Music as a Tool for 21st-Century Civic Education

2010 ◽  
Vol 32 (4) ◽  
pp. 83-95
Author(s):  
Anthony M. Pellegrino ◽  
Christopher Dean Lee ◽  
Benjamin J. Luongo ◽  
Osama A. Y. Zakaria
Keyword(s):  
Civic Education ◽  
21St Century

scholarly journals The Challenges Facing Civic Education in the 21st Century

Daedalus ◽  
2013 ◽  
Vol 142 (2) ◽  
pp. 65-83 ◽  
Author(s):  
Kathleen Hall Jamieson
Keyword(s):  
United States ◽  
Social Studies ◽  
Civic Education ◽  
21St Century ◽  
The United States ◽  
Lower Income ◽  
Civics Education ◽  
Social Studies Textbooks ◽  
Civic Skills

This essay explores the value and state of civics education in the United States and identifies five challenges facing those seeking to improve its quality and accessibility: 1) ensuring that the quality of civics education is high is not a state or federal priority; 2) social studies textbooks do not facilitate the development of needed civic skills; 3) upper-income students are better served by our schools than are lower-income individuals; 4) cutbacks in funds available to schools make implementing changes in civics education difficult; and 5) reform efforts are complicated by the fact that civics education has become a pawn in a polarized debate among partisans.

scholarly journals Internationalizing Education: A Personal and Professional Journey

2018 ◽  
Vol 5 (12) ◽  
pp. 5192-5197
Author(s):  
Cameron White, PhD
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
International Education ◽  
Civic Education ◽  
21St Century ◽  
Critical Consciousness ◽  
Personal History ◽  
History Of ◽  
Professional Journey

We all have a personal history of social studies, history, and geography, learning it in schools, applying it in society; regardless, a rethinking of how we approach this is necessary for the 21st century. What we do to ensure meaningful local to global civic education and engagement is vital today. Allowing for voice, critique, controversy, and debate are vital to enhancing sustained global civic engagement; thus a Global / International Education/ Internationalizing framing. This article discusses a personal journal and  analyzes the need to address local to global contexts in internationalizing, hopefully leading to critical consciousness and agency.

scholarly journals Penguasaan technological pedagogical content knowledge calon guru Pendidikan Pancasila dan Kewarganegaraan

2019 ◽  
Vol 16 (2) ◽  
pp. 122-136
Author(s):  
Imam Fitri Rahmadi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Civic Education ◽  
21St Century ◽  
Technological Pedagogical Content Knowledge ◽  
21St Century Learning ◽  
Self Report ◽  
Pedagogical Content ◽  
Knowledge Content ◽  
Report Measure

Analisis Technological Pedagogical Content Knowledge (TPACK) perlu dilakukan dalam rangka memahami tingkat pengetahuan guru untuk dapat mengintegrasikan teknologi pada pembelajaran abad 21. Studi ini dilakukan untuk mendapatkan profil tingkat penguasaan TPACK calon guru Pendidikan Pancasila dan Kewarganegaraan yang sedang menempuh pendidikan Strata 1 di Program Studi PPKn Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Pamulang. Studi menggunakan metode self-report measure dalam bentuk survei. Secara keseluruhan, tingkat penguasaan TPACK calon guru PPKn termasuk dalam kategori baik. Namun, penguasaan pada technological knowledge, content knowledge dan technological pedagogical content knowledge memiliki total nilai rata-rata yang lebih rendah. Perlu diperhatikan setiap butir pernyataan yang memiliki nilai rata-rata lebih rendah daripada total nilai rata-rata pada setiap domain pengetahuan. Setiap lembaga pendidikan tenaga kependidikan perlu melakukan analisis TPACK supaya mengetahui apakah calon guru yang sedang dididik sudah memiliki pengetahuan yang dibutuhkan untuk dapat mengajar sesuai dengan tuntutan dan karakteristik pembelajaran abad 21.-------------------------------------------------------------------------------------Analyzing Technological Pedagogical Content Knowledge (TPACK) is needed to understand teachers' knowledge in term of integrating technology in 21st-century learning. This study to explore TPACK confidence of preservice civic education teachers at the Department of Civic Education, Faculty of Teacher Training And Education, Universitas Pamulang. The study used a self-report-measure method in the form of a survey. Overall, the TPACK confidence of preservice civic education teachers in a good category. However, the confidences in technological knowledge, content knowledge, and technological pedagogical content knowledge, have a lower average total score. It should noticed regarding statement items that have a lower average convictions than the technical average rating at each knowledge domain. Teacher education institute needs conducting a TPACK analysis to find out whether preservice teachers who are educated already have the appropriate teaching knowledge for demands and characteristics of 21st-century learning.

