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Education Citizenship and Social Justice最新文献

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Exploring the impact of panoptic heteronormativity on UK primary teachers advocating for LGBTQ+ inclusive education 探索全景非规范性对英国小学教师倡导LGBTQ+包容性教育的影响
IF 0.6
Education Citizenship and Social Justice Pub Date : 2023-02-12 DOI: 10.1177/17461979231151615
Ben Johnson
{"title":"Exploring the impact of panoptic heteronormativity on UK primary teachers advocating for LGBTQ+ inclusive education","authors":"Ben Johnson","doi":"10.1177/17461979231151615","DOIUrl":"https://doi.org/10.1177/17461979231151615","url":null,"abstract":"Since the repeal of Section 28 in 2003, research and policy reform has explored how to reduce homo/bi and transphobia to make schools more LGBTQ+ inclusive places. However, heteronormativity continues to manifest in increasingly subtle ways. This article argues that teachers must remain vigilant towards the ‘Panopticon of Heteronormativity’ which subtly impacts efforts to foster LGBTQ+ inclusivity. An Interpretive Phenomenological Analysis (IPA) was undertaken to capture the experience of 12 participants who advocate for LGBTQ+ inclusivity in UK primary schools. This article finds that teachers advocating for LGBTQ+ inclusivity still reinforce heteronormativity through discourses which regulate children’s exposure to ‘appropriate’ identities, express concern about pushing an ‘agenda’ and LGBTQ+ teachers can experience a ‘double consciousness’ which complicates their efforts to disrupt heteronormativity. Recommendations include improving teacher training and practitioner awareness to critically reflect upon the subtle ways heteronormativity manifests in the classroom.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43468694","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
Safeguarding social justice and equality: Exploring Finnish youths’ ‘Intergroup Mindsets’ as a novel approach in the prevention of radicalization and extremism through education 维护社会正义和平等：探索芬兰青年的“群体间心态”，将其作为通过教育预防激进化和极端主义的新方法
IF 0.6
Education Citizenship and Social Justice Pub Date : 2023-01-10 DOI: 10.1177/17461979221135845
Saija Benjamin, Pia-Maria Koirikivi, V. Salonen, L. Gearon, Arniika Kuusisto
{"title":"Safeguarding social justice and equality: Exploring Finnish youths’ ‘Intergroup Mindsets’ as a novel approach in the prevention of radicalization and extremism through education","authors":"Saija Benjamin, Pia-Maria Koirikivi, V. Salonen, L. Gearon, Arniika Kuusisto","doi":"10.1177/17461979221135845","DOIUrl":"https://doi.org/10.1177/17461979221135845","url":null,"abstract":"As part of citizenship education, the prevention of radicalization and extremism through education (PVE-E) is an urgent initiative of global educational policy. According to research, radicalized individuals, despite the ideology held, have mindsets that challenge equality and social justice. In this light, this study examines the intergroup mindsets of Finnish students aged 16–19 in vocational institutions through a mixed methods research survey ( n = 383). Three distinct intergroup mindsets were found in a profile analysis. The findings demonstrate that the intergroup mindsets of the students are predominantly egalitarian, open-minded, and inclusive. However, there are also students whose mindsets are anti-egalitarian and pro-dominance, and for whom Finnishness is a marker of borders and social exclusion. If intensified and manipulated, the views of these youth may become radicalized with serious implications for national security and societal cohesion.We argue that in PVE-E, the focus on critical thinking must be complemented with transformative approaches that support the development of mindsets based on social justice and equality.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45714320","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
‘For a good [civic] purpose?’: Black immortal teachings of citizenship “为了一个好的(公民)目的?”:黑人不朽的公民权教义
IF 0.6
Education Citizenship and Social Justice Pub Date : 2022-12-23 DOI: 10.1177/17461979221137895
M. Johnson, Danielle J. Thomas
{"title":"‘For a good [civic] purpose?’: Black immortal teachings of citizenship","authors":"M. Johnson, Danielle J. Thomas","doi":"10.1177/17461979221137895","DOIUrl":"https://doi.org/10.1177/17461979221137895","url":null,"abstract":"Black experiences and discourse concerning citizenship are unique. Moreover, Black access to full citizenship is often a matter of life and death. The civic purposes driving this pursuit are often negated in conventional curriculum and pedagogy, especially in early childhood settings. Still, it is essential for educators and policymakers to understand the civic purposes that initiate and sustain civic engagement. The purpose of this study is to amplify the voices of young Black boys in regards to US citizenship. By employing notions of in the wake/wake work as the theoretical framework and curricular and pedagogical resuscitation (CPR) as the methodology, this study unearthed the power of children to examine the complexities and ironies of citizenship. More so, these first- and second-grade students linked Black citizenship to fundamental issues of life, death, and purpose. Ultimately, the authors call for instruction reflecting how for students, especially Black students, honorable civic purposes striving for full citizenship remain valued, respected, and enduring.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45234641","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
Considering social justice: Lived experiences of education students during the first course year 考虑社会公正：教育学生在第一学年的生活经历
