scholarly journals Political choices during the European Parliament elections as a model for civic responsibility of young people in Poland – the context of formal education

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Bożena Kanclerz
Keyword(s):  
Civil Society ◽  
Young People ◽  
Civic Education ◽  
Citizenship Education ◽  
Formal Education ◽  
Main Axis ◽  
Civic Responsibility ◽  
Formal Program ◽  
Political Choices ◽  
European Parliament Elections

The main axis of the narration in this article is the analysis of the electoral activity of young Poles from the perspective of the formal program of Citizenship Education in the area of shaping the attitudes of young people as active voters. The first part of the article presents the context of Polish civil society and the electoral activity of young Poles. The Author connects the analyses of youth electoral patterns to with the assessment of effectiveness of formal education, including textbook messages, in shaping and developing civic engagement in youth. The article presents the analysis of textbooks for civic education, as well as indicates some non-textual contexts for implementing civic education in Poland. The analysis of citizenship education textbooks becomes an opportunity to approximate multi-faceted challenge of shaping civil attitudes among young people in Poland.

scholarly journals Polityczne wybory młodych do Parlamentu Europejskiego jako egzemplifikacja obywatelskości młodzieży – kontekst kształcenia formalnego

2020 ◽  
Vol 18 (2) ◽  
pp. 219-234
Author(s):  
Bożena Kanclerz
Keyword(s):  
Civil Society ◽  
Young People ◽  
Civic Engagement ◽  
Civic Education ◽  
Citizenship Education ◽  
Formal Education ◽  
Main Axis ◽  
Formal Program

The main axis of the narration in this article is the analysis of the electoral activity of young Poles from the perspective of the formal program of Citizenship Education in the area of shaping the attitudes of young people as active voters. The first part of the article presents the context of Polish civil society and the electoral activity of young Poles. The Author connects the analyses of youth electoral patterns to with the assessment of effectiveness of formal education, including textbook messages, in shaping and developing civic engagement in youth. The article presents the analysis of textbooks for civic education, as well as indicates some non-textual contexts for implementing civic education in Poland. The analysis of citizenship education textbooks becomes an opportunity to approximate multi-faceted challenge of shaping civil attitudes among young people in Poland.

scholarly journals NON-FORMAL CIVIC EDUCATION OF YOUTH THROUGH PARTICIPATIVE ART PRACTICES

2021 ◽  
Vol 29 (3) ◽  
pp. 13-17
Author(s):  
Rimma Mylenkova
Keyword(s):  
High School Students ◽  
Young People ◽  
Civic Education ◽  
Formal Education ◽  
High Efficiency ◽  
Social Activity ◽  
Holistic Approach ◽  
School Students ◽  
People Participation ◽  
Education Projects

Formulation of the problem. Due to the relevance of civic education for young people, in particular high school students, an integrated course of Civic Education was included in the main curriculum. However, there is a problem of lack of a holistic approach, a system of motivation to study the subject, and formal education’s limited resources. There is currently a need to intensify civic education through the involvement of the students in practice. The performance of the course and the level of civic education will increase significantly if it is implemented in addition to formal education, in a non-formal one. The article answers the question of how to make the process of training an active citizen more integral and more efficient. Materials and methods. The experience of Ukrainian public organizations in the implementation of civic education projects through participatory artistic practices is used. The analysis of pedagogical, sociological, and scientific-methodological literature on the education of civic position of youth in the system of formal and non-formal education is applied. Results. The model of participatory artistic practices is described as a modern tool of civic education and civic action in terms of their multi-agent structure, which includes the cooperation of students, educators, artists, school administration, local government representatives, the general community. The methods and approaches to civic education programs are presented. The organizational algorithm of the participatory art practice with elements of civic education is specified. Conclusions. The existing integrated curriculum for Civic Education, implemented in the tenth grade, needs practical support through the field of non-formal education. This possibility is provided by the algorithms of civic education projects through participatory artistic practices that are implemented in extracurricular time. The introduced cases show the high efficiency of such practices in ensuring the civic competencies of young people. Participation in such practices provides students with the formation of cross-cutting competencies, which are revealed through social activity, social responsibility, tolerance, the ability to advocate their thoughts and positions, the ability to interact both horizontally and vertically.

