scholarly journals An Exploratory Case Study of Citizenship Education in the Social Studies Curriculum of the Solomon Islands

2021 ◽  
Author(s):  
◽  
Billy Fito'o
Keyword(s):  
Social Studies ◽  
Curriculum Reform ◽  
Citizenship Education ◽  
Solomon Islands ◽  
Case Study Research ◽  
Social Studies Curriculum ◽  
Reform Agenda ◽  
Exploratory Case Study ◽  
The Social

<p>This exploratory case study stems from the belief that teaching appropriate values to develop good and active citizens will improve the chaotic situation of the Solomon Islands. However, while this intention seems commendable, little thought has been given to the nature of Citizenship Education needed in a Solomon Islands context. A concern therefore, is that the curriculum reform agenda will ignore or marginalise the conceptualisation and contextual understanding of Citizenship Education to the extent that the Social Studies curriculum might not end up reflecting a contextually balanced approach to citizenship. In substantiating the concern, this case study research explores the perspectives of education stakeholders in the Solomon Islands on Citizenship Education in the Social Studies curriculum. The study examines the knowledge, values, and skills of Citizenship Education that are relevant and contextual to Solomon Islands. It investigates more fully the linkages between the Social Studies curriculum and Citizenship Education. The study scrutinises the conceptualisations of Citizenship Education in a Solomon Islands context and their implications on the curriculum. The research also explores the extent to which the Social Studies curriculum educates students about themselves, their diverse neighbours, and how to live as good and active citizens in a complex and dynamic national social environment. Using a case study involving 21 Solomon Islands participants (education officials, teachers and students), the study recommends the inclusion of contextually relevant values of rights and responsibilities, moral and social values, national identity and social cohesion in the Social Studies curriculum. Recommendations for further research are also offered.</p>

scholarly journals An Exploratory Case Study of Citizenship Education in the Social Studies Curriculum of the Solomon Islands

2021 ◽  
Author(s):  
◽  
Billy Fito'o
Keyword(s):  
Social Studies ◽  
Curriculum Reform ◽  
Citizenship Education ◽  
Solomon Islands ◽  
Case Study Research ◽  
Social Studies Curriculum ◽  
Reform Agenda ◽  
Exploratory Case Study ◽  
The Social

<p>This exploratory case study stems from the belief that teaching appropriate values to develop good and active citizens will improve the chaotic situation of the Solomon Islands. However, while this intention seems commendable, little thought has been given to the nature of Citizenship Education needed in a Solomon Islands context. A concern therefore, is that the curriculum reform agenda will ignore or marginalise the conceptualisation and contextual understanding of Citizenship Education to the extent that the Social Studies curriculum might not end up reflecting a contextually balanced approach to citizenship. In substantiating the concern, this case study research explores the perspectives of education stakeholders in the Solomon Islands on Citizenship Education in the Social Studies curriculum. The study examines the knowledge, values, and skills of Citizenship Education that are relevant and contextual to Solomon Islands. It investigates more fully the linkages between the Social Studies curriculum and Citizenship Education. The study scrutinises the conceptualisations of Citizenship Education in a Solomon Islands context and their implications on the curriculum. The research also explores the extent to which the Social Studies curriculum educates students about themselves, their diverse neighbours, and how to live as good and active citizens in a complex and dynamic national social environment. Using a case study involving 21 Solomon Islands participants (education officials, teachers and students), the study recommends the inclusion of contextually relevant values of rights and responsibilities, moral and social values, national identity and social cohesion in the Social Studies curriculum. Recommendations for further research are also offered.</p>

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.

scholarly journals Understanding the Social Studies Curricula in Turkey as a Political Text Within the Context of Citizenship Education: Views of Academics and Teachers

2021 ◽  
Vol 14 (6) ◽  
pp. 34
Author(s):  
Fadıl Şiraz ◽  
Erdal Bay
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Political Influence ◽  
Political Factors ◽  
Curriculum Structure ◽  
Content Analysis Method ◽  
The Social ◽  
Political Effect ◽  
Political Dimensions

This study attempted to understand the curricula in conveying the state&rsquo;s own understanding to individuals, according to the reconceptualization approach. As content, the social studies curricula (SSC), with the assumption that political influence would be seen most in these curricula, were examined. This study aims understanding the social studies curricula as a political text within the context of citizenship education in order to see how politics affect these curricula. To determine what political factors affected SSCs in which way, the opinions of academics and teachers were examined regarding curricula from 1998, 2005 and 2018, prepared during different government periods in Turkey. It was tried to determine how the changes in SSCs were defined in political/non-political dimensions, explanation and definition, the criticism, reasons and recommendation regarding these changes. This study was designed as a case study, one of the qualitative methods. Data analysis was done by content analysis method. It was determined that the changes in social studies curricula in 1998, 2005 and 2018 were affected by different political reasons and that there were some prominent ideological elements in all 3 curricula. As a result, it was determined that political effect on SSCs prepared in different government periods and can be seen radical changes were made in terms of curriculum structure and content from 1998 to 2005 and that the SSC of 2018 is similar to that of 2005 in terms of structure.

History and Social Studies Curriculum

2020 ◽  
Author(s):  
Wayne Ross
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Issues ◽  
Social Studies Education ◽  
School Curriculum ◽  
Curriculum Standards ◽  
Social Studies Curriculum ◽  
The Core ◽  
The Social ◽  
Widespread Agreement

Social studies education has had a turbulent history as one of the core subjects in the school curriculum. The fundamental content of the social studies curriculum – the study of human enterprise across space and time –however, has always been at the core of educational endeavors. It is generally accepted that the formal introduction of social studies to the school curriculum was instigated by the 1916 report of the National Education Association’s Committee on Social Studies, which emphasized development of citizenship values as a core aim of history and social science education. Earlier commissions of the N.E.A. and American Historical Association heavily influenced the Committee on Social Studies recommendations. The roots of the contemporary social studies curriculum, therefore, can be traced to two distinct curriculum reform efforts: the introduction of academic history into the curriculum and citizenship education. There is widespread agreement that the aim of social studies is citizenship education, that is the preparation of young people so that they possess the knowledge, skills, and values necessary for active participation in society. This apparent consensus, however, has been described as almost meaningless because social studies educators continue to be at odds over curricular content as well as the conception of what it means to be a good citizen. Since its formal introduction into the school, social studies curriculum been the subject of numerous commission and blue-ribbon panel studies, ranging from the sixteen-volume report of the American Historical Association’s Commission on Social Studies in the 1930s to the more recent movement for national curriculum standards. Separate and competing curriculum standards have been published for no less than seven areas of that are part of the social studies curriculum: United States and global history, economics, geography, civics, psychology, and social studies. Social studies curriculum is defined a lack of consensus and has been an ideological battleground with ongoing debates over its nature, purpose, and content. Historically there have been a diverse range of curricular programs that have been a prominent within social studies education at various times, including the life adjustment movement, progressive education, social reconstructionism, and nationalistic history. The debate over the nature, purpose, and content of the social studies curriculum continues today, with competing groups variously arguing for a social issues approach, the disciplinary study of history and geography, or action for social justice as the most appropriate framework for the social studies curriculum.

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