Civic Education Programs Research Articles

Civic Education: A focus on student affairs practice after reunification

Education in colonial Hong Kong was basically apolitical in nature. Civic education was introduced as a social control mechanism to reflect colonial heritage, and emphasizes the passive, obedient and law-abiding role of citizens, and prevents the development of nationalism and indigenous cultural identity. However, in response to the Joint Declaration, there was a pressure for the Government to prepare pupils to become competent citizens of the Special Administrative Region (SAR). However, various research findings reflect that young people are apathetic in political and community affairs, weak in basic civic knowledge and social awareness. In response to the re-definition of the national identity status of Hong Kong citizens, there is an urgent need to cultivate the sense of belonging of the younger generation toward the SAR as well as the PRC as a whole. The author believes that even after reunification, civic education should not be overlooked as an important educational element in tertiary education. This element should compliment the academic subjects offered by various departments and be integrated in the themes of personal development programs offered by the student affairs office in tertiary education settings. Civic education programs, either co-curricular or extra-curricular in nature, should focus on both nationalistic and democratic themes through the adoption of a participatory-oriented approach, so that students could be provided with ample opportunities to participate in the decision-making process on issues directly affecting their well-being. Arguments for and against this standpoint are presented in the context of the Hong Kong educational system.

The Effects of Civic Education on Political Culture: Evidence from Zambia

Little empirical research has been done on civic education in new democracies. This article appraises, through a comparison of results from two social surveys, the effects on political culture of several civic education programs conducted principally by nongovernmental organizations in Zambia. Among its findings are that: civic education has observable positive effects, but mainly among privileged elements in society; civic education has consistently greater impact on citizens' knowledge and values than on their political behavior; and, with the possible exception of informal methods such as drama shows, means have yet to be devised to induce citizens to become active voters.

Exploring controversial issues in Northern Ireland

This paper arises from the work of the Speak your Piece project established at the University of Ulster in 1995 on the premise that educators in Northern Ireland have a positive contribution to make in helping young people engage with controversial social, cultural, religious and political issues. It traces the origins of the project, examines its rationale and outlines the five strands of its work. Finally, it notes the implications of its work to date for the teaching of controversial issues in a contested society and indicates the contribution it might make to the likely emergence of a social, civic and political education programme in Northern Ireland as a consequence of the current curriculum review.

Political socialization in the classroom revisited: The Kids Voting program

Can a civic education program have a short-term impact on political awareness of students and also lead to higher turnout by their parents? This political socialization study evaluates a program, used by 2.3 million students in 1994, that was designed to achieve both goals. Responses to a random survey of 24,976 participants in the Kids Voting program indicate that most students followed the election campaign closely and found the KV program to be enjoyable and useful. Analysis of non-equivalent control groups shows a slight gain in turnout in areas where schools used the program, compared to areas where it was not used. The study also suggests Kids Voting may have several secondary benefits, such as increased student use of the news media and increased discussions of public affairs with family and friends—activities which are linked to long-term political socialization. It remains unclear whether any changes in student attitudes associated with the program are simply short-term in nature.

Citizenship Education without a Textbook

It has always been acknowledged that a free society is dependent on the knowledge, skills, and virtues of its citizens and those they elect to office. For this reason, civic education has always been regarded as an essential component of any education system. A new enthusiasm for citizenship education has recently seen the revision, or re-introduction of civics programmes into the schools of Western Europe, North America and Australasia. This paper suggests that while facts are undoubtedly an essential ingredient of any civic education programme, formal instruction in civics and government may not be the best way to teach effective citizenship. In a world that demands confident, informed and responsible citizens, citizenship education may be taught best through programmes which develop appropriate skills and encourage appropriate attitudes and values.

Task Force to Set Agenda for Civic Education Program

Task Force to Set Agenda for Civic Education Program

Task Force to Set Agenda for Civic Education Program

Task Force to Set Agenda for Civic Education Program

Women's political participation Mozambique's democratic transition

In October 1994, elections were held in Mozambique for a President and a National Assembly. This article focuses on the civic education programme which formed a background to the elections. Much of the civic education material dealt with gender issues, but this was in a way which failed to acknowledge the structural aspect of women's subordination and the possibilities of sanctions against women's political participation.

The Immigrants: A Civic Education Program

The Immigrants: A Civic Education Program

CIVIC EDUCATION-PROGRAMS FOR ADULTS. By Arthur P. Crab tree. Washington, D. C.: National Association of Public School Adult Educators, 1956. 64 pp. $1.50

CIVIC EDUCATION-PROGRAMS FOR ADULTS. By Arthur P. Crab tree. Washington, D. C.: National Association of Public School Adult Educators, 1956. 64 pp. $1.50

The Face-to-Face War Information Service of the Federal Government

The face-to-face war information program of the federal government came to a close on July 15, 1943. On this date the Organizations Service Division of the Office of Civilian Defense was abolished by James A. Landis, director of OCD. Thus ended the last remaining organized effort of the national government to insure full civilian understanding of the war through methods found only in democratic countries, viz., discussions, forums, town meetings, etc. This change in the conduct of the war deserves the attention of political scientists and others interested in the operations of democratic government. The way in which the program was conceived, the manner in which it was administered, as well as the deliberate way in which it was abolished, throw important light on the home-front policies of the government. They also indicate the prospects for a democratic civic education program in the United States.Origin of the Face-to-Face War Information Program. The Organizations Service Division was established in the Office of Civilian Defense by Administrative Order No. 30, dated January 4, 1943. The face-to-face war information program, which was the primary responsibility of the Organizations Service Division, had been delegated to OCD after a series of negotiations extending from June 12 to December 15, 1942, and involving the Office of War Information; Coördinator of Inter-American Affairs, OCD, Office of Education, and the Bureau of the Budget.

Geography in the Civic Education Program

(1939). Geography in the Civic Education Program. The Social Studies: Vol. 30, No. 5, pp. 219-222.