Citizenship Education Research Articles

Critical reflection and global citizenship education: exploring the views and experiences of teacher educators

ABSTRACT Reflection and reflective practice are internationally recognised as vital and central dimensions of initial teacher education (ITE) programmes. Despite this, numerous studies have identified issues relating to the process and impact of reflection on pre-service teachers views and practices, with critical reflection frequently remaining elusive. Drawing on in-depth interview data with teacher educators (n = 5), this paper explores teacher educators’ experience, concerns and understanding of reflection within ITE and the relationship between reflection and Global Citizenship Education (GCE). GCE is UNESCO’s response to global inequality and unsustainability and when integrated appropriately and effectively in education settings, can contribute to teaching and learning activities that support learners to explore the wider world and our place within it. Drawing on the data, the paper questions the dominant and persistent approaches to engaging with reflective practice and (critical) reflection within ITE, raising important questions around what reflection is or should be, and explores, through the lens of GCE, some possibilities for future practice.

History education as prevention: the topic of right-wing extremism in German educational media

The rise of right-wing populism and extremism has challenged Western societies in recent years and raised fears of the destruction of liberal democracy. Against this backdrop, it seems reasonable to encourage students in history lessons to study the rise of National Socialism in order to prevent similar developments today. However, researchers and educators have emphasised that ‘learning from history’ does not take place in a straightforward way; moreover, it is questionable whether contemporary right-wing extremism can be best understood by studying the Nazi era. In order to understand how history education could contribute to citizenship education in this respect, this article asks how the topic of contemporary right-wing extremism is approached in German educational media, and how it is linked to the Nazi era. Based on an analysis of the pedagogical approaches towards the topic in 28 history textbook series, it investigates how the pedagogical approaches, the narrative about right-wing extremism and the subject position of the reader/player are intertwined in two selected textbooks and in one serious game. In conclusion, the article reflects on whether the innovative educational design of the serious game could inspire history education to find new approaches to the topic and thereby to contribute to citizenship education.

Evaluating Employability Skills Integration in a Citizenship Education Textbook

The International Labour Organization (ILO) generated a strategic plan for skills and lifelong learning from 2022 to 2030, aiming to improve students’ access to future jobs. One of the target goals of the ILO's plan was to ensure that educational programs meet the changing needs of labour markets. Therefore, there is a rising need to assess whether teaching programmes can prepare learners for the requirements of future jobs. In this study, we investigate how employability skills are integrated in teaching resources. For this purpose, 54 learning activities from a Grade 6 Citizenship Education textbook in Bahrain were analysed using 56 predefined codes elaborated by the Conference Board of Canada in a document that was developed by the Corporate Council on Education, a program of the National Business and Education Centre since 2000. This study employs quantitative analysis, including Pearson correlation coefficients and regression analysis to evaluate the integration of employability skills in the learning activities using three major factors: Fundamental Skills (FS), Personal Management Skills (PMS) and Teamwork Skills (TS). The results show that Fundamental Skills (Mean = 3.87, Standard Deviation = 1.26) are well integrated, whereas Personal Management Skills (Mean= 3.17, Standard Deviation = 1.54) demonstrate moderate integration with notable variations. In contrast, Teamwork Skills display a low level of integration (Mean = 1.02 Standard Deviation = 1.88). The correlation analysis confirms a relationship (r = 0.615, p < 0.01) between FS and PMS but shows insignificant correlations between TS and the other skill sets. These findings highlight a critical gap in teamwork skill integration and suggest a need for increased focus on teamwork in educational materials, while recommending further research to focus on expanding the sample size, incorporating more qualitative analyses, and exploring effective strategies for integrating employability skills into educational resources.

