Education Citizenship and Social Justice最新文献_第10页

The new civics curriculum for high schools in Israel: The discursive construction of Palestinian identity and narratives 以色列高中新公民课程:巴勒斯坦身份与叙事的话语建构

IF 0.6

Education Citizenship and Social Justice Pub Date : 2020-03-01 DOI: 10.1177/1746197919840811

Halleli Pinson

{"title":"The new civics curriculum for high schools in Israel: The discursive construction of Palestinian identity and narratives","authors":"Halleli Pinson","doi":"10.1177/1746197919840811","DOIUrl":"https://doi.org/10.1177/1746197919840811","url":null,"abstract":"The Israeli education system is divided and segregated along the lines of nationality and religiosity. While Israeli society and its education system, in particular, have generally been subjected to the influence of globalisation, including universal discourses of citizenship, in many ways it remains highly particularistic and nationalistic. To a large extent, what we see today in terms of school curricula in Israel stands in contradiction to the main trends in civic education in the developed world. It expresses a move towards neo-nationalistic religious (neo-Zionist) discourse which overtly gives preference to the Jewishness of the state over and above its commitment to democratic universal principles. This article will focus on these recent discursive changes. It will examine the space, or rather the lack of it, that is given to the Palestinian identity and narratives in the official civics textbook for high schools. The article explores several discursive practices adopted by the textbook in reinforcing the marginal position of Palestinian citizens, constructing them as the ultimate ‘others’ and undermining their civic status and rights.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919840811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46290108","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: 15

Radical pluralism and the challenges of educating for democratic-ecological civic identities: Reflections from the Mexican school context 激进多元主义与民主生态公民身份教育的挑战:来自墨西哥学校背景的反思

IF 0.6

Education Citizenship and Social Justice Pub Date : 2020-03-01 DOI: 10.1177/1746197919829075

Bradley A. Levinson

引用次数: 1

Fostering a global public sphere in real time: transpacific Skype seminars as a teaching strategy with implications for citizenship and identity 实时培养全球公共领域：跨太平洋Skype研讨会作为一种对公民身份和身份有影响的教学策略

IF 0.6

Education Citizenship and Social Justice Pub Date : 2020-03-01 DOI: 10.1177/1746197919864934

Hans Schattle, T. Plate

{"title":"Fostering a global public sphere in real time: transpacific Skype seminars as a teaching strategy with implications for citizenship and identity","authors":"Hans Schattle, T. Plate","doi":"10.1177/1746197919864934","DOIUrl":"https://doi.org/10.1177/1746197919864934","url":null,"abstract":"Citizenship and identity can be viewed as dynamic and transformative rather than as fixed or static, especially in an era in which the public sphere for contestation and deliberation has expanded beyond the limits of nation-states and into the global realm. It can be difficult, though, within the confines of conventional classrooms to create an atmosphere that gives students, even in culturally diverse university settings, a sense that they are taking part in a meaningful global conversation. New digital media platforms and videoconferencing technology are rendering this goal less elusive than before, and this article works across the theory and practice of global citizenship education to explain how faculty members in Los Angeles, California, and Seoul, South Korea, have team-taught their respective undergraduate courses via live Skype seminars. We review, in concrete and practical terms, the planning and logistics that went into this teaching strategy, including an extensive discussion on how we evaluated the initiative and how we modified the strategy to add team assignments that brought the students together for collaboration beyond the weekly class meetings. We then reflect upon how our shared endeavor of bringing students together for mutual learning across national borders carries implications for the ways in which our students think about their roles and identities as citizens.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919864934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48903707","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

Remapping citizenship: Relationships between education levels and ethnonational identities in Côte d’Ivoire, Ghana, and Liberia 重新定位公民身份:Côte科特迪瓦、加纳和利比里亚教育水平与民族认同之间的关系

IF 0.6

Education Citizenship and Social Justice Pub Date : 2020-03-01 DOI: 10.1177/1746197919861075

Laura Quaynor, Bright Borkorm

{"title":"Remapping citizenship: Relationships between education levels and ethnonational identities in Côte d’Ivoire, Ghana, and Liberia","authors":"Laura Quaynor, Bright Borkorm","doi":"10.1177/1746197919861075","DOIUrl":"https://doi.org/10.1177/1746197919861075","url":null,"abstract":"This article investigates the relationships between ethnonational identity and educational level in three West African contexts: Liberia, Ghana, and Côte d’Ivoire. Citizens in these neighboring countries identify with overlapping ethnic groups, but have varied historical experiences, with Americans settling in Liberia; the British colonizing Ghana, and the French colonizing Côte d’Ivoire. In the recent era, Côte d’Ivoire elected an opposition leader at the end of its civil war in 2010; Ghana is considered as the most stable democracy in West Africa; and Liberia experienced two protracted conflicts over the past 30 years and completed its first peaceful transition of power in 2017. We analyze 2014 Afrobarometer data from these three countries to consider if respondents are more likely to value local identities, national identities, or equally value both in each context, and how these valuations vary according to schooling experiences and national context. The findings do not show a linear relationship between education and civic identity, as more respondents who completed only primary school identified primarily with ther national group than those who completed secondary school. Most respondents who completed graduate study in all three countries identified with both their national and ethnic group; none identified primarily with their ethnic groups. In addition, the trends in identity and schooling in Ghana and Côte d’Ivoire are more similar to each other than to Liberia.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919861075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48474943","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

Reconceptualizing civic education for young children: Recognizing embodied civic action 重新认识幼儿公民教育：认识具体的公民行动

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Education Citizenship and Social Justice Pub Date : 2020-03-01 DOI: 10.1177/1746197919858359

Katherina A. Payne, J. Adair, K. Colegrove, Sunmin Lee, A. Falkner, Molly E. McManus, Shubhi Sachdeva

引用次数: 25

Citizenship, identity, and education: Re-imagining the Contested Terrain 公民身份、身份和教育：重新想象竞争环境

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Education Citizenship and Social Justice Pub Date : 2020-03-01 DOI: 10.1177/1746197919859211

A. Rapoport, Miri Yemini

引用次数: 5

The communitarian attitudes of religious Zionist female adolescents to democracy in Israel 宗教犹太复国主义女性青少年对以色列民主的社群态度

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Education Citizenship and Social Justice Pub Date : 2020-03-01 DOI: 10.1177/1746197919868885

Z. Gross

引用次数: 1

A capability pedagogy for excluded youth: Fostering recognition and imagining alternative futures 被排斥青年的能力教学法:培养认知和想象不同的未来

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Education Citizenship and Social Justice Pub Date : 2019-12-24 DOI: 10.1177/1746197919886859

Joan Dejaeghere

引用次数: 4

High-school student councils: A typological approach 高中学生会:一种类型学方法

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Education Citizenship and Social Justice Pub Date : 2019-12-24 DOI: 10.1177/1746197919886880

Ester Halfon, Shlomo Romi

引用次数: 1

‘We have the right to stand up’: Elementary students’ conceptual understandings of civic virtue and engagement “我们有权站起来”：小学生对公民美德和参与的概念理解

IF 0.6

Education Citizenship and Social Justice Pub Date : 2019-11-27 DOI: 10.1177/1746197919886857

Julie L. Pennington, Kathryn M. Obenchain, H. Carter, Melissa Bedford

引用次数: 0