Practice Of Citizenship Education Research Articles

유치원 교사가 인식한 유아시민교육의 실제와 방향성

This purpose of this study is to investigate practices and direction on citizenship education for young children recognized by preschool teacher as a agent of practice. To do this, data were collected from 12 preschool teachers using 5 times focus group interviews, from July 23 to August 9, 2021 and analyzed data according to the inductive spiral qualitative data analysis method presented by Creswell (2007). The findings showed that first, preschool teachers’ perception on practices of citizenship education for young children were as follows: ‘unplanned but included in Nuri curriculum’, ‘implemented in the form of character education and basic life habit education’, ‘develop children who are today’s citizen into citizen of the future’, ‘daily life education seeking common good.’ The second, preschool teacher’s perception on direction of practices of citizenship education for young children were as follows: ‘guaranteeing teachers' autonomy while integrating character education and basic life habit education’, ‘creating a democratic classroom where children participate and are responsible’, ‘secure safety through order and rules, but in a democratic way’, ‘from raising teachers' awareness to parents education, and further forming a democratic social culture.’ The findings of this study give some discussion about that challenges and directions of citizenship education practices based on conceptual relations between citizenship, character education and basic life habit education. Also, meaning to direction of citizenship education practices perceived by preschool teachers was discussed.

Innovative Approaches in Citizenship Education Research: Conceptual Perspectives and Ethical Cautions

This article is devoted to the analysis of innovative approaches in citizenship education research taking into account conceptual perspectives and ethical cautions. The conceptual, axiological, and ethical basis of such innovative frameworks as digital citizenship education and artificial intelligence application for the development of responsible citizenship is elaborated. These innovations revolutionized the theory and practice of citizenship education, causing the use of new approaches and pedagogical methods as well as change in learning environments simultaneously adding new modalities and domains into objectives of citizenship education.

Global citizenship education practices in Singapore and Australia: Tensions between educational and market rationales

This article draws on a qualitative comparative research study of global citizenship education (GCE) in two primary schools, an international school in Singapore and an independent school in Australia. This paper focuses on the implementation of GCE within the two specific school contexts, Singapore and Australia, examining the tensions which existed between neo-liberal market rationales and the critical democratic ideologies at each site. The paper explored in-depth how the neo-liberal market agenda influenced and shaped the societal imaginaries specifically in relation to their GCE commitments. Despite each schools’ commitments to critical democratic GCE ideals, they were very mindful about being distinctive and remaining competitive within their respective educational markets. To that extent, the schools were neo-liberal market actors. Empirical data shows the complexity of a more hybridised or a continuum existence between these two ideologies, thus providing a more nuanced insight of the binary within the school sites.

Teaching a minimal citizenship in China: Testing, official discourse, and teacher agency

This study investigates three Chinese politics curriculum teachers' citizenship teaching in high school classrooms. Drawing on classroom observations and interviews in two high schools, the study found that the investigated teachers mainly used a knowledge transmission approach to teach a minimal citizenship and selectively taught the official discourse on citizenship education (CE). The study concludes that teachers’ practice of CE results from the interplay of social structures, mainly the structure of testing and the official discourse on CE, and teacher agency. It shows the sources and space for teachers to implement a meaningful CE in China.

Caring, Sharing and Giving without any Hesitation: Teacher Educators’ Perceptions and Practices of Citizenship Education at Sultan Qaboos University in Oman

<p style="text-align:justify">Citizenship education has been recognised as a desirable attribute of students both by the educational system and Sultan Qaboos University in Oman. The aims of citizenship education will be difficult to achieve unless teacher educators incorporate citizenship education as a main outcome of their courses. Yet, that mainly depends on their understanding of the meaning of citizenship and what the component is that they ought to develop. The current article aims to analyse the perceptions of teacher educators about citizenship and their related teaching practices. Study adopted a qualitative method to collect the data by interviewing five teacher educators from college of education, Sultan Qaboos University. The findings showed that those educators associated citizenship with patriotism and a personally responsible vision of citizenship. In addition, they reported limited practices pertinent to citizenship education and clearly expressed their need for professional development in citizenship education. </p>

Imagining and teaching citizenship as non-citizens: Migrant social studies teachers’ positionalities and citizenship education in turbulent times

ABSTRACT This study explored the positionalities of migrant social studies teachers in New York City and how those positionalities inform their perceptions and pedagogical practices of citizenship education. The findings demonstrated that migrant teachers’ minoritized racial, cultural, linguistic, and religious backgrounds, together with their lack of citizenship status in the United States, created and accentuated various forms of exclusion, as well as a sense of their own vulnerability in the current racist, U.S.-centric, and anti-immigration climate. Nevertheless, these teachers have crafted a range of tactics to navigate the uncertainties they face and their sense of non-belonging, performing transnational activities with those in their home countries and forging alliances with their students in their local school communities. Through their complex and unique positionalities, these migrant teachers have shaped their understanding and practices of citizenship which decenter the increasing focus on the nation-state and Whiteness. Their life trajectories as migrants of color further served as valuable assets in their teaching citizenship education. This study provides implications for social studies educators, citizenship scholarship, and teacher education research.

