Education Citizenship and Social Justice最新文献

Destination: Wokeness? Possibilities for exploring domestic educational travel as conscientizing praxis 目的地:Wokeness ?探索国内教育旅行作为尽责实践的可能性

Education Citizenship and Social Justice Pub Date : 2023-09-26 DOI: 10.1177/17461979231197410

Kayla M Johnson

引用次数: 0

From influencing school food to handling hate speech: Methods, areas, and limitations of active citizenship in Finnish social studies textbooks 从影响学校饮食到处理仇恨言论:芬兰社会研究教科书中积极公民的方法、领域和局限性

Education Citizenship and Social Justice Pub Date : 2023-09-26 DOI: 10.1177/17461979231197409

Pia Mikander, Henri Satokangas

{"title":"From influencing school food to handling hate speech: Methods, areas, and limitations of active citizenship in Finnish social studies textbooks","authors":"Pia Mikander, Henri Satokangas","doi":"10.1177/17461979231197409","DOIUrl":"https://doi.org/10.1177/17461979231197409","url":null,"abstract":"Historically, education for active citizenship has not been a high priority in Finnish schools. In this discursive study of Finnish social studies textbooks for grades 4–6, we investigate how students are encouraged to practice active citizenship, where the focus of active citizenship lies, and how active citizenship is limited in antidemocratic ways. Referring to the theoretical discussion about democracy in education, we note a discursive focus on individual influencing and communication skills as methods for active citizenship education. We find that active citizenship focuses on students’ immediate surroundings, the school, and the local area as potential fields of influence. We note how antidemocratic threats to active citizenship are often portrayed with a focus on individual feelings and manners, not on understanding democratic structures and antidemocratic threats such as silencing voices through online hate speech. We welcome a discussion about how young students can become active citizens, by encouraging a more democratic classroom culture within social studies, thereby creating space for imagining alternative futures and utopian thinking.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958771","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

Discerning risk-takers from avoiders: Which teachers are more likely to support teaching about the violent past in Ambon, Indonesia? 辨别风险承担者和逃避者:在印度尼西亚安汶，哪些老师更可能支持关于暴力过去的教学?

IF 0.6

Education Citizenship and Social Justice Pub Date : 2023-09-08 DOI: 10.1177/17461979231179142

A. Fatah, L. Kuppens, Arnim Langer

{"title":"Discerning risk-takers from avoiders: Which teachers are more likely to support teaching about the violent past in Ambon, Indonesia?","authors":"A. Fatah, L. Kuppens, Arnim Langer","doi":"10.1177/17461979231179142","DOIUrl":"https://doi.org/10.1177/17461979231179142","url":null,"abstract":"In 2005, Kitson and McCully introduced the ‘risk-taking’ continuum, representing the multiple ways in which teachers in post-conflict societies deal with the history of conflict in the classroom. ‘Avoiders’, at one extreme, refrain from teaching the violent past, while at the other extreme ‘risk-takers’ analyse multiple perspectives on what happened and why. Since their seminal study, scholars have increasingly studied the challenges and opportunities related to teaching the violent past. Yet, so far no study has empirically tested and applied the continuum. Drawing on a survey of 558 secondary school teachers in post-conflict Ambon, Indonesia, we analyse the proportion and characteristics of ‘risk-takers’ as compared to ‘avoiders’. Our results show that ‘risk-takers’ represent a slim majority. While ‘risk-taking’ is associated with political interest and higher levels of education, teachers who suffered much harm during the conflict, whose students belong to a religious group other than theirs and/or those who think conflict causes have been addressed are less supportive of conflict history teaching.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46894638","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

Conceptualizing political information literacy among young people: A systematized review of the literature 年轻人政治信息素养的概念化：文献系统综述

IF 0.6

Education Citizenship and Social Justice Pub Date : 2023-08-21 DOI: 10.1177/17461979231189186

Nitzan Koren

{"title":"Conceptualizing political information literacy among young people: A systematized review of the literature","authors":"Nitzan Koren","doi":"10.1177/17461979231189186","DOIUrl":"https://doi.org/10.1177/17461979231189186","url":null,"abstract":"Political Information Literacy (PIL) is a vital and essential set of skills pre-dominantly discussed in Library and Information Studies disciplines. PIL is necessary to navigate the convoluted political information landscape, including the threats to democracy and the spreading of misinformation, disinformation, and fake news. Having PIL is especially crucial in adolescence and young adulthood as these are prime phases where young people shape their beliefs and attitudes and learn about their political and civic lives. Understanding what it means to have PIL is essential so that educators and practitioners can teach and assess PIL, resulting in young people being able to understand, analyze, critique, and make informed decisions on political information. This systematized review sampled 99 journal articles and conference papers from seven databases in the disciplines affiliated with the social sciences published between 2006 and 2022. The paper discusses how different factors shape and contribute to or hinder young people’s political knowledge, skills, and self-efficacy as they navigate political information. This work sheds light on findings from various countries and a diverse age range of young people in various life stages (13–35). It highlights populations that may have been excluded and provides potential questions that can be further investigated.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46889813","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

