scholarly journals Citizenship in Our Place: Exploring New Zealand Young People's Everyday, Place-Based Perspectives on Participation in Society

2021 ◽  
Author(s):  
◽  
Bronwyn Elisabeth Wood
Keyword(s):  
New Zealand ◽  
Young People ◽  
Social Studies ◽  
Focus Groups ◽  
Social Action ◽  
Social Issues ◽  
Social Studies Teachers ◽  
Lifelong Learners ◽  
Standing Up ◽  
Taking Action

<p>Developing more active citizens has been a feature of policies in many nations in recent years. Educational curricula in particular have been viewed as an important way to deliver this goal. The revised New Zealand Curriculum (2007) is an example of this, with a vision to develop young people who will be confident, connected, actively involved, lifelong learners (p. 8) who will themselves “participate and take action as critical, informed, and responsible citizens” (p. 17). In this thesis, I explore how New Zealand young people are currently participating as citizens by examining their conceptions and practices of social action alongside those of their teachers. My approach draws attention to spatial and relational aspects of young people’s everyday, place-based perspectives on participation in society. The conceptual and theoretical framework underpinning this research is developed through Bourdieu’s analytical concepts of habitus, field and capital, and Mills’ (1959) “sociological imagination”. Participants in this research included 122 social studies students (n=122) aged between 14 and 18 years old, and their teachers (n=27) from four diverse secondary schools in New Zealand. Data collection included café-style focus groups with young people, as well as visual data generated by participation in Photovoice research. More traditional focus groups were also undertaken with social studies teachers at each of the four schools. Taking an everyday, place-based approach to youth participation opened up new and relatively unexplored landscapes of participation. Young people provided many examples of how they were “taking action” through formal opportunities (provided by their teachers, schools and communities), as well as informal ways, such as standing up against a bully, or reducing water usage. Through their identification of social issues that needed addressing, it was possible to see their citizenship imaginations at play. Social studies teachers played a significant role in shaping young people’s awareness of social issues as well as providing them with opportunities to take action on these issues. The findings revealed the enduring importance of young people’s everyday experiences of inclusion/exclusion within places, as well as the contribution of the participatory capital of their teachers, families and communities, in shaping their citizenship perceptions, imaginations and actions.</p>

scholarly journals Citizenship in Our Place: Exploring New Zealand Young People's Everyday, Place-Based Perspectives on Participation in Society

2021 ◽  
Author(s):  
◽  
Bronwyn Elisabeth Wood
Keyword(s):  
New Zealand ◽  
Young People ◽  
Social Studies ◽  
Focus Groups ◽  
Social Action ◽  
Social Issues ◽  
Social Studies Teachers ◽  
Lifelong Learners ◽  
Standing Up ◽  
Taking Action

<p>Developing more active citizens has been a feature of policies in many nations in recent years. Educational curricula in particular have been viewed as an important way to deliver this goal. The revised New Zealand Curriculum (2007) is an example of this, with a vision to develop young people who will be confident, connected, actively involved, lifelong learners (p. 8) who will themselves “participate and take action as critical, informed, and responsible citizens” (p. 17). In this thesis, I explore how New Zealand young people are currently participating as citizens by examining their conceptions and practices of social action alongside those of their teachers. My approach draws attention to spatial and relational aspects of young people’s everyday, place-based perspectives on participation in society. The conceptual and theoretical framework underpinning this research is developed through Bourdieu’s analytical concepts of habitus, field and capital, and Mills’ (1959) “sociological imagination”. Participants in this research included 122 social studies students (n=122) aged between 14 and 18 years old, and their teachers (n=27) from four diverse secondary schools in New Zealand. Data collection included café-style focus groups with young people, as well as visual data generated by participation in Photovoice research. More traditional focus groups were also undertaken with social studies teachers at each of the four schools. Taking an everyday, place-based approach to youth participation opened up new and relatively unexplored landscapes of participation. Young people provided many examples of how they were “taking action” through formal opportunities (provided by their teachers, schools and communities), as well as informal ways, such as standing up against a bully, or reducing water usage. Through their identification of social issues that needed addressing, it was possible to see their citizenship imaginations at play. Social studies teachers played a significant role in shaping young people’s awareness of social issues as well as providing them with opportunities to take action on these issues. The findings revealed the enduring importance of young people’s everyday experiences of inclusion/exclusion within places, as well as the contribution of the participatory capital of their teachers, families and communities, in shaping their citizenship perceptions, imaginations and actions.</p>

