Civic Education Research Articles

Youths’ Engagement in Social Accountability: A Case of Toangoma Ward in Temeke Municipal Council, Dar es Salaam

The youths voicing, protesting, and visiting service units to read notice boards are a gauge for youth’s responsible citizenship. The sample of 200 respondents was drawn randomly among the 300 targeted population. The study employed quantitative and qualitative methods in data collection, and descriptive statistics were generated. The study was conducted between 2018 and 2020. The key findings revealed that most youths are inadequately socialized to engage in social accountability for their welfare. Conclusively, youths were inadequately engaging in tracking surveys to demand accountability. The recommendation is that civic education in the educational curriculum should be enhanced.

UNLOCKING ACADEMIC EXCELLENCE: THE IMPACT OF ACADEMIC CITIZENSHIP BEHAVIOUR ON STUDENTS’ PERFORMANCE IN HIGHER EDUCATION

This comprehensive study looks into the complex dynamics of civic education, academic conduct, and performance among Multan University students. The study employs a quantitative research approach and focuses on sample of 200 MPhil & PhD students drawn from four universities, with the data analysis conducted using SPSS. Study's overarching goals are to examine the impact of citizenship education on students' moral & academic performance, explore the relationship between academic citizenship behavior and achievement, evaluate its role in cultivating engagement & motivation in higher education settings. Findings reveal strong relationships between elements investigated, underscoring their interconnection & impact on students' academic efforts. Study found positive but weak relationship amid teacher effectiveness and time management, offering insight on subtleties in the citizenship behavior. These results give educators & policymakers, better understanding of complex interaction amid citizenship education and students' academic experiences at higher education level. Implications extend to improvement of educational practices and interventions that promote a conducive learning environment, eventually contributing to students' overall growth in the rapidly changing academic landscape.

Performativity as a Factor of Gender Identity Plasticity

The article demonstrates how authority, as a form of address, influences the plasticity of gender. With the aim of exploring performativity as a factor in the plasticity of gender identity, the authors attempt to define how the bearer of gender identity is created.Significant attention is devoted to resisting endowment and realizing authority, which typifies hierarchical relations of status rather than genders. The latter are a consequence of the “capillary” nature of authority and institutionalize discursive practices. Consequently, an attempt is made to identify gender grammatology. For this purpose, classical works by J. Butler, P. Berger, and other authors who advocate for tracing the roots of social phenomena in the reality of everyday life are used.It is revealed that Ukraine is currently in a transitional stage towards postmodernism. A conceptual perspective is proposed, viewing gender as a role daily created. The assumption is made that subjectivity arises from the mechanism of denial, where the denied external becomes a critically immanent characteristic. It is explored that the plasticity of gender is achieved through several stages, including intersubjective interaction through habituation, typification, institutionalization, and legitimation. It is proven that resolving the crisis of traditional gender connotation can be achieved through civic education, capable of overcoming the implosion of mass consciousness, which absorbs pre-formed meanings without any reflection, lacking “neither attribute, nor predicate, nor quality, nor reference.” However, launching a systemic counter-agent instead of a “mental virus” can change parochial-gender perception. Embracing the discursive nature of gender and materialism of its dispositif, “HERstory” can find its voice without being on the other side of the “transcendent” “HISstory.”

Indic Education in Pre-Colonial India

School education in pre-colonial India was universal and inclusive. Children of every caste and class, at an average age of 5 years, attended schools. The elementary school teaching consisted of three universal subjects: akshara (script) gyan, bhasha (language) gyan and arithmetic. The fourth subject varied from regions to regions: it was moral–civic education to skill education. The education was in the mother tongue. The higher education was in medium of Sanskrit. After the arrival of Muslim rulers, Persian became the alternative language of instruction, and there was a change in the course curriculum. The Muslim students were compulsorily taught the Quran, and the medium of instruction was Persian. Students interested in higher academics and research had wide number of subjects to study—grammar, philosophy, medicine and others. These students were called Brahmins, and based on their professional skills, they were designated as acharyas, upadhyaya, mukhopadhyay and so forth. The technical skills and the knowledge required constant upgradation as India was the hub of the pre-colonial economy, the ‘land of desire’. This knowledge and skill had also made her the ‘land of wisdom’. That’s how Hegel used to address about India in his class rooms in 1820s in Germany.