In between Marxism and tradition: citizenship education in China in view of the intellectual heritage of Chinese civilization

In between Marxism and tradition: citizenship education in China in view of the intellectual heritage of Chinese civilization

Implementasi Pembelajaran Berbasis Pengalaman dalam Membina Kemandirian dan Kepemimpinan Siswa (Proses Pengembangan Karakter dalam Konteks Pendidikan Pancasila dan Kewarganegaraaan) di SMP Adhyaksa Medan

This study aims to find out if the implementation of experiential learning can foster student independence and leadership in the context of Pancasila and Citizenship Education at Adhyaksa Junior High School Medan. This type of research is qualitative descriptive, the data collection method in this study uses interviews, observations, and documentation. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. The results of the study show that the implementation of experiential learning at SMP Adhyaksa Medan is carried out by integrating practical activities that are relevant to students' daily lives into the PPKn curriculum. Challenges in the implementation of experiential learning in PPKn subjects at SMP Adhyaksa Medan include limited resources, such as inadequate facilities and teaching materials. Group project efforts, simulations, and reflective discussions help students develop self-reliance and leadership skills by providing them with opportunities to be directly involved, take responsibility, and lead in a variety of contexts relevant to civic education

Intergenerational service-learning through virtual exchange across a foreign language program

This paper reports on the implementation of intergenerational service-learning (SL) through virtual exchange (VE) across a German as a foreign language program at a private research institution on the East Coast in the U.S. The S-L integration started during the pandemic in intermediate courses as an outreach effort to Germanspeaking older adults in Germany and in the U.S. and has become a cornerstone of the German Program. Participants include intermediate and advanced German learners, two non-profit volunteer organizations in Germany that focus on improving the living conditions of older adults in society, one local U.S. community partner, and German heritage speakers in the U.S. Since Spring 2021, students have engaged with older adults in different formats (tandem, whole-group, a mix of both) via technology tools (landlines, Zoom, WhatsApp, Facetime). The Program is rooted in three experiential pedagogical approaches and frameworks, namely VE, S-L, and Intercultural Citizenship Education, which are driven by principles of reciprocity and reflection. The overall programmatic objective is to contribute to Diversity, Equity, Inclusion, and Belonging (DEIB) goals (community engagement, partnership formation) set forth in the institution’s strategic plan. Course learning outcomes include fostering intergenerational, intercultural, and language learning and raising students’ awareness towards challenges older adults may face. On the level of language program development, the Program provides opportunities for instructor-instructor collaborations, instructor-student collaborations, and communityengaged research.

Imágenes sobre la educación para la ciudadanía en la formación inicial del profesorado

Although in the past decades a lot has been written about citizenship education, at least in Spain little is known about how pre-service teachers are formed to educate for citizenship. In recent years we have tried to cover this gap with a line of research that to date has focused on the teacher educators of the Primary Education Degree at the University of Cantabria. After gathering their verbal rationalizations about political life and citizenship education through semi-structured interviews, we realized that we needed to go beyond this level of analysis and use new research techniques to delve into the tacit perceptions of the teachers, since they cannot be considered as the mere product of deliberate mental exercises. Hence, we chose to examine certain language tropes less subject to conscious control like metaphors, taking advantage of the recent contributions of cognitive science and neuroscience about the automatic thinking (Kahneman, 2012) and its influence on our political decisions (Haidt, 2012; Lakoff, 2008). This look at the data allowed us to detect allegories such as “citizens as plants”, “citizenship as motor” and “democracy as a goal” that outline an idealized narrative about citizenship education.

¿Qué sabemos sobre cómo formar docentes para la educación en ciudadanía en México?

This study represents an initial effort to characterize what is known -and what is not- about how to prepare teachers for citizenship education in Mexico. This scantly explored question is necessary to transform said training, and consequently, to transform citizenship education. Using a qualitative approach and a hermeneutic method, the documentary analysis of a bibliographic selection was combined with the analysis of three in-depth interviews carried out with teacher educators with extensive experience in the field. One conclusion is that the systematized and substantiated knowledge on how to prepare teachers for citizenship education is limited. More can be inferred from what is known about its problems, such as its excessively theoretical nature, its dependence on the teacher preparators’ own experiences within the educational system rather than specialized or updated approaches, and the difficulties of practicing critical and experiential approaches to citizenship education in rigid and traditionalist contexts. However, the results also point to possible directions to reverse a status quo in teacher preparation which seems to persist despite successive educational reforms, including the current one.

