Democratic Citizenship Education Research Articles

생태중심의 지속가능발전교육 실천을 위한 통합교육과정 설계

The purpose of this study is as follows. First, it is to examine the theoretical background of the integrated curriculum for ecological-oriented ESD practice. Second, in order to revitalize ESD, it is to design integrated curriculum activities for ESD practice. To this end, the theoretical background of the integrated curriculum for ESD practice was presented in three aspects: ecological-oriented education, complexity education, and community-based learning. Next, an integrated curriculum activities for ESD practice were designed for the 2022 revised high school curriculum, and examples of activities were presented by selecting two or more of the 5Ps of SDGs as common topics. Three projects were presented: “Human Life for Me and Us,” “The World Around Me, Cooperation for the Earth,” and “Effort for a Sustainable Future,” and the integrated performance evaluation activities for each project were presented. The projects presented in this study can be carried out in connection with democratic citizenship education and ecological-oriented education, and students can develop attitudes and practical skills to implement local problems in connection with their lives as ecological citizens.

Postcolonial and Decolonial Perspectives on Democratic Citizenship Education

In this theoretical article, I argue that postcolonial and decolonial theories offer critical conceptualizations and important insights for democratic citizenship education. Starting with the concept of agonism, I explore how postcolonial and decolonial perspectives both build upon and challenge notions of radical democracy. I argue that both perspectives provide interesting starting points for critical thinking, an essential part of democratic citizenship education. The perspectives point toward a profound problematization and historicization of democracy as a concept, as a system of governance through questioning the nation-state, and as an ideal to valorize societies. Despite their similarities, the two perspectives suggest slightly different approaches to education. The postcolonial perspective presents a critical and constructive approach that aims to deconstruct Enlightenment ideas while using them as a foundation for promoting social justice. The decolonial perspective highlights the inherent connection between coloniality and democracy and emphasizes the need for politics and practices of refusal.

A Study on the Development of Application for Diversification of Democratic Citizenship

Technological advances have led to diversifying educational methods. This is because educational methods are being developed in a form that allows more immersive participation based on digital technology that relies on text and simple visual materials. This paper explains the process of developing AR(Augmented Reality)-based programs to educate the 'May 18 Democratization Movement'. This AR program captured four representative scenes during the protest and developed a scenario. The app targeted the occurrence and development of the May 18 event, community activities, the situation after the May 18 event, and an element that allows diverse learners to participate directly in each scene. Considering that there are currently a small number of realistic media-based programs developed for democratic citizenship education in Korea and that adoption and use in the field have problems with the curriculum and time, the value of this AR-based application has the potential to expand for diversification of democratic citizenship diverse learners.
 
 Received: 8 November 2023 / Accepted: 24 December 2023 / Published: 5 January 2024

통일교육 패러다임 전환론의 문제점 분석 및 대안모색을 위한 연구

This study was conducted with the aim of examining the paradigm shift theories of unification education. Each of these paradigm shifts had the following problems. The paradigm shift from security to peaceful unification has issues such as incompleteness of paradigm shift, the still central position of security, and the unclear status and conceptual establishment of the concept of “unification” when transitioning from security education to unification education. The paradigm shift to unification education by various theories of education has a problem either the maintenance or replacement of unification education, and there is also a problem that it does not present the systematic relationship between education and unification education by various theories of education. Following the emergence of post-modernity, the theory of paradigm shift in unification education has problems such as appropriateness of alternatives, appropriateness of application to the Korean modernity, and problems that do not show great difference in content from the existing new paradigm of unification education.
 In order to achieve the correct shift in the paradigm of unification education while overcoming these problems, this study suggests several things as follows.
 First, in the era of post-Cold War inter-Korean reconciliation, unification education needs to achieve a complete paradigm shift from security to unification, which refers to education for “unification” itself, which converts division consciousness to unification-oriented consciousness, and education that seeks to shift awareness from division to unification.
 Second, in order to properly realize the paradigm shift to unification education in various theories of education, such as democratic citizenship education and peace education, it is necessary to include it in the systematic connection of unification education through education theory by and sub-education for unification ideology.
 Third, the paradigm shift to post-division education following the emergence of post-modernity needs to be pursued in the context of inclusion and convergence in unification education.

