Citizenship Teaching and Learning最新文献_第5页

Using inquiry to promote democratic citizenship among young adolescents during summer civics camps 在青少年暑期公民营活动中，以探究的方式促进青少年的民主公民意识

Citizenship Teaching and Learning Pub Date : 2020-10-01 DOI: 10.1386/ctl_00035_1

B. Blevins, Michelle Bauml, N. Scholten, V. Smith, Karon N. LeCompte, K. Magill

{"title":"Using inquiry to promote democratic citizenship among young adolescents during summer civics camps","authors":"B. Blevins, Michelle Bauml, N. Scholten, V. Smith, Karon N. LeCompte, K. Magill","doi":"10.1386/ctl_00035_1","DOIUrl":"https://doi.org/10.1386/ctl_00035_1","url":null,"abstract":"The purpose of this study was to examine how participation in small-group inquiry projects at a summer civics camp contributed to middle schoolers’ beliefs about themselves as citizens and influenced their general and individual conceptions of citizenship. Using an action civics model for their projects, participants worked in small groups to identify an issue in their community, study its root causes and propose solutions. This study utilized a convergent mixed-methods approach involving the collection of both pre- and post-surveys and qualitative data (exit tickets, advocacy projects and semi-structured interviews) to investigate the research questions. Participants for this study included 108 middle schoolers (entering fifth to ninth grade) who attended a free, week-long summer civics camp hosted at two private universities in the United States. Utilizing Westheimer and Kahne’s citizenship typology to analyze the data, three primary findings emerged. Firstly, some students’ conceptions of citizenship did shift slightly towards more participatory and justice-oriented notions of citizenship, although their predominant orientations towards democratic citizenship remain personally responsible. Secondly, students began to appropriate the citizenship frameworks used during the camp to nuance and expand their understandings citizenship and advocacy. Finally, students began to see ways they could use their voice to advocate for change in their communities. This research showcases how inquiry might enhance democratic citizenship education in a global world through interaction with others, responding to one’s community, developing civic knowledge, critically investigating issues and allowing for multiple solutions.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"271-295"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45593920","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: 6

Education for Democratic Intercultural Citizenship, Wiel Veugelers (2019) 民主跨文化公民教育，威尔·维格勒斯(2019)

Citizenship Teaching and Learning Pub Date : 2020-10-01 DOI: 10.1386/ctl_00042_5

S. Massey

引用次数: 0

Advancing global citizenship education in Japan and China: An exploration and comparison of the national curricula 推进日本和中国的全球公民教育:国家课程的探索与比较

Citizenship Teaching and Learning Pub Date : 2020-10-01 DOI: 10.1386/ctl_00038_1

Sicong Chen

引用次数: 2

Patriotism as critique: Youth responses to teaching about injustice 爱国主义作为批判:青年对不公正教育的反应

Citizenship Teaching and Learning Pub Date : 2020-10-01 DOI: 10.1386/ctl_00036_1

H. Parkhouse

引用次数: 0

Higher education community engagement as a pathway to developing global citizenship practices in young people: South African perspective 高等教育社区参与是培养年轻人全球公民实践的途径:南非视角

Citizenship Teaching and Learning Pub Date : 2020-10-01 DOI: 10.1386/ctl_00040_1

E. Machimana, L. Ebersöhn, M. Sefotho

{"title":"Higher education community engagement as a pathway to developing global citizenship practices in young people: South African perspective","authors":"E. Machimana, L. Ebersöhn, M. Sefotho","doi":"10.1386/ctl_00040_1","DOIUrl":"https://doi.org/10.1386/ctl_00040_1","url":null,"abstract":"The aim of this study is to discuss how South African higher education (HE) is a mechanism to enable global citizenship. This qualitative secondary analysis study draws on retrospective qualitative case study data generated by multiple partners (parents, teachers, young people, HE students, researchers) in a long-term community engagement (CE) study in a remote high school. Thematic analysis of data sources (verbatim transcriptions of participatory reflection and action discussions, and visual data) enabled in-depth multi-partner descriptions on the utility of CE to address social and cognitive injustices given extreme structural disparity and social disadvantage. It was evident that, across CE partner groups, HE involvement was viewed as a mechanism to promote the positive social development of young people. In particular, when young people were included in CE, their social development was supported as they were afforded opportunities to develop capacity as future leaders and in terms of language development in multilingual spaces. We argue that CE can support progress towards social and cognitive justice by offering alternate views and beliefs to young people that promote their global citizenship practices.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"371-387"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42516105","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

How do school-based ceremonies contribute to adolescents’ identity design? A case study in two Druze high schools 以学校为基础的仪式如何有助于青少年的身份设计？德鲁兹两所高中的个案研究

Citizenship Teaching and Learning Pub Date : 2020-10-01 DOI: 10.1386/ctl_00037_1

R. Abbas

引用次数: 2

Living with Myths in Singapore, Loh Kah Seng, Thum Ping Tjin and Jack Meng-Tat Chia (eds) (2017) 《新加坡的神话生活》，陆嘉成、覃平、贾孟达编(2017)

Citizenship Teaching and Learning Pub Date : 2020-06-01 DOI: 10.1386/ctl_00032_5

Y. Wong

引用次数: 0

An exploration of the public space and its activities1 in a Finnish primary school 芬兰一所小学公共空间及其活动的探索

Citizenship Teaching and Learning Pub Date : 2020-06-01 DOI: 10.1386/ctl_00029_1

Perttu Männistö

{"title":"An exploration of the public space and its activities1 in a Finnish primary school","authors":"Perttu Männistö","doi":"10.1386/ctl_00029_1","DOIUrl":"https://doi.org/10.1386/ctl_00029_1","url":null,"abstract":"Finnish schools are often pictured as models for open-ended, child-oriented and dialogic education. In this research article, I approached these phenomena by analysing the organization of a public space in one Finnish school. I used Hannah Arendt’s ([1958] 2013) phenomenological concepts – action and labour – to analyse what kind of consequences the organization of the public space of one Finnish school and the activities promoted within it has on the actions and thinking of the students. Did the studied school promote students active participation in the society or did it rather prepare the labour force for the society to keep functioning as it is? In phenomenology, the goal is to study the lived experience of the informants – in this case, of the people acting in the public space of a school. I collected the ethnographic data that was used in the article by doing observations and interviews in one Finnish school in two separate classrooms in the autumn of 2015. My findings elucidate that not everyone was treated equally within the public space of the school. More so, students did not have real opportunities to act freely, i.e. politically and collectively in the school because power was in the hands of the teachers. The students were mostly taught to labour individually, internalize proper behaviour and were recognized through their labour represented by school tasks. Furthermore, most of the classes were packed full, which meant that constant hurry was the pace for life in the school during most of the days. This again made the realization of activities, which would represent action, nigh impossible in the first place.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"203-220"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42840922","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

Lowering the Voting Age to 16: Learning from Real Experiences Worldwide, Jan Eichorn and Johannes Bergh (eds) (2019) 将投票年龄降至16岁：从世界各地的真实经历中学习，Jan Eichorn和Johannes Bergh（编辑）（2019）

Citizenship Teaching and Learning Pub Date : 2020-06-01 DOI: 10.1386/ctl_00033_5

I. Davies

引用次数: 6

What kind of नागरिक (citizen)? Civic orientations in Indian education policy 什么样的नागरिक(市民)?印度教育政策中的公民取向

Citizenship Teaching and Learning Pub Date : 2020-06-01 DOI: 10.1386/ctl_00031_1

J. R. Nichols

引用次数: 0