Civic Education Research Articles

РОЗВИТОК ГРОМАДЯНСЬКОСТІ ОБДАРОВАНИХ ПІДЛІТКІВ ЗА ЧАСІВ ВІЙНИ: СОЦІАЛЬНО-ПЕДАГОГІЧНА ПРОГРАМА

A socio-pedagogical program for development of citizenship of gifted adolescents is substantiated based on analysis of legislative documents, national programs regarding civic education of the new generation in Ukraine during the war, generalization of contemporary experience in improving citizenship of students of general secondary education institutions of Sumy region, taking into account characteristic features of social formation of adolescents and the specifics of this process among gifted teenagers. Results of the analysis of the current state of improving civic education of students at general secondary education institutions revealed a predominant neglect of gifted teenagers in this process, since pedagogical teams are focused on involving these teenagers in subject Olympics, in National Academy of Sciences activities and preparing them to win in intellectual competitions, which is really important. The lack of programs that would take into account characteristic features of the gifted in the development of their patriotism threatens their future self-realization in Ukraine in particular, under conditions of existence of American and European grants system for “finding” creative youth in the world. The goal of the program that we have justified – to improve development of citizenship of gifted adolescents under conditions of war in Ukraine – is achieved through such tasks as: 1) creation of a coordination group of representatives of the internal and external school social environment and preparation of this group for promotion of development of citizenship of gifted adolescents at lycea and in territorial communities; 2) socio-pedagogical support of gifted teenagers in the process of civic education at lycea; 3) supporting initiatives of gifted teenagers regarding harmonization (real and virtual) of civil and legal social space at lycea and territorial communities; 4) promoting gifted teenagers' awareness of the importance of citizenship in the European Union through virtual communication with European teenagers and domestic ones studying in European countries under wartime conditions. Key words: socio-pedagogical program, gifted teenagers, development of citizenship, war in Ukraine.

Membangun Kesadaran Lingkungan Melalui Pendidikan Kewarganegaraan di Sekolah Dasar

Citizenship education plays an essential role in developing children's character, in line with moral, character and character education. This program aims to produce good citizens based on the values ??of Pancasila, which is the culture of the Indonesian nation. Building environmental awareness through citizenship education in elementary schools is very important, because it helps students understand their responsibilities towards the environment. The five principles of Pancasila are basic values ??that have developed into instrumental and rational values, creating a generation that cares about others and preserving nature. This research method uses a qualitative approach with literature study, collecting data from various relevant literature such as books, journals and official documents related to education citizenship in Indonesia. The data collection process began with a literature review through academic databases such as Google Scholar and JSTOR, followed by literature selection based on inclusion and exclusion criteria. The data is then categorized according to themes to produce an in-depth understanding of this topic. Civic education lessons have an important role in building environmental awareness by introducing the concepts of citizens' rights and obligations and environmental protection. Although there are challenges in integrating environmental education, there are opportunities to develop environmentally caring characters in students. Therefore, it is important to instill environmental awareness from an early age in everyday life, both at school and outside school.

Queer Civics, Hermeneutical Injustice, and the Cis‐Straight Nation‐State: Reading the Illusion of LGBTQ+ Inclusion through the (Queer) Child

AbstractIn this article, James Joshua Coleman and Jon Wargo interrogate the (queer) child as a concept and specter that haunts civic life in the United States. Whereas scholars across a range of fields and standpoints have questioned the value of LGBTQ+ inclusion in public school curricula, and society more broadly, together Coleman and Wargo wonder at the capacity of civics education to include queer (as opposed to LGBTQ+) citizens within the cis‐straight nation‐state. To explore this possibility, they read across two bills: (1) H.R. 9197 (Stop the Sexualization of Children Act), and (2) Illinois House Bill 246 (Inclusive Curriculum Law). In so doing, they highlight how the (Queer) Child operates as an organizing binary logic within these bills and examine how hermeneutical injustice impedes the formation of a truly queer civics education. Specifically, Coleman and Wargo demonstrate how hermeneutical injustice limits the nature of inclusion for LGBTQ+ citizens, both for exclusionary, anti‐LGBTQ+ policy and for seemingly inclusive legislation. Pointing to scenes that demonstrate hermeneutical justice and queer survivance, they conclude by suggesting the construction of a queer civics education that stands outside the binary logics of the cis‐straight nation‐state.