Being a good citizen in a postcolonial context: Justice-oriented citizenship implications of Nigerian teachers’ civic education ideologies

ABSTRACT Drawing on a Nigerian example and framed around postcolonial theory, this study explored teachers’ conceptions of a good citizen and civic education ideologies in postcolonial hybrid-identity contexts, using qualitative data collected from 21 civic education teachers. Results revealed that personally responsible and participatory citizenship ideologies, along with a communitarian perspective, dominate teachers’ beliefs about good citizenship and civic education, with participation in traditional African sociopolitical systems omitted. Justice-oriented citizenship was rarely emphasized. Teachers’ reference to social change as a civic education goal emphasized individuals’ responsibilities with limited consideration of structural impediments. Lessons learned include that civic education is used to maintain power structures; ethnocentrism, violence, and government’s non-accountability limit teachers’ engagement with critical citizenship; structural violations are excluded from human rights classroom discourses; active participation is centered at national spaces; and teachers frame leadership as the only efficient avenue for meaningful active participation. Consequently, the author recommends a rethinking of critical civic education to incorporate Indigenous civic practices and the realities of challenging asymmetric structures to better position the subject for justice-oriented citizenship and democracy development.

Increasing Social Care Through Civic Education in Higher Education

This study aims to build social care through an engagement-based Civic Education curriculum at Universitas Negeri Yogyakarta/UNY whose students have diverse backgrounds. This study was developed based on the qualitative approach through 1) a focus group discussion to examine the engagement learning model in the Civic Education curriculum, 2) a workshop on the development of engagement learning models, 3) expert validation using the engagement learning model instrument, 4) implementation of engagement learning model, and 5) reflections on the engagement learning model implementation. The results of this study show that the Engagement Learning Model can improve social care shown from mutual respect for diversity, social cohesion, sympathy for others, and volunteerism. The researcher used the social value theory to analyze students’ social care. This engagement learning model can develop a social collaboration that promotes the unique characteristics of each student. Students are trained to be critical and socially sensitive through an engagement project consisting of social activities in the community in Civic Education learning. Increasing students' care from Civic Education may positively influence students' knowledge, attitudes, and social relations in their groups and outside their groups, respect and acceptance of diversity, social cohesion that forms cooperation, sympathy for others that form social solidarity, as well as a sense of volunteerism that makes students provide solutions to social problems.

Moral Reasoning According to Gender in Citizenship Education Learning

Moral is a measure of the good and bad of a person, both as a person and as a citizen, and a citizen.Meanwhile, moral education is education to make human children morally good and humane. This paperaims to provide an overview of instilling moral values in students through civic education and knowingthe definitions of moral, moral education and moral education in children. The research method used is touse a literature review research method or literature study which contains theoretical theories that arerelevant to research problems. The conclusion of this paper is that the moral prescription of students isnot only from class lessons, but in Citizenship Education lessons also participate in the moral ordering of students

실천형 교양교육프로그램으로서 ‘시민교육’의 아포리아

Civic education is a practical liberal arts education model that implies values that are similar to so-called communitarianism. This is because both are located on an alternative horizon that corresponds to historical problems or contemporary crises. However, because the conflicting common notions of the times operate strongly, we cannot help but face a kind of aporia, the problem of value conflict. Therefore, the educational design and implementation of civic education needs to reflect these aporias more deeply. In addition, focusing on only one subject to deepen and expand practical and cooperative experiences, awareness of reality, and values reduces educational effectiveness. When facing such an aporia, a new need arises for practical education programs to be restructured in a form that is dissolved and dispersed throughout the education system as a kind of new educational basis.