Exploring the political frontier in Australian schools: Bernsteinian insights on Civics and Citizenship education

Contemporary liberal democracies face complex and disruptive challenges, such as toxic populism, culture wars, political polarization, religious fundamentalism, the climate emergency, global conflicts, and the influence of powerful social media platforms. This is the disconcerting world that young people are growing up in and need support in understanding and mediating. This paper critically analyses the Australian Civics and Citizenship education curricular response using the theoretical insights of Basil Bernstein to understand the types of citizens it aims to nurture. Through analysing the language of the Australian Curriculum, the processes and intellectual influences behind its creation, and specific curricular content descriptors, the paper illuminates the social and ideological assumptions embedded in its vision of educating for democratic citizenship. We argue that political education remains a domain that Australian curriculum framers, schools, and teachers have approached cautiously. The paper highlights the curriculum's inadequacy in addressing early twenty-first-century political imperatives related to democratic deconsolidation, falling short of Bernsteinian ideals.

La formación inicial del profesorado de primaria en educación para la ciudadanía. Estudio de casos en Latinoamérica

This article identifies, analyzes and interprets what happens with citizenship education in the initial training of generalist teachers, in university programs in Latin America. The methodological strategy is the documentary analysis of the citizenship education curriculum in three academic programs in Chile, Argentina and Colombia, which train primary school teachers and who agree to participate voluntarily in the study. The results identify that the purposes and objectives of the programs for the initial training of generalist teachers focus on global citizenship. In the study plans, the contents planned for teaching the area are few and focused on theoretical concepts related to national citizenship, which do not favor the development of critical thinking or the political training of teachers, which are essential aspects to train students future teachers and transformative intellectuals (Giroux, 2006). The analysis concludes that general teachers are not being trained to educate primary school boys and girls as critical and democratic citizens. Academic programs have the challenge of proposing problematizing curricula, in which future teachers acquire the professional skills to analyze and understand the complexity and interdisciplinarity of social knowledge and, to guide the area of ​​citizenship in primary education in the construction of democratic culture and social justice.

Norwegian pre-service teachers’ understanding of reflective rehearsals and democratic citizenship education: opportunities and challenges

AbstractImplementing democratic citizenship across disciplines in education requires careful consideration of how pre-service teachers are prepared to translate this concept into classroom practice. This study investigates Norwegian pre-service teachers’ understanding of reflective rehearsals as a model in teacher education for enhancing awareness of democratic citizenship education. Findings from focus group interviews with 24 participants reveal some opportunities offered by reflective rehearsals as a model for bridging theory and practice in teacher education. Reflective rehearsals are understood as a safe space for making fruitful errors, attempting change and developing professional judgement. Pre-service teachers express an increasing sense of ownership over their formation as becoming teachers. However, certain challenges are also discussed. Firstly, understanding democratic citizenship primarily as individual knowledge is problematic in teacher education, as it may separate pre-service teachers’ knowledge from their experience. Secondly, explicit dialogue concerning the connection between practice and educational purposes is needed. This article argues that reflective rehearsals could become a foundation for exploring the intersection of practice, theory and purpose, if this connection is made explicit and framed critically in teacher education.

Membangun Wawasan Global Warga Negara Muda melalui Pendidikan Kewarganegaraan Global di Indonesia

This article aims to describe the global insights of young citizens and the conceptual framework of global citizenship education in Indonesia. This study uses a descriptive qualitative approach with a literature study method carried out through several stages ranging from collecting, analyzing, to interpreting data from various written sources, such as books, journal articles, research reports, and other documents. Global insight includes not only knowledge of international events, but also an in-depth understanding of how those events are interrelated and impact everyday life in different parts of the world. In this era, young people must be able to think critically and be adaptive to global changes, as well as have high social awareness to be able to contribute positively in a global society. Global awareness includes cultural awareness, interconnectivity, global identity, social responsibility and critical thinking skills. All these dimensions aim to equip youth with the necessary skills to participate in a global society and deal with international issues. In the Indonesian curriculum, global citizenship education needs to be integrated with relevant approaches through thematic learning, collaborative projects, and the use of technology, aligned with the standards set by UNESCO to encourage awareness and active participation in global issues. This approach includes a number of key elements designed to improve learners' understanding, skills and attitudes in an interconnected global context.

Peace education scientific literature scoping review

The United Nations Educational Organization proposes to adopt, among other things, theoretical and methodological frameworks related to education for peace and human rights to achieve Global Citizenship Education. This document aimed to identify, within an updated state of the art, available in open access and Spanish, which publications address peace education, focused on human rights knowledge, to continue with the line of research related to the training of peace-building agents.This documentary research exercise used the scoping review methodology.The results reveal the low number of scientific publications on peace education about human rights. Of the 88 articles reviewed, only eight resources present an approach to a possible linkage.This article seeks to help the educational community identify gaps in knowledge and research on peace education. As a result, more researchers will create future research projects and educational proposals focused on human rights, increasing space for discussion and scientific publications.

