Case Studies of Preservice Teachers' Ideas About the Role of Multicultural Citizenship Education in Social Studies

2008 ◽  
Vol 36 (4) ◽  
pp. 356-390 ◽  
Author(s):  
Sarah A. Mathews ◽  
Paulette Patterson Dilworth
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Case Studies ◽  
Citizenship Education ◽  
Multicultural Citizenship

scholarly journals Editors' Note to the Special Issue-Critical Multicultural Citizenship Education: Student Engagement Toward Building an Equitable Society

2016 ◽  
Vol 18 (1) ◽  
pp. 1 ◽  
Author(s):  
Pablo Cortes Ramirez ◽  
Cinthia Salinas ◽  
Terrie Epstein
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Ethnically Diverse ◽  
The Political ◽  
Education Student ◽  
Special Issue ◽  
Fundamental Goal ◽  
Just Community ◽  
Multicultural Citizenship

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>In this special issue we call attention to the role of "Critical Multicultural Citizenship Education" (CMCE) in schools, societies and global contexts. The fundamental goal of CMCE is to increase not only the students’ awareness of, and participation in, the political aspects of democracy, but also students’ abilities to create and live in an ethnically diverse and just community. CMCE challenges and transforms existing ways in which students engage civically and democratically in local, national, and global contexts. Ten articles in this special issue are grouped by three categories: (1) social studies classrooms and citizenship; (2) community and citizenship; and (3) global contexts and citizenship.</span></p></div></div></div></div>

scholarly journals Hypocrites or heroes? Thinking about the role of the teacher in human rights education

2018 ◽  
Vol 1 (2) ◽  
pp. 46-64 ◽  
Author(s):  
Lee Jerome
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Citizenship Education ◽  
Research Literature ◽  
Human Rights Education ◽  
Just World ◽  
Policy Documents ◽  
Academic Literature ◽  
The Face

Human rights education (HRE) seeks to provide young people with an optimistic sense that we can work towards a more peaceful and socially just world, and that everyone can do something to contribute to securing improvement. But, whilst the academic literature and policy documents frequently position teachers as crucial to promoting human rights and social justice, the literature is also replete with examples of teachers’ conservatism, their compliance in the face of authority and their ignorance. In addition, teachers work in institutions which routinely reproduce inequality and promote a narrow individualistic form of competition. This article explores some of the international research literature relating to the role of the teacher in HRE specifically, and more generally in the related fields of citizenship education and social studies, in order to offer some conceptual tools that might be used to critically interrogate practitioners’ own beliefs and actions.    

scholarly journals The Role of Social Studies Course in the 21st Century Society: Perspective from Educators and Learners

2021 ◽  
Vol 3 (1) ◽  
pp. 11-22
Author(s):  
Cherry E. Garcia
Keyword(s):  
High School Students ◽  
Social Studies ◽  
Cultural Sensitivity ◽  
Citizenship Education ◽  
Global Education ◽  
Social Studies Teachers ◽  
School Students ◽  
The Social ◽  
Significant Difference

The objective of study is to determine the role of Social Studies (Araling Panlipunan)     to the present and modern society from the perceptions of the Social Studies teachers and senior high students of Zone 4, Division of Zambales, Philippines. The present study utilized a descriptive research and used a survey questionnaire for data collection. The study utilized also descriptive statistics (percentage, frequency counts, and mean) and inferential statistics (ANOVA) using SPSS version 16. The majority of the teachers in the present study are females, in their middle adulthood, specialize in Social Studies and are holders of bachelor’s degree with master’s units. The students are males, in their middle adolescence stage and were grade 11. The findings from the teachers and students’ perception show that the Social Studies teachers always execute lessons and provide classroom settings in which the roles of Social Studies Program to help the students acquire knowledge and enhance understanding on Contemporary Global Education, Civic and Citizenship Education, Contents and Knowledge, and develop Collaboration and Socio-Cultural Sensitivity skills are assured. On the other hand, the senior high school students believed that the role on developing Collaboration skill was always guaranteed at Social Studies classroom. The Analysis of variance computation resulted from a no significant difference in the perceptions of teachers on the Contents and Knowledge, Socio-Cultural Sensitivity, Collaboration, and Contemporary Global Education roles of Social Studies Program when attributed to teachers’ sex and highest educational attainment. There is highly significant difference in the perceptions on the Contents and Knowledge, Socio-Cultural Sensitivity, Collaboration, Civic & Citizenship Education, and Contemporary Global Education roles which can be acquired from learning Social Studies when attributed to students’ sex and grade level.

scholarly journals Role of Social Studies for Pre-Service Teachers in Citizenship Education

2013 ◽  
Vol 6 (12) ◽  
Author(s):  
Seyedali Ahrari ◽  
Jamilah Othman ◽  
Md. Salleh Hassan ◽  
Bahaman Abu Samah ◽  
Jeffrey Lawrence D’Silva
Keyword(s):  
Social Studies ◽  
Citizenship Education

scholarly journals Critical Multicultural Citizenship Education among Black Immigrant Youth: Factors and Challenges

2016 ◽  
Vol 18 (1) ◽  
pp. 158 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith
Keyword(s):  
Multicultural Education ◽  
Citizenship Education ◽  
Qualitative Interviews ◽  
Immigrant Youth ◽  
Class Discussion ◽  
Language Differences ◽  
Black Immigrant ◽  
Multicultural Citizenship ◽  
Media And Technology

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>This study uses qualitative interviews with 18 participants across five states to examine the factors that promote enhancement of critical multicultural education for Black immigrant youth. Findings suggest that class discussion, influence of social media and technology, non-educational practices, and cultural and language differences are the leading factors that promote the advancement of critical multicultural citizenship education for participants. Participants utilized these factors to navigate the democratic education and the role of transnational identification. Findings support the need for teachers and educators to understand the cultures and best practices for teaching immigrant youth. </span></p></div></div></div></div>

Social Studies Education From the Socialisation, Qualification, and Subjectification Perspectives

2020 ◽  
pp. 186-202
Author(s):  
Johan Sandahl
Keyword(s):  
Social Studies ◽  
Critical Literacy ◽  
School System ◽  
Citizenship Education ◽  
Educational Outcomes ◽  
Political Identity ◽  
Social Studies Education ◽  
Democratic Society ◽  
Students Attitudes

In most countries, social studies education is the assigned subject responsible for citizenship education, that is, developing students' attitudes, experiences, knowledge, abilities, and the skills that they need to be active participants in a democratic society. The role of social studies can be defined using Gert Biesta's three concepts of the domains of education: socialisation, qualification, and subjectification. First, schools have a role in socialising students into society, passing on values and knowledge. Second, the school system should contribute to students' qualification as citizens by helping them enhance their civic and critical literacy. Third, education should equip students with the necessary skills to allow them to develop their own political identity. Each of these domains gives rise to challenging questions related to educational outcomes. This chapter theoretically examines how Biesta's educational domains relate to social studies education in a synthetic understanding.

Sign in / Sign up

Export Citation Format

Share Document