JSSE - Journal of Social Science Education最新文献

{"title":"European Identity and Citizenship in Textbooks/Educational Media","authors":"Pedro D. Ferreira, Cinzia Albanesi, I. Menezes","doi":"10.4119/UNIBI/JSSE-V17-I2-1884","DOIUrl":"https://doi.org/10.4119/UNIBI/JSSE-V17-I2-1884","url":null,"abstract":"the Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Porto. Faculdade de Psicologia e Ciências da Educação da Universidade do Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal. Email: pferreira@fpce.up.pt Cinzia Albanesi (Ph.D) is Associate Professor, Department of Psychology, University of Bologna, Viale Europa 115, 47521 Cesena, Italy. Email: cinzia.albanesi@unibo.it Isabel Menezes (Ph.D.) is Full Professor in the the Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Porto. Faculdade de Psicologia e Ciências da Educação da Universidade do Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal. Email: imenezes@fpce.up.pt Journal of Social Science Education Volume 17, Number 2, Summer 2018 DOI 10.4119/UNIBI/jsse-v17-i2-1884","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132275738","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}

{"title":"Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks","authors":"Kristin Gregers Eriksen","doi":"10.2390/JSSE-V17-I2-1697","DOIUrl":"https://doi.org/10.2390/JSSE-V17-I2-1697","url":null,"abstract":"Purpose: The aim of this article is to discuss to what extent and in what ways the Sami people are included in national imaginary in textbooks. The article sheds critical light on important aspects of democracy, inclusion and multi-culturalism in education through the example of indigenous peoples in Norway. The article also explores what opportunities textbooks provide for promoting anti-oppressive education and pedagogical subjectification. Method: Social studies textbooks for primary school are analyzed based on critical discourse analysis (CDA) and elements from multi-modal analysis. The analysis focuses on the use of vocabulary and pronouns signaling inclusion and exclusion. Specific attention is paid to the hidden curriculum. Findings: The Sami are essentialized and actively constructed as the Other through the structure and content of narratives. This corresponds to the strategy described in anti-oppressive education as education for the Other. Externalization of the Sami from the story of the Norwegian national day and in particular, treatment of the discriminatory Norwegianization politics, reinforce the image of Norwegian exceptionalism. Practical implications: Potential for education that promotes social change and subjectification through disrupting hegemonic discourses are located. Extended knowledge on this implicates further research on the workings of discourse in educational practice.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114386799","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}

{"title":"European Identity and Citizenship in Estonia: Analyses of Textbooks and Theoretical Developments","authors":"Kaarel Haav","doi":"10.2390/JSSE-V17-I2-1728","DOIUrl":"https://doi.org/10.2390/JSSE-V17-I2-1728","url":null,"abstract":"Purpose: This article aims at elaboration of a relevant framework for European identity and citizenship. On this basis, comparative studies like ICSS, Estonian curricula, civic syllabuses and textbooks will be critically reviewed. Methods: The framework relies on former studies on democracy and education. The work also draws on normative materials for European citizenship, comparative empirical and critical studies. The conceptual system relies on the literature on basic sociological and semiotic concepts. This framework is used for analyses of the Estonian civic education system.  Findings: The most general concepts like individual, society, culture, social actors and structures are defined as mutually inclusive. This has enabled to address complex and controversial social issues and achieve the aims of European identity and active citizenship. The Estonian curricula, civic syllabuses and textbooks herald democratic ideals, but fail to provide for them relevant concepts. They focus on empirical and normative descriptions of main political institutions. The books hardly describe how could active citizens evaluate and influence these institutions. Their content avoids complex and controversial issues like hierarchical power relations and social inequality and fails to describe both the hierarchical public administration and the system for public participation in Estonia. All this rather hinders students’ political literacy, critical thinking and active participation.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"3 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128520061","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}

