Citizenship Education In Context Research Articles

Teaching for global citizenship: a case study on the challenges of implementing a human rights course

ABSTRACT Human rights education (HRE) is increasingly finding its way into social studies curriculum in the U.S. In this growing field, there is little research on the challenges facing schools in the instantiation of HRE in relation to citizenship education (CE). This case study explores how a U.S. school is approaching and adapting to the growing presence of HRE within the context of CE and examines the research question: what challenges do educators tasked with CE face when implementing and maintaining a HRE programme? Three broad challenges emerged across the data; educators grappled with: (1) imbuing global citizenship into the curriculum; (2) maintaining relevance and connectedness; and (3) striving towards cosmopolitan citizenship.

Citizenship-as-knowledge: How perspectives from Bildung-centred Didaktik can contribute to European Citizenship Education beyond competence

How can the teaching of knowledge in schools contribute to the development of students as individual human beings, with the capacity not only for problem solving within the existing structures of society but also for developing ideas and solutions that go beyond the existing structures? The purpose of this article is to bring this question to the forefront within the context of citizenship education (CE) through a theoretical analysis of the epistemology underpinning two dominant conceptualisations of teaching CE. The analysis shows that both the model of teaching about, through and for democracy that underpins the understanding of CE in competence frameworks and the conceptualisation of CE as teaching directed towards qualification, socialisation and subjectification that is used to criticise citizenship-as-competence fall short in accounting for how knowledge can play a part in taking us beyond the existing. Turning to Bildung-centred Didaktik, which has dealt extensively with questions of knowledge in relation to the formation of the individual subject, the article explores how a renewed focus on knowledge can contribute to answering the question that Joris et al. pose in the title of their article ‘Citizenship -as-competence, what else?’

Understanding the Social Studies Curricula in Turkey as a Political Text Within the Context of Citizenship Education: Views of Academics and Teachers

This study attempted to understand the curricula in conveying the state’s own understanding to individuals, according to the reconceptualization approach. As content, the social studies curricula (SSC), with the assumption that political influence would be seen most in these curricula, were examined. This study aims understanding the social studies curricula as a political text within the context of citizenship education in order to see how politics affect these curricula. To determine what political factors affected SSCs in which way, the opinions of academics and teachers were examined regarding curricula from 1998, 2005 and 2018, prepared during different government periods in Turkey. It was tried to determine how the changes in SSCs were defined in political/non-political dimensions, explanation and definition, the criticism, reasons and recommendation regarding these changes. This study was designed as a case study, one of the qualitative methods. Data analysis was done by content analysis method. It was determined that the changes in social studies curricula in 1998, 2005 and 2018 were affected by different political reasons and that there were some prominent ideological elements in all 3 curricula. As a result, it was determined that political effect on SSCs prepared in different government periods and can be seen radical changes were made in terms of curriculum structure and content from 1998 to 2005 and that the SSC of 2018 is similar to that of 2005 in terms of structure.

Social Media and the Emerging of People’s Participation into the Political and Democratic Process of Indonesia: The Case of Act for Regional Leaders Election

