Citizenship Teaching & Learning最新文献_第4页

Towards the cultivation of global citizenship education as an activist pedagogy 论全球公民教育作为一种积极的教育学的培养

Citizenship Teaching & Learning Pub Date : 2022-06-01 DOI: 10.1386/ctl_00088_2

Y. Waghid

引用次数: 0

Students of education’s views on the social role of academia and their future role as educators 教育学生对学术界社会角色的看法以及他们未来作为教育者的角色

Citizenship Teaching & Learning Pub Date : 2022-06-01 DOI: 10.1386/ctl_00094_1

Ilana Paul-Binyamin, Michal Hisherik

{"title":"Students of education’s views on the social role of academia and their future role as educators","authors":"Ilana Paul-Binyamin, Michal Hisherik","doi":"10.1386/ctl_00094_1","DOIUrl":"https://doi.org/10.1386/ctl_00094_1","url":null,"abstract":"In addition to its dual role of research and teaching, the academic world has assumed a third role ‐ social involvement. This is a common phenomenon all over the world and has become stronger in Israel in the last decade. This research addresses students of education’s\u0000 views on this role and the implications of their studies in a change-leading campus to their self-perception as future educators. Three hundred and eighty-three questionnaires were distributed to Israeli-Palestinian and Israeli-Jewish students at a teacher-training college. The findings indicate\u0000 that the students support the college’s social involvement and see their experiences on campus as important to their future role as educators in a divided society. The Jewish students, more than their Palestinian classmates, prefer to deal with interpersonal relationships, thus preserving\u0000 the status of the social power structure. The Palestinian students, inexperienced in critical political debate, request tools that train them to become involved and critical educators. The findings point to the power of a campus with a critical-social agenda to help its graduates form an educational\u0000 world-view that is aware of the social‐political context.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116346653","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

‘We were not even trained to have an opinion’: Political socialization of Arabs in Israel “我们甚至没有接受过发表意见的训练”:以色列阿拉伯人的政治社会化

Citizenship Teaching & Learning Pub Date : 2022-06-01 DOI: 10.1386/ctl_00093_1

Michal Hisherik, Shahar Gindi

{"title":"‘We were not even trained to have an opinion’: Political socialization of Arabs in Israel","authors":"Michal Hisherik, Shahar Gindi","doi":"10.1386/ctl_00093_1","DOIUrl":"https://doi.org/10.1386/ctl_00093_1","url":null,"abstract":"There are two main paradigms regarding political socialization. The early-years-of-life hypothesis emphasizes the importance of political socialization in the early years, while the life-long hypothesis argues that political socialization is shaped continuously throughout life. The\u0000 literature on the topic concentrates on seminal events and their impact on political socialization. In this study, we examined these hypotheses in the unique context of Arab teachers in Jewish schools in Israel. The teachers spoke about the culture of silence about politics that characterized\u0000 their childhood and their inhibitions regarding engaging in politics. Entering work in a predominantly Jewish environment highlighted the social mechanisms and minority‐majority power relations that preserve Arab citizens’ political oppression. The teachers all indicated a process\u0000 by which they become more politically aware, while their willingness to be politically active varies. The political dialogue between the Jewish and Arab teachers begins hesitantly but increases with time. The findings demonstrate political socialization as a life-long process that is shaped\u0000 by everyday contact with the majority group and not only by historical/seminal events. It is demonstrated that schools cannot be sterilized from political influences, and the potential of Arab teachers in Jewish schools in defusing the polarization in Israeli society is emphasized.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127167896","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

An imagined space with an imagined time: Analysis of English language textbooks used in state schools in Pakistan 想象的空间与想象的时间:巴基斯坦公立学校英语教材分析

Citizenship Teaching & Learning Pub Date : 2022-06-01 DOI: 10.1386/ctl_00092_1

A. Khokhar, Yaar Muhammad

引用次数: 2

An ecological framework for citizenship education: A developmental perspective 公民教育的生态框架:一个发展的视角

Citizenship Teaching & Learning Pub Date : 2022-06-01 DOI: 10.1386/ctl_00095_1

Neirouz Nadori

{"title":"An ecological framework for citizenship education: A developmental perspective","authors":"Neirouz Nadori","doi":"10.1386/ctl_00095_1","DOIUrl":"https://doi.org/10.1386/ctl_00095_1","url":null,"abstract":"The National Charter for Education and Training and the Strategic Vision (2015‐30) constitutes the government’s most recent efforts to reform education in Morocco. These initiatives have underscored the potential of raising citizenship awareness and reinforcing social responsibility.\u0000 The reforms that were implemented fell far short of this aim. Despite the fierce struggle, the gap between the stated goals of citizenship education curricula and their realistic and effective implementation still persists. Therefore, the aim of the present study is to explore school-based\u0000 factors which facilitate or constrain teachers and schools from a meaningful engagement in citizenship issues. This research is framed within Bronfenbrenner’s bioecological system theory (2006). This framework provides a holistic perspective to consider the potential of the dynamic interaction\u0000 of diverse stakeholders and their contributions for increased citizenship education. Using a qualitative approach, this study allows for a rich description of the context of citizenship education in Moroccan high schools. Findings indicated the existence of numerous constraining factors which\u0000 worked against the mainstreaming of this process. Teachers and principals reported that citizenship education occupied a marginal status in high schools. Further, the competitive national examination system, lack of professional development in the field and absence of citizenship-oriented\u0000 activities involving parents and students were found to be the main factors affecting the development of citizenship education.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127500834","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