{"title":"A Vehicle for Post-National Transformation or an Instrument for Interstate Cooperation? European Integration in Slovakia’s Secondary Education Textbooks","authors":"Jana Sulikova","doi":"10.2390/JSSE-V17-I2-1699","DOIUrl":"https://doi.org/10.2390/JSSE-V17-I2-1699","url":null,"abstract":"Purpose: In light of the public resistance towards the deepening of European integration (EI) and the role that education is anticipated to have in supporting the process, this paper examines the conceptualisation of EI in lower secondary textbooks for History, Geography and Civics. Specifically, the paper asks whether EI is conceived of as a vehicle for the post-national transformation of Europe or as an instrument for interstate cooperation. Design: Drawing on the insights of EI theories and content analysis, the paper adopts a qualitative approach. Applying this approach, the textbooks currently used in Slovakia’s lower secondary schools are analysed as a case study. Findings: The findings are inconclusive with regard to the research question. Indeed, while the sources are positive about EI, the findings suggest some problematic aspects in terms of how the textbooks analysed conceive the nature of the integration process. Research implications: The approach taken in this paper could be replicated on a larger scale in other countries. Practical implications: Curricula and textbook designers ought to consider how to include a critical discussion on the deepening of EI in secondary education.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126426579","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}

{"title":"Learning about the European Union in Times of Crisis: Portuguese Textbooks' Normative Visions of European Citizenship.","authors":"Filipe Piedade, Norberto Ribeiro, Manuel Loff, Tiago Neves, I. Menezes","doi":"10.2390/JSSE-V17-I2-1714","DOIUrl":"https://doi.org/10.2390/JSSE-V17-I2-1714","url":null,"abstract":"Purpose: To investigate how EU related contents are represented in Portuguese upper secondary school textbooks of History and English as a Foreign Language (EFL). Design/methodology/approach: The study performs a textbook analysis on two History textbooks and three EFL textbooks to explore if and how EU related topics are addressed. The methodological approach was mainly qualitative, based on a content analysis of the textbooks, but also includes some quantitative data (e.g., number of paragraphs) to determine the importance given to European topics in each of the selected school subjects. Findings: EFL textbooks have a residual approach to EU topics that is mainly focused in students’ mobility. History textbooks, while containing a significant amount of information about the EU, present it mainly in a non-confrontational perspective and do not prioritize the development of students’ critical thinking about the EU. Our data also points to a predominance of national level citizenship related content, with European citizenship being briefly and normatively presented to the students. Research limitations/implications: EFL is attended by almost 100% of students in the academic track of secondary education, but History is a curricular subject only available to 25-30% of the students; as such, our findings refer to a specific group. Practical implications: Textbooks should include more information about the actual problems and challenges of the EU to foster the development of students’ critical thinking about the EU.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134329754","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}

{"title":"Citizenship Education in Italian Textbooks. How Much Space Is There for Europe and Active Citizenship","authors":"Cinzia Albanesi","doi":"10.4119/JSSE-872","DOIUrl":"https://doi.org/10.4119/JSSE-872","url":null,"abstract":"Purpose: In this article we investigated how the Italian school curricula incorporated European and national recommendations concerning European and Citizenship education, analysing how much and which kind of space is devoted to Europe and active citizenship in Italian high school textbooks.Design/methodology/approach: We selected a sample of bestseller textbooks of different disciplines (History and English as a Second Language) for secondary (lyceum and technical) school students (18 years old), including books explicitly designed for citizenship education, and analysed them using a mixed methods approach (quantitative analysis, and thematic content analysis). Findings: We argue that the current European recommendations on citizenship education are far from being incorporated in the architecture and the contents of textbooks used in Italian secondary schools. We identified some shortcomings which should be addressed to increase the capacity of textbooks to form young European citizen.Practical implications: The opportunities that the EU offers to young people to practice active citizenship and supporting the acquisition of critical and reflective skills beyond formal knowledge deserve more attention.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125282974","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}

{"title":"Review of the Book: Broom, Catherine, Ed. 2016. Youth Civic Engagement in a Globalized World: Citizenship Education in Comparative Perspective, Palgrave MacMillan","authors":"Trond Solhaug","doi":"10.2390/JSSE-V17-I1-1792","DOIUrl":"https://doi.org/10.2390/JSSE-V17-I1-1792","url":null,"abstract":"","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129396372","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}