ABSTRACT: This article describes on the people’s criticism participation through social media to eject the UU PILKADA (Undang-Undang Pemilihan Langsung Kepala Daerah or Act for Regional Leaders Election) in Indonesia, which has been changed the electoral system from “direct” by people to “indirect” by the DPR (Dewan Perwakilan Rakyat or People’s Representative Council ); and considered as a violent to their rights, sovereignty, and duties in politics and democratic processes. By using a qualitative content analysis, this study shows that social media has important roles for building of new people’s participatory cultures; and effective for defending and performing of their rights and duties in political and democratic processes in Indonesia. Although this study not elaborates a special relationship between social media and citizenship education, it may be enlarged circuit for people to express an “ethics political culture” than a “streets political culture”; and employed as a powerful platform for those to construct a citizenship culture and identity within the context of citizenship education. So, it is very important for widening student’s horizons of citizenship education, and very meaningful for a student in building democratic attitudes. In other words, social media can expand possibilities for citizenship education to bring a classroom to life, no longer limited by four walls. KEY WORDS: Social Media; People’s Participation; Political and Democratic Process; Elections in Indonesia. About the Author: Prof . Dr. Mohammad Imam Farisi is a Lecturer at the Department of Citizenship Education, Faculty of Education and Teacher Training UT ( Universitas Terbuka or Indonesia Open University), UPBJJ-UT Jember, Jalan Kaliurang No.2-A, Sumbersari, Jember 68121, East Java, Indonesia. For academic interests, the Author is able to be contacted via his e-mails address at: imamfarisi@ecampus.ut.ac.id and farisi1965@gmail.com Suggested Citation: Farisi, Mohammad Imam. (2019). “Social Media and the Emerging of People’s Participation into the Political and Democratic Process of Indonesia: The Case of Act for Regional Leaders Election” in TAWARIKH: Journal of Historical Studies , Volume 11(1), October, pp.43-64. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, with ISSN 2085-0980 (print) and ISSN 2685-2284 (online). Article Timeline: Accepted (June 22, 2019); Revised (August 24, 2019); and Published (October 30, 2019).

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Economic, politics and communication globalization is one of the main problems of the present historical reality that undermines social identities based on membership in local communities and well-defined. The transformations of social, cultural and economic related globalization corresponds to a complexity and multidimensionality of the concept of citizenship. Today the term citizenship does not longer refers exclusively to participation in public life and membership in a nation-state. The different concepts of citizenship have in common the public participation, but nowadays new meanings are accepted. Citizenship doesn’t mean anymore belonging to a Nation but cultural and ethical reasons broaden that concept to include the universal human rights. We need to make in order to restrict in terms of pedagogic elements of educational experience that can be understood within the context of citizenship education in and outside school. How to reference this article Sicurello, R. (2016). Educazione alla cittadinanza: significati, linee di ricerca, finalita e pratiche didattiche . Foro de Educacion , 14(20), 71-103. doi: http://dx.doi.org/10.14516/fde.2016.014.020.006

Global citizenship education in context: teacher perceptions at an international school and a local Israeli school

We apply semi-structured interviews to conceptualise perceptions of global citizenship among teachers at an international school and teachers at a local public school in Israel, revealing discrepancies between theory and practice in global citizenship education (GCE). We find that teachers perceive global citizenship differently along three major axes: boundaries of global citizenship, practical aspects of GCE, and through the effect of Israel’s context. This study offers a comparative perspective that discerns the differing impacts of school context and student background on teacher perceptions at different kinds of schools and highlights the importance of teacher agency in GCE.

Citizenship development through vocational training: British Columbia Rural Youth Training School, 1947–1959

This article inspires critical and creative thinking about the promotion of citizenship development through programmes of study designed primarily to enhance adults' vocational skills. It does so through presenting an empirical case study of an important adult education programme delivered by the Department of University Extension at the University of British Columbia in the 1940s and 1950s. The ‘Youth Training School’ was funded by the governments of Canada and British Columbia to provide vocational training to young men and women from rural areas. While the curriculum of the school was focused on agriculture and home economics, its residential character and the structure of its extracurricular activities led to significant opportunities for citizenship development among its participants. This article contributes both to the history of adult education, and to the understanding of contemporary possibilities for citizenship education in contexts where official attention and resources are focused on vocational goals. It argues that vocational training and citizenship development are not mutually exclusive, that citizenship education is not necessarily progressive, and that the structure of educational experience is as important as the substantive content of lessons in the promotion of citizenship.

Citizenship education in context: student teacher perceptions of citizenship in Cyprus

This paper presents a phenomenographic study that was carried out at the University of Cyprus Department of Education, aiming at the investigation of student teacher perceptions of citizenship, nationality, community and their relationship with human rights. The study showed a continuum of perceptions about citizenship, which are discussed in line with the discourse on human rights and the culturally and politically contextualized understanding of citizenship. It is argued that, despite the fact that the meaning of citizenship in Europe varies, citizenship education for Europe must consider the special circumstances that shape different understanding in order to succeed in cultivating a multidimensional citizenship that goes beyond nationality.