Education Citizenship and Social Justice最新文献_第4页

Introduction: Placing youth at the forefront of active citizenship for social justice 引言：将青年置于积极公民身份的最前沿，以促进社会正义

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Education Citizenship and Social Justice Pub Date : 2022-10-16 DOI: 10.1177/17461979221130844

M. Brennan, P. Dolan, Alan Smith

{"title":"Introduction: Placing youth at the forefront of active citizenship for social justice","authors":"M. Brennan, P. Dolan, Alan Smith","doi":"10.1177/17461979221130844","DOIUrl":"https://doi.org/10.1177/17461979221130844","url":null,"abstract":"Historically major social movements seeking change, equality, and social justice have been driven by youth. In more recent decades, youth have been at the forefront of challenging the social, political, and ethical blind spots of their age. Continuing the historical role of youth in facilitating social change, their relevance is particularly important today. Much like past movements, in recent years youth have continued to advance the human condition in existing and new, critical directions. Nonetheless, direct youth engagement in social change is far from encouraged, and has declined, especially in situations that question the prevailing social, political, economic, and other ideologies. Youth are also easily dismissed as being idealistic, ill-informed, and unrealistic in their calls for social justice. In most settings, youth are treated as adults in waiting with little voice or ownership over efforts that impact society. In this special issue, and in direct contrast to the scenario outlined above, we seek to present a series of theoretical, empirical, and policy/practice related articles surrounding youth citizenship and action in the context of advancing social justice. Such engagement places youth at the forefront of both grassroots youth lead change and adult led youth engagement as a mechanism for systemic change.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45076794","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

Confronting the racism boogeyman: Educational leaders make meaning of the impact of George Floyd 直面种族主义恶魔:教育界领袖对乔治·弗洛伊德的影响做出了有意义的解读

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Education Citizenship and Social Justice Pub Date : 2022-09-28 DOI: 10.1177/17461979221123014

Jennifer Grace, Felix Simieou, Renée E. Lastrapes, John M. Decman

引用次数: 0

A capabilitarian approach to decolonising curriculum 课程非殖民化的能力主义方法

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Education Citizenship and Social Justice Pub Date : 2022-09-28 DOI: 10.1177/17461979221123011

M. Walker

引用次数: 0

Teaching for transformative citizenship: A study of preservice social studies teachers’ developing beliefs and practices 转型公民的教学:职前社会研究教师发展信念和实践的研究

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Education Citizenship and Social Justice Pub Date : 2022-09-27 DOI: 10.1177/17461979221115796

Robert Martinelle, Christopher C. Martell, Jennifer Chalmers-Curren

引用次数: 0

What makes them thrive? Protective factors for the academic success of Roma university students: A case study 是什么让他们茁壮成长?吉普赛大学生学业成功的保护因素:个案研究

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Education Citizenship and Social Justice Pub Date : 2022-09-27 DOI: 10.1177/17461979221123009

Beatriz Gallego-Noche, Cristina Goenechea-Permisán

{"title":"What makes them thrive? Protective factors for the academic success of Roma university students: A case study","authors":"Beatriz Gallego-Noche, Cristina Goenechea-Permisán","doi":"10.1177/17461979221123009","DOIUrl":"https://doi.org/10.1177/17461979221123009","url":null,"abstract":"The situation of oppression and discrimination of Roma people is a fact that can be observed in many research studies. This is in conjunction with segregation and unequal educational conditions for Roma students, which do not seem to improve despite economic investment and specific intervention programmes. We understand that these situations are ever-present and structural in our society and that they segregate and exclude and become cultural, social and educational barriers for Roma students to successfully continue their academic careers until they reach university. The aim of this study was to understand the views of Roma students at a university in the south of Spain regarding the factors that had enabled them to overcome the initial difficulties they had faced during primary and secondary education, and which had acted as protective factors against educational exclusion. We have included quantitative data through the use of questionnaires, and qualitative data through the use of interviews. The results suggest that these factors are diverse, intersecting and are not mutually exclusive. Family and teacher support and the presence of a non-segregated environment, as well as personal motivation and self-awareness, are key factors. A relevant finding has been the flexibility of cultural reference models that have allowed them to navigate the exclusionary structures of the school.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47799919","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