Preservice teachers’ perceptions of teaching news media literacy

2020 ◽  
Vol 15 (1) ◽  
pp. 97-113
Author(s):  
Joseph McAnulty
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Media Literacy ◽  
Political Communication ◽  
News Media ◽  
Social Issues ◽  
Pedagogical Practices ◽  
Social Studies Teachers ◽  
Content Type ◽  
Civil Sphere

PurposeThis study explores social studies preservice teacher’s orientation toward teaching news media literacy in the era of fake news. Previous literature indicates that many social studies teachers express a desire to maintain neutrality in the classroom. As such, this study focuses on the preservice teachers’ articulated pedagogical practices around news media literacy, as well as the described forces and factors that influence their described stances.Design/methodology/approachThis study uses work from the field of political communication to analyze course assignments, semi-structured interviews and survey responses in order to consider the ways 39 preservice social studies teachers articulated their anticipated and enacted pedagogical practices around news media literacy.FindingsFindings suggest a prevalent desire among the participants to pursue neutrality by presenting “both sides,” echoing traditional journalistic pursuits of objectivity. The possible consequences of this desire are also explored. Additionally, the study suggests that parents, administrators and the content standards are viewed as forces, which will constrain their practices.Practical implicationsUsing theorizing about the civil sphere, this paper considers implications for teacher educators. The civil sphere may provide a lens with which to analyze news media and may help preservice teachers adopt practices they view as risky.Originality/valueThis study aims to extend conversations around the teaching of news media, controversial political and social issues and the preparation of social studies teachers in the current social and political ecology by working to align the field with growing conversations in the field of political communication and journalism.

scholarly journals Learning Model Of Reflective Inquiry Based On Environment As A Source Of Learning Ips Education

2020 ◽  
Author(s):  
mulono apriyanto bin sugeng rijanto
Keyword(s):  
Social Studies ◽  
Cultural Values ◽  
Social Action ◽  
Social Issues ◽  
Active Role ◽  
Social Studies Education ◽  
Reflective Inquiry ◽  
Value Analysis ◽  
Good Citizen ◽  
Inquiry Approach

Social Sciences Education (IPS) is very closely related to factual issues that occur in the midst of society. Because social studies learningmaterial is very closely related to social values and national cultural values. One of the characteristics of social studies education is the development ofvalues, value analysis and its application in social action. Social issues can be defined as problems that occur in the midst of society that have not beenresolved and invite the attention of the community as citizens. In solving social problems, Social Studies Education must take an active role. Oneapproach that can be used to solve this social problem is through the reflective inquiry approach. Through the reflective inquiry approach, students aretaught how to use social skills to solve factual problems that occur in daily life in the midst of society. Social studies education must be able to helpstudents control themselves in life and apply these values in their behavior in the midst of society. Social studies education must be able to develop thecommunity into a good citizen, familiar with all elements of the environment, be wise and wise in fostering relationships, exploring, and developingvarious forms of elements of the existing cultural environment.

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

2020 ◽  
Vol 122 (7) ◽  
pp. 1-38
Author(s):  
Kevin Russel Magill ◽  
Brooke Blevins
Keyword(s):  
Social Studies ◽  
Social Action ◽  
Teacher Educators ◽  
Research Question ◽  
Educational Practice ◽  
Social Studies Teachers ◽  
Historical Inquiry ◽  
Critical Dialogue ◽  
Critical Social ◽  
Sociocultural Knowledge

