JSSE - Journal of Social Science Education最新文献_第7页

The Formation of Citizenship Through Community Theatre. A Study in Aguascalientes, Mexico 通过社区戏剧形成公民意识。墨西哥阿瓜斯卡连特斯的一项研究

JSSE - Journal of Social Science Education Pub Date : 2016-12-11 DOI: 10.2390/JSSE-V15-I4-1495

Christiana Moschou, Roberto Anaya

{"title":"The Formation of Citizenship Through Community Theatre. A Study in Aguascalientes, Mexico","authors":"Christiana Moschou, Roberto Anaya","doi":"10.2390/JSSE-V15-I4-1495","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I4-1495","url":null,"abstract":"Purpose: The aim of the research was to examine if adolescents can develop abilities of democratic interaction through Community Theatre. Design/methodology: Firstly, two instruments were applied , a questionnaire covering socio-moral problems, of the students and a Questionnaire, covering the Educational Ideologies of the professors. Then, a theatrical intervention was realized at middle-school students in Aguascalientes City, based on the objectives of the formation of Citizenship as stated at the National Curriculum. Findings: Students themselves stated a change in their attitude during the intervention, which was also observed and registered at the field diary and at the written evaluations. For this reason, we claim that Community theater could be used as a transdisciplinary method for teaching democratic skills, as it creates a public sphere where the students can develop democratic behavior. Research limitations: Further studies on the subject are required, especially concerning the time and the sample as the research had a two-month duration and was conducted at a limited population. Practical implications: The contribution of this project was the introduction of Community Theatre at the service of the Citizenship Education, promoting the artistic education as a means of the formal education in the search for personal and social democratic development and could be considered in an educational reform.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122360346","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: 3

Review of the Book: Christopher Baker-Beall; Charlotte Heath-Kelly; Lee Jarvis (Ed.). 2015, Counter-Radicalisation. Critical Perspectives, London / New York: Routledge. 书评:克里斯托弗·贝克-比尔;夏洛特Heath-Kelly;李·贾维斯(主编)。2015年,Counter-Radicalisation。《批判视角》，伦敦/纽约:劳特利奇出版社。

JSSE - Journal of Social Science Education Pub Date : 2016-10-12 DOI: 10.2390/JSSE-V15-I3-1570

K. Edler

引用次数: 8

Unintended Revelations in History Textbooks: The Precarious Authenticity and Historical Continuity of the Slovak Nation 历史教科书中的意外启示:斯洛伐克民族岌岌可危的真实性和历史连续性

JSSE - Journal of Social Science Education Pub Date : 2016-10-12 DOI: 10.2390/JSSE-V15-I3-1484

Jana Sulikova

{"title":"Unintended Revelations in History Textbooks: The Precarious Authenticity and Historical Continuity of the Slovak Nation","authors":"Jana Sulikova","doi":"10.2390/JSSE-V15-I3-1484","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I3-1484","url":null,"abstract":"Purpose: This article proposes an analytical framework that helps to identify and challenge misconceptions of ethnocentrism found in pre-tertiary teaching resources for history and the social sciences in numerous countries. Design: Drawing on nationalism studies, the analytical framework employs ideas known under the umbrella terms of primordialism, constructivism and ethno-symbolism. In applying it, the conceptualisation of the Slovak nation, as presented in the history textbooks currently used in lower secondary schools in Slovakia, is examined as a case study. Findings : A conceptually inconsistent picture emerges from the findings, displaying prevailing patterns of primordialism and a degree of ethno-symbolism. Nevertheless, the article concludes that history textbooks lend, on a number of occasions, unintended support to constructivism. Hence, both this inconsistency in theoretical approach, and frequent use of problematic assumptions based on primordialism and ethno-symbolism show that the attempts of textbooks’ authors to demonstrate the authenticity and historical continuity of the Slovak nation remain precarious. Research implications: The analytical framework used in this article is well-suited for multi-country examinations of national narratives in curricula and textbooks of history and the social sciences. Practical implications: Teaching materials and pedagogic approaches drawing on constructivism could enhance critical engagement with ethnocentrism in Slovakia and beyond.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125093203","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: 3

Controversial Issues in the Political Classroom - Continued 政治课堂上的争议问题-续

JSSE - Journal of Social Science Education Pub Date : 2016-10-12 DOI: 10.2390/jsse-v15-i3-1577

R. Hedtke, Tilman Grammes

引用次数: 2

Teaching Controversial Topics in the Humanities and Social Sciences in Ireland: Using Structured Academic Controversy to Develop Multi-Perspectivity in the Learner. 在爱尔兰的人文社会科学教学中有争议的话题:使用结构化的学术争议来发展学习者的多视角。

JSSE - Journal of Social Science Education Pub Date : 2016-10-12 DOI: 10.2390/JSSE-V15-I3-1459

Jennifer Bruen, Veronica Crosbie, N. Kelly, M. Loftus, A. Maillot, Áine McGillicuddy, J. Pechénart

