-challenging? Chinese secondary students’ intentions for future political participation","authors":"Yiping Wang, K. Kennedy","doi":"10.1386/ctl_00107_1","DOIUrl":"https://doi.org/10.1386/ctl_00107_1","url":null,"abstract":"This study explores Chinese secondary students’ intentions for future political participation drawing on samples of students from Mainland China and Hong Kong. Political participation examined in this study includes both conventional participation (legal protest, electoral participation and informal participation) and unconventional participation (illegal protest). Previous studies of adolescents’ political participation intentions have mainly been concerned with democratic regimes while this study focuses on authoritarian and hybrid regimes, such as those in Mainland China and Hong Kong. Adopting a comparative and quantitative methodology, this study utilized secondary data analysis with large samples. This study found that students from both societies showed a weak endorsement of illegal protest but a strong endorsement of all three types of conventional participation. Mainland Chinese students demonstrated a stronger endorsement of conventional participation than their Hong Kong counterparts. To understand inner-group difference, students were clustered into four groups (Alienated-Radical Participators, Supportive-Active Participators, Loyal-Minimal Participators and Critical-Active Participators) based on their political attitudes (political trust and political efficacy) and intentions for future political participation. Results suggest that Hong Kong had more Alienated-Radical Participators while Mainland China had more Supportive-Active Participators. In general, Mainland Chinese students were more regime-supporting and Hong Kong students were more regime-challenging.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130286726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘This is a second-class citizen thing!’: Educating justice-oriented citizenship through critical literacy in elementary social studies “这是二等公民的行为!”:在初级社会课程中，通过批判性素养教育以正义为导向的公民
Citizenship Teaching & Learning Pub Date : 2023-03-01 DOI: 10.1386/ctl_00110_1
HyeKyoung Lee, Steven Camicia
{"title":"‘This is a second-class citizen thing!’: Educating justice-oriented citizenship through critical literacy in elementary social studies","authors":"HyeKyoung Lee, Steven Camicia","doi":"10.1386/ctl_00110_1","DOIUrl":"https://doi.org/10.1386/ctl_00110_1","url":null,"abstract":"This qualitative case study examined how a class of fifth graders developed critical consciousness through critical literacy and social studies education. Activities in the class centred upon discussions of social justice-oriented texts. Findings revealed that when students engaged in texts dealing with social justice issues, they were able to take a critical stance on them. Based on the contextualized understanding of the texts, counternarratives and society, the students expanded their critical conversations about issues of power and privilege, especially white privilege. Critical literacy helped them internalize democratic values and civic virtues. Ultimately, this study provided a venue for children to increase agency and develop critical sociopolitical awareness as justice-oriented citizens who seek equity in our society.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"272 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134022131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Civic mindedness and pre-service teachers’ perceptions of their future selves 公民意识与职前教师对未来自我的认知
Citizenship Teaching & Learning Pub Date : 2023-03-01 DOI: 10.1386/ctl_00108_1
B. Torsney, T. Patterson
{"title":"Civic mindedness and pre-service teachers’ perceptions of their future selves","authors":"B. Torsney, T. Patterson","doi":"10.1386/ctl_00108_1","DOIUrl":"https://doi.org/10.1386/ctl_00108_1","url":null,"abstract":"This study examined the relationship among pre-service teachers’ (PSTs) values, certification area of choice and perceptions of future career commitments and aspirations. Values were measured through the personal utility value items on the FIT-Choice scale and what we are calling ‘civic mindedness’, a construct we validated as part of this study. Results from a structural equation model allowed us to confirm our three hypotheses: (1) the civic mindedness variable is a valid construct; (2) civic mindedness positively predicts future career commitments and aspirations; and (3) civic mindedness mediated the relationship among certain PSTs’ certification choices and their future career commitments and aspirations, except their perceptions of how long they plan to persist in the field. Findings from this study suggest that teacher education programmes should consider assessing PSTs’ level of civic mindedness, emphasizing PSTs’ future commitments and aspirations in the field.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114892434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘The limits of my language’: Sense of belonging/otherness of minority teachers in Israel “我的语言的局限”:以色列少数民族教师的归属感/他者感
Citizenship Teaching & Learning Pub Date : 2023-03-01 DOI: 10.1386/ctl_00111_1
Rakefet Erlich Ron, Shahar Gindi
{"title":"‘The limits of my language’: Sense of belonging/otherness of minority teachers in Israel","authors":"Rakefet Erlich Ron, Shahar Gindi","doi":"10.1386/ctl_00111_1","DOIUrl":"https://doi.org/10.1386/ctl_00111_1","url":null,"abstract":"Belonging is a basic human experience that symbolizes social relations and social structure. This study examined the institutional sense of belonging of minority teachers to their school and its association with sociodemographic (first language, education and gender) and systemic variables (seniority, heterogeneity of training college, teaching discipline, role at school and education system). We found that sociodemographic variables had a much stronger association to the teachers’ sense of belonging than systemic variables did. Particularly, a strong relationship was found between the teachers’ sense of belonging and what they defined as their first language. Conversely, most systemic variables had no relation to institutional belonging, except teaching discipline. The findings indicate the difficulties education systems have in incorporating minority teachers or even moderating their sense of otherness by offering the opportunity of recognition of all teachers. We argue that this stems from native language being a core/basic status, whether it is related to immigration or to a national divide.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123911450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Identity, Ignorance, Innovation: Why the Old Politics is Useless and What to do about It, Matthew D’Ancona (2021) 《身份、无知、创新:旧政治为何无用及应对之策》，马修·德安科纳(Matthew D’ancona, 2021)
Citizenship Teaching & Learning Pub Date : 2023-03-01 DOI: 10.1386/ctl_00115_5
I. Davies
{"title":"Identity, Ignorance, Innovation: Why the Old Politics is Useless and What to do about It, Matthew D’Ancona (2021)","authors":"I. Davies","doi":"10.1386/ctl_00115_5","DOIUrl":"https://doi.org/10.1386/ctl_00115_5","url":null,"abstract":"Review of: Identity, Ignorance, Innovation: Why the Old Politics is Useless and What to do about It, Matthew D’Ancona (2021)\u0000 London: Hodder and Stoughton, 279 pp.,\u0000 ISBN 978-1-52930-399-5, h/bk, GBP 20","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116075472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Remapping youth activism and citizenship in Chile through the legacy of the Chilean student movement 透过智利学生运动的遗产，重新描绘智利的青年行动主义与公民身份
Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00098_1
Ivette Hernandez Santibañez
{"title":"Remapping youth activism and citizenship in Chile through the legacy of the Chilean student movement","authors":"Ivette Hernandez Santibañez","doi":"10.1386/ctl_00098_1","DOIUrl":"https://doi.org/10.1386/ctl_00098_1","url":null,"abstract":"This article analyses youth activism in Chile through the lens of the Chilean student movement. It examines new forms of grassroots politics and popular democracy that have been at the core of struggles led by the Chilean student movement since the early 2000s. The article reflects on the legacy of this student movement regarding the transformation of the character and meaning of citizenship, politics and democracy within a post-authoritarian democratic society. The relationship between education and citizenship is placed in context, paying special attention to how grievances around education are key to making education a space for the legitimization of new ways of being political. The article discusses the implications, in the context of the 2019–20 Chilean protests, of the new forms of politics and the political that were part of the legacy of the Chilean student movement.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114200267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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