Citizenship Education Curriculum in Japan

2008 ◽  
pp. 75-94 ◽  
Author(s):  
Kazuko Otsu
Keyword(s):  
Citizenship Education ◽  
Education Curriculum

scholarly journals Chile’s Citizenship Education Curriculum: Priorities and Silences Through Two Decades

2021 ◽  
Vol 22 ◽  
Author(s):  
Cristián Cox ◽  
Carolina Garcia
Keyword(s):  
Political Culture ◽  
Latin American ◽  
Social Cohesion ◽  
Citizenship Education ◽  
Common Good ◽  
Education Curriculum ◽  
Cultural Changes ◽  
Democratic Culture ◽  
The Common ◽  
Latin American Countries

The article examines the evolution of the citizenship education curriculum in Chilean secondary education over last two decades from the perspective of the relevance of its contents for a democratic culture. The evidence and its analysis show the variations observed in the curricula are not related so much to the ideology of the governments that enact them as to socio-cultural changes of a macro nature, such as the growing emphasis on rights and participation. The analysis confirms some deficits common to the curricula, which have implications for the development of the democratic political culture in Chile. Among these are the scarce or null presence of the values of solidarity, the common good, and social cohesion, as well as a paradox of quasi-silence about voting, common in the curricula of Latin American countries and which is contrasted with the treatment of voting in the curricula of France and England.

scholarly journals Citizenship Education in Ecuador: Perceptions of Students and Teachers

2016 ◽  
Vol 9 (12) ◽  
pp. 206 ◽  
Author(s):  
Andres Alberto Chavez
Keyword(s):  
Qualitative Research ◽  
Citizenship Education ◽  
Review Literature ◽  
Student Perspectives ◽  
Successful Implementation ◽  
Education Curriculum ◽  
Teacher Interviews ◽  
Perceptions Of Students ◽  
Common Practices

<p class="apa">The purpose of this study is to review literature about citizenship education in order to develop a framework for transformative citizenship education and compare that framework to the intended and implemented citizenship education curriculum in Ecuador. This study presents qualitative research carried out in eight schools in four provinces of Ecuador in June 2014.  Information was gathered through surveys regarding teacher and student perspectives on the purpose of citizenship education, as well as students’ feelings of patriotism, compassion, and appreciation for diversity. Teachers were also interviewed in order to gain understanding about common practices in the classroom and uncover obstacles that teachers face in teaching this course. Based on the surveys and teacher interviews, it is evident that there are some obstacles to the successful implementation of citizenship education in Ecuador. Two main obstacles are a lack of resources, including textbooks, as well as a shortage of participatory class activities and projects.</p>

scholarly journals Civics and citizenship education: What have we learned and what does it mean for the future of Australian democracy?

2018 ◽  
Vol 14 (2) ◽  
pp. 101-117 ◽  
Author(s):  
Keith Heggart ◽  
James Arvanitakis ◽  
Ingrid Matthews
Keyword(s):  
Curriculum Development ◽  
Citizenship Education ◽  
Active Citizenship ◽  
Education Curriculum ◽  
School Students ◽  
Civics Education ◽  
Australian Curriculum ◽  
Alternative Approach ◽  
The Government ◽  
Education Initiative

The ambitious project to nationalise the Australian Curriculum has prompted great interest among policymakers, academics and civics teachers in Australian schools. The government-led citizenship education initiative Discovering Democracy (1997–2007) comprehensively failed to meet its objectives, most prominently the stated goal of developing active citizens. This article has twin objectives: to explore the ways in which government-directed civics education programmes have fallen short; and to argue for a shift in our approaches to civics education, in terms of both content and delivery, drawing on the surplus model, which credits students with unique ideas, knowledge and experiences. We draw upon Justice Citizens, an alternative approach to Civics Education that foregrounds students’ own interests and abilities as central to their development into active citizens as an example of the educational practices that can promote and strengthen active citizenship among school students. From this programme and other research, we discuss four student-centred themes that should inform further civics education curriculum development.

scholarly journals Pengembangan Pkn Di Era Generasi Millenial Berbantuan M-Learning (Mobile Learning) Pada Gadget Pembelajaran Berbasis Cooperative Learning Bermuatan Karakter

2020 ◽  
Vol 1 (3) ◽  
pp. 63-72
Author(s):  
Feri Wagiono ◽  
Syahrial Shaddiq ◽  
Aulia Akhrian Syahidi
Keyword(s):  
Cooperative Learning ◽  
Mobile Learning ◽  
Generation Y ◽  
Citizenship Education ◽  
Millennial Generation ◽  
Deviant Behavior ◽  
Research Subject ◽  
Education Curriculum ◽  
Learning Success ◽  
Model Research