UMAT ISLAM INDONESIA (BUKAN) TERORIS: MENAMPIK ISU TERORISME DENGAN PENDIDIKAN KEWARGANEGARAAN

2017 ◽  
Vol 3 (1) ◽  
pp. 27-35
Author(s):  
Lilis Sarifatul Ajariyah
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
Formal Education ◽  
Islamic Religion ◽  
The Difference

The issue of Islam as a terrorist blows louder. State of Indonesia as the country with the most Islamic religion being similarly affected, especially because many Muslim citizens suspected and already proven to be involved in the case terosisme deadly juwa. To dismiss these issues, civic education is needed to instill nationalism that every citizen is not easily commit acts of terrorism, by reason of the difference, and so on. Citizenship education also provide a gap to every person to be able to live freely and comfortably in the country. Therefore, the implementation of civic education should be emphasized at all levels of formal and non-formal education because Islam alone is not enough.

scholarly journals CIVIC EDUCATION AS ESSENTIAL PRE-REQUISITE FOR HUMAN EXISTENCE IN LAW-GOVERNED SOCIETY: THE BRITISH CASE STUDY

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Tetyana Kravchenko ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Civic Education ◽  
Citizenship Education ◽  
Production Management ◽  
Educational Institutions ◽  
Effective Practice ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
British Case

The paper on to explore how citizenship education is defined in the system of higher educational institutions in Great Britain and to describe some of the current activities designed to encourage the development of effective practice in this area. A number of key challenges are identified which need to be tackled if the latest policy proposals for citizenship education are to lead to effective practice in the system of higher educational institutions in Ukraine. The relevance of the Concept for the Development of Civic Education in Ukraine is pointed out. The paper builds on the previous studies of civic education, acknowledges the need for a new study, and is efforts to get answers to response to the challenge of educating young people in changed contexts of democracy and civic participation. It was noted that education played a crucial role in focused efforts to build and mould a nation, not only economically, but also culturally and psychologically. The most important goal of education is preparation of young people for their role as good citizens. Be important today, how universities and institutions of higher learning in any civilised society will contribute to and fulfil their role and perform to society’s expectations of them in terms of citizenship. It is apparent that, given the university sectors hugely significant role in both the production, management and application of knowledge and in educating the next generation of leaders, universities are critical to the mission of promoting globally informed citizenship. A key challenge for modern education system is to design curricula that connect academic with civic learning, enable students to understand the public purposes of their discipline and prepare students for lives as active citizens, responsible disciplinary practitioners, professionals and leaders. It is apparent that, space needs to be found within higher education curricula for the concept of citizenship and for civic engagement. Modern system of higher education has a responsibility to help students develop skills and attributes that promote civically engaged citizens. A topic for prospective research could be an analysis of how differences in social processes in Ukraine and abroad can affect the effectiveness of the implementation of civic education.

scholarly journals Youth center as an innovative institute of self-realization of youth in ukraine

2021 ◽  
pp. 176-183
Author(s):  
Oleg Lisovets
Keyword(s):  
Young People ◽  
Civic Education ◽  
Formal Education ◽  
Healthy Lifestyle ◽  
Leisure Activities ◽  
Target Groups ◽  
Youth Policy ◽  
Normative Documents ◽  
Wide Range ◽  
Youth Centre

The article analyzes the practice of the distribution of youth centres in Ukraine and their significance for modern youth. Youth centres are described as institutions that promote the development of young people, youth entrepreneurship, civic education, promote a healthy lifestyle, volunteering. The article aims to study the potential of the youth centre as an innovative institution for youth self-realization. The research methods were the analysis of normative documents, the study of the experience of the functioning of youth centres, the survey of target groups. It is determined that the modern state youth policy is focused on the introduction of innovative approaches to work with youth. It is stated that one of the priority tasks of the new institute – the youth centre – is to promote the self-realization of young people. This is ensured by the use of various forms and methods of work: non-formal education (lectures, training, workshops, working visits), interest groups, support and implementation of thematic youth projects, thematic camps, volunteering, cultural and leisure activities, talent fairs, etc. Verification of the effectiveness of youth self-realization in the conditions of the youth centre was carried out based on the Nizhyn city youth centre. The experience of interaction with different categories of young people to promote the development of soft skills, for its professional development, the formation of an active civil position, the satisfaction of interests have been highlighted. According to a survey of visitors to the youth centre, it is proved that the youth centre promotes self-realization of young people, offering a wide range of forms and methods of work, innovative practices and communications.

