Education Citizenship and Social Justice最新文献_第8页

Higher education, post-conflict democratization and the legacies of authoritarian rule: The Tripoli University Programme for Rebuilding Libya 高等教育，冲突后的民主化和独裁统治的遗产:的黎波里大学重建利比亚计划

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Education Citizenship and Social Justice Pub Date : 2021-02-16 DOI: 10.1177/1746197920981365

Sansom Milton

引用次数: 2

Building tolerance through human rights education: The missing link 通过人权教育建立宽容：缺失的一环

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Education Citizenship and Social Justice Pub Date : 2020-12-21 DOI: 10.1177/1746197920977291

Marlana Salmon-Letelier, S. Garnett Russell

引用次数: 2

The democratic school experiences framework: A tool for the design and self-assessment of democratic experiences in formal education 民主学校经验框架：设计和自我评估正规教育民主经验的工具

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Education Citizenship and Social Justice Pub Date : 2020-12-21 DOI: 10.1177/1746197920971810

I. de Groot, Jane C. Lo

引用次数: 3

Experiencing service learning partnership: A human development perspective of community members 体验服务学习伙伴关系：社区成员的人类发展视角

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Education Citizenship and Social Justice Pub Date : 2020-12-21 DOI: 10.1177/1746197920971808

Ntimi N. Mtawa, S. Fongwa

{"title":"Experiencing service learning partnership: A human development perspective of community members","authors":"Ntimi N. Mtawa, S. Fongwa","doi":"10.1177/1746197920971808","DOIUrl":"https://doi.org/10.1177/1746197920971808","url":null,"abstract":"Service–learning has, arguably, gained significant currency as a pedagogical and engagement mechanism within the broader discourse of universities and their role in community development. However, less emphasis has been placed on the human development dimensions of service–learning for community members, with the focus largely being on students’ experiential learning and other academic outcomes for the university. Though usually conceived as an integral part in university–community partnerships, community members’ role in the conception and implementation of service–learning initiatives is from a peripheral position. In this paper, we interrogate this lacuna by applying core tenets of the human development approach to document the experiences and perceptions of community members within a university–community service learning partnerships. From the analysis of qualitative data n = 22, we demonstrate that while service–learning enhances agency, it continues to operate within a historical context and contemporary political economy of South Africa, which obscure community members’ active participation and empowerment towards inclusive and sustainable valued outcomes.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"69 - 84"},"PeriodicalIF":0.6,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920971808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49394375","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

The official discourse of social justice in citizenship education: A comparison between Japan and China 公民教育中社会正义的官方话语:中日比较

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Education Citizenship and Social Justice Pub Date : 2020-12-21 DOI: 10.1177/1746197920971811

Sicong Chen

{"title":"The official discourse of social justice in citizenship education: A comparison between Japan and China","authors":"Sicong Chen","doi":"10.1177/1746197920971811","DOIUrl":"https://doi.org/10.1177/1746197920971811","url":null,"abstract":"Against the contemporary background of international and national commitments to citizenship education for social justice, this paper examines and compares the subject, aim and extent of social justice in citizenship education behind official rhetorics in Japan and China. It develops a three-dimensional framework of social justice to analyse, through mixed methods of text analysis, a set of selected authoritative documents, including official policies, national curriculum guidelines and government-authorized textbooks. The results reveal discursive divergences and convergences between the Japanese and Chinese cases. Social justice in the Japanese discourse tends to be constructed as recognitive injustice eliminable through identical treatment towards one another by individuals. By contrast, social justice in the Chinese discourse tends to be constructed as distributive justice achievable through differential treatment by the party-state. Common to the two cases is that both pay scant attention to collective actions for and the global bearing of social justice. The paper argues that the two cases similarly stop short of promoting comprehensive, transformative and global social justice education.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"197 - 210"},"PeriodicalIF":0.6,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920971811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42013910","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

Learning, making and flourishing in non-formal spaces: Participatory arts and social justice 非正式空间中的学习、制作和繁荣:参与式艺术和社会正义

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Education Citizenship and Social Justice Pub Date : 2020-12-16 DOI: 10.1177/1746197920971809

P. Wright, Barry Down, C. Davies

{"title":"Learning, making and flourishing in non-formal spaces: Participatory arts and social justice","authors":"P. Wright, Barry Down, C. Davies","doi":"10.1177/1746197920971809","DOIUrl":"https://doi.org/10.1177/1746197920971809","url":null,"abstract":"This article considers Participatory Arts and sociocultural understandings of justice and praxis through the example of Big hART, an Australian multi-award winning provider where both artists and participants – often disenfranchised and marginalised young people – co-create the work (Matarasso, 2018). Enacting social justice principles, Big hART works alongside young people to improve their life outcomes through arts practice strengthening young people’s critical capabilities by inducting them as both makers and responders to their own lives and the world around them. Drawing on three years of ethnographic research across three sites in rural and regional Australia we highlight how multidimensional and multi-modal arts-based projects contribute to young people’s lives through theorising the attributes and dimensions of twenty productive conditions and practices identified as essential for social change. These possibilities are important as when these conditions are purposefully enacted, the power of the arts for sense-making and identity development is revealed in non-formal learning spaces. Theoretically unpacking these conditions and practices and linking them with research outcomes helps build understanding of the generative power of Participatory Arts through the ways Big hART builds bridges between young people and their communities and the developmental trajectories they may take through being ‘at-promise’ rather than ‘at-risk’.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"54 - 68"},"PeriodicalIF":0.6,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920971809","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48693060","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