Abstract: Study of the phenomenon of globalization spawned the cultural generation gadget, the term emergence of the millennial generation, or Generation Y aged 15-34 years. Technology utilization in youth to disseminate negative content such as violence, Asusila, conflict, and hoaxes. The Moral and deviant behavior of youth becomes a threat to Indonesia. The purpose of this article is the development of a millennial-generation PKn (citizenship education) curriculum for students SMA NU Palangka Raya. with a gadget-assisted Cooperative Learning Model. Research is approaches qualitative. The research subject consists of the principal, teacher, and students SMA NU Palangka Raya. Data Collection techniques in research using interview techniques, observations, and documentation. Development of a millennial-Generation PKn curriculum with models Cooperative Learning more effective assisted M-Learning (Mobile Learning) on gadgets makes a video or Indonesian film courses in PKn. Students can work together in groups to learn and be responsible for learning success. Hopefully, This model can help teachers in overcoming the condition of the students who have different abilities, the number of students, and solid learning. Students do not get bored quickly because they watch videos or the Indonesian movie with character. Abstrak: Studi tentang fenomena globalisasi melahirkan generasi budaya gadget, istilah munculnya generasi millenial atau generasi Y berusia 15-34 tahun. Pemanfaatan teknologi pada pemuda untuk menyebarkan konten negatif seperti kekerasan, asusila, konflik dan hoax. Moral dan perilaku menyimpang pemuda menjadi ancaman bagi Indonesia. Tujuan artikel ini ialah pengembangan kurikulum PKn (Pendidikan Kewarganegaraan) generasi millenal pada siswa SMA NU Palangka Raya berbantuan gadget dengan model cooperative learning bermuatan karakter. Penelitian ini adalah pendekatan kualitatif. Subjek penelitian terdiri dari kepala sekolah, guru dan siswa SMA NU Palangka Raya. Teknik pengumpulan data dalam penelitian menggunakan teknik wawancara, observasi, dan dokumentasi. Pengembangan kurikulum PKn generasi millenial dengan model cooperative learning lebih efektif berbantuan M-Learning (Mobile Learning) pada gadget membuat video atau film keindonesiaan mata pelajaran PKn. Siswa dapat bekerja sama dalam kelompok untuk belajar dan bertanggung jawab akan keberhasilan belajar. Diharapkan model ini dapat membantu guru dalam mengatasi kondisi siswa memiliki kemampuan berbeda, jumlah siswa banyak dan padatnya pembelajaran. Siswa tidak cepat bosan karena menonton video atau film keindonesiaan berkarakter.

scholarly journals Kajian Komparasi Profil Pendidikan Kewarganegaran Sekolah Dasar Di Singapura Dan Indonesia

2021 ◽  
Vol 5 (2) ◽  
pp. 356
Author(s):  
Muhammad Amin
Keyword(s):  
Primary School ◽  
Citizenship Education ◽  
Secondary Data ◽  
School Level ◽  
Primary Data ◽  
Analysis Method ◽  
Education Curriculum ◽  
Content Analysis Method ◽  
Core Program ◽  
Primary School Level

Abstract: The purpose of the study is to describe the profile of primary school citizenship education in Singapore and Indonesia. This study is literature research. The primary data of this study is a document of the primary school-level citizenship education curriculum that applies in Singapore and Indonesia, while secondary data is another source of literature that fits the focus of this study. The research data is collected through documentation techniques, then analyzed by content analysis method. The findings of this study are programmatically citizenship education of elementary schools in Singapore and Indonesia included in the separated approach and used as a core program of compulsory subjects and has its own uniqueness. 

scholarly journals Primary teachers go beyond the Slovak civic education curriculum

2017 ◽  
Vol 8 (2) ◽  
pp. 59-75 ◽  
Author(s):  
Zuzana Danišková ◽  
Ivan Lukšík
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
Primary Teachers ◽  
Political Movements ◽  
Education Curriculum ◽  
School Teachers ◽  
Primary School Teachers ◽  
Implicit Instruction ◽  
Extra Curricular Activities ◽  
Youth Population

Abstract A number of studies have pointed to the low level of civic participation among young people. On the other hand, there is a section of the youth population that is politically involved in and supportive of extremist and anti-system political movements. Public discussions have suggested that this may be linked to inadequacies in citizenship education. However, as the Slovak case shows, the causes of this are deeper, have historic roots and are reflected in the fact that citizenship education has been pushed to the margins of the curriculum and is narrowly interpreted. Citizenship education is not just about the nature of the curriculum but also about broader extra-curricular activities and about the direct, or implicit, instruction provided by teachers. The empirical research presented here shows that primary school teachers go beyond the narrow framework of the national social studies syllabus and implicitly teach citizenship education in line with their own civic orientations.

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