Pedagogies of generosity: Towards a multidimensional understanding that nurtures ‘critical generosity’ 慷慨的教育学:培养“批判性慷慨”的多维理解

IF 0.6

Education Citizenship and Social Justice Pub Date : 2023-08-05 DOI: 10.1177/17461979231189183

Michalinos Zembylas

引用次数: 0

An open-ended approach to evaluating students’ citizenship competences: The use of rubrics 评估学生公民能力的开放式方法:标准的使用

IF 0.6

Education Citizenship and Social Justice Pub Date : 2023-07-21 DOI: 10.1177/17461979231186028

Remmert Daas, A. Dijkstra, S. Karsten, Geert ten Dam

引用次数: 0

Creating counter-publics through deliberation in the classroom: The case of philosophy for children 通过课堂思考创造反公众：儿童哲学案例

IF 0.6

Education Citizenship and Social Justice Pub Date : 2023-07-01 DOI: 10.1177/17461979211061801

Keiji Nishiyama

引用次数: 1

Radical citizenship education 激进的公民教育

IF 0.6

Education Citizenship and Social Justice Pub Date : 2023-07-01 DOI: 10.1177/17461979221080604

R. Leighton

{"title":"Radical citizenship education","authors":"R. Leighton","doi":"10.1177/17461979221080604","DOIUrl":"https://doi.org/10.1177/17461979221080604","url":null,"abstract":"All education is political; the radical approach to Citizenship Education promotes social justice and critical active participation. In synthesizing a pedagogy of discomfort and the principles of subversive teaching, this is predicated on the notion that authority should be accountable, that people should be able and enabled to take decision makers to task, that those decision makers are the servants of the people. This article is based on research conducted and published during 16 years as subject leader for Citizenship Education on a pre-service qualifying programme for specialist teachers. It is adapted from the commentary submitted as part of my PhD by publication. The proposed ‘Radical Citizenship Education’ aims to enable people to question and, if they wish, to change social circumstances rather than to stoically accept the status quo. Couched within a framework which owes as much to Postman and Weingartner as it does to Marxism, studies are summarized largely chronologically to explain and contextualize the data collected. The influence of many other thinkers and writers is acknowledged, from the 19th Century to the 21st, in the continued belief that the purpose of Citizenship Education should not be to protect the civic landscape, but to change it.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44718824","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

Critical Diversity Literacy: A framework for multicultural citizenship education 批判性多样性扫盲：多元文化公民教育的框架

IF 0.6

Education Citizenship and Social Justice Pub Date : 2023-06-29 DOI: 10.1177/17461979231178520

Melissa Steyn, K. Vanyoro

{"title":"Critical Diversity Literacy: A framework for multicultural citizenship education","authors":"Melissa Steyn, K. Vanyoro","doi":"10.1177/17461979231178520","DOIUrl":"https://doi.org/10.1177/17461979231178520","url":null,"abstract":"We propose the Critical Diversity Literacy (CDL) framework for citizenship education in contemporary heterogeneous societies. It encourages an anti-essentialist, power-conscious awareness of difference beyond notions of citizenship that have been constitutive of the nation and tend to normalise masculinity, patriarchy, heterosexuality, able-bodiedness and whiteness. Using intersectionality and decoloniality heuristics, we approach multicultural citizenship from the multiple axes of our identities as we inhabit the world more complexly than mere belonging to the nation-state. The framework synthesises insights from contemporary social theory into a usable scaffolding for diversity capacitation. The ten principles focus on intersectionality, social identities and positioning, historical awareness, diversity vocabulary, the coded nature of hegemonic power and personal engagement. Taken together, they promote an approach to multicultural citizenship that focuses on social justice and pushes us to recognise the lived experience of citizenship ‘from below’. The framework has proved useful in designing curricula and interventions in different contexts and sectors and can be utilised to develop age-appropriate materials in schools.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494187","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

Teachers’ responses to students’ informal political dialogue: Charting the grey areas in school 教师对学生非正式政治对话的回应:绘制学校灰色地带

IF 0.6

Education Citizenship and Social Justice Pub Date : 2023-05-25 DOI: 10.1177/17461979231169473

Wurud Jayusi, Rakefet Erlich Ron, Shahar Gindi

引用次数: 0