IF 0.6
Education Citizenship and Social Justice Pub Date : 2022-12-23 DOI: 10.1177/17461979221138737
Siân E. Jones, S. Eady, Linda Craig
{"title":"Considering social justice: Lived experiences of education students during the first course year","authors":"Siân E. Jones, S. Eady, Linda Craig","doi":"10.1177/17461979221138737","DOIUrl":"https://doi.org/10.1177/17461979221138737","url":null,"abstract":"Increasing research focus is placed on how to embed social justice within Education degrees. This paper reports findings from the first two phases of a cohort study completed just before and at the start of the pandemic, which track Scottish Education students’ reflections on social justice at one university. We used three focus groups ( n = 14) and surveys to analyse students’ ( n = 45) definitions of social justice. Using Bronfenbrenner’s Ecological System’s Theory and Saldana’s Analytical Coding framework we found that themes around prejudice, culture, policy and emerging professional identity captured participants’ reflections as both beginning teachers and students of educational studies. Key to our findings was that fewer reflections of social justice were cited to global than to local contexts. This paper highlights ways in which university educators may conceive of social justice such that it is considered by students in both their immediate and in global contexts.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48893094","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
Orienting all students toward justice: Cultivating social responsibility in privileged schooling environments 以正义为导向:在优越的学校环境中培养社会责任感
IF 0.6
Education Citizenship and Social Justice Pub Date : 2022-12-23 DOI: 10.1177/17461979221136507
Madora Soutter, Shelby Clark
{"title":"Orienting all students toward justice: Cultivating social responsibility in privileged schooling environments","authors":"Madora Soutter, Shelby Clark","doi":"10.1177/17461979221136507","DOIUrl":"https://doi.org/10.1177/17461979221136507","url":null,"abstract":"What is the obligation of schools in fostering compassion for others and a commitment to the greater good? In a year-long qualitative study, this research explores how one Northeastern private schooling environment aimed to cultivate social responsibility in adolescents through an egalitarian, discussion-oriented pedagogy. Guided by Westheimer and Kahne’s three-tiered conceptualization of citizenship, we explore what can be learned from one school’s emphasis on student-led discussions and how this approach influenced students’ commitments to others. We ultimately argue that students developed a profound sense of obligation to one another (e.g. to other youth of privilege), but fell short of extending this commitment to others beyond their elite institution. These findings raise questions about the role of privileged schooling environments in fostering beyond-the-self, justice-oriented citizens for the benefit of our democracy and questions, too, about the pedagogies leveraged to achieve such goals.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48013488","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
From awareness to activism: Understanding commitment to social justice in higher education 从意识到行动主义：理解高等教育对社会正义的承诺
IF 0.6
Education Citizenship and Social Justice Pub Date : 2022-12-21 DOI: 10.1177/17461979221136506
L. Howard, A. Statham, Erin E. Gilles, M. R. Roberts, Wendy G. Turner
{"title":"From awareness to activism: Understanding commitment to social justice in higher education","authors":"L. Howard, A. Statham, Erin E. Gilles, M. R. Roberts, Wendy G. Turner","doi":"10.1177/17461979221136506","DOIUrl":"https://doi.org/10.1177/17461979221136506","url":null,"abstract":"In this study, we examine the concept of social justice to provide greater clarity about how higher education might help students achieve more understanding about social justice and develop behaviors consistent with social change. We measured three dimensions of social justice: students’ recognition that inequality exists, their determination to do something, and their willingness to engage in actions that reduce inequality. Mean differences in scales tapping these views between students in introductory and capstone courses in six liberal arts disciplines—social work, sociology, psychology, criminal justice, gender studies, and communication—suggest variations in how students in these programs commit to social change. Capstone students consistently showed greater commitment to social justice compared to freshmen students. The most significant differences occurred in their willingness to take action. Patterns differed significantly within the six disciplines, and consideration is given to the emphasis placed on social justice within the six disciplines, as partially explaining the differences. These results suggest some modification to the notion in the literature that a ‘principal-implementation’ gap exists among adults in their commitment to social justice that tends to increase with maturation.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49141289","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
The importance of civic culture: Toward intellectual solidarity and community agency 公民文化的重要性:走向知识团结和社区代理
IF 0.6
Education Citizenship and Social Justice Pub Date : 2022-11-05 DOI: 10.1177/17461979221130431
K. Magill, N. Scholten, B. Blevins, V. Smith