A Proposal for Learning Contents and Learning Methods for Citizenship Education Practice in Home Economics

A Proposal for Learning Contents and Learning Methods for Citizenship Education Practice in Home Economics

Paradojas entre el decir y el hacer acerca de la diversidad en estudiantes de educación primaria de Pereira, Colombia

The purpose of the article is to demonstrate the conceptions of diversity in elementary school students, in citizenship education practices based on the analysis of controversial issues or relevant social problems. The research is qualitative and the strategy is the study of cases, it seeks to deepen the conceptions of diversity of students in natural classroom contexts. The three selected groups add up to 75 boys and girls between the ages of six and nine, from families from different regions of Colombia, who have come to Pereira because it is a city that receives a population at social risk. The results identify teaching practices based on educational perspectives for a national citizenship, in which students verbally acknowledge biological and cultural similarities and differences between them and, in turn, reject or discriminate against their peers, mainly due to prejudices or stereotypes social.

Global Citizenship Education Practices and Teacher Education: A Review of Literature

Global Citizenship Education (GCE) is considered as the core purpose of education at all levels in this contemporary world by the global educational scholars. It is the education which focuses to generate empathetic world citizens with multiple coping skills, conducive to function instantly with the challenges and opportunities they encounter in the current world. This scenario demands innovations in teacher education to make the teachers competent in delivering such education to their students. This study intends to identify the relationship between global citizenship education and teacher education based on the literature review.

Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye

Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye

Citizenship in prevocational education: Professional pride as a source

The practice of citizenship education has predominantly been studied in general education. This article details an interview study of citizenship education of teachers in prevocational education in the Netherlands. We investigated whether and how vocational teachers reflected on their goals and teaching practices in citizenship education. Teachers did not perceive their teaching to be working on citizenship. However, they aimed at developing professional attitudes in their students, emphasising participation and ‘doing their work well’ in order to become respected and personally responsible workers/employees. In technical education, the development of pride in and shared responsibility for the quality of the students’ craftwork was emphasised. These findings are discussed in relation to Sennett’s views on the development of craftsmanship as citizenship. We see these views as strategic openings for an alternative to the dominant verbal, individualising and adaptation oriented approach of citizenship education.

In search of good citizenship education: A normative analysis of the International Civic and Citizenship Education Study (ICCS)

AbstractIn the last two decades, calls to place citizenship education (CE) at the top of national and European educational policy and research agendas have been gaining in prominence. Large‐scale comparative studies, such as the International Civic and Citizenship Education Study (ICCS), are often considered the main evidence base for setting these agendas and improving CE policies and practices. This article therefore considers the ICCS study as an inherent part of the process of translating general, educational aims into curricular policies and practices of CE. However, while critical voices about comparative educational studies have become paramount, a detailed analysis of their contents, of what and how they measure and what they promote as the aims of education is often lacking. This article aims to fill this gap by analysing the main research documents, design and items of the 2009 ICCS study. To find out what ICCS promotes as the goals of citizenship education, we examined its normative assumptions in terms of qualification, socialisation and/or subjectification. Our analysis shows that the qualification and socialisation functions are dominantly validated in all aspects of the study, whilst there is only marginal attention to subjectification. This implies that ICCS misses an important potential to document and/or promote pupils becoming autonomous and critical democratic citizens, whilst this is often considered a central aim of citizenship education by policymakers, practitioners and teachers.

Learning for democracy: The politics and practice of citizenship education

It is now two decades since the Advisory Group on Citizenship, commissioned by the newly elected Labour government, recommended the introduction of statutory citizenship education. On the twentieth anniversary of the eponymously named ‘Crick Report’, this article presents the findings of a rigorous mixed‐methods study of citizenship educators in the UK. This research suggests that teachers continue to lack a shared understanding of citizenship, conceptually and pedagogically, and also reveals an emphasis amongst teachers upon individualistic notions of good citizenship that are reflective of national, and increasingly global, political discourse. The findings are analysed using a new conceptual framework—the declarative–procedural paradigm—which is developed here to understand the relationship between political and normatively driven visions of democratic citizenship and classroom pedagogy. In doing so the article adds, theoretically and substantively, to the specific research pool of citizenship studies and broader debates about political disengagement.

A Review of the Practices of Citizenship Education in the United States of America

The United States of America is thought to be a country held by shared political principles of freedom, equality, and tolerance with a pluralistic immigrant culture by many scholars. The citizenship education in the US is far more than complex than we expect. In this review, I examine published articles related to citizenship education in the US. Through the review, I shed light on the complexity and features of the citizenship education in the United States in different periods of time.