Implementation of the Independent Learning Curriculum in the Subject of Pancasila and Civic Education

This study aims to determine the effect of applying the Independent Learning Curriculum in Pancasila and Civic Education subjects in the experimental class with the average learning outcomes of lessons in the control class using the 2013 curriculum. The method used in this research is the Experimental method with the research design used is that the experimental group is given treatment, namely using the independent learning curriculum (x) and the control group in its learning uses the 2013 curriculum (y). The sample in this study were all students of class VII A and class VII B of the Catholic Junior High School of the Sacred Heart of Manado totaling 38 students, consisting of two classes, namely the control class totaling 18 students and the experimental class totaling 20 students. The variables and indicators used are independent variables and dependent variables. In data collection techniques using observation and research instruments. Based on the results of the study, it shows that there is a significant influence on learning outcomes in Pancasila and Civic Education subjects in class VII students of the Catholic Junior High School of the Sacred Heart of Manado.

Surrendering Noble Lies Where We Buried the Bodies: Formative Civic Education for Embodied Citizenship

AbstractTo enact democracy, which is to live in communication with difference, requires a formative process that involves an education of the whole person for and through civic life. Drawing on Charles Mills's theory of Herrenvolk ethics and Jonathan Lear's analysis of psychosocial lapses that ail us, Sheron Fraser‐Burgess and Chris Higgins pursue a critical, historiographical, and psychosocial reading of our failures to live up to this aspiration, offering (1) a critique of our tendency to saddle ourselves with a false choice between a homogenizing unity and a differentiated but fractured republic; (2) a demonstration of why we must eschew a thin universalism of principles and confront difference as embodied; (3) an argument from the ethics of risk against the urge to reify and compartmentalize difference; and (4) an evocation of how deep pluralism itself might serve as a unifying creed. Civic education is not a matter of informing but of forming and cultivating vision and values. In pursuing the credal deep pluralism that is required to do justice to the prospects and perils of our democracy‐in‐the‐making, the task of the formative educator may be more difficult; but by embracing this creed, teachers may inspire their students to do the same.

Using Ethno-Pedagogy to Prepare Students for Civic Education in the Society 5.0 Era

This paper is the outcome of a review of the literature on ethno-pedagogy and education in the context of Society 5.0, gathered from various online reports, digital books, and journal articles. Society 5.0 can leverage technology in education to offer more individualized and interactive learning experiences. Examples include online learning and the application of augmented and virtual reality (AR and VR) to the classroom. Education must be adequately prepared in this day and age to assist people in gaining the abilities and knowledge required to meet obstacles in the future. In order to prepare education for the Society 5.0 era, this article aims to investigate the ethno-pedagogy method in greater detail. We refer to this method of teaching based on culture as ethno-pedagogy. The technique is highly pertinent to educating students for the increasingly varied and complicated Society 5.0 era. Using this method enables educators to create a curriculum that honors the cultural values of their students. Technology has the potential to be a helpful tool in the implementation of ethno-pedagogy. Keywords: educational management; ethno-pedagogical approach; Society 5.0 era

Pengembangan Media Pembelajaran Go Puzzle Pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan untuk Siswa Sekolah Menengah Pertama

This study aims to develop and test the validity, attractiveness, effectiveness, and applicability of Go Puzzle learning media in the subjects of Pancasila and Civic Education. The procedure used is research and development based on the steps proposed by Borg and Gall. The products produced in this development study are Go Puzzle learning media material for the Formulation and Determination of Pancasila as a State Basis that is valid, interesting, effective, and can be applied in learning. The product validity test is based on the results of material expert validation of 92.78 percent, media expert validation of 91.42 percent, expert validation of learning implementation plans of 95.63 percent, and field learning expert validation of 98.21 percent. The product attractiveness test is based on the results of small group trials of 90.36 percent and the results of large group trials of 93.46 percent. The product effectiveness test is based on the results of large group trials which resulted in an average completeness of students’ scores when pretest was 20.89 percent and post test was 86.89. This shows that there is an increase in the percentage of completeness of scores obtained by students, which is 66 percent. The product applicability test is based on the educator response questionnaire, which is 96.88% which shows that the product developed can be applied in learning. Abstrak: Kajian ini bertujuan untuk mengembangk

Enhancing civic engagement through podcasting: a modern approach for higher education