Global Trends In The Learning Process Of Pancasila And Citizenship Education In Schools

This research discusses the global trend in Pancasila and citizenship education for democracy which has the potential to tremendously affect Pancasila and citizenship education in countries that adhere to constitutional democracy. Citizenship education certainly has implications for the learning process of citizenship education in schools (as a subject). The results of the study show that the global trend of citizenship education is evident in the vision and mission of Pancasila and citizenship education in Indonesia which is oriented towards the formation of good, intelligent and democratic citizens. The overall global trend has implications for the learning process of civics education at the school level, namely the components of objectives, materials, methods, media and sources, as well as evaluation of civics education learning.

A Study on the Factors Affecting Self-Esteem for Civic Education

This study aims to discover what factors affect self-esteem and understand how much they affect it. First, The overall reliability of the 8 discovered factors was confirmed to be 73.2%. Second, the factor of 'balance' showed a high correlation with the sub-factors of self-esteem overall, and the factor of 'leadership' showed a low correlation with the sub-factors of self-esteem overall compared to other factors. Third, the explanatory power of this model was 98.6%. and his model was statistically significant. Fourth, balance was found to be statistically significant and had a larger effect on self-esteem rather than other variables. More importantly, it was found that balance had an overall positive effect on self-esteem. The implications for education through this study are as follows. First, it can be seen that civic virtues are factors that increase self-esteem, and that these variables are highly related to the development of each individual and society. Second, the civic virtues with defining characteristics are independent and affect self-esteem. Lastly, since this study was conducted with a focus on a specific region and subject, it is difficult to generalize the results unconditionally. Therefore, it is expected that follow-up studies targeting various regions and generations will continue.

A Comparative Study on Civic Consciousness between Pre-service Teachers in Thailand and Korea

The purpose of this study is to investigate and compare the civic consciousness of pre-service teachers in Thailand and Korea to understand the educational culture of each country and to obtain implications for teacher education. As a result, the following results were obtained. First, Thai pre-service teachers considered the advantages of Thailand's education system providing good educational opportunities, and Korea is gaining the effects of good education. The disadvantages were Thailand's unchanging conservative education system and excessive learning, and Korea's entrance exam-oriented education system and simple teaching methods. According to the opinions of prospective teachers, both countries should make efforts to utilize the advantages and improve the disadvantages. Second, in terms of perception of the government and law, Korean pre-service teachers are more obedient to the government's authority than Thai pre-service teachers, and are also obedient to adults, teachers, and parents. On the other hand, Thai pre-service teachers thought that the judicial system was more fair than Korean pre-service teachers. In the case of Korea, the conservative and progressive regimes change frequently, so the results are likely to vary at each point of investigation. This is thought to be the same for Thailand. Third, when it comes to Asian traditional culture and identity, Thai and Korean pre-service teachers showed an attitude of empathy, and Korean pre-service teachers generally emphasized relatively higher morality and mental maturity as citizens. Fourth, when it comes to public services, Korean pre-service teachers were more critical of politicians' morality, corruption of co-authored services, and connectionism than Thai pre-service teachers. Considering the impact of teachers on students' attitudes and behaviors as democratic citizens, it is expected that the two countries will have many implications for the direction of teacher education in relation to democratic civic education if they expand the scope of investigation.

Service learning and the just community: Complementary pragmatist forms of civic character education

This article investigates the theoretical link between two approaches to civic character education: Service Learning and the Just Community, given that the two share a strong democratic ethical component. Based on historical research and bibliographical review, we show that John Dewey’s pragmatism forms a theoretical foundation of both approaches. Our revision combines the search for a normative foundation of democratic life with the need for contextual agreements: universal principles of justice with conversation and action in specific situations, moral autonomy with social commitment in real circumstances. By merging the two educational approaches to civic character education, we conclude that social and democratic progress does not mean renouncing ethical principles, but drawing them in a different way: revisably, creatively, dialectically, practically, and intersubjectively.

