Citizenship Teaching & Learning最新文献_第3页

The Upswing: How We Came Together a Century Ago and How We Can Do It Again, Robert D. Putnam and Shalyn Romney Garrett (2020) 《经济复苏:一个世纪前我们如何团结起来，以及我们如何再来一次》，罗伯特·d·帕特南、莎琳·罗姆尼·加勒特(2020)

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00104_5

I. Davies

引用次数: 4

Authoritarian cosmopolitan citizenship in the new nation of South Sudan: Insights from a secondary school textbook analysis 新国家南苏丹的威权主义世界公民身份:来自中学教科书分析的见解

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00100_1

Merethe Skårås, D. Bentrovato

引用次数: 1

The portrayal of women in history curricula and textbooks in Lebanon: A history of systematic exclusion 黎巴嫩历史课程和教科书中对妇女的描绘:一段系统性排斥的历史

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00102_1

M. Shuayb, Dolly al-Sarraf

{"title":"The portrayal of women in history curricula and textbooks in Lebanon: A history of systematic exclusion","authors":"M. Shuayb, Dolly al-Sarraf","doi":"10.1386/ctl_00102_1","DOIUrl":"https://doi.org/10.1386/ctl_00102_1","url":null,"abstract":"The discipline of history has been largely dominated by men who were shaping the narratives. This gender inequality has been also reflected in history education, particularly in national history textbooks. Attempts to reinstate women in the field of history have emerged with the feminist movement particularly in 1960s to date. In this study we examine women in Lebanese history textbooks. Whilst Lebanon has not been able to develop a new history curriculum since 1960s, there are currently a few series of textbooks published by different private publishers. Through a content analysis of two of the main textbook series, the study found that women were almost fully absent except for a few minor appearances that often appeared in passing and a few images. Their presence was often related to their relationship with men (wife, mother) who were deemed to be of historical significance. Women were also excluded from authoring the textbooks. More remarkably there were only a few studies examining gender in Lebanese textbooks. Addressing this long history of marginalization of women in the Lebanese curriculum and textbooks, including in history, requires efforts on various levels of the Ministry of Education, including the representation of women in history education curriculum committees, a feminist perspective on history and a study of women in history. Finally, historians as well as higher education institutes have a major responsibility in deconstructing the gender gap and bias in history education.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"26 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":"124765928","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

Reconceptualizing and reimagining citizenship education in light of youth-led global movements 根据青年领导的全球运动，重新定义和设想公民教育

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00096_2

Mai Abu Moghli, M. Shuayb

{"title":"Reconceptualizing and reimagining citizenship education in light of youth-led global movements","authors":"Mai Abu Moghli, M. Shuayb","doi":"10.1386/ctl_00096_2","DOIUrl":"https://doi.org/10.1386/ctl_00096_2","url":null,"abstract":"Citizenship education (CE) has been largely an a-political endeavour reduced to learning primarily about laws and values. Learners were on the receiving end of knowledge but have not been prompted to engage in enacting citizenship beyond some charitable and community activities and more recently environmental ones. However, with the revolutions and mass social and political movements that shock various regions around the world since 2019, there is a need more than ever to reimagine political CE and to rethink with young people the definition and practice of citizenship beyond just reciting some tokenistic values. This Special Issue aims to position CE within this fast-changing and highly politicized environment where youth are playing a major role in ongoing mobilizations. It initiates a critical conversation between the different manifestations and facets of mass social movements led by youth and CE. It also seeks to re-envision the meanings and conceptualizations of CE, inspired by the radical changes happening globally in reclaimed and imagined spaces by young people, as well as the impact of CE on political engagement beyond the traditional confines of nation states and institutions. Our aim is also to understand how youth perceive, formulate and practice active citizenship, and what kind of education young people seek to realize through their mobilization. We seek to understand how young people express notions of citizenship in different modalities of expression, such as art, theatre, music, dance, reclaiming of public spaces, social media, etc.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"80 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":"126993655","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

Performing art as a new form of youth participation and engagement in politics: The case of Chileans’ social outburst 表演艺术作为青年参与和参与政治的新形式:智利人社会爆发的案例

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00099_1

Paulina Bronfman

引用次数: 1

Perceived school and media influences on civic/citizenship education: Views of secondary school principals and teachers in Hong Kong 学校和媒体对公民教育的影响:香港中学校长和教师的观点