Revolutionary critical pedagogy and critical global citizenship education: A conversation with Peter McLaren 革命批判教育学与批判全球公民教育:与彼得·麦克拉伦对话

Citizenship Teaching & Learning Pub Date : 2022-06-01 DOI: 10.1386/ctl_00089_1

Peter McLaren, Emiliano Bosio

引用次数: 11

Experiential learning for civic education: Typologies and learning outcomes 公民教育的体验式学习:类型学与学习成果

Citizenship Teaching & Learning Pub Date : 2022-06-01 DOI: 10.1386/ctl_00090_1

K. Wong, E. Chong, Wing Tat Leung, Y. Leung

引用次数: 1

Experiential learning for civic education: Student participation and voice 公民教育的体验式学习:学生的参与和声音

Citizenship Teaching & Learning Pub Date : 2022-06-01 DOI: 10.1386/ctl_00091_1

K. Wong, E. Chong, Wing Tat Leung, Y. Leung

{"title":"Experiential learning for civic education: Student participation and voice","authors":"K. Wong, E. Chong, Wing Tat Leung, Y. Leung","doi":"10.1386/ctl_00091_1","DOIUrl":"https://doi.org/10.1386/ctl_00091_1","url":null,"abstract":"When experiential learning emphasizes student participation and voice, experiential learning can be an effective form of political socialization to facilitate learning processes by enhancing knowledge construction and developing civic competency. Employing qualitative research, this\u0000 study examined how meaningful and significant experiential learning could not only allow students to co-construct the meaning of citizenship but also contribute to civic development and further participation. The results revealed that teachers stressed civic engagement as an important attitude\u0000 of ‘good citizens’ which could have affected how they viewed and organized learning activities (such as experiential learning) for their students. Experiential learning that provided space for student participation and voice helped nurture students to become ‘good citizens’\u0000 and contributed to students’ further civic engagement despite many challenges. The findings of this study suggest that governments need to rethink their policies on integrating youth engagement to accommodate the voices and interests of young people and expand on theories of citizenship\u0000 and highlights cultivating active participation as important aims of civic education.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115461308","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

Investigating global citizenship concepts embedded in primary and secondary textbooks in Jordan 调查嵌入在约旦中小学教科书中的全球公民概念

Citizenship Teaching & Learning Pub Date : 2022-06-01 DOI: 10.1386/ctl_00087_1

Naima Al-husban, Mohammad Tawalbeh

{"title":"Investigating global citizenship concepts embedded in primary and secondary textbooks in Jordan","authors":"Naima Al-husban, Mohammad Tawalbeh","doi":"10.1386/ctl_00087_1","DOIUrl":"https://doi.org/10.1386/ctl_00087_1","url":null,"abstract":"This study explores the extent to which global citizenship knowledge is addressed in Jordanian textbooks on Arabic and English languages, science and social education across grades from KG2 to twelfth grade. A phenomenological design ‘content analysis’, which is a kind of\u0000 qualitative study studies, was used. Fifty-seven textbooks were analysed. A matrix of the main concepts of global citizenship education (GCED) in the domains of knowledge, skills and values was conducted in light of the presence of these concepts. The results revealed that GCED concepts were\u0000 superficially integrated into the analysed textbooks and this was done in a limited, unsystematic and inconsistent way with a reference to national or regional meanings rather than to a global one. Secondary stage, values and social education textbooks revealed that having the highest dominance\u0000 among other components. Based on the results, it is recommended that the Ministry of Education reconsider and revise the current textbooks in light of the main requirements that UNESCO has asked its members to embed in its curricula and textbooks. It is also recommended to improve textbooks\u0000 to engage learners with international issues that they are capable of mitigating the global risks like that posed by COVID-19. Additionally, the study recommends conducting further studies using other variables such as teachers’ awareness and comparative studies on which the current\u0000 textbooks should be developed.","PeriodicalId":358997,"journal":{"name":"Citizenship Teaching & Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126689231","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

Ethnic minority identities and citizenship in a Chinese-dominant society: Theoretical and institutional frameworks 华人主导社会中的少数民族身份与公民权:理论与制度框架

Citizenship Teaching & Learning Pub Date : 2022-02-01 DOI: 10.1386/ctl_00079_1

M. Bhowmik, K. Kennedy, M. Hue, H. Ng

引用次数: 0

Citizenship Teaching &amp; Learning最新文献

Citizenship Teaching & Learning最新文献