The Effect of a Strategy Based on the Generative Learning Model in Developing Social Problem Solving in the Subject of National and Civic Education for Basic Tenth Grade Students

This study aimed to investigate the effect of a strategy based on the generative education model in developing social problems solving in the subject of national and civic education among tenth grade students. The study followed the quasi-experimental methodology, and its members consisted of (148) male and female students from the basic tenth grade, with (76) students in Zaid bin Haritha school who were divided into two equally experimental and control groups, and (72) female students in Al-Qadisiyah school for girls were distributed into two groups, experimental and control group equally. To achieve the objectives of the study, a development test for social problems solving was prepared, which consisted of (25) multiple-choice items. The results showed that there was a statistically significant effect at the significance level (α = 0.05) on the experimental group that was studied using the generative education model for tenth graders of both sexes compared to the usual method. The study recommended the need to prepare an application guide for teachers of national and civic education for the tenth grade, in which it is clarified how to prepare and implement lessons using the generative learning model.

The Principles of Democracy that are included in the Social, Citizenship, and Civic Education Textbooks, and the Level of Practicing them By the Teachers from the Viewpoint of the School Principals in Jordan

This study aimed at identifying the democratic principles that are included in the social, citizenship, and civic education textbooks from first to tenth grade. This study also aimed at identifying the implications of the social education teachers from the of principals point of view. Therefore, for the purpose of this study, the researchers have analyzed the content of these books to answer the first question of this study. In addition, the researchers developed an instrument to distinguish the highest level of practicing the social studies' teachers who practice the principles of democracy. It was a questionnaire consisting of (41) items. The sample of this study included (750) principals randomly selected. 
 Results of the current study revealed that the social, citizenship, and civic education textbooks for the first to tenth grade contain four fundamental concepts of democracy, namely: freedom, justice, equality, and classroom teaching practices. The study also indicated that the teachers of the social studies gained an advanced level of practicing the principles of democracy. The current study recommended the necessity of reconsidering the mechanism of improving the Jordanian curricula, especially at the level of the social studies curricula, which should consist of the principles and concepts of democracy in a more comprehensive manner.

Between Headlines and Punchlines: Journalistic Role Performance in Western News Satire

ABSTRACT News satire has proliferated worldwide and has emerged as a valid site for public discourse. What we see today is a spectrum of news satire formats ranging from the predominantly absurd and comedic to more overtly journalistic satirical deconstructions of current affairs. This maturation of news satire as an alternative form of journalism thus underlines the necessity for further research into the journalistic roles that certain news satire formats carry out. This study assesses the journalistic roles in three international news satire formats i.e., the United States’ Last Week Tonight, the Swedish Svenska Nyheter, and the Dutch Zondag met Lubach and presents the findings of a content analysis of 150 satirical segments having aired from October 2020 to April 2023. We conclude that Western news satire displays a fairly united execution of journalistic role performances with high scores for the Advocate, Watchdog and Civic Educator roles, yet low scores for Reporter and Loyalist roles. Furthermore, we present the Comedic Interlocutor role, and discuss its place in alternative conceptions of professional journalism today. This study empirically validates that humor and entertainment are not irreconcilable with a factual, civically engaged, critical kind of journalistic coverage.

Civic education: a panacea for moral decadence among secondary school students in Ede community, Osun State, Vibic

This study examines civic education's potential as a panacea for moral decay among secondary school students in Ede community of Osun State, Nigeria. It looks at how civic education can give students the moral principles and direction they need to navigate daily life and make moral decisions. The study adopts a qualitative research methodology and gathers its data from secondary sources like books, academic journals, theses, and newspapers, among others. The results emphasis how common moral decadence affect students in secondary schools and how important it is to implement successful interventions of civic education. The paper also reveals that students who receive civic education are equipped with the knowledge and abilities needed to make ethical decisions because it instills values, virtues, and ethical concepts. The study concludes that effective civic education that would counteract moral decay needs the involvement of relevant stakeholders, such as schools, parents, teachers, and the community at large, to work together in an integrated manner.

