Citizenship, Social and Economics Education最新文献_第3页

How youth participation and practice in global education initiatives are enacted in discourse 青年在全球教育倡议中的参与和实践是如何在话语中实施的

Citizenship, Social and Economics Education Pub Date : 2022-03-10 DOI: 10.1177/14788047221086557

R. Todorova, Lisa Babel, C. Daiute

{"title":"How youth participation and practice in global education initiatives are enacted in discourse","authors":"R. Todorova, Lisa Babel, C. Daiute","doi":"10.1177/14788047221086557","DOIUrl":"https://doi.org/10.1177/14788047221086557","url":null,"abstract":"The GENE Global Education Innovation Award aims to reward and support organizations whose goal is to provide innovative Global Education, valuing youth participation in democratic processes. Toward that end, funders are sensitive to whether and how organizations support youth participation and civic engagement. Funding applications, thus, become a way for organizations to enact their own values and strategies for promoting youth participation. This paper reports on a secondary analysis of applications to GENE, revealing an emphasis on participatory practices. The data includes 82 excerpts across eight applications awarded funding and 13 applications honoured as runners-up. Using values analysis, we explored how organizations described engaging participants and the importance of participants’ activities as forwarding the organization's purpose. Analysis uncovered three major values: Perspective on Participation; Rhetoric of Participation; and Agents of Participation. While all applicants shared similar values of youth participation in their organizations, how they expressed the importance of their participants differed. Ultimately, Awardees emphasized what their organization could do for participants, whereas the Runners Up focused on what their participants were doing through their engagement. The findings exhibit how participation and practice in Global Education initiatives are enacted in discourse.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"403 1","pages":"97 - 117"},"PeriodicalIF":0.0,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86832505","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

Are schools in Oman planning to produce global citizens? A critical analysis of schools’ visions and missions 阿曼的学校计划培养世界公民吗?对学校愿景和使命的批判性分析

Citizenship, Social and Economics Education Pub Date : 2022-03-09 DOI: 10.1177/14788047221086562

K. Al’Abri, I. Al-Naabi, Abdulla K. Ambusaidi

引用次数: 1

Beyond Victims and Villains: Young People's Acts of Citizenship during Covid-19 超越受害者和恶棍:2019冠状病毒病期间年轻人的公民行为

Citizenship, Social and Economics Education Pub Date : 2022-01-06 DOI: 10.1177/20471734211069679

M. Estellés, Holly Bodman, C. Mutch

{"title":"Beyond Victims and Villains: Young People's Acts of Citizenship during Covid-19","authors":"M. Estellés, Holly Bodman, C. Mutch","doi":"10.1177/20471734211069679","DOIUrl":"https://doi.org/10.1177/20471734211069679","url":null,"abstract":"During the Covid-19 crisis, stereotypical images of young people as selfish troublemakers or passive victims appeared in the media and scholarly publications. These persistent views disregard many young people's authentic experiences and civic contributions. In this article, we challenge these perceptions by highlighting young people's acts of citizenship during the pandemic lockdowns that took place during 2020 in Aotearoa New Zealand. Despite being internationally praised for its compliant Covid-19 response, citizens were prepared to challenges the pandemic restrictions in order to have their voices heard. Young people were often at the forefront of these protests, wanting to actively participate in matters that concerned them by joining Black Lives Matter marches or campaigning to lower the voting age. At the same time, young people engaged in more personal and invisible acts of citizenship within their families and school communities. In this article, we share evidence from our empirical study into young people's social and political engagement during the Covid-19 lockdowns in Aotearoa New Zealand. Implications of this study for citizenship education are discussed.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"21 1","pages":"79 - 96"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82787137","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: 4

Civic argumentation in the economic domain: Examining upper high school students’ arguments on socio-economic problems in a performance test by applying a domain-specific analytical framework 经济领域的公民论证:通过应用特定领域的分析框架，考察高中学生在表现测试中关于社会经济问题的论证

Citizenship, Social and Economics Education Pub Date : 2021-12-14 DOI: 10.1177/20471734211050283

Nicole Ackermann, Bengü Kavadarli

{"title":"Civic argumentation in the economic domain: Examining upper high school students’ arguments on socio-economic problems in a performance test by applying a domain-specific analytical framework","authors":"Nicole Ackermann, Bengü Kavadarli","doi":"10.1177/20471734211050283","DOIUrl":"https://doi.org/10.1177/20471734211050283","url":null,"abstract":"Civic argumentation refers to societal problems that may affect various scientific disciplines. Societal problems are complex and their possible solutions controversial. Making informed and reasoned decisions on these problems requires domain-specific content knowledge and domain-specific argumentation skills. This study addresses argumentation on societal problems in the economic domain. It examines 159 high school students’ written arguments on two socio-economic problems in a performance test by applying a domain-specific analytical framework with quality criteria for argument structure and content and by using qualitative content analysis, cluster analysis and variance analysis. Our findings show that students’ argument structure did not substantially vary between the two test tasks, but their argument content did. Students tended to generate arguments with justifications that supported their own position, but seldom with justifications that qualified it. Of all arguments, a quarter were fully accurate, about half referred to scientific concepts and half included multiple perspectives. We identified three distinctive argument profiles regarding structure and content of argument quality. Moreover, the argument profile is a distinctive factor for students’ content knowledge. Our study gives insights into students’ written argumentation skills and content knowledge on socio-economic problems and offers a promising analytical framework for future research in this domain.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"16 1","pages":"22 - 42"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89115711","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: 4

More than a matter of qualification: Teachers’ thoughts on the purpose of social studies and history teaching in vocational preparation programmes in Swedish upper-secondary school 不仅仅是资格问题:教师对瑞典高中职业预备课程中社会研究和历史教学目的的思考