ABSTRACT Civic Education in higher education often struggles with student disengagement, largely due to traditional, less interactive teaching methods. This study explores the integration of podcasts as an innovative tool to enhance civic engagement among students. Grounded in andragogical principles, podcasts offer a dynamic platform for active participation, fostering critical discussions and reflections on pressing social issues. Conducted within the Faculty of Languages, Arts, and Culture at Universitas Negeri Yogyakarta, Indonesia, this research involved students from the English Education Program and employed a qualitative descriptive approach to assess the impact of podcasts on critical thinking, collaborative learning, and the understanding of civic concepts and social responsibility. The findings indicate that podcasts significantly enrich the learning experience, equipping students to become more critical, socially conscious citizens who actively contribute to societal change. This study contributes to the field by highlighting the effectiveness of innovative teaching strategies in Civic Education, particularly the use of podcasts to strengthen civic engagement and social responsibility in higher education. The implications of this research underscore the need for educators to adopt more engaging and interactive methods, thereby equipping students with the essential skills and knowledge to actively participate in civic life and address social issues effectively.

Vita Communis Taking a More Secular Shape: Samuel Pufendorf’s Concept of Community Applied by Ernst König to Civic Education in West (Royal) Prussia

Abstract The concept of community formulated by Samuel Pufendorf, Protestant philosopher and civil servant, in the 17th century, on the one hand, drew upon the Reformation legacy, and on the other hand, explored a more secular and less confessional approach to this issue. The present paper examines how Ernst König, Protestant scholar and President of the Academic Gymnasia in Thorn and in Elbing, applied Pufendorf’s concept of community to civic education in West Prussia (Royal Prussia). König was diligent in applying Pufendorf’s concept of community to civic education (philosophia / doctrina civilis) as cultivated at the Academic Gymnasia in Thorn and in Elbing where he served as President. He also promoted the idea of civic education in all his ethical writings and made use of Pufendorf’s De officio hominis et civis, working with his students. Likewise, supervising works submitted by his students, König made them familiar with Pufendorf’s thought.

CIÊNCIA CIDADÃ E O ENSINO DE CIÊNCIAS: REFLEXÕES PARA BOAS PRÁTICAS A PARTIR DE UM CURSO DE FORMAÇÃO.

Scientific Literacy (SL) aims to develop students' and teachers' knowledge of Science and Technology for civic education. In this sense, numerous teaching approaches have emerged seeking to promote SL aspects in the classroom. Citizen Science (CS) is an emerging approach involving the school community in research problems, allowing students to engage in scientific practices through experimental protocols. Thus, this study aimed to identify and analyze, using Social Representations Theory (SRT), the representations of a group of teachers from the Paraná State public school system participating in a CS training course, focusing on their role in CS practices and reflecting on training for good CS practices. We used a questionnaire with the Free Word Association Technique (FWAT) to identify SR, inducing terms related to 3 axes: Scientific Knowledge, Citizen Science, and Science Teaching through Protocols. The group's evocations were analyzed using Bardin's content analysis, and organized into categories and subcategories. In the Scientific Knowledge axis, there is a predominance of generalist representations; for the Citizen Science axis, representations focus on participation, but more general notions still prevail; and in the Science Teaching through the Citizen Science axis, teachers present representations of a technical and pragmatic protocol. Therefore, we understand that for more meaningful training, it is necessary to involve teachers in building practices, allowing greater participation and engagement in CC concepts.

Populism's Challenges to Political Parties and Democracy - Taking the United States as an Example

In recent years, with the rise of populism around the world, the traditional party system and democratic system have encountered very serious challenges. This article mainly takes the United States as an example to explore in depth how populism affects American political parties and democratic governance. First, the development history of populism in the United States since the 20th century is analyzed and introduced, focusing on the impact of Trumpism in American politics. Secondly, it mainly explores the impact of populism on the internal structure and policy orientation of the two major political parties, the Republican Party and the Democratic Party, and deeply explores the role of populism in splitting party unity and reshaping party ideology. In addition, it also focuses on the role of populism in democracy from both positive and negative aspects. Finally, this article examines the challenges of American populism to the development of American democratic systems and political parties, including challenges to the electoral process, judicial independence, media freedom and public trust. This article believes that strengthening civic education and promoting party reform can better cope with the impact of populism and enable the healthy development of the democratic system.

Women Politicians, Social Movements, and Misogyny in Democratic Struggles

In this essay, I investigate the relationship among women in politics, social movements, and misogyny through an examination of public discourse surrounding women politicians—in particular, Carrie Lam, the former chief executive of Hong Kong. The participants in a series of protests in Hong Kong against an anti-extradition bill that began in 2019 generated a large volume of audiovisual materials for the purpose of raising social consciousness, conducting civic education, and creating networks for solidarity. Many of these protest materials contained blatantly misogynistic messages targeting pro-establishment women politicians. I focus on women leaders to explore gender politics in social movements. In assessing the public discourse about Lam during the 2019 movement, I demonstrate that gender politics is consistently inscribed within social movements in postcolonial Hong Kong, in which context the progressive pursuit of democracy, self-determination, and freedom remains imbued with patriarchal culture, including paternalism. This patriarchal culture, unsurprisingly, combines seamlessly with sexism, misogyny, and a gendered imagination of the city’s possible political futures.