2022년 개정 교과과정상 민주시민교육의 의미와 민주주의 역사 활용 가능성

The 2022 revised curriculum pursues self-directed students with inclusivity and creativity in an ideal way. This is because, amid the advent of the 4th Industrial Revolution artificial intelligence era due to the COVID-19 pandemic and the climate crisis, a new change to a practical educational paradigm such as on-site acceptance, diversity, and student-customization of school education was required. However, the importance of democratic citizenship education, which intends to promote community self-discovery, awareness of social participation, and practice solidarity, has increased. This paper examines the contents of the 2022 revised curriculum from the perspective of democratic citizenship education and compares the history of student democracy, a characteristic of the region's historical culture, with the contents of the new curriculum as the subject of democratic citizenship education that can be conducted by the Gwangju Metropolitan Office of Education. To this end, I introduce the purpose of the revision and future talent appearance in the general overview of the 2022 revised curriculum announced by the Ministry of Education (2021), and analyzes the relationship between the four tasks and democratic citizenship education. In addition, I explore whether the Gwangju Metropolitan Office of Education can educate students in the history of participating in social issues in the Japanese colonial era independence movement and the post-liberation democratization movement in light of the 2022 revised curriculum. As a result, it is argued that the unique culture of the regional level can be the subject of democratic citizenship education necessary for the formation of students' community self.

사회과 저경력 교사의 토의·토론 수업 역량 강화를 위한 연수 프로그램 개발 연구

The purpose of this study is to analyze the characteristics of the training program developed to enhance the democratic citizenship education competence of low-experienced social studies teachers through discussion and debate, and to derive implications for the development and implementation of teacher training programs for low-experienced teachers in the future. To this end, the analysis focused on the training program development process and content structure, and the responses of training participants. As a result of the analysis, the teachers who participated in the training gave a very positive evaluation of the training program. Not only was the satisfaction with the content and method of the lecture very high, but it was also highly evaluated in terms of its usability in work. The training instructors recognized that the logical arrangement of the training program was outstanding and that the satisfaction of training participants was high due to the training program being structured around activities and participation. However, they evaluated that the lack of training time, the lack of understanding of the participants’ needs and demands, and level difference between programs(courses) by the instructors’ individual capabilities needed to be improved. Based on these analysis results, field orientation, integration, and cooperation were presented as principles of improving the training system for low-experience social studies teachers and suggested implications for the development and operation of training programs based on this.

언론사 사설로 본 과거청산 담론 분석과 민주시민교육적 함의

This study divides past settlement into two types (criminal prosecution model - reconciliation model) and integrates the 5 principles of solving the “Gwangju problem” (punishment of responsible persons, compensation for victims, investigation of the truth, restoration of victims' honor, reconciliation and integration). pursuit) was analyzed. To this end, by analyzing 139 editorials of the Dong-A Ilbo, one of the major daily newspapers, from 1993 to 2022, it is diachronic how the tasks of liquidation of the May 18th over the past 30 years have been recorded and expressed through the ways and aspects of change. It was analyzed and evaluated from this point of view. As a result of the analysis, Dong-A Ilbo editorials related to the settlement of the past posted the most editorials related to truth finding among the 5 principles, followed by editorials on punishment of those responsible (perpetrators), followed by demands for restoration of the victim's honor, demand for compensation for victims, and reconciliation and integration. It was confirmed that the amount of publication was classified in the order of pursuit. It is interpreted as a reflection of the will that, in order to truly settle the past, first of all, it is essential to find out the truth and fair punishment for those responsible. In particular, the Dong-A Ilbo's editorials were identified as focusing on the original role of the media as a public communication medium rather than adhering to value-oriented discourses according to political tendencies regarding changes and trends that are receiving great attention both socially and politically. Through this analysis, this study aims to help our society and community reexamine the democratic and historical meaning of May 18 in the history of Korean democracy, gain knowledge about social issues that have arisen in the public sphere, and further increase awareness of the universal values pursued by human society. We wanted to provide a foundation for rediscovery. In addition, for this purpose, after the discourse analysis discussion process, the reasons for emphasizing the ‘necessity of democratic citizenship education’ were briefly presented.

‘삶의 양식으로서 민주주의’를 경험하는 학급자치회의

Purpose: To make the class an experience of becoming a space for democratic life, this study designed the operating principles of a self-governing council that can foster democratic citizenship and analyzed how students experience democracy while conducting self-governing meetings according to theestablished rules.
 Methods: The researcher employed an action research method and analyzed data from a total often self-governance meeting transcripts, student records, and in-depth interview materials.
 Results: As students formed a strong cooperative relationship with teachers, they recognized themselves as partners with teachers possessing decision-making authority, and demonstrated a tendency to treat each other as equal citizens while experiencing mutual respect among students. The agendaof the classroom self-governance meetings exhibited a shift from passive and constraining autonomy to proactive autonomy involving discussions on structural constraints. The dialogue culture formed through nonviolent dialogue and the circle process helped to form and maintain an attitude to accept various values and position, along with attitude of mutual respect and treating each other as equal citizens.
 Conclusion: As students experienced democracy in their school lives, they recognized themselves as agents of school transformation and became agents of innovation capable of reshaping the school community. Therefore, effective democratic citizenship education should be integrated into teachertraining, and the national curriculum should be meticulously designed to facilitate students' growth as democratic citizens within their school lives.