Background/Context Social studies scholars have suggested that dialogue is vital to helping students develop the skills and disposition for becoming engaged civic participants. More critical interpretations of dialogical education would suggest that dialogue can also help students develop critically conscious understandings of the world to help them see, share, and overcome the oppressive power relationships that often order civic life. Purpose/Objective/Research Question/Focus of Study Our study examined critical social studies teacher engagements in dialogical teaching, looking at what we term the dialogi-cal theory–praxis gap. We claim teachers tend to engage in skills-based or critical dialogue (as compared with dialogue for more transformational intent), and we were curious about how and why some go further—engaging in what we call transformational critical dialogue as part of their civic teaching praxis. Our two research questions were: (1) How do self-identifying critical social studies teachers use dialogue as part of their critical instructional praxis? (2) What types of critical dialogue do self-identifying critical social studies teachers have with students? Research Design We conducted a multisite critical case study of two self-identifying critical social studies teachers to explore how dialogue existed as an aspect of their praxis. Conclusions/Recommendations Our study revealed that both focal teachers used critical historical inquiry as a way to help students develop the foundational knowledge for discussing social studies concepts and to interpret their placement along spatial and temporal axes of existence. Both teachers grounded their dialogical praxis within the sociocultural knowledge that students brought with them to their classrooms. In all contexts, dialogue was unquestionably learner centered, and teachers used critical dialogue to help students engage in society for real-world social justice purposes. We found that participants differed first in their approach to curriculum as it related to the way they understood the purpose of dialogical instruction. Second, critical dialogue as an educational practice/praxis was situated based on real and perceptual instances of power that a teacher experienced. Third, teacher ideology unquestionably informed how dialogue transpired in the classroom. Recommendations Developing dialogical pedagogical content knowledge with new teacher candidates is foundational to their willingness to engage with students in critically transformational dialogue. Teacher educators can encourage teachers to understand and incorporate the sociocultural knowledge of students and ensure that epistemic justice occurs in their dia-logical exchanges. Teachers of privilege may need to shed or reject the problematic and internalized identities that situate their acting to fully engage in material praxis. Reframing the purpose of schooling and dialogue might be grounded more fully in efforts to improve society by incorporating more critically humanizing education and possibilities for social action.

scholarly journals Design of Community-Based Transdisciplinary Learning for Social Studies Teachers in the Diverse School Contexts, Northern of Thailand

2021 ◽  
Vol 10 (3) ◽  
pp. 17
Author(s):  
Charin Mangkhang
Keyword(s):  
Social Studies ◽  
Social Action ◽  
Professional Competence ◽  
Action Learning ◽  
Northern Region ◽  
Social Studies Teachers ◽  
Integrated Learning ◽  
Community Based ◽  
School Contexts ◽  
Teacher Professional

The objectives of this study are: 1) to study problems and the needs in community-based transdisciplinary learning for social studies teachers in the diverse school contexts, Northern of Thailand 2) to develop and find the efficiency of handbook of community-based transdisciplinary learning for social studies teachers in the diverse school contexts, Northern of Thailand and 3) to examine the implementation results of the handbook. This research is based on the research foundation of a mixed method in education research. The population involved in this study included 1) educational connoisseurship of area-based who are selected by means of purposive sampling, from not less than 5 persons and 2) social studies teachers in the Northern-region provinces of Thailand who are selected by means of accidental sampling, from not less than 334 persons. The research instruments are: 1) a questionnaire on problems and the needs in community-based transdisciplinary learning 2) an appropriateness assessment form on the handbook and 3) an evaluation form of teacher professional competence in community-based transdisciplinary learning. The qualitative data are analyzed and shown on content analysis and descriptive analysis. The quantitative statistics employed for data analysis are mean and standard deviation through statistical program. The research findings revealed as follows; 1) Problems and the needs: teacher professional competence needs to be improved in community-based transdisciplinary learning through 7 skills, namely; Integrated learning Management, Technology Integrated Learning, Integrating Ethics Learning, Community Resource Management, Transdisciplinary Innovation Integrated Learning, Creative Educational Measurement Design, and Competency of Networking skill. 2) The result of handbook development: &ldquo;SOCIAL Action Learning Model&rdquo;, includes 6 steps, should be implemented in community-based transdisciplinary learning for social studies teachers. Due to the evaluation of the handbook, the result is at the highest level of appropriation (x = 4.58, S.D. = 0.57) 3) The result of handbook using: the handbook of community-based transdisciplinary learning for social studies teachers found the evaluation result at a high level (x = 3.96, S.D. = 0.89)

scholarly journals The Light to the Left: Conceptions of Social Justice Among Christian Social Studies Teachers

in education ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 66-91
Author(s):  
Paul Orlowski
Keyword(s):  
Social Justice ◽  
Social Studies ◽  
Political Ideology ◽  
Social Issues ◽  
Social Studies Teachers ◽  
Controversial Issues ◽  
Christian Teaching ◽  
The Social ◽  
Research Findings ◽  
Almost All