Penerapan Pembelajaran Berdeferensiasi Dengan Model Discovery Learning Dalam Meningkatkan Hasil Belajar Ppkn Pada Siswa Kelas XII MIPA IV SMA Negeri 1 Maros

This study aims to explore the effect of applying differentiated learning model with Discover Learning model on learning outcomes of Pancasila and Civics Education (PPKn) in class XII MIPA IV SMA Negeri 1 Maros Regency. The research method used was classroom action research (PTK) with a double cycle design. The research participants consisted of 36 students of class XII MIPA IV SMA Negeri 1 Maros. consisting of various ability levels. Learning outcome data were collected through tests and observations. The results showed that the application of differentiated learning model with Discover Learning model can improve Civics learning outcomes in students of class XII MIPA IV SMA Negeri 1 Maros. There were significant improvements in concept understanding, critical thinking skills, and learning motivation of learners after the application of this learning model. This finding shows that the use of differentiated learning model with Discover Learning model can be an effective alternative in improving Civics learning outcomes in students of class XII MIPA IV SMA Negeri 1 Maros.

Concept Analysis and Implementation of “Kampus Merdeka” in Civics Learning for PGMI Study Program Students

This research aims to investigate the implementation of Kampus Merdeka as an innovation in higher education in Indonesia, with a focus on Civic Education (Pendidikan Kewarganegaraan or PKN) learning. The research method used is qualitative with a literature review approach, exploring the concepts and implementation of Kampus Merdeka and its impact on the development of students' skills. The results show that Kampus Merdeka provides autonomy and flexibility to students, stimulates innovation, and creates an adaptive learning environment. The implementation of this program in PKN has successfully made a positive contribution to the demographic bonus through mandatory learning and integrating service learning to enhance student engagement in the community. Despite facing challenges such as efficient academic management and limited resources, Kampus Merdeka Belajar is considered a strategic step in the transformation of higher education. In conclusion, Kampus Merdeka serves as an innovative platform supporting student development, aligning learning with the demands of the times, and reaffirming commitment to the quality of higher education in Indonesia.

Rural Early Childhood Educators’ Perception of Music-Based Pedagogy in Teaching Communication Skills to Children

Early childhood care and Education is an important phase for impacting communication skills to children for building a strong sense of identity and belonging. The South African National Curriculum Framework (NCF) regards communication skills as one of the six early learning and development areas considered for Early Childhood and Education (ECCE). Caps Grade R admonishes educators to support learners with interpersonal Communication Skills and to develop their Cognitive Academic Language Proficiency by engaging them in activities that focus on rhymes. Thus, South African children need skillful educators to employ developmental implementation strategies to support their acquisition of these skills. Research shows that subjects like Life Skills, English Language, Civic Education, and Mathematics are successfully implemented using music-based pedagogy. However, because ECCE is relatively new in South Africa, there is no strong structure to support the ECCE/ECD (Early Childhood Development) educators in employing music-based pedagogies to teach communication skills to the children. This article focuses on the rural ECD/ECCE educators’ perception and experiences in employing music-based pedagogy to support the children’s acquisition of communication skills. The study was conducted at two ECD/ECCE centres in Northern Cape province, South Africa.This is participatory visual research where Six ECD/ECCE Educators were engaged in semi-structured interviews and reflective activities on how they facilitate communication skills using music. The study was informed by Vygotsky’s sociocultural theory. The educators supported music-based pedagogy, however, inadequate musical training, non-availability of musical resources, and non-inclusion of music as an independent subject in the CAPS/NRF documents are their constraints. In their pre-service teacher education programs, almost all South African institutions include creative arts training; the course is typically taught over one semester, and music is merely one of the various creative arts subfields. As a result, the pre-service teachers lack the necessary musical background to implement music-based instruction. In conclusion, the study recommends musical intervention training to empower ECD/ECCE educators. Keywords: Early Childhood Development, Rural Context, Music-Based Pedagogy Communication Skills.

Neglected values: civic disposition in junior high civic education during the pandemic

Neglected values: civic disposition in junior high civic education during the pandemic