scholarly journals Citizenship Education in New Zealand: Inside or outside the Curriculum?

2002 ◽  
Vol 5 (3) ◽  
pp. 164-179 ◽  
Author(s):  
Carol Mutch
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Moral Education ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Education Programme ◽  
Pedagogical Practices ◽  
The United Kingdom ◽  
The Social ◽  
British Colony

Notions of what it meant to be a citizen of New Zealand have mirrored the social and political changes as the country's identity moved from a British colony, through independence to a bi-cultural country with a more global outlook. Citizenship ideals were originally taught through history, geography, moral education and social studies. Although some countries, such as the United Kingdom, have moved to an explicit citizenship education programme, citizenship in New Zealand is currently taught through an integrated curriculum approach supported by participatory pedagogical practices. This article reports on research undertaken to investigate the inter- and extra-curricular opportunities for teaching and learning citizenship in New Zealand schools.

scholarly journals What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

2019 ◽  
Vol 11 (2) ◽  
pp. 142-158 ◽  
Author(s):  
Simon Eten Angyagre ◽  
Albert Kojo Quainoo
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
African Country ◽  
Global Citizenship ◽  
Social Studies Curriculum ◽  
Critical Dimensions ◽  
Global Citizenship Education ◽  
The Social ◽  
Sub Saharan ◽  
School Curricula

A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.

scholarly journals Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio

2011 ◽  
Vol 6 (7) ◽  
Author(s):  
Thomas Misco ◽  
Nancy Patterson ◽  
Frans Doppen
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Instructional Strategy ◽  
Curriculum And Instruction ◽  
High Stakes Testing ◽  
National Context ◽  
Social Studies Curriculum ◽  
High Stakes ◽  
The Social

In a national context of standards and high-stakes testing, concerns are emerging about challenges to the already tenuous position of the citizenship mission in the social studies curriculum. In this qualitative study, the authors administered a survey to social studies teachers in Ohio and conducted follow-up interviews focusing on the present purposes of social studies and the ways in which standards and testing are affecting instructional practice. The findings reveal a perception of standards as being of high quality, yet ultimately undermined through changes in scope and se-quence, narrowing of the curriculum, and a paucity of time to enact them. In addition, respondents indicated that high-stakes testing has become the primary curricular focus, which impacts instructional strategy decision making and frustrates citizenship education.

Innovation and commercialisation in the stem cell industries in Australia: State strategies and other opportunities to build a competitive position in the global stem cell economy

1969 ◽  
Vol 16 (1) ◽  
Author(s):  
Olivia Harvey
Keyword(s):  
Stem Cell ◽  
Social Studies ◽  
Global Economy ◽  
Regional Innovation ◽  
Commercial Development ◽  
The United Kingdom ◽  
The Social ◽  
Pros And Cons ◽  
Stem Cell Science ◽  
The Relationship

Recent research in the social studies of stem cell science has demonstrated that there is (a) a significant global economy emerging around stem cell science, and (b) that individual states are competing fiercely in an effort to obtain leadership in this global stem cell economy. Over the last several years, the governments of the United Kingdom, China, India, Canada, Singapore and Australia (among others), have been attempting to leverage the process of innovation in stem cell science by implementing a variety of strategies including, but not limited to: dedicated funding programmes, the introduction of specific licensing systems, the implementation of new regulations for human cell-based material, emulating US-based venture capital, and encouraging entrepreneurship and spin-off developments. What remains to be seen though, is how effective such attempts actually will be in encouraging the commercial development of nationally oriented stem cell industries. Given that the relationship between innovation and commercialisation is unique to national and regional contexts, as well as unique to specific industries, this article discusses the specific strategies adopted in developing the stem cell industries in Australia and highlights some of the pros and cons with a government interventionist approach to developing global economic advantage from national and regional innovation.

Understanding the educational value of the film Please Vote for Me: The case for a pedagogical course in citizenship education

2019 ◽  
Vol 14 (3) ◽  
pp. 263-276
Author(s):  
Mei-Yee Wong
Keyword(s):  
Preservice Teachers ◽  
Moral Education ◽  
Undergraduate Students ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Documentary Film ◽  
Chinese Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Scale

Abstract Studies have demonstrated the importance of citizenship education for preservice teachers; however, studies on citizenship education pedagogies in university programmes have been rare. This small-scale study furthers the discussions in western and Chinese literature regarding the documentary film Please Vote for Me. By using the film in a citizenship and moral education curriculum course, this study explored undergraduate students' perceptions of using the documentary film Please Vote for Me and their actual learning experiences and outcomes. Data were collected through student interviews, reflective journals and worksheets. The study revealed that, overall, the students appreciated learning by using documentary films; they learned reflection and critical thinking skills and about the concept of democracy. They also discussed the educational topics in the film and reflected on the expected teacher and parent roles of citizenship education. The study provides empirical evidence to supplement the literature on citizenship teaching and learning in teacher education by using a documentary film as a resource.

Values Education in New Zealand: Old Ideas in New Garb

2000 ◽  
Vol 4 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Carol Mutch
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Teaching And Learning ◽  
Values Education ◽  
Political Context ◽  
Social Studies Curriculum ◽  
Social Studies Teaching

In the new social studies curriculum in New Zealand, values exploration is one of the three prescribed ways to approach social studies teaching and learning. This paper provides background discussion of approaches to values education and sets the renewed interest in New Zealand into the historical, social and political context before outlining the particular approach selected by the New Zealand curriculum writers.

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