scholarly journals Practical Wisdom Reasoning through Deliberative Pedagogy

2022 ◽  
Vol 21 (4) ◽  
Author(s):  
Windy Lawrence ◽  
John Rountree ◽  
Sara Drury
Keyword(s):  
Civic Education ◽  
21St Century ◽  
Practical Wisdom ◽  
Rhetorical Analysis ◽  
Democratic Society ◽  
Pedagogical Practices ◽  
Political Candidates ◽  
Key Aspects

Deliberative pedagogy holds promise for improving democratic society by cultivating practical wisdom in students as a means to tackle the problems of democracy, such as polarization. This study embraced an opportunity to consider civic education in the 21st century through deliberative pedagogy by considering practical wisdom in a synchronous, virtual deliberation among university stakeholders and local political candidates concerning our role in 21st-century politics. This civic site enabled an analysis of practical wisdom across three student roles: facilitators enrolled in a deliberation course; students from the wider university; and student alumni of the university’s deliberation center, who had been exposed to deliberation in curricular and cocurricular practice. Using a constructive rhetorical analysis to understand practical wisdom within deliberative pedagogy discourse, we contend that students in these three different roles demonstrated three key aspects of practical wisdom through their discursive responses to rhetorical exigences that arose during deliberative engagement. This analysis offers insights beyond outcomes and informs deeper thinking about curricula and better pedagogical practices. Additionally, such studies, focused on the discourse itself, contribute to understandings concerning the connection between rhetoric and deliberative pedagogy.

scholarly journals Critical Cosmopolitan Citizenship Education and the Ontario Curriculum

2019 ◽  
Vol 2 (1) ◽  
pp. 77-96
Author(s):  
Taciana De Lira e Silva
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Critical Discourse Analysis ◽  
Secondary Students ◽  
Civic Education ◽  
21St Century ◽  
Citizenship Education ◽  
Active Involvement ◽  
English Literacy ◽  
Cosmopolitan Citizenship

Critical cosmopolitan citizenship education is a transformational approach to education that empowers students to become global citizens through active involvement in the local, national and global communities while seeking to build a better world. This study’s objective was to inquire about how Ontario’s official curriculum guides educators to prepare secondary students (Canadian born and those new to Canada) to become effective citizens of the 21st century. A critical discourse analysis was conducted to investigate the Ontario Ministry of Education’s (OME) approach to citizenship education within the frameworks of critical pedagogy and cosmopolitan citizenship education that encourage educators and students to respect human rights and become active citizens who strive towards peace and sustainability. The discourse analysis included two curriculum documents: (1) The Ontario curriculum grades 9 and 10: Canadian and World Studies (OME, 2018), which addresses civic education, and (2) The Ontario Curriculum Grades 9 to 12: English as a Second Language and English Literacy Development (OME, 2007), which prepares newcomers to improve their English proficiency. The findings confirm that the discourse produced by these documents aims to develop students’ understanding of the global world, but does not necessarily prepare them to act for the betterment of the planet. The findings further indicate that citizenship education in the 21st century should dissociate from a nation-centered approach and focus on preparing students for global citizenry.

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