Citizenship, Social and Economics Education Pub Date : 2021-12-13 DOI: 10.1177/20471734211067269

A. Persson, Mikaela Berg

{"title":"More than a matter of qualification: Teachers’ thoughts on the purpose of social studies and history teaching in vocational preparation programmes in Swedish upper-secondary school","authors":"A. Persson, Mikaela Berg","doi":"10.1177/20471734211067269","DOIUrl":"https://doi.org/10.1177/20471734211067269","url":null,"abstract":"The aim of this article is to increase our understanding of how history and social studies teachers in vocational preparation programmes (VET) in Sweden relate to the obligation of preparing students for their future lives as citizens. Previous research on VET programmes has primarily emphasised predetermined roles of education. Different critical perspectives have established how different VET practices contribute to reproducing specific values and a type of knowledge that leaves less room for students to act as independent subjects. In part, the findings of this article contribute to problematising such a description. In a series of interviews, teachers expressed what can best be described as a clear will to prepare students for a future as broadminded and tolerant citizens. The multi-perspective approach emphasised by these teachers not only illustrates the socialisation and qualification functions of education, it also gives prominence to the importance of student subjectification. Furthermore, this article stresses that the teachers do not view the question of the purpose of their subjects in terms of either/or. Rather, it suggests they see their obligations as a matter of professional judgment and customised responses to unique didactic situations.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"45 1","pages":"61 - 75"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75512776","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

Citizenship education: A media literacy course taught in Japanese university 公民教育:日本大学开设的媒介素养课程

Citizenship, Social and Economics Education Pub Date : 2021-11-24 DOI: 10.1177/20471734211061487

Van Thanh Nguyen

引用次数: 3

Creating something out of nothing: Enacting critical civic engagement in urban classrooms 从无到有:在城市课堂中实施关键的公民参与

Citizenship, Social and Economics Education Pub Date : 2021-11-09 DOI: 10.1177/20471734211050298

Jon Schmidt

引用次数: 0

All things considered: The views of adolescents in vocational education on competing democratic values 综合考虑:职业教育中青少年对竞争性民主价值观的看法

Citizenship, Social and Economics Education Pub Date : 2021-11-01 DOI: 10.1177/20471734211050290

Annabel Vaessen, Remmert Daas, H. Nieuwelink

引用次数: 1

The effectiveness of a financial literacy and job-readiness curriculum for youth from low-income households 针对低收入家庭青年的金融知识和就业准备课程的有效性

Citizenship, Social and Economics Education Pub Date : 2021-10-29 DOI: 10.1177/20471734211051770

Diana Cedeño, Daniel G. Lannin, Luke T. Russell, Ani Yazedjian, Jeremy B. Kanter, Sarah Mimnaugh

{"title":"The effectiveness of a financial literacy and job-readiness curriculum for youth from low-income households","authors":"Diana Cedeño, Daniel G. Lannin, Luke T. Russell, Ani Yazedjian, Jeremy B. Kanter, Sarah Mimnaugh","doi":"10.1177/20471734211051770","DOIUrl":"https://doi.org/10.1177/20471734211051770","url":null,"abstract":"Intergenerational poverty and scarce financial resources can create and sustain detrimental behaviors and outcomes among adolescents. Efforts to increase financial literacy and job-related skills, however, can offer youth from low-income households knowledge, skills, and opportunities otherwise unavailable to them. Targeted interventions that combine financial literacy and job-readiness components may help adolescents disrupt the cycle of intergenerational poverty by increasing economic awareness, adaptive financial behaviors, and work-related skills. Drawing on career construction and asset theory, the present study examined changes in financial knowledge and labor skills among youth from low-income households (N = 111) over the course of their participation in the Road to Success curriculum as well as how changes varied across demographic characteristics of participants. Data analysis included descriptive statistics, t-test analyses, and MANCOVA. Results indicated several improvements from Wave 1 to Wave 2 as students developed job-readiness and financial literacy knowledge. Potential educational and policy implications are discussed.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"102 1","pages":"197 - 215"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74195741","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: 6

The doors they choose: Solutions to “The Lady or the Tiger” 他们选择的门:“女士还是老虎”的解决方案

Citizenship, Social and Economics Education Pub Date : 2021-09-13 DOI: 10.1177/20471734211038328

Thomas A. Lucey, Anthony W. Lorsbach

{"title":"The doors they choose: Solutions to “The Lady or the Tiger”","authors":"Thomas A. Lucey, Anthony W. Lorsbach","doi":"10.1177/20471734211038328","DOIUrl":"https://doi.org/10.1177/20471734211038328","url":null,"abstract":"We consider the extent that elementary preservice teachers enrolled in a social studies methods course expressed empathy for story characters when solving the story’s emotionally ladened problem. We believe that the manner by which these students resolved one character’s dilemma informs about the nature of their own emotions. Participants read Frank Stockton’s story, “The Lady and the Tiger” toward the beginning and at the conclusion of the semester. The data represented all student responses to the prompt, “Read the short story at the following link. To what door do you think the princess directed the accused? What is the reason for your choice?” Forty-two students completed both reflections of the reading. The analysis found that in their initial reflections, a solid majority of students selected the tiger. At the end of the course, this percentage decreased to a smaller majority. Analysis of the six students who changed their perspectives of the princess’s decision found that five referenced course experiences in their explaining the reason for change. This paper fills a gap in social studies research about emotions and decision-making. Additional research needs to interpret the specific nature of these emotions and the conditions that influence them.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"31 1","pages":"145 - 158"},"PeriodicalIF":0.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75667096","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