When kind of citizen? Temporally displaced citizenship education in a Chilean private school

ABSTRACTIn Chile, some elite private schools have developed a particular approach towards citizenship education, acknowledging the privileged social position their students occupy, while inviting them to disrupt the same social structure that has produced this privilege. However, the enduring salience of Chilean society's inequalities begs the question of how effective this approach truly is. This paper attempts to answer this, examining a Chilean private school and a particular service-learning activity. Through ethnographic methods and an analysis rooted in cultural production theory, the paper argues that, although many of its components are still quite problematic, service-learning activities like this one do provide opportunities for promoting participatory and social justice citizenship education, through the students' engagement in “collective deliberations.” However, these opportunities are neutralized when framed within a particular cultural fact – here called the Discourse of the Leaders – which displaces the enactment of students' citizenship into a future that still does not exist. The article provides a more nuanced understanding of the different ways inequitable social structures of privilege are dealt with in elite educational institutions that explicitly purport to challenge them. It also offers new avenues for educators to contribute to citizenship education practices that can more effectively promote social change.

Belajar demokrasi di sekolah: Re-orientasi pendidikan dan pengembangan kultur sekolah yang humanis

This essay explores the factors that cause a lack of effective preparation of citizens supporting the democratic political system carried by educational institutions, especially schools. After describing the global context, in particular the tendency (trend) practices of Citizenship Education that has shifted to the sheer mission preparation productive workforce as it promoted the ideology of neoliberal role strategies educational institutions (schools), not in the setting up of citizens supporting democratic values , further description focuses on the development of the humanist school culture, which the authors believe to be an absolute prerequisite for learning effective democracy. Recently described of learning about democracy effectically, next, it describes theorization of by a description of the importance of critical pedagogy and ended by a description of the change of learning democracy into learning democracy democratically.

Civics Is Largely About Politics: The Possibilities and Challenges of a Citizenship Education Pedagogy that Embraces Democratic Politics and Recognizes Diversity

Research investigating the practice of citizenship education in multicultural schools is scarce. Drawing on classroom observations and teacher and student interviews in four multicultural Grade 10 Civics classrooms in Ottawa, Canada, this case study discusses one teacher’s unique citizenship education pedagogy, an approach that embraces democratic politics and affirms diversity. Vignettes of class instruction illustrate the teaching strategies implemented and the struggles faced in employing this pedagogical approach. The case study contends that a critical multicultural citizenship education must have a strong political orientation and, additionally, be responsive to the existing social and cultural diversity that defines our democratic community.

The Relation between Character Education and Global Citizenship Education: Are Education for the Good Man and Education for the Good Citizen Compatible?

Against the backdrop of the recent upsurge of interest in character education and global citizenship education in South Korea, this paper examines scholarly debates over the relation between education for character-building and education for citizenship-building. Is character education compatible with citizenship education, or are they necessarily at odds with one another? After identifying two possibilities of education for character-building and education for citizenship-building, I argue that if character education attempts to help students grow into ethically sophisticated and caring human beings, not to indoctrinate or enforce conformity among them, it can dovetail nicely with the practices of citizenship education for making an active and transformative citizenry. In addition, against the background of a necessary and inevitable tension between “the good man” and “the good citizen,” I further posit that the integration between character education and citizenship education can be more successful when it is promoted through the framework of global citizenship education (GCE).

Diversity, Difference, and Communities in English Secondary Schools

This paper discusses secondary school pupils’ understandings and experiences of diversity and communities in England. It draws on qualitative data from a field study conducted in 8 schools as part of a larger project funded by the Esmee Fairbairn Foundation. The larger project, which included a review of literature, analysis of Longitudinal Study of Young People in England (LYPSE) data and a national survey of school staff, aimed to explore current thinking and practice about citizenship and community cohesion. For this article field notes, and 16 audio-recorded focus group discussions with year 10 and year 11 students were analysed thematically, through multi-disciplinary team dialogue, informed by literature on diversity, community cohesion, belonging and citizenship education. Despite some variation in responses across schools, the results clearly demonstrate that student discourses of diversity grapple with notions of sameness and assimilation. We argue that citizenship education practice must be informed by robust research that addresses boundary notions and practices of identity and citizenship.

Dimensions of Citizenship through the Lens of The Hunger Games: Fiction and the Visual and Performing Arts as Springboards for Citizenship Education

The authors take an interdisciplinary approach to frame current conceptions of citizenship and practices of citizenship education. Using the popular young adult novel The Hunger Games (Collins 2008) as a basis for learning, they discuss theories of teaching and learning about citizenship through multiliteracies and art to explore the challenges associated with teaching citizenship as a complex, multidimensioned construct. They also describe the benefits of drawing on literature, visual art, and dramatic art to prompt learning about difficult social concepts. Finally, they provide a hypothetical example of a social studies miniunit involving popular literature (The Hunger Games), visual art, and dramatic art. Elements of the unit have been employed in their work with preservice teachers.