Communities as asset: Using positive communication to enhance the holistic well-being of South Africans 社区是资产:利用积极的沟通增进南非人的整体福祉

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Education Citizenship and Social Justice Pub Date : 2020-11-23 DOI: 10.1177/1746197920971792

D. Polk, Madison A. Pollino

引用次数: 1

International colleges and the cultivation of social capital in a divided Thailand: A narrative study of leadership perspectives at a Bangkok-based campus 在分裂的泰国，国际学院与社会资本的培养:对曼谷一所大学的领导视角的叙事研究

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Education Citizenship and Social Justice Pub Date : 2020-11-01 DOI: 10.1177/1746197919844716

M. Ferguson

引用次数: 2

What’s the problem? Investigation of Dutch policy statements in search of causes of stagnating citizenship education 有什么问题吗?调查荷兰政策声明，寻找公民教育停滞的原因

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Education Citizenship and Social Justice Pub Date : 2020-11-01 DOI: 10.1177/1746197919833373

Anneke Meester-van Laar, GD Bertram-Troost, J. Hoogland, D. D. De Ruyter

{"title":"What’s the problem? Investigation of Dutch policy statements in search of causes of stagnating citizenship education","authors":"Anneke Meester-van Laar, GD Bertram-Troost, J. Hoogland, D. D. De Ruyter","doi":"10.1177/1746197919833373","DOIUrl":"https://doi.org/10.1177/1746197919833373","url":null,"abstract":"Based on the findings of the International Civic and Citizenship Education Study, the International Association for the Evaluation of Educational Achievement notes in 2010 that the development of citizenship education is stagnating. In response to this stagnation, some countries, including the Netherlands, are tempted to act more prescriptively in matters of citizenship education. Prior to and in the interest of the search for a solution, we think it is first and foremost important to gain insight into the extent to which the Dutch policy on citizenship education itself contributes to the stagnation. Reconstruction of the policy theory (as a part of document analysis) is used as a method to analyse the various policy statements. Our analysis demonstrates that there are sufficient indications to state that what the Dutch government wants and why is unclear and that there are specific normative beliefs underlying the policy which may conflict with beliefs of the implementers. We assume that the indicators found are not conducive to enable or motivate school leaders to implement the policy as desired by the government.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"15 1","pages":"197 - 212"},"PeriodicalIF":0.6,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919833373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41941511","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

Efficiency versus social justice? Teachers’ roles in the epoch of globalisation 效率vs社会正义?全球化时代教师的角色

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Education Citizenship and Social Justice Pub Date : 2020-11-01 DOI: 10.1177/1746197919852564

Christina Hajisoteriou, P. Angelides

{"title":"Efficiency versus social justice? Teachers’ roles in the epoch of globalisation","authors":"Christina Hajisoteriou, P. Angelides","doi":"10.1177/1746197919852564","DOIUrl":"https://doi.org/10.1177/1746197919852564","url":null,"abstract":"The literature portrays globalisation as a ‘Janus-like phenomenon’, implying that it has two ‘heads’ like the mythical giant Janus; beyond the rise of hyber-liberalism, xenophobia and socio-economic inequity, globalisation has also humanistic and democratic elements. In this context, a global agenda of social justice and equity of educational opportunity appears to be counteracted by global discourses of neoliberalism, which are embedded in international performance indicators, and international tests and scores. Apparently, teachers in the era of globalisation are assigned with diverse, and often ‘unbalanced’, social and professional roles. In such a context, this article aims to address the following question: What roles are teachers called to play in the epoch of globalisation? In this article, we acknowledge that global preoccupation with efficiency and performance has contributed to the development a managerialist model of education causing the de-professionalisation of teachers. Such model has in turn restricted teachers’ opportunities to mediate social justice. Nonetheless, what we conclude is that teachers are not ‘trapped’ in a trade-off between efficiency and equity. Even if we accept that neoliberalism is an inevitable top-down policy framework, neoliberal settings can still provide spaces for teachers to act as democratic agents by developing autonomous, active and collegial professional identities. However, this article concludes that teachers working in solidarity in local/global coalitions may counteract the hegemony of neoliberalism by bringing bottom-up structural transformation towards social justice, equity and diversity recognition.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"15 1","pages":"274 - 289"},"PeriodicalIF":0.6,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919852564","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45553387","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: 10