{"title":"Teaching Controversial Topics in the Humanities and Social Sciences in Ireland: Using Structured Academic Controversy to Develop Multi-Perspectivity in the Learner.","authors":"Jennifer Bruen, Veronica Crosbie, N. Kelly, M. Loftus, A. Maillot, Áine McGillicuddy, J. Pechénart","doi":"10.2390/JSSE-V15-I3-1459","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I3-1459","url":null,"abstract":"Purpose: This study had two main objectives: The first was to explore the extent to which a group of University lecturers feel that they are prepared to deal with controversial issues in their classrooms. The second was to elicit their views on a didactic approach known as Structured Academic Controversy (SAC). SAC is a constructivist teaching strategy intended to aid the learner in developing their views on controversial issues and in understanding alternative views with the ultimate aim of locating a compromise position. Method: A qualitative intervention was designed to introduce six university academics from diverse specialisms to SAC by way of reflective engagement with it in the role of learners. Findings: The participants in this study deal with controversial issues frequently and several feel ill-prepared to do so. They identified several challenges associated with the use of SAC. These relate primarily to class size and curricular overload. However, despite the challenges, the participants all recognized the potential value of such approaches in developing multi-perspectivity, critical thinking, listening and negotiating skills in the learner. Future larger-scale, longitudinal studies in a variety of cultural contexts are needed to develop approaches which can facilitate those approaching controversial issues in their classrooms.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128074931","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: 9

The Educational Governance of German School Social Science: The Example of Globalization 德国学校社会科学的教育治理:全球化的范例

JSSE - Journal of Social Science Education Pub Date : 2016-10-12 DOI: 10.2390/JSSE-V15-I3-1480

Andrea Szukala

引用次数: 4

The Need of Education in Respect for Animals (ERA) as a Subject of the Social Education Degree at the University: An Overview Focused on Spain 尊重动物教育的必要性(ERA)作为大学社会教育学位的主题:以西班牙为重点的概述

JSSE - Journal of Social Science Education Pub Date : 2016-10-12 DOI: 10.2390/JSSE-V15-I3-1304

Eduardo Barona, Elena Carrió

{"title":"The Need of Education in Respect for Animals (ERA) as a Subject of the Social Education Degree at the University: An Overview Focused on Spain","authors":"Eduardo Barona, Elena Carrió","doi":"10.2390/JSSE-V15-I3-1304","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I3-1304","url":null,"abstract":"Purpose: This article highlights serious educational gaps related with the respect for animals. We propose to include a new independent subject, named Education in Respect for Animals (ERA), within the curriculum of the Social Education Degree at the university level. Method: This study is based on previous educative experiences and a review of various innovative initiatives. This article is a part of critical pedagogy, aiming to contribute to the social education curriculum. It incorporates the need for a post-humanist education in the way that Haraway named ‘posthumanist landscapes’, i.e., an inclusive education for this more-than-human world (Taylor, 2013). Findings: The first part of this article reviews the theories of authors who have contributed to this area. Nonetheless the direction of this article is not to be framed in moral philosophy but a curriculum theory. Next we will contextualize and analyse the case of ERA in the Spanish educational system, concluding with proposals applied to social nets, university communities and open to educators and especially feedback from social education. .","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114753547","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

“Mobilising for the Values of the Republic”- France's Education Policy Response to the “Fragmented Society”: A Commented Press Review “为共和国的价值观而动员”——法国教育政策对“分裂社会”的回应:评论新闻评论

JSSE - Journal of Social Science Education Pub Date : 2016-10-01 DOI: 10.2390/jsse-v15-i3-1545

Matthias Busch, Nancy Morys

引用次数: 2

Argument, Counterargument, and Integration? Patterns of Argument Reappraisal in Controversial Classroom Discussions 论证、反论证和整合?争议性课堂讨论中的论点模式再评价

JSSE - Journal of Social Science Education Pub Date : 2016-06-02 DOI: 10.4119/JSSE-792

Dorothee Gronostay

{"title":"Argument, Counterargument, and Integration? Patterns of Argument Reappraisal in Controversial Classroom Discussions","authors":"Dorothee Gronostay","doi":"10.4119/JSSE-792","DOIUrl":"https://doi.org/10.4119/JSSE-792","url":null,"abstract":"Being challenged by opposing views in a controversial discussion can stimulate the production of more elaborate and sophisticated argumentations. According to the model of argument reappraisal (Leitao, 2000), such processes require transactivity, meaning that students do not only give reasons to support their own position (e.g., pro/contra argument) but also try to refute the opponent’s claims (e.g., counterargument) and respond to critique (e.g., integration). However, there is little research in the field of political education that systematically examines how processes of argument reappraisal unfold in student-centered classroom discussions when students were asked to defend (randomly) assigned positions (pro/contra). In this study, four civic education classes (8th/9th grade) in Germany received the same standardized political learning unit and conducted a controversial fishbowl discussion. A total of 452 argumentative moves were coded for argumentative transactivity. The characteristics of this type of discourse will be described regarding the use of argumentative moves and the complexity of argumentations. Explorative sequential analyses revealed five patterns of argument reappraisal that will be illustrated by transcript excerpts.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126983586","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: 13

Review of the Book: Diana Hess; Paula McAvoy. 2015, The Political Classroom. Evidence and Ethics in Democratic Education New York/London: Routledge. 书评:戴安娜·赫斯;波拉麦卡沃伊。2015，政治课堂。民主教育中的证据与伦理，纽约/伦敦:劳特利奇出版社。

JSSE - Journal of Social Science Education Pub Date : 2016-06-02 DOI: 10.2390/JSSE-V15-I2-1526

Bernt Gebauer

引用次数: 12