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00101_1

K. Wong, M. Chiu

{"title":"Perceived school and media influences on civic/citizenship education: Views of secondary school principals and teachers in Hong Kong","authors":"K. Wong, M. Chiu","doi":"10.1386/ctl_00101_1","DOIUrl":"https://doi.org/10.1386/ctl_00101_1","url":null,"abstract":"This article investigates types of citizenship education in selected schools in Hong Kong with different overarching affiliations (pro-China vs. pro-democracy). After examining schools’ policies (e.g., sister school of China school), we selected four pro-China and two pro-democracy schools. As a highly diverse society, citizenship education in Hong Kong is key to the formation of a ‘good citizen’. To better understand what a ‘good citizen’ means in this context, we interviewed ten teachers, four principals and four vice-principals at six secondary schools. We focused our interviews on key themes around citizenship, schools influence and media influence. These interviews showed that laissez-faire school staff reported acting as facilitators who emphasized knowledge, social concerns and norms of ‘good citizens’ to their students. Mediate diversity staff reported helping students integrate different perspectives. School mission staff reported supporting student engagement via citizen responsibilities and political processes; while pro-China schools emphasized a national China identity, pro-democracy schools emphasized an international view. Staff from all of these schools reported that media negatively influenced students’ values and perspectives. To reduce students’ confirmation bias (only seeking evidence to support the pre-existing views), teachers in all schools taught critical thinking skills and media literacy. The data showed that understanding how schools can nurture student-citizens amid teachers’ concerns around negative media influence can help inform instruction and policies in schools regardless of their affiliation.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"1 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":"125786114","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

Contesting authoritarianism, redefining democracy: Youth and citizenship in contemporary India 反对威权主义，重新定义民主:当代印度的青年与公民身份

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00097_1

L. Kadiwal, Manish Jain, Sadashiv Nayanpally, Ruhail Andrabi, Parikshit Sharma, Chaitanya Khandelwal, Warda Arif

{"title":"Contesting authoritarianism, redefining democracy: Youth and citizenship in contemporary India","authors":"L. Kadiwal, Manish Jain, Sadashiv Nayanpally, Ruhail Andrabi, Parikshit Sharma, Chaitanya Khandelwal, Warda Arif","doi":"10.1386/ctl_00097_1","DOIUrl":"https://doi.org/10.1386/ctl_00097_1","url":null,"abstract":"This article attempts to understand how youth in contemporary India perceives, experiences and engages with the contestations around the ideas of citizenship and nation against the backdrop of the new citizenship policies. In December 2019, the majoritarian Hindu nationalist government in India enacted a Citizenship Amendment Act (CAA) that purported to give citizenship to persecuted religious minorities from India’s neighbouring countries. But the Act crucially did not include Muslims in the list of oppressed minorities and created widespread anxieties about the possible loss of citizenship through the CAA and the National Register of Citizens. Millions of young people across Indian university campuses and neighbourhoods took to the streets to protest against the legislation. Drawing on the narratives of the young people who participated in these protests, this article highlights the youth’s conceptions of and negotiations with their identity and the use of different modes of resistance deployed in the anti-CAA movement. The article concludes by laying out the implications of these youth protests as a mode of ‘public pedagogy’ for citizenship education as an alternative to the statist models of citizenship education.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"53 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":"132136689","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: 1

The Palgrave Handbook of History and Social Studies Education 帕尔格雷夫历史与社会研究教育手册

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1007/978-3-030-37210-1

Caroline Pacievitch

引用次数: 5

The New Citizenship: Unconventional Politics, Activism, and Service, Craig Rimmerman (ed.) (2018) 《新公民:非传统政治、行动主义和服务》，克雷格·里默曼主编(2018)

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00103_5

Jee Rubin

引用次数: 0

Education in Japan: A Comprehensive Analysis of Education Reforms and Practices, Yuto Kitamura, Toshiyuki Omomo and Masaaki Katsuno (2019) 《日本教育:教育改革与实践的综合分析》，北村裕人、小友俊之、胜野正明(2019)

Citizenship Teaching & Learning Pub Date : 2022-09-01 DOI: 10.1386/ctl_00105_5

Chika Hosoda