This article describes a study that took place in Saskatchewan, Canada, during 2013-2014. Ten practicing high school social studies teachers who self-identified as Christian answered an unsolicited invitation to participate in a qualitative study about the ways in which they think about social justice. Almost evenly split between Catholic and Protestant, female and male, and urban and rural, most participants were very progressive in their thinking about important economic and social issues. For example, all supported paying taxes and the social welfare state, and almost all supported gay rights and feminism. As well, an important emergent theme arose: The majority spoke about breaking from the teachings of their church if the teachings did not fit with contemporary society. All of them claimed that their faith influenced their thinking about social justice. The study challenges some secular notions about the values held by Christian social studies teachers. Situated in Canada, the study challenges American research findings about the political ideology and values of Christian social studies teachers.            Keywords: social studies education; teaching for social justice; controversial issues; teacher beliefs; Christian teaching

Social Issues, Social Action, and the Social Studies

1972 ◽  
Vol 72 (5) ◽  
pp. 230-237 ◽  
Author(s):  
Anna Ochoa ◽  
Gary Manson
Keyword(s):  
Social Studies ◽  
Social Action ◽  
Social Issues ◽  
The Social

scholarly journals Self-Efficacy in the Classroom: Developing the Skills of Citizenship

1997 ◽  
Vol 2 (3) ◽  
pp. 136-144
Author(s):  
Alison. M. Sewell ◽  
Alison. M. St George
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Social Studies ◽  
Social Action ◽  
Self Efficacy ◽  
Creative Problem Solving ◽  
Learning And Teaching ◽  
Positive Effects ◽  
Creative Problem

This article reflects on a social studies intervention where Creative Problem Solving (CPS) was taught in a class of seven- and eight-year-old children in New Zealand. CPS was used as a framework to develop the skills required for effective citizenship, a key goal in social studies education. This intervention also looked at the important role of self-efficacy in learning to solve and act on social problems. It will be shown that the use of CPS can have positive effects on self-efficacy for problem solving in social studies, and that it can be a valuable framework to involve children in social action. Implications for learning and teaching in the classroom are considered.

scholarly journals Taking Action in Teacher Education: Social Studies as a Means of Cultivating Engaged Citizenship

2014 ◽  
Vol 8 (1) ◽  
pp. 71-85
Author(s):  
Theodore Michael Christou
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Social Action ◽  
Historical Thinking ◽  
The Past ◽  
The Subject ◽  
Action Projects ◽  
Meaningful Experiences ◽  
A Site ◽  
Taking Action

Social Studies was introduced into the Ontario curriculum in 1937, integrating history and geography, but also various matters pertaining to law, government, and civics, as a means of focusing students’ attention on the world around them thoughtfully and critically. Informed by the past, students were directed to gaze upon the future and to take action within their communities. Civic engagement and Social Studies were very closely linked. This essay argues that Social Studies education has a particular role to play in teacher education, as a medium of cultivating meaningful experiences relating to contemporary life and as a means of exploring the disciplinary roots of the subject. Teacher education is explored as a site for "take action" projects, which relate citizenship, historical thinking, and social action.

scholarly journals What Do Young New Zealanders Want in Terms of Smoking Cessation?

2013 ◽  
Vol 9 (2) ◽  
pp. 98-108 ◽  
Author(s):  
Louise Marsh ◽  
Anna Dawson ◽  
Rob McGee
Keyword(s):  
New Zealand ◽  
Young People ◽  
Focus Groups ◽  
Qualitative Investigation ◽  
The Past ◽  
Quit Attempt ◽  
Quit Smoking ◽  
Young Smokers ◽  
Legislative Changes ◽  
Personal Changes

This study examines young New Zealand smokers’ views of what would help them quit smoking. A qualitative investigation using 10 focus groups with 66 current young smokers, aged between 15 and 17 years, was conducted throughout New Zealand, in late 2011. Transcripts from the focus groups were analysed using NVivo, and common themes and categories within themes were identified. Around half the participants had made a quit attempt in the past, some had tried multiple times using a range of methods; all were unsuccessful. They described both mental and physical difficulties for young people quitting. The participants developed an array of ideas for how to help young people quit smoking, encompassing having supportive people around them, making personal changes and adopting alternative behaviours to smoking, legislative changes, and ideas that were unique to young people. Cessation strategies which reach high risk smokers such as young people, Māori and Pacific peoples, are going to be vital for achieving a smokefree Aotearoa by 2025.

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