“boys of God”: the experience of re-socialization of adolescents and young people in conflict with the law in the Santa Filomena community

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Zilmara Alves da Silva ◽  
Maria Helena Santana Cruz
Keyword(s):  
Civil Society ◽  
Young People ◽  
Open Space ◽  
Second Generation ◽  
Field Research ◽  
Youth Gang ◽  
Public Authorities ◽  
The Law ◽  
Mutual Care

This research aims to analyze the resocialization process of the second generation of adolescents and young people from the Meninos de Deus project and the contributions of socio-affective relationships in the resignification of individual trajectory in the context of violence in the Santa Filomena community. The study is necessary to understand the importance of strengthening the resocialization processes in an open space, which has the triad of public authorities, civil society and the community as the executing nucleus of socio-educational measures. The Meninos de Deus group was born in 2007 and was born from a pact, among youths in conflict with the law, based on the premise of mutual care, commitment to life and in the re-socializing walk with the community. In this group, the feeling of belonging is opposed to the feeling that young people and adolescents in conflict with the law had with the youth gang or the criminal faction they belonged. The methodology to be used is ethnography, where we will use field research, characterized as an integration of data obtained in the field and by bibliographic reading.

Citizenship outside the Classroom

2002 ◽  
Vol 44 (3) ◽  
pp. 1-14
Author(s):  
Penny Harwood ◽  
Caroline Davey
Keyword(s):  
Young People ◽  
Young Women ◽  
Formal Education ◽  
Developmental Process ◽  
Research Methodologies ◽  
Good Citizenship ◽  
The One

In the context of an increasingly pluralist and in some ways troubled society, work was undertaken to investigate the role of formal education and non-educational organisations in building good citizenship in girls and young women (9-19 years old). Different stages in the developmental process are identified, and the paper describes a number of ways in which experiential and attitudinal information was obtained from the range of respondents: these included a Citizen's Forum and quantitative omnibus research. Methodologies to involve the young people in focused and relevant debate during the one-day Forum were developed and are discussed.

Nationalistic education in the Hong Kong and the Macao SARs of China

2018 ◽  
Vol 7 (4) ◽  
pp. 395-411 ◽  
Author(s):  
Eric King-man Chong
Keyword(s):  
Hong Kong ◽  
Critical Thinking ◽  
Civil Society ◽  
Civic Education ◽  
Thinking Skills ◽  
Multiple Perspectives ◽  
Content Type ◽  
National Education ◽  
National Identification ◽  
Education In Hong Kong

Purpose The purpose of this paper is to compare and analyse the role and implementation of nationalistic education in Hong Kong and Macau special administrative regions (SARs) since their respective handover of sovereignty to China in the late 1990s. Both SARs face the educational need to cultivate a Chinese national identification among the students after the sovereignty changes. While Macau SAR has enjoyed a relatively smooth implementation of nationalistic education towards which Macau’s schools and students are largely receptive to nationalistic programmes since its handover in 1999, Hong Kong SAR Government’s nationalistic education was met by reservation from some parents, students and civil society’s groups under allegations of “political indoctrination” and “brain-washing”. The Hong Kong civil society’s resistance to National Education culminated in the anti-Moral and National Education protest in Summer 2012 and then Hong Kong schools and society. This paper attempts to provide an overview and analysis on the development of nationalistic education in both Hong Kong and Macao SARs, and to give some possible explanations on the factors that lead to differences of perceiving and responding to the nationalistic education between both places. Design/methodology/approach After conducting a literature review, this study utilises different sources of data such as curriculum guidelines, previous studies and other scholarly findings in examining the development of civic education and national education policy in both SAR societies, as well as in discussing the possible developments of nationalistic education in both SARs by making references to previous studies of citizenship and nationalistic education. Findings This study found out that different relationships between the two SAR Governments and their respective civil society, the extent of established socio-political linkages with China, as well as the introduction of a core subject of Liberal Studies in Hong Kong secondary schools, which emphasises on multiple perspectives and critical thinking skills, are some plausible factors that explain different stories and developments of implementing nationalistic education in Hong Kong and Macao SARs. Research limitations/implications For giving suggestions for a nationalistic education in both Chinese SARs, first, there should be an exploration of multiple citizenship identities. This will allow people to choose their identities and thus facilitate their belongingness in terms of local, national and global dimensions. In addition, there should be an exploration of a Chinese national identification with different emphases such as knowledge orientation and critical thinking so as to cater for youth values. Promoting the idea of an informed and reasonable-in-thinking patriot could also be a way to ease the concern that building a national identity negates a person’s freedom of thinking. Originality/value This paper attempts to compare and analyse the different responses to the same policy of enhancing nationalistic education development in both Hong Kong and Macao SARs of China. Some plausible explanations were given based on political, social and educational factors, as well as youth value oritentations. This paper would be an attempt to show that a top-down single-minded orientated nationalistic education may not work well a society such as Hong Kong, where civil society and youth values are quite different than that can be found in China.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

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