Citizenship Teaching and Learning最新文献_第3页

Research on Teaching Global Issues: Pedagogy for Global Citizenship Education, J. P. Myers (ed.) (2020) 教学全球问题研究:全球公民教育教学法，j.p.迈尔斯(编)(2020)

Citizenship Teaching and Learning Pub Date : 2021-10-01 DOI: 10.1386/ctl_00076_5

Vahap Demir

引用次数: 1

Teacher education for democracy in Sarajevo and San Francisco: Pedagogical tools to connect theory and practice 萨拉热窝和旧金山的民主教师教育:连接理论和实践的教学工具

Citizenship Teaching and Learning Pub Date : 2021-10-01 DOI: 10.1386/ctl_00073_1

Judith L. Pace, Larisa Kasumagić-Kafedžić

引用次数: 1

Speculative pedagogies: Envisioning change in teacher education 思辨教学法:设想教师教育的变化

Citizenship Teaching and Learning Pub Date : 2021-06-01 DOI: 10.1386/ctl_00051_1

Brittany Tomin

引用次数: 1

Educating for Empathy: Literacy Learning and Civic Engagement, Nicole Mirra (2018) 移情教育:识字学习和公民参与，妮可·米拉(2018)

Citizenship Teaching and Learning Pub Date : 2021-06-01 DOI: 10.1386/ctl_00056_5

J. Torney-Purta

引用次数: 38

Flipped learning as a tool to enhance digital citizenship: How teachers’ experiences of online teaching during the COVID-19 pandemic can encourage participatory and justice-oriented citizenship 作为增强数字公民意识的工具的翻转学习:教师在2019冠状病毒病大流行期间的在线教学经验如何鼓励参与性和正义取向的公民意识

Citizenship Teaching and Learning Pub Date : 2021-06-01 DOI: 10.1386/ctl_00057_1

Gearóid O’Brien

引用次数: 0

Distance education as a space of possibility in pandemic-burdened societies 远程教育作为大流行病负担沉重的社会中的一种可能性空间

Citizenship Teaching and Learning Pub Date : 2021-06-01 DOI: 10.1386/ctl_00059_1

C. Mullen

引用次数: 0

Hong Kong under COVID-19: Active self-mobilization, freedom and responsibilities, and learnings 新冠肺炎下的香港:积极自我动员、自由与责任、学习

Citizenship Teaching and Learning Pub Date : 2021-06-01 DOI: 10.1386/ctl_00063_1

E. Chong

{"title":"Hong Kong under COVID-19: Active self-mobilization, freedom and responsibilities, and learnings","authors":"E. Chong","doi":"10.1386/ctl_00063_1","DOIUrl":"https://doi.org/10.1386/ctl_00063_1","url":null,"abstract":"Hong Kong society became the site of active self-mobilization when there was a virus outbreak in early 2020. Hong Kong residents quickly adopted voluntary protective measures such as minimizing social contacts and buying personal protective equipment. After the presence of a new Coronavirus\u0000 was confirmed, medical and health care workers went on strike in early February, clamouring for the Hong Kong SAR government to close border crossings with China. They feared the medical and health care system would not be able to bear the rising numbers of infection. The government responded\u0000 with a pronouncement that the strike was endangering lives, and that a complete closure of border checkpoints was unfeasible. Generally, Hong Kong residents exercised self-protection and self-restraint, voluntarily choosing to stay home except to go to work or buy daily necessities. As a result,\u0000 Hong Kong did not adopt a citywide lockdown. More people began to leave their homes when infection rates slowed, but this led to further waves of infection. The Hong Kong experience raises a number of questions about society that are relevant to education and citizenship. What are individuals’\u0000 responsibilities during a pandemic? Does a state of pandemic make it acceptable to limit freedom of movement and freedom of expression, and if so, how can this principle be applied in relation to the right to strike for the purpose of compelling the government to take stronger public health\u0000 measures? Specific to education, how can young people be taught to follow safety advice amid the temptation to go outdoors for exercise under restrictive measures? There is a need for engaging students in social compassion and dialogues to face a persistent pandemic.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82778696","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

Young People and the Struggle for Participation: Contested Practices, Power and Pedagogies in Public Spaces, Andreas Walther, Janet Batsleer, Patricia Loncle and Axel Pohl (eds) (2020) 《年轻人与参与斗争:公共空间中有争议的实践、权力和教学法》，安德里亚斯·沃尔瑟、珍妮特·巴特斯勒、帕特里夏·朗克尔和阿克塞尔·波尔(编)(2020)

Citizenship Teaching and Learning Pub Date : 2021-06-01 DOI: 10.1386/ctl_00055_5

Janina Suppers

引用次数: 0

Education, neurosis and exception: What really matters in education during/beyond the pandemic? 教育、神经症和例外:大流行期间/之后的教育真正重要的是什么?

Citizenship Teaching and Learning Pub Date : 2021-06-01 DOI: 10.1386/ctl_00053_1

P. Menezes, I. Menezes, Norberto Ribeiro

引用次数: 0

Beyond allowing ventilation: How to connect the social-emotional and the cognitive in teachers’ handling of controversial political issues (CPI)? 在允许通风之外:如何将教师处理有争议的政治问题(CPI)中的社会情感和认知联系起来?

Citizenship Teaching and Learning Pub Date : 2021-06-01 DOI: 10.1386/ctl_00055_1

Rakefet Erlich-Ron, Shahar Gindi

{"title":"Beyond allowing ventilation: How to connect the social-emotional and the cognitive in teachers’ handling of controversial political issues (CPI)?","authors":"Rakefet Erlich-Ron, Shahar Gindi","doi":"10.1386/ctl_00055_1","DOIUrl":"https://doi.org/10.1386/ctl_00055_1","url":null,"abstract":"Twenty-first century teachers are expected to have a holistic approach to teaching including addressing students’ self-determination, interpersonal awareness, cultural sensitivity, empathy and self-regulation. Discussions of controversial political issues (CPI) provide opportunities\u0000 to examine the interplay between emotional and cognitive components, the former having rarely been studied. As part of a larger study, teachers were asked to provide a description of a CPI discussion in class. The 387 valid responses were analysed qualitatively, and the model that emerged\u0000 connected triggers, motivations, responses and outcomes. The students and teachers were found to have different motivations and needs: while students were concerned with emotional needs, teachers had educational goals in mind. Teachers wanted to quell the emotional unease, to prevent racist\u0000 remarks, to keep control of the classroom, and to tie the discussions to the curriculum. Teachers mainly used cognitive responses and somewhat allowed students to ventilate, or used moderating responses, all of which produced partial results. Some teachers avoided the discussion altogether,\u0000 which was the least useful. The smallest proportion used a mixture of responses, which met both educational and emotional needs. Implications to teacher training, including the importance of training in social-emotional aspects of teaching, are discussed.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76469585","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