Are schools’ qualification and civic outcomes related? The role of schools’ student composition and tracking 学校的资质和公民成果有关系吗?学校对学生作文的作用和跟踪

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Education Citizenship and Social Justice Pub Date : 2022-09-04 DOI: 10.1177/17461979221084109

H. Mennes, H. G. van de Werfhorst, A. Dijkstra, A. Munniksma

引用次数: 0

Citizenship education to promote civic engagement among Arabic speaking student teachers in Israel 公民教育，促进以色列阿拉伯语学生教师的公民参与

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Education Citizenship and Social Justice Pub Date : 2022-08-23 DOI: 10.1177/17461979221114552

R. Zuzovsky, Ainat Guberman, Marcel Amasha

引用次数: 1

Civic education and social interactions at school as drivers of intended electoral participation: Similarities and differences in four European school systems 公民教育和学校社会互动是有意参与选举的驱动因素：四种欧洲学校制度的异同

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Education Citizenship and Social Justice Pub Date : 2022-08-23 DOI: 10.1177/17461979221114549

D. Deimel, Katrin Hahn-Laudenberg, J. Ziemes, H. Abs

{"title":"Civic education and social interactions at school as drivers of intended electoral participation: Similarities and differences in four European school systems","authors":"D. Deimel, Katrin Hahn-Laudenberg, J. Ziemes, H. Abs","doi":"10.1177/17461979221114549","DOIUrl":"https://doi.org/10.1177/17461979221114549","url":null,"abstract":"Through civic education and social interactions at school, students are able to develop more or less political knowledge and trust in political institutions. Both precede intended electoral participation. However, it is disputed whether the relationship between political knowledge, trust, and intended participation is consistent across countries. We analyze data from the International Civic and Citizenship Education Study 2016 that consist of representative subsamples for 14-year-old students ( N = 14,567) in Bulgaria, Croatia, Denmark, and Germany (North Rhine-Westphalia). A structural equation model approach reveals that both political knowledge and trust in political institutions contribute to explaining variation in adolescents’ intended electoral participation. The effect of political knowledge is partly mediated by trust, which in turn is negatively associated with political knowledge in Bulgaria and Croatia and positively in Denmark and Germany (NRW). These results are discussed in the light of country-specific differences in the political context of civic education.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44774017","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

The post conflict generation in Northern Ireland: Citizenship education, political literacy and the question of sovereignty 北爱尔兰冲突后一代：公民教育、政治素养和主权问题

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Education Citizenship and Social Justice Pub Date : 2022-08-23 DOI: 10.1177/17461979221114551

Matthew Milliken, Alan Smith

{"title":"The post conflict generation in Northern Ireland: Citizenship education, political literacy and the question of sovereignty","authors":"Matthew Milliken, Alan Smith","doi":"10.1177/17461979221114551","DOIUrl":"https://doi.org/10.1177/17461979221114551","url":null,"abstract":"Twenty years ago, Northern Ireland’s previously prominent presence in the headlines of the yellow press dwindled to virtual non-existence. As the region’s three-decade long conflict went into abeyance and the daily death tally dropped, the vagaries of the region’s little-understood, political tensions were assigned to little-read columns hidden deep inside broadsheets. Brexit has, however, re-exposed the deep scars and political acrimony that still blight Northern Ireland. Northern Irish schools have seen the introduction of series of educational initiatives aimed at ameliorating enduring inter-community hostility, including the creation of a model of citizenship education designed to enhance pupils’ political understanding and literacy. Drawing on recent survey data on the attitudes and perspectives of 16-year-olds, this paper explores how citizenship is being delivered in schools in Northern Ireland and exposes young people’s level of engagement with current political issues, including the possibility of a united Ireland. Although results are largely in line with expectations, there are some indications that this generation may not be simply marching in step with the same drumbeat that has been followed by generations of their forebearers.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49334119","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

Engaging youth for positive change: A quantitative analysis of participant outcomes 让青年参与积极变革：参与者成果的定量分析

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Education Citizenship and Social Justice Pub Date : 2022-07-10 DOI: 10.1177/17461979221103779

Kyle Bennett, Scott P. Hays

引用次数: 0