Hacia una convivencia democrática: El desafío de repensar ciudadanamente la formación y gestión de dos escuelas chilenas

Purpose. This article analyzes and discusses the scope, in terms of citizenship learning, that stems from the definitions of ‘management’ provided by two public schools in Chile. Method. The research employed a quantitative methodology with a descriptive scope. The sampling was intentional, involving 73 students, 28 teachers, and 6 assistants. Data were collected through a survey and documentary analysis and were analyzed using SPSS software. Results. Schools primarily based their decisions on a bureaucratic and total quality management approach. Meanwhile, they declared a maximalist conception of citizenship education, but its pedagogical implementation was reduced to fragmented actions with limited participation and an emphasis on results. Conclusions. It is proposed to rethink and transform management processes at both micro and macro levels to facilitate the formation and experience of democratic citizenship in schools. Since these processes mutually influence each other, it is recommended to design proposals with the educational community rather than distancing from it.

Batu city bawaslu strategy in preventing political money in the 2024 election

The aim of this research is to broaden understanding in political education and expand knowledge in Pancasila and citizenship education. Because Indonesia is a country that adheres to a democratic system which is carried out through elections and regional elections, the main aim of the research is how to find out problems in elections, namely money politics which is used as a tool in winning contestations. And what is the role and response of the community to money politics, as well as to find out regulatory weaknesses that cause weak election law enforcement. The method used in this research uses descriptive qualitative and legal and regulatory instruments to strengthen credible data, and obtains data through interviews with Batu City Bawaslu commissioners. The results prove that society is very indifferent to electoral developments and problems, as well as the weakness of applicable laws and regulations. Bawaslu increases participatory supervision to maintain the quality of democracy

Portrayals of Indigenous peoples and the development of multiculturalism in Taiwanese citizenship education

ABSTRACT This article investigates how Indigenous peoples have been portrayed in citizenship education in Taiwan since the downfall of the authoritarian regime in 1987. The trajectory of citizenship curriculum development elucidates how attitudes towards cultural citizenship and multiculturalism came into play to form the narratives we find in schools. Four versions of the official curriculum from 1983, 1999, 2010 and 2019 and the textbooks authorised for use with each are examined. Interviews with curriculum developers are also conducted to provide explanations behind the curriculum design. Through content and discourse analysis, it is discovered that Taiwanese citizenship education has evolved along conservative, liberal, pluralistic and critical multicultural constructs, and that portrayals of the Indigenous population have swung from depicting invisible, archaic and mythical figures to showing visible contemporary faces. The latest curriculum has adopted ‘question-based’ and ‘inter-curricular communication’ strategies to go beyond simplistic carnival-like multicultural celebrations. These thought-provoking and counter-narrative features aim to bring out critical perspectives in class though the latest curriculum still has room for improvement in terms of its subtlety of intersectionality and its action-oriented design. This Taiwanese case can be an example to young democracies in how a critical framework can be incorporated into the curriculum-making process.

Pembangunan permainan papan untuk pengajaran dan pembelajaran kewarganegaraan digital [The development of a board game for teaching and learning digital citizenship

This study aims to examine the need for using board games in teaching and learning (PdP) sessions related to the theme of digital citizenship. This study employed a qualitative approach using the Design and Development Research (DDR) methodology. Data was collected through interviews involving five Moral Education trainee teachers who had taught topics related to Digital Citizenship. The data was analyzed by adapting the three phases in the DDR Design and Development Model, where the first phase is needs analysis, the second phase is development, and the third phase is evaluation. The study results showed that the study participants had a high awareness of providing early exposure to the elements of citizenship. A teaching aid, namely a board game that incorporates three elements of digital citizenship, is needed. In the usability testing phase, the board game produced is attractive, capable of achieving three moral dimensions, namely moral reasoning, moral emotion, and moral behavior; the board game can also strengthen the relationship between students and teachers. The study's implications provide exposure to teachers to create a game-based teaching for the topic of moral and citizenship education, which can increase students' interest.