유아교사들이 인식하는 교사의 핵심역량에 관한 연구

Objectives This study aims to investigate early childhood teachers' perceptions of what core competencies are required for effective job performance in the field of early childhood education, and to identify the future com-petencies of early childhood teachers according to rapidly changing social situations.
 Methods Research participants were 12 current teachers working at early childhood education institutions, and three focus interviews were conducted, and the 52 transcripts were analyzed according to a qualitative analysis process.
 Results First, the participants wanted to compose professionalism/personality in teaching profession as a com-petence and emphasized basic skill and quality. Second, they insisted that infants and toddlers’ developmental stage need to be segmented, and thus the developmental stage by age of months and the details on devel-opmental characteristics after seven years of age should be added. Third, they argued that the teachers need to enhance their competences as a play supporter so that the 2019 revised Nuri curriculum can be operated. Lastly, they demanded the development of programs for interpersonal relations and the communication competences and the evaluation method improvement in evaluation and accreditation. The Although the importance of eco-logical transformation education, democratic citizenship education, and digital literacy reflected in the 2022 ele-mentary, middle and high school curriculum revision as core competencies for future education of early childhood teachers is recognized, there is a lack of understanding of the practice method in the field of early childhood education.
 Conclusions The results of this study can be reflected in the composition of the curriculum for pre-service early childhood teachers and the training contents of in-service teachers, which can enhance the core competence of teachers for future education. As a follow-up study, it is necessary to explore a core competency model for fos-tering early childhood teachers that reflects the core competency required in the field of early childhood education and responding to changes in the future society.

Governance as subversion of democratisation in South African schools

ABSTRACT In post-apartheid South Africa, a foregrounding of democratic citizenship education through broadened and inclusive participation is especially evident in a decentralised school-based leadership, management, and governance system. Policy-wise, the involvement of parents in School Governing Body (SGB) structures is seen as an enactment of representative and collective consultation, key to the democratisation of schooling and education. In practice, however, the wide-sweeping authority of SGBs, has allowed several schools to continue a historical narrative of exclusion and inequality, effectively widening the gaps between historically advantaged and disadvantaged schools, and putting into effect renewed tensions of inequality and inequity. Key questions arise: has the state erred in its trust of SGBs to enact democratisation? Or are there limits to what democratisation can achieve? In considering these questions, the article explores re-considerations of governance so that interpretations of democratisation of schools are not used in the subversion of education as a public good.

Democratic education and curiosity

ABSTRACT Curiosity is not prominent in investigations on democratic development. Nor is curiosity discussed in democratic education discourses. However, this article contributes to the present Special Issue the idea that the connection of curiosity and democracy should not be ignored. First, I show that curiosity’s connection with democracy has, regrettably, been largely bypassed in fields related to democratic theory and pedagogy. Then, I elaborate on how the emerging scholarship on curiosity’s intricacies makes it easier to perceive how fruitful the study of curiosity’s role in democratic theory and education would be. In light of this recent rethinking of curiosity, I claim that studying a complex and ambiguous notion of curiosity (along with an equally complex and ambiguous epistemic restraint) is important for studying and advancing democracy and for enriching democratic citizenship education.

2022 개정 교육과정 실과 의생활 분야의 교과서 개발 전략

The results of the study on the content composition and development strategy of the field of
 clothing life of Practical Arts in the 2022 revised curriculum are as follows.
 In the 2022 revised curriculum, there are 7 achievement standards in the field of clothing, 4
 achievement standards that describe only the educational content in the field of clothing, and 3
 achievement standards that describe the life of food⋅clothing⋅housing and in particular, the
 achievement standards that are described by integrating the life of food⋅clothing⋅housing in the
 explanation of the achievement standards must include clothing management and recycling when
 developing textbooks.
 As a textbook development strategy in the field of clothing life in the Practical arts of the 2022
 revised curriculum, the area of 'human development and proactive life' is linked to self-direction,
 democratic citizenship education, digital and AI literacy cultivation education, ecological
 transformation education, and career education. In addition, in the area of 'Living Environment and
 Sustainable Choice', 'Principles of Organizing Clothing Supplies and Making Clothing Supplies' are
 linked to improvement of hand operation skills, procedural thinking, problem-solving skills,
 creativity, emotional empathy, ecological transformation education, democratic citizenship education,
 digital and AI literacy, and environmental protection and safety education. In addition, 'sustainable
 clothing management' is linked to the cultivation of self-reliance capacity, sustainable clothing life
 education, ecological transformation education, and democratic citizenship education.
 Examples of textbook development strategy in the field of clothing life in the Practical arts of
 the 2022 revised curriculum are ‘Making clothing supplies using hand sewing’ in the area of
 ‘Living environment and sustainable choice’. In addition, activities such as making pockets, purses,
 bags, cushions, needle holders, cup mat, and keychains using fabric, felt, leftover fabric, or clothes
 that are not worn are suggested.

