Citizenship, Social and Economics Education最新文献_第5页

Exploring new teachers conceptualizations of critical simulations in world history, American history, and economics learning experiences 探索新教师在世界历史、美国历史和经济学学习经验中批判性模拟的概念

Citizenship, Social and Economics Education Pub Date : 2020-12-01 DOI: 10.1177/2047173420948392

K. Magill, N. Shanks

{"title":"Exploring new teachers conceptualizations of critical simulations in world history, American history, and economics learning experiences","authors":"K. Magill, N. Shanks","doi":"10.1177/2047173420948392","DOIUrl":"https://doi.org/10.1177/2047173420948392","url":null,"abstract":"In this study we examine early career social studies teachers’ use and understanding of critical simulations. We began work with participants as teacher candidates in their pre-service programs and formally studied them as they began their in-service teaching. We were particularly interested in teacher efforts to use simulation to facilitate a more critical disciplinary consciousness. Data indicate that participant teachers utilized simulations to: enhance students’ ability to critically engage with social studies content, facilitate more democratic dialogue, and critique normalized systems of power. We do not suggest that simulations in and of themselves are “critical,” rather, we argue they can be an effective means of providing a safe environment for considering the complexities of certain issues in social studies. Furthermore, we argue critical social studies teachers and teacher educators can be purposeful in their use of simulation to avoid enshrining the status quo. Finally simulations can help critical teachers illuminate oppression and facilitate a more humanizing vision within the social studies if they possess critical consciousness, strong pedagogical content knowledge and a command of the method.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"33 1","pages":"153 - 174"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90255143","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

Does the content of financial literacy education resources vary based on who made or paid for them? 金融素养教育资源的内容是否因其制作者或付费者而异?

Citizenship, Social and Economics Education Pub Date : 2020-10-01 DOI: 10.1177/2047173420961031

G. Henderson, Pamela Beach, Lucy Sun, J. McConnel

{"title":"Does the content of financial literacy education resources vary based on who made or paid for them?","authors":"G. Henderson, Pamela Beach, Lucy Sun, J. McConnel","doi":"10.1177/2047173420961031","DOIUrl":"https://doi.org/10.1177/2047173420961031","url":null,"abstract":"In the decade since the global financial crisis, an increasing number of jurisdictions have added mandatory financial literacy education to school curricula. Governments recognize that this increases the burden on teachers, who may also lack the confidence to teach financial literacy. One response is to encourage the use of resources produced or sponsored by the financial services industry. The concern is that these resources may promote the industry’s interest in maximizing profits and minimizing regulation over students’ interest in becoming empowered financial consumers. As a first step in investigating this concern, we compared resources from the Canadian Financial Literacy Database produced or sponsored by the financial services industry with those produced by government, non-profit organizations and individuals. We focused on online resources intended for use by elementary teachers and students to determine whether the key themes and messages conveyed vary based on who made or paid for the resource. We found that key themes are consistent across resources, regardless of industry affiliation, but that resources produced or sponsored by the financial services industry are more likely to exhibit a moralistic tone.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"12 1","pages":"192 - 210"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89461379","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

Does the economics and civic education in Germany prepare future local politicians for a mandate takeover? 德国的经济和公民教育是否为未来的地方政治家做好了接管权力的准备?

Citizenship, Social and Economics Education Pub Date : 2020-09-24 DOI: 10.1177/2047173420957383

M. Schuhen, Andreas Hundhausen

{"title":"Does the economics and civic education in Germany prepare future local politicians for a mandate takeover?","authors":"M. Schuhen, Andreas Hundhausen","doi":"10.1177/2047173420957383","DOIUrl":"https://doi.org/10.1177/2047173420957383","url":null,"abstract":"In the Federal Republic of Germany, the cities and municipalities decide which streets are being refurbished, which educational services are offered, or where sewers will be laid. The cities and municipalities have financial resources at their disposal for this purpose. However, these resources are, with a view to Rhineland-Palatinate, insufficient or inadequate for these versatile tasks. The available financial resources are distributed in the municipal parliaments. The local politicians are elected representatives from the general society. Every citizen over 18 years can be elected in order to decide upon the distribution of funds. Yet, parliamentarians require economic knowledge, and a certain competence in economics matters for these decision-making processes. The aim of this study is to determine the degree to which economics and civil education in Germany is able to qualify future local politicians for a local-political mandate. In this context, it is worthy of note that our respondents (N = 263) are not able to consider multilevel consequences of context alterations with regard to the finances of their municipality.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"65 1","pages":"228 - 238"},"PeriodicalIF":0.0,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78747429","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

Teaching about and for social justice in teacher education in Hong Kong 香港教师教育的社会公义及社会公义教学

Citizenship, Social and Economics Education Pub Date : 2020-09-22 DOI: 10.1177/2047173420957380

E. Chong, I. Davies, Shun-Shing Pao

引用次数: 4

Financial citizenship as a broader democratic context of financial literacy 金融公民作为金融知识的更广泛的民主背景

Citizenship, Social and Economics Education Pub Date : 2020-08-28 DOI: 10.1177/2047173420948411