Latent democratic potential: reflections on contemporary citizenship education in Singapore

AbstractDemocratic citizenship education aims to empower students for active participation in democratic deliberation and meaningful public action. However, defining 'democratic' is complex, and ideals vary. Singapore's education system has faced criticism for perceived shortcomings in preparing students for democratic engagement. Concerns include a lack of understanding of democracy, a tendency to accept hierarchy without critical assessment, and a superficial grasp of citizenship concepts. The social studies curriculum and overall school environment are often seen as limited in fostering democratic involvement. This is attributed in the literature to a lack of explicit commitment to democracy in Singapore's citizenship education. Instead, the system appears to lean towards uncritical adherence to national values and commitment to the nation. This paper challenges the focus on formal citizenship education by exploring the potential for democratic engagement within the broader Singapore curriculum. It argues that implicit democratic values emerge through initiatives like "Thinking School, Learning Nation" and the 21st-century competencies framework, fostering critical thinking, which is crucial for developing democratic dispositions. The analysis of alignment between competencies in Singapore education initiatives and those crucial for contemporary democratic participation offers a nuanced understanding of citizenship education beyond its traditional link to notions of liberal democracy. The paper contributes to debates about democracy's relevance in non-liberal democratic contexts, enriching our understanding of alternative pathways to civic engagement and possible futures for democratic citizenship.

Challenges and future prospects of EU Citizenship

Abstract This paper explores the evolution, rights, challenges, and future prospects of European Union (EU) citizenship. Tracing its origins from the early stages of European integration to the present day, the paper examines the development of EU citizenship rights and their impact on individuals’ lives within the EU. It delves into the rights and benefits conferred by EU citizenship, including free movement, social entitlements, and political participation. Furthermore, the paper discusses the challenges and controversies surrounding EU citizenship, such as citizenship acquisition, integration policies, and the implications of Brexit. Through case studies and comparative analysis, it offers insights into member state practices and legal precedents shaping EU citizenship. Looking ahead, the paper explores potential reforms, challenges, and opportunities for strengthening EU citizenship in the context of evolving European integration. Additionally, it underscores the importance of citizenship education and awareness in fostering civic engagement and promoting a sense of belonging among EU citizens. By providing a comprehensive analysis of EU citizenship, this paper contributes to the ongoing discourse on European identity and integration, with implications for policymakers, scholars, and citizens alike.

State and Possibilities of Strengthening the Labor Potential of Russia (Based on the All-Russian Population Census 2020)

Introduction. The most complete information on the size and composition of the population is provided by continuous population censuses, which collect information necessary for the analysis of quantitative and qualitative changes in the composition of the population and the labor force. The purpose of the study is to identify changes in the numerical composition, age structure, and qualitative parameters of the labor potential of the Russian population in the period between the All-Russian population censuses of 2010 and 2020, and to outline ways to strengthen it. Materials and Methods. The study was based on the results of the All-Russian Population Censuses of 2010 and 2020, current accounting data and forecast calculations of Rosstat, publications of scientists engaged in research in the field of economic demography. The analysis of changes in the demographic development of the Russian Federation in the intercensal period was carried out using the methods of dynamic and structural analysis, and the generalization of the results of published scientific research was made on the basis of critical analysis. Quantitative parameters of the labor potential were estimated on the basis of indicators of the population of working age, employed in the economy, unemployed citizens and potential labor force. Results. The main changes in the number and composition of the Russian population by age and education that occurred during the inter-census period have been established. The quantitative and qualitative parameters of the labor force are determined. The outstripping growth of the level of education of unemployed citizens and potential labor force in comparison with those employed in the economy has been revealed, which, with a high degree of depreciation of the active part of fixed assets and a large part of workplaces with harmful and dangerous working conditions, suggests the archaic nature of the Russian economy and the general discrepancy between its requests and the level of education of the population. Calculations have shown that due to the involvement of potential labor in public production, it will not be possible to solve the problem of labor shortage. Discussion and Conclusion. In order to provide the Russian economy with the necessary labor force, it is suggested to consider the following options for increasing the working time fund: temporary increase in the retirement age for women, temporary decrease in the number of holidays, temporary decrease in the duration of paid leave, temporary increase in the length of the working week. The results of the research can be useful for scientists and representatives of public authorities dealing with demographic development, strategic planning, regional development, migration regulation, as well as for specialists in the field of personnel training.