Democratic citizenship education reimagined: implications for a renewed African philosophy of higher education

ABSTRACT This contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human actions related to the African context. Thus, the main argument of this article involves what philosophy of higher education guides understandings and practices on the African continent pertaining to the cultivation of democratic citizenship education. In this article, the notion of an African philosophy of higher education is rearticulated according to autonomous and deliberative iterations, human co-belonging, and the recognition of pluralist and defensible thought. Based on analyses of (con)textual matters, such a philosophy of higher education summons university teachers and students to resist their predicaments autonomously, iteratively, and co-responsibly – that is, they are urged to act ethically.

The role of education in a democracy: continuing the debate

ABSTRACT At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey’s and Martin Buber’s accounts of what it is to be educated, and Homi Bhabha’s concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, the paper provides an in-depth look at two Catalan and two English schools, focussing on the ways in which they look to provide a democracy enabling education. The findings reveal how and why mutual cooperation, collaboration and dialogue in relationships are key elements in the modelling of an education for democratic citizenship.

CITIZENSHIP EDUCATION (CIVIC EDUCATION) IN THE ERA OF DEMOCRATIZATION

This paper discusses about the linkage of democracy and civic education. Civic education is a vehicle to sustain and develop democracy. It is important to create democratic citizens and to support democracy. In response to the process of democracy in Indonesia, civic education should be reformed in order to prepare students to be good citizens. Effective civic education for democratic citizenship treats three basic components; knowledge of citizenship and government in democracy, cognitive skills of democratic citizenship, disposition and development characteristics of democratic citizenship

Citizenship education through high school history in Turkey

This research was undertaken to better understand how the teaching of high school history contributes to citizenship education in Turkey. To achieve this goal, we focused on two main research questions. First, what does the history curriculum in Turkey include regarding citizenship education? Second, what do history educators think about contributing to citizenship education? Phenomenology, one of the qualitative research designs, was applied while seeking the answers to these research questions. Data diversity was ensured, and the history curriculum was analyzed in the first stage of the study. In the second stage, using a semi-structured interview protocol, interviews were conducted with history educators as the relevant curriculum implementers and the findings were examined using content analysis. It was found that the relationship between citizenship and history education is mainly centered on national identity construction. History courses promote democratic and global citizenship to a very limited extent, and, for a variety of reasons, the high school history curriculum of Turkey falls short of achieving the objectives of democratic citizenship education.

Main Current Problems of Education for Democratic Citizenship in Two EU Countries – the Netherlands and Bulgaria

Main Current Problems of Education for Democratic Citizenship in Two EU Countries – the Netherlands and Bulgaria

Dialogues in education: Exploring cases from music and mathematics education

The aim of this study is to explore how aspects of dialogic teaching are concretized in classrooms to fill the gap between educational rhetoric and classroom practices. A central competency needed in our time is the ability to participate in democratic dialogue. Education for democratic citizenship can be connected to the notion of “becoming human,” which is a central idea in the Bildung dimension of education. The national educational regulations in Norway state that the teacher’s mandate is not limited to conveying knowledge and skills but also includes fostering the students’ critical reflection, inquisitiveness, and participation. The research questions that guided the study are: What theoretical concepts can be helpful in understanding and analyzing dialogic classroom practices? How can participation be promoted through dialogic classroom practice? How do the dimensions of ontological and epistemological dialogue appear in educational settings, and how do they interact with each other? Methodologically, the article presents, analyzes, and discusses two cases from different educational settings: pre-service teacher education music courses and upper-primary-level mathematics education. The findings show that the chosen theoretical concepts of mathematizing, musicking, and Bildung, as well as ontological and epistemological dialogue, are helpful in making sense of dialogic classroom practices.

CITIZENSHIP EDUCATION IN EUROPEAN SCHOOL SYSTEMS

This paper aims to open a reflective framework, that should be useful to the Romanian education system and encompass ways in which citizenship education is studied in other European countries, at primary and secondary levels. In this regard, the article presents the characteristics of the school systems which are based on maximalist and minimalistic approaches to citizenship education, the critical approaches to citizenship education and, consequently, the concept of “critical citizenship”. The article also includes a brief timeline of legislative and public policy efforts at European level to support education for democratic citizenship, starting from the Maastricht Treaty and reaching the “Reference Framework of Competences for Democratic Culture”. Last but not least, the paper will highlight a series of reforms and approaches to citizenship education at European level (as a separate or integrated school subject, or in a crosscurricular perspective), that references the latest Eurydice study on citizenship education in European schools.

The Changes in the 2022 National Curriculum: Focusing on Democratic citizenship Education and Ecoliteracy Education in Korean Language and Social Studies

The Changes in the 2022 National Curriculum: Focusing on Democratic citizenship Education and Ecoliteracy Education in Korean Language and Social Studies