{"title":"Democratic Schools – Analytical Perspectives","authors":"Trond Solhaug","doi":"10.2390/JSSE-V17-I1-1791","DOIUrl":"https://doi.org/10.2390/JSSE-V17-I1-1791","url":null,"abstract":"1 Democratic schools In this introduction democratic schools means schools which are run according to democratic principles and values. Why publish a special issue on democratic schools? First, from an educational perspective, schools are the most important public institution for citizen’s qualifycation and socialization in life. While most students qualify for further studies or work, they experience schools very differently, and a large minority drop out before graduating. It is important to research how schools support all students and qualify them for later studies in life. Second, democracies are struggling to provide work and welfare for many citizens, and these democratic failures often lead to declining political trust. Democratic schools are often associated with preparing students for active citizenship where the idea is that student participation in democratic schools may promote students’ inclination to participate in civic activities after leaving school (Biesta, 2011). This way, schools are to some extent seen as a solution to the political challenges in democracies. In this introduction to a special issue on democratic schools, I elaborate theoretically on what we should mean and how we should analyse schools as more or less democratic schools? I argue that to really analyse how democratic the schools are, one must consider several aspects of their legal framework as well as their guiding norms and practices. This implies taking a holistic view of school based on democratic and educational theories and analysing several factors: participation, school as an institution, teaching styles, values, virtues, and above all, inclusion in school. A citizenship perspective is used to focus on the relationship between students, parents, and school leadership and related governing bodies, municipalities, and the state. Such a perspective clarifies that students at any level in school have rights and duties and should be treated as citizens. This perspective contrasts the view often held in schools that students are only citizens ‘in the making’. Such a perspective tends to ignore that children are legal entities with extensive rights in society and framed by the UN’s Convention on the Rights of the Child (UN. 1989). It is argued that a citizenship perspective is a fruitful guiding principle for teacher practices to sufficiently cover important democratic aspects of schooling. The outline of the introduction is as follows. The main body is the theoretical framework of schools, followed by a presentation of the research contributions in this special issue. Finally, I offer some research samples and suggestions for further reading.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127025757","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}

{"title":"Creating Democratic Class Rooms in Asian Contexts: The Influences of Individual and School Level Factors on Open Classroom Climate","authors":"Xiaoxue Kuang, K. Kennedy, M. Mok","doi":"10.2390/JSSE-V17-I1-1678","DOIUrl":"https://doi.org/10.2390/JSSE-V17-I1-1678","url":null,"abstract":"Purpose: Literature indicates that open classroom climate (OCC) is a positive influence on civic outcomes. Few studies have explored factors that appear to facilitate OCC. Most research on OCC has focused on Western countries. The emphasis has been on individual student characteristics related to OCC with little attention made to school level effects. The purpose of the present study was to investigate both individual and school level influences on OCC using Asian student samples. Methodology: Data were drawn from the five Asian societies that participated in the 2009 International Civics and Citizenship Education Study. Multilevel regression analysis was used to test individual and school level relationships in the data.    Findings: There were significant differences among the five societies with regard to student perceptions of OCC. At the individual level, results showed the importance of good student-teacher relationships, students’ discussion experiences outside school, and civic participating at school for promoting OCC. Civic knowledge and self-efficacy were positively related to OCC in four Asian societies. The roles of school level predictors differed from society to society, some predictors even working in the opposite direction. Different cultural contexts, local policies, and school system characteristics might account for these differences.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122160010","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}

{"title":"From liberal acceptance to intolerance: discourses on sexual diversity in schools by portuguese young People","authors":"H. M. Santos, Sofia Marques da Silva, I. Menezes","doi":"10.2390/JSSE-V17-I1-1655","DOIUrl":"https://doi.org/10.2390/JSSE-V17-I1-1655","url":null,"abstract":"Purpose: This article explores different strands of educational discourse about sexual diversity in Portuguese schools, from the students’ perspectives. Method : The methodological approach consisted in conducting focus groups discussions: 36 with 232 young students (H = 106, M = 126) in 12 public secondary schools. Findings: Students reveal a polyphony of discourses that gravitate between liberal acceptance, conditional acceptance and intolerance. Research implications: Attention is drawn not only to discriminatory processes that question school as a democratic place for LGBT youth, but also to the gap between what is legally decreed and a lack of know-how in the approach to sexual diversity in school.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114649719","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}