{"title":"The importance of civic culture: Toward intellectual solidarity and community agency","authors":"K. Magill, N. Scholten, B. Blevins, V. Smith","doi":"10.1177/17461979221130431","DOIUrl":"https://doi.org/10.1177/17461979221130431","url":null,"abstract":"In this critical case study, we examined the ways civic culture developed at an action civics summer camp and provided implications for civics teaching and learning. Findings highlight how the camp context produced and simultaneously failed to yield a culturally participatory inclusive civic culture. Specifically, we found the emphasis on dialogue, inquiry, and attention to place during the camp experience supported actors in developing positive civic culture exchanges. However, the civic culture that emerged at the camp also included white hetero-normative cultural practices and ideologies which discouraged participation among some students with non-dominant identities. Further, students of all identities did little to engage in civic experiences beyond the camp. We suggest that these shortcomings might be overcome by intentionally designing learning experiences to address these concerns, supporting counselors to understand how to mediate sensitive projects, and demonstrating to students how to perpetually engage with civic concerns.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41835697","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
Social support, empathy, social capital and civic engagement: Intersecting theories for youth development 社会支持、同理心、社会资本和公民参与：青年发展的交叉理论
IF 0.6
Education Citizenship and Social Justice Pub Date : 2022-11-01 DOI: 10.1177/17461979221136368
P. Dolan
{"title":"Social support, empathy, social capital and civic engagement: Intersecting theories for youth development","authors":"P. Dolan","doi":"10.1177/17461979221136368","DOIUrl":"https://doi.org/10.1177/17461979221136368","url":null,"abstract":"An emerging body of theory, research, and practice literature places empathy, social support and social capital as intersectional and the cornerstone of sustained citizenship and youth action in general, but particularly around issues of social justice. While there is now an acceptance of the importance of young people exercising their voice, participation, and agency as part of their positive and personal development, equally this also requires opportunities and avenues for them to do so. Also argued here is that the ongoing advancement of positive youth development theory to reflect voice and agency needs further elaboration and more in-depth research.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48859573","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
Civic education in post-conflict societies: The case of Serbia 冲突后社会的公民教育：以塞尔维亚为例
IF 0.6
Education Citizenship and Social Justice Pub Date : 2022-10-25 DOI: 10.1177/17461979221130434
Sanja Petkovska
{"title":"Civic education in post-conflict societies: The case of Serbia","authors":"Sanja Petkovska","doi":"10.1177/17461979221130434","DOIUrl":"https://doi.org/10.1177/17461979221130434","url":null,"abstract":"Our main goal is to provide a preliminary, descriptive, and thematic overview of civic education courses in Serbia until 2020 from the perspectives of international political sociology, critical pedagogy and critical curriculum studies. After clarifying pertinent conceptual assumptions of curriculum analysis, we review the methodology employed to examine the curriculum. Firstly, our task is to describe how a civic education course in Serbia looks in relevant educational aspects. Secondly, we explore the role civic education plays in postsocialist and post-conflict Serbian society within the educational system and policies, considering transformative processes and reconciliation goals. Among the main findings, we emphasise the inadequacy of the initial phase of implementation of civic education in Serbia. There is insufficient recognition in the broader public regarding the cosmopolitan and social justice values crucial for generating a democratic political culture.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47216631","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
Towards a democratic and fair society: Civic competences of Brazilian graduates 走向民主和公平的社会：巴西毕业生的公民能力
IF 0.6
Education Citizenship and Social Justice Pub Date : 2022-10-22 DOI: 10.1177/17461979221131148
Julio Bertolin, Orlanda Tavares, Cristina Sin
{"title":"Towards a democratic and fair society: Civic competences of Brazilian graduates","authors":"Julio Bertolin, Orlanda Tavares, Cristina Sin","doi":"10.1177/17461979221131148","DOIUrl":"https://doi.org/10.1177/17461979221131148","url":null,"abstract":"This article analyses whether Brazilian graduates feel that their higher education programmes have contributed to the development of civic competences (ethics, critical thinking and respect for diversity), necessary to become active citizens in a democratic and fair society. The analysis considers disciplines and students’ socioeconomic and cultural background, employing official data (2014, 2015 and 2016) from the National Test of Student Performance (Enade). Findings show that students of higher socioeconomic backgrounds tend to concentrate in programmes which lead to more prestigious and powerful positions in society. Curiously, it is these students who feel less confident that their degree contributed to the development of the above civic competences than their colleagues from lower socioeconomic backgrounds. These findings question whether higher education fulfils its mission to promote holistic human development for all students. These competences are particularly critical for privileged students who will be better positioned professionally to tackle societal injustices.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47274968","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
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