Readiness and efforts of civics teachers in developing literacy and numeracy skills

This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings.

Insecurity and political apathy in Nigeria’s elections: a study of Kano State elections (2011 - 2019)

This paper explores insecurity as a cause of political apathy that hinders political participation in Nigeria, taking Kano State as the context of the research. It adopts qualitative approach, simultaneously using both primary and secondary sources; in-depth interviews, scholarly articles and journals. Interviewees were purposively sampled. Rational Choice Theory is used as the theoretical pedestal to elucidate that partaking in political activity though an element of liberal democracy happens based on the choice and volition of citizens. Such a right could be taken away when citizens are disenfranchised as a result of insecurity; political violence, hooliganism etc. The study finds out among other things that violence emanates from the misconduct of thugs, sponsored or hired by politicians to rig elections, intimidate voters and scare off opponents at polling units. Also, belief of politicians that elections must be won by hook or crook and at all cost scares voters from falling victims at the hands of politicians and their political soldiers. Accordingly, the study recommends adequate civic education and political sensitization to citizens at early age through conventional schools and otherwise. Also, the electoral body should sanitize the system by employing stringent rules in the electoral process to ensure safe and violent-free environment before, during and after elections. Vetting and screening to-be political officers should also be rigorous, entailing character, records, use of drugs and association with political hooligans.

Unveiling layers of inclusion in political spaces

This study explores the intricate dimensions of inclusion within political spaces in Zimbabwe. It examines representation and intersectionality to explore how diverse perspectives among different interest groups in society contribute to a more comprehensive and equitable political landscape in Zimbabwe. Additionally, it investigates the role of digital inclusion, and community empowerment in fostering genuine participation. The study dissects the layers of inclusion required for a strong democratic system with an emphasis on youth involvement and the value of civic education. Through emphasising transparency, accountability, and a global perspective, this research article provides a holistic understanding of how political spaces can evolve to embrace diversity and ensure the active engagement of all citizens. The study is informed by the theory of intersectionality and offers a deep understanding of how multiple dimensions of identity, such as race, gender, class, and sexuality, intersect to influence individuals' experiences of political representation and participation. Through applying the intersectionality theory, the study examines how individuals with intersecting identities face unique barriers and challenges when it comes to accessing and engaging with political spaces. It reveals how privilege and power systems interact and function within political frameworks, influencing the opportunities and experiences that various groups have. To achieve the main goal, the study employs a qualitative approach to examine the dimensions of inclusion within political spaces in Zimbabwe. The qualitative constituent involved in-depth interviews and focus groups with diverse stakeholders, including politicians, community leaders, and purported relegated groups, to gather insights into their experiences and perceptions of inclusion. Additionally, a survey was conducted among a representative sample of the population to gather data on their attitudes toward political inclusion and their level of engagement in political processes. This enabled a broader understanding of the overall landscape of inclusivity.

Young people’s civic engagement in Italy: evidence on grade 8 students from the international civic and citizenship education study (ICCS) 2016

Civic engagement represents a key aspect of a democratic society and is itself a multidimensional construct. Research has shown that the promotion of civic engagement is an important component of civic and citizenship education intended in a broad sense, pertaining to formal, non-formal and informal learning situations. Within a national scenario characterised by increasing levels of general institutional disaffection and a lack of electoral and political involvement, the recent reform in the area of civic and citizenship education (Law 92/2019) has led to lively debates on the status of its implementation in Italian schools and recent research at the national level has highlighted the lack of activities to promote students’ engagement. This study further investigates the ICCS 2016 findings on civic engagement of Italian students with two objectives: to identify possible groups of Italian eighth-grade students on the basis of their level of civic engagement and to examine the associations among these groups and some key factors reflecting school contexts and students’ attitudes and behaviours. To reach these goals, the data analyses encompassed a latent profile analysis and a logistic regression model. The latent profile analysis allowed the identification of three groups of Italian students: disengaged, moderately engaged and engaged students. The results of the regression model showed that engaged students were characterised by a higher level of citizenship self-efficacy. These findings confirm those of previous research on the key role of internal self-efficacy in promoting students’ civic engagement.