Medhat Khalil

{"title":"Financial citizenship as a broader democratic context of financial literacy","authors":"Medhat Khalil","doi":"10.1177/2047173420948411","DOIUrl":"https://doi.org/10.1177/2047173420948411","url":null,"abstract":"Financial citizenship is crucial in our modern world. Financial citizenship is underpinned by the education of future generations so that they can understand both their local and global economies to make the best financial decisions concerning their lives. This paper discusses financial literacy, how it relates to individual citizens, and how it correlates with social, political and business spheres. According to current financial capability models, every individual’s financial well-being can be boosted by developing their financial knowledge and competency, which will improve their motivations and confidence. Societal constructs significantly create financial socialization, which increases our accessibility and engagements with institutions, businesses, political systems and society as a whole. Being educated about the details required for financial literacy is every human being’s right. Citizens have been characterized as being personally responsible, participatory or justice oriented; each person’s specific perspective can impact their financial lives, which supports the importance of the current concept of financial citizenship. Boosting global education about economic citizenship will help to reduce poverty, create more sustainable economic environments, and improve social outcomes and the life satisfaction of the world population. These concepts will be explored and discussed in this paper.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"110 1","pages":"3 - 16"},"PeriodicalIF":0.0,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78930224","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

With whom do young Europeans’ discuss their political identities? 欧洲年轻人与谁讨论他们的政治身份?

Citizenship, Social and Economics Education Pub Date : 2020-08-17 DOI: 10.1177/2047173420957385

A. Ross

引用次数: 3

Women are invisible?! A literature survey on gender gap and financial training 女人是隐形的?!性别差距与财务培训的文献调查

Citizenship, Social and Economics Education Pub Date : 2020-07-20 DOI: 10.1177/2047173420922501

M. Sholevar, L. Harris

引用次数: 8

The good citizen: Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer 好公民:重新审视在历史教育中引入历史意识的道德动机，借鉴伽达默尔的著作

Citizenship, Social and Economics Education Pub Date : 2020-06-23 DOI: 10.1177/2047173420936622

Silvia Edling, Heather Sharp, J. Löfström, Niklas Ammert

{"title":"The good citizen: Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer","authors":"Silvia Edling, Heather Sharp, J. Löfström, Niklas Ammert","doi":"10.1177/2047173420936622","DOIUrl":"https://doi.org/10.1177/2047173420936622","url":null,"abstract":"Historical consciousness is regarded as an important means to stimulate moral citizens through history education. This article conceptually examines the moral dimension associated with historical consciousness by revisiting the paradigm wars between natural science based on positivism and human and social sciences during the 1960s–1990s as expressed through the voice of Gadamer. More specifically, the article explores: (1) the moral arguments that Gadamer put forward for introducing historical consciousness and (2) the epistemological and ontological building blocks for approaching morality in history education that his arguments brought to the fore. In general, moral consciousness in relation to historical consciousness draws attention to: (a) people’s life conditions, (b) that moral reasoning and practice are influenced by feelings and reason, (c) that reflections on past events can help to interpret our ways of being towards others in the present and future, (d) that a plurality of people, thoughts and history are important to acknowledge and (e) that every person is part of creating history and responsible for weaving the past/present/future web in ways that acknowledge others.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"40 1","pages":"133 - 150"},"PeriodicalIF":0.0,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90171469","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

An assessment of personal financial literacy teaching and learning in Ontario high schools 安大略省高中个人理财知识教学评估

Citizenship, Social and Economics Education Pub Date : 2020-06-09 DOI: 10.1177/2047173420927665

Murdoch N Matheson, Christopher DeLuca, Ian A. Matheson

{"title":"An assessment of personal financial literacy teaching and learning in Ontario high schools","authors":"Murdoch N Matheson, Christopher DeLuca, Ian A. Matheson","doi":"10.1177/2047173420927665","DOIUrl":"https://doi.org/10.1177/2047173420927665","url":null,"abstract":"The purpose of the study was to examine the experiences of current high school students and teachers in Ontario regarding their experiences with personal financial curriculum and teaching at the secondary level, and to identify the ways in which this important educational experience may have helped prepare students to become financially literate. We considered this overarching issue using a transdisciplinary lens from the perspective of the three stakeholder groups. Using a case study research design, the first of its kind in Ontario or Canada on this topic, We utilized interviews and artifacts to uncover student and teacher experiential data across three high schools in southeastern Ontario. The major findings were that current students and teachers perceived curriculum and teaching experiences as seriously lacking in effectively preparing them to be financially literate, and that a fundamental reorientation around transdisciplinary, student-led learning was key to transforming such learning into a more meaningful and valuable educational experience. With mandatory, properly supported, student-oriented (transdisciplinary) instruction, the potential exists for more effective and valuable learning, resulting in better equipped high school students who were properly prepared to successfully navigate financial issues and the path ahead.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"1 1","pages":"118 - 132"},"PeriodicalIF":0.0,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76118300","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

Systematic review of empirical studies on citizenship education in Latin America 2000 to 2017 and research agenda proposal 2000 - 2017年拉美公民教育实证研究的系统回顾及研究议程建议

Citizenship, Social and Economics Education Pub Date : 2020-06-03 DOI: 10.1177/2047173420922506

Daniela Bramwell

引用次数: 6