Education, Citizenship and Social Justice最新文献

‘There’s always opportunities to learn’: Immigrant-origin youth’s use and understanding of social media for civic education in the year 2020 总有机会学习"：移民青年使用和理解社交媒体促进 2020 年公民教育的情况

Education, Citizenship and Social Justice Pub Date : 2024-07-25 DOI: 10.1177/17461979241259430

Elena Maker Castro, Sara Wilf, Jaime Garcia Guzman, Laura Wray‐Lake

引用次数: 0

A hackathon as a promoter of environmental citizenship among fifth-grade students—the attitudes of students, educators, ornithologists, and people working in high-tech 黑客马拉松作为五年级学生环境公民意识的推动者--学生、教育工作者、鸟类学家和高科技工作者的态度

Education, Citizenship and Social Justice Pub Date : 2024-07-25 DOI: 10.1177/17461979241253556

A. Gal

{"title":"A hackathon as a promoter of environmental citizenship among fifth-grade students—the attitudes of students, educators, ornithologists, and people working in high-tech","authors":"A. Gal","doi":"10.1177/17461979241253556","DOIUrl":"https://doi.org/10.1177/17461979241253556","url":null,"abstract":"This qualitative study examined the perceptions of 42 fifth-grade students (ages 11–12) along with 8 staff members, 9 ornithologists, and 10 high-tech experts who participated in a hackathon event. This was the culmination of a learning process designed to find environmental, technological, and humane solutions to the competition between the Lesser Kestrel (native species) and the Myna (invasive species). Using three sources of data gathering—analyses of drawings, an open questionnaire, and focus group interviews—the study examined to what extent, if any, a hackathon, as a pedagogical tool, might promote environmental citizenship principles among fifth graders according to Berkowitz’s components of environmental citizenship. The findings show that the students expanded their ecological literacy, discussed civic literacy characteristics, adopted environmental values and their self-efficacy to act to find an environmental, technological, and human solution to the competition between the Lesser Kestrel-Myna interaction. Therefore, it can be said that the educational program and the hackathon succeeded in promoting environmental citizenship according to Berkowitz’s components.","PeriodicalId":503967,"journal":{"name":"Education, Citizenship and Social Justice","volume":"108 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141802209","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

‘Dissensus’ and the emergence of activist leadership in the baby room of UK early childhood settings 英国幼儿机构婴儿室中的 "共识 "和积极领导力的出现

Education, Citizenship and Social Justice Pub Date : 2024-04-16 DOI: 10.1177/17461979241241514

Mona Sakr, Kayla Halls

{"title":"‘Dissensus’ and the emergence of activist leadership in the baby room of UK early childhood settings","authors":"Mona Sakr, Kayla Halls","doi":"10.1177/17461979241241514","DOIUrl":"https://doi.org/10.1177/17461979241241514","url":null,"abstract":"In the context of a chronically under-funded and fragmented Early Childhood Education and Care (ECEC) sector in England, there is an urgent need for models of leadership that emphasise action and advocacy. In the baby room, where pay, conditions and status are at their lowest, this is particularly the case. In this article, building on the model of activist leadership put forward by Woodrow and Busch, we consider ‘dissensus’ as a foundation for activist leadership among baby room leaders working in English nurseries. Dissensus is the willingness to express and explore differences, disagreements and tensions. In gathering the perspectives and experiences of 15 baby room leaders, we identified three threads of dissensus which we consider in this article: (1) the desire for baby room educators’ contributions to be recognised as more than ‘just care’, (2) feelings of resentment around being overlooked and undermined by ECEC colleagues outside of the baby room and (3) questions around pay and conditions in the baby room. We consider these threads of dissensus as a potential starting point for activist leadership in the baby room.","PeriodicalId":503967,"journal":{"name":"Education, Citizenship and Social Justice","volume":"358 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698263","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

Revitalizing the role of relative deprivation: An analysis of contemporary teacher protest strike emergence 振兴相对贫困的作用：对当代教师抗议罢工现象的分析

Education, Citizenship and Social Justice Pub Date : 2024-04-16 DOI: 10.1177/17461979241242979

Amanda J Brockman

引用次数: 0

Teachers’ and parents’ perspectives on citizenship education in Turkey: Consensus and disagreements 土耳其教师和家长对公民教育的看法：共识与分歧

Education, Citizenship and Social Justice Pub Date : 2024-04-15 DOI: 10.1177/17461979241240451

Zafer Kuş

引用次数: 0

Students’ attitudes towards fundamental democratic values: The construction of a measurement instrument 学生对基本民主价值观的态度：构建测量工具

Education, Citizenship and Social Justice Pub Date : 2024-03-13 DOI: 10.1177/17461979241227848