DEMOCRATIC EDUCATION: IMPLICATIONS FOR TEACHING WORK

The school curriculum plays a fundamental role in the civic education of students, directly influencing their skills and social values. Through formal education, the curriculum contributes to the development of critical, reflective and participatory skills, necessary for conscious action in society. Civic education involves not only theoretical knowledge, but also the construction of practices and attitudes that promote democratic coexistence and respect for diversity. Thus, education focused on citizenship must consider cultural, ethical and political aspects, promoting the active engagement of students. The general objective of this article is to analyze how the school curriculum contributes to the civic education of students. The specific objectives are: - to identify the pedagogical practices present in the curriculum that foster citizenship; - to verify the presence of content that encourages critical thinking and social participation; - to evaluate the importance of interdisciplinarity in the construction of a civic education. The research problem that guides this study is: In what way does the school curriculum contribute to the civic education of students? The methodology used was bibliographic, based on a literature review of works that address the relationship between school curriculum and citizenship. The results indicate that a curriculum that integrates democratic principles, social values, and practices of mutual respect favors the development of critical and participatory citizens. The discussion reinforces the need for an interdisciplinary approach that takes into account the diversity and multiple realities of students. It is concluded that the school curriculum must be constantly reviewed and adapted to meet social demands and to educate individuals capable of acting ethically and responsibly in society, fully exercising their rights and duties as citizens.

On the Application of Traditional Chinese Medicine Culture in Ideological and Political Education

Purpose: By analyzing the historical origin and value of Traditional Chinese medicine culture, the article studies the application of Traditional Chinese medicine culture in postgraduate students' ideological and political education, with a view to promoting the deeper inheritance and development of Traditional Chinese medicine culture. Methods: The article explains the importance and feasibility of Traditional Chinese medicine culture in postgraduate students' ideological and political education, and the difficulties in the application of ideological and political education, on the basis of which it proposes to improve the civic system of the course, improve the quality of professional teachers of Traditional Chinese medicine culture and civic teachers, and establish a collaborative educating mechanism with the help of the resource-sharing platform, so as to deepen the postgraduates' understanding of Traditional Chinese medicine culture in the ideological and political education course. Conclusion: Graduate students' ideological and political education courses provide a good platform for the dissemination and development of Traditional Chinese medicine culture, and the two are complementary to each other. By establishing classroom evaluation and incentive mechanisms, the substantive integration of both sides can be better promoted.

The Role Of Civic Education In The Formation Of A Democratic Society (Udin Sarifudin Winataputra's Perspective)

This article has the aim of providing a theoretical review of the role of Citizenship Education in the formation of a democratic society through the views or perspective of Prof. Dr. Udin Sarifudin Winataputra, M.A., This research tries to build and obtain results from the theoretical and empirical foundations of Citizenship Education both among the public as well as students and teachers in the world of education, which aims to be able to develop a concept of the role of Citizenship Education in forming a democratic society. In this article, it can be concluded that Citizenship Education has three main roles or functions in the formation of a democratic society, namely developing civic intelligence, cultivating civic responsibility, and encouraging citizen participation both among the community and among education. The three functions or roles of civics education are also in line with the three components of civics education, namely citizenship knowledge, civic values and attitudes, and citizenship skills.

Strengthening Student Nationalism Through Civic Education at Timor University

This research aims to (1) Describe the strengthening of student nationalism through civic education at Timor University, (2) Analyze the obstacles and challenges in strengthening student nationalism through civic education at Timor University, (3) Analyze the efforts made in facing challenges and obstacles in strengthening student nationalism through civic education at Timor University. This research uses a case study method with a qualitative approach. Determination of research data sources using purposive techniques, namely: Civics lecturers, and Civics class students. Data collection techniques using observation, interviews and documentation techniques. Data analysis uses the Miles, Huberman, and Saldana model with three stages, namely: data condensation, data presentation and conclusion drawing. The results of this study indicate that (1) strengthening student nationalism through civic education is carried out by applying innovative and interactive learning methods, namely, lectures, discussions, and hands-on learning. (2) challenges and obstacles in strengthening student nationalism in the border region of Indonesia and Timor Leste are the complexity of cultural identity, limited facilities in learning, and technological developments. (3) efforts made in overcoming challenges and obstacles in strengthening student nationalism through civic education in the border areas of Indonesia and Timor Leste are carried out with several activities, namely the development of more interactive learning methods such as project-based learning, empowerment programs for nationalism values