Lianne Hoek, A. Munniksma, A. Dijkstra

引用次数: 0

Becoming bridge citizens: Educating for social justice in conflict-affected settings 成为桥梁公民：在受冲突影响的环境中开展社会正义教育

Education, Citizenship and Social Justice Pub Date : 2024-03-12 DOI: 10.1177/17461979231222904

Stella Mi-Cheong Cheong, R. Azada-Palacios, K. Beye

引用次数: 0

Maintaining whiteness in archaeology: Hegemonic reproduction in academic versus state archaeological institutions in 21st century Israel 保持考古学中的白人特性：21 世纪以色列学术考古机构与国家考古机构的霸权再现

Education, Citizenship and Social Justice Pub Date : 2024-03-05 DOI: 10.1177/17461979241231503

Raphael Greenberg, Gideon Sulimani

{"title":"Maintaining whiteness in archaeology: Hegemonic reproduction in academic versus state archaeological institutions in 21st century Israel","authors":"Raphael Greenberg, Gideon Sulimani","doi":"10.1177/17461979241231503","DOIUrl":"https://doi.org/10.1177/17461979241231503","url":null,"abstract":"Archaeology has long been recognized for its 19th century origins in, and 20th century contributions to, imperial and settler colonialisms, as well as its complicity in modern nationalism. By implication, therefore, archaeology has been adopted as a vehicle of modernity and western supremacy and the archaeological gaze has typically been a White one. In pre-state Palestine and in 20th-century Israel, management and academic echelons in archaeology were staffed by European-trained professionals, most of them Jewish Ashkenazi men. While in academia this hegemony has successfully reproduced itself through socialization and by means of a rigid curriculum, ensuring that senior positions at all research universities in Israel are still largely held by members of the founding group, state institutions have become more diverse, especially in the lower echelons of service. We argue that continued dependence on the Anglo-European definitions of science and archaeological value, along with the neoliberal turn in universities, determine academic curricula and career paths. These cement the dominance of Ashkenazim in Israeli academia and track non-Ashkenazim to non-academic positions as excavators and regulators, where mobility can be achieved through loyalty to the state apparatus and to the economic logic of ‘development’. This mobility, however, has had little effect on the racialized and gendered distribution of cultural capital in the archaeological community.","PeriodicalId":503967,"journal":{"name":"Education, Citizenship and Social Justice","volume":"127 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079064","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

From religious citizen to multicultural citizen: Changing conceptualizations of citizenship and belonging in Canada 从宗教公民到多元文化公民：加拿大公民身份和归属感概念的变化

Education, Citizenship and Social Justice Pub Date : 2024-02-15 DOI: 10.1177/17461979241227845

Lori G Beaman

引用次数: 0

The risky news sharing quotient (RNSQ): A research instrument for exploring news-sharing behaviour that spreads fake news 风险新闻分享商数（RNSQ）：探索传播假新闻的新闻分享行为的研究工具

Education, Citizenship and Social Justice Pub Date : 2024-01-17 DOI: 10.1177/17461979231218652

T. Martin, Yoan Gutiérrez Vázquez, Robiert Sepúlveda-Torres, José Ignacio Abreu Salas

{"title":"The risky news sharing quotient (RNSQ): A research instrument for exploring news-sharing behaviour that spreads fake news","authors":"T. Martin, Yoan Gutiérrez Vázquez, Robiert Sepúlveda-Torres, José Ignacio Abreu Salas","doi":"10.1177/17461979231218652","DOIUrl":"https://doi.org/10.1177/17461979231218652","url":null,"abstract":"The spread of fake news (FN) has attracted attention from disciplines ranging from social sciences to Artificial Intelligence. This work is novel because it explores the news-sharing behaviour of social-media users, focussing on those that spread FN, rather than the psychological motivations behind them. The 14-item Risky News-Sharing Quotient (RNSQ) was developed and Exploratory Factor Analysis discovered three relevant factors: (i) news-sharing behaviour that contributes to debunking FN; (ii) news-sharing frequency and attitudes to sharing; and (iii) news-sharing behaviour that contributes to the spread of FN. The study, conducted among university students, found that 75% reported risky news-sharing behaviour that spreads FN. No link was found between perceiving FN as a problem and debunking it. Moreover, 83% of survey participants were unable to identify a FN story. Overall, the findings suggest an inability to apply knowledge of the relevant FN detection strategies to debunk FN, but importantly an apparent lack of motivation to check the veracity of a news story. From these conclusions, better-informed educational intervention strategies can be implemented to address the FN problem in-situ, such as promoting the importance of responsible news-sharing by raising awareness of how the spread of FN can impede the proper functioning of societies.","PeriodicalId":503967,"journal":{"name":"Education, Citizenship and Social Justice","volume":"114 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616301","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