Citizenship Education at School and Democracy: A Case Study in Europe

2021 ◽  
Vol 12 (2) ◽  
pp. 177-200
Author(s):  
Sung Eun SHIM
Keyword(s):  
Citizenship Education

scholarly journals Learning from, through and about Differences: A Multiple Case Study on Schools as Practice Grounds for Citizenship

2021 ◽  
Vol 10 (6) ◽  
pp. 200
Author(s):  
Willemijn F. Rinnooy Kan ◽  
Virginie März ◽  
Monique Volman ◽  
Anne Bert Dijkstra
Keyword(s):  
Cultural Diversity ◽  
Citizenship Education ◽  
Multiple Case Study ◽  
Individual Characteristics ◽  
Societal Implications ◽  
Formal Curriculum ◽  
Teacher Student ◽  
Multiple Case ◽  
Support Students

Learning to relate to others that differ from you is one of the central aims of citizenship education. Schools can be understood as practice grounds for citizenship, where students’ citizenship is not only influenced by the formal curriculum, but also by their experiences in the context of teacher–student and student–student relations. In this article we therefore investigate how the practice of dealing with difference is enacted in schools. Data were collected through an exploratory multiple case study in four secondary schools, combining interviews and focus groups. Despite the differences between the schools in terms of population and location, in all schools the reflection on the enactment of ‘dealing with differences’ was limited in scope and depth. ‘Being different’ was understood primarily in terms of individual characteristics. Furthermore, in all schools there was limited reflection on being different in relation to teachers and the broader community. Finally, relevant differences for citizenship were confined to the category of ‘ethnic and cultural diversity’. This article calls for preparing teachers to consider a broader array of differences to practice dealing with differences with their students and to support students in reflecting on the societal implications of being different from each other.

Case Study of Game-Based Learning in a Citizenship Education K-12 Classroom

2013 ◽  
pp. 881-891
Author(s):  
Venus Olla
Keyword(s):  
Citizenship Education ◽  
Classroom Teacher ◽  
Subject Area ◽  
Game Based Learning ◽  
Gaming Technology ◽  
The Subject ◽  
K 12

This chapter focuses on a case study that involves the incorporation of ICT in particular gaming technology into the subject area of Citizenship Education (CE), a non-traditional ICT focused subject. The case study is within the context of a K-12 classroom and it explores the processes in which a classroom teacher may have to navigate to be able to use innovative ICT within their classroom. The case highlights the main issues as relating to pedagogical and institutional considerations.

Tacit assumptions of citizenship education: A case study in Spanish initial teacher education

2018 ◽  
Vol 14 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Marta Estelles ◽  
Jesús Romero
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
Teacher Educators ◽  
Public University ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Tacit Assumptions

Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group of teacher educators from a public university in Spain understand citizenship education, exploring the net of metaphors and idealized visions they seem to share, regardless of their formal conceptualizations. The discussion of the findings considers the implicit hierarchies of these shared assumptions that define what is deemed as real, desirable, and possible in citizenship education. Implications for teacher education are also contemplated.

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’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.

scholarly journals An Analysis of Improving Public Participation in Tax Payments with Emphasis on Citizenship Education (Case Study of General Tax Affairs Directorate of Tehran City West)

2019 ◽  
Vol 27 (43) ◽  
pp. 145-178
Author(s):  
مصطفی نیکنامی ◽  
افسانه زمانی مقدم ◽  
کامران محمدخانی ◽  
محمدرضا غیاثی
Keyword(s):  
Public Participation ◽  
Citizenship Education ◽  
Tax Payments

scholarly journals PERANAN PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN DALAM MENINGKATKAN KEBERANIAN MENGEMUKAKAN PENDAPAT SISWA

2019 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Lina Marlina
Keyword(s):  
Learning Process ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Active Role ◽  
Vocational High School ◽  
Case Study Method ◽  
Strategic Role ◽  
Teaching Learning ◽  
The Impact

This research starts from the problems that appeared in Citizenship Education learning process which is recognized by lack of students’ activeness and low of courage level in expressing students’ opinions. The indication of lack the courage in expressing students’ opinions can be seen from the low of students’ activeness in learning process. Teachers have the most strategic role in learning process. The teachers Strategic role in learning process have the impact on students' competencies (knowledge, attitudes, skills). The competence of students’ will develop optimally depending on how teachers place them selves and students’ in teaching learning process. Based on the background above, the identification of this research formulation is how the teaching and learning of Citizenship Education can play an important role in improving the courage for the students’ to be able express opinions during the teaching-learning process easily. This research was conducted by the purpose to know how the Citizenship Education can play an important role in improving the courage to express students opinions in teaching-learning process. To achieve the objectives conducted qualitative research on the case study method of learning Citizenship Educationin at Vocational High School Pasundan I Serang City. Data collecting technique that used were observation, interview and documentation. From the result of analysis, it can be concluded that Citizenship Education in improving the courage express students opinions is able to change the situations of learning centere on teachers become students active role in achieving the learning objectives. Based on the findings of this research, it can be argued that the Citizenship Education in improving the courage to express students opinion have the potential to participate actively in the learning process and collaboration in a heterogeneous group.Keywords: learning, Citizenships Education, Courage, Expressing Opinions

Heritage Education in Central China

2020 ◽  
pp. 219-238
Author(s):  
Wing On Lee ◽  
Nan Hao ◽  
Qian Zhou
Keyword(s):  
Cultural Heritage ◽  
Citizenship Education ◽  
Chinese Culture ◽  
Central China ◽  
Central Plains ◽  
Heritage Education ◽  
The World ◽  
Teachers And Students ◽  
Diverse Cultures

Based on a review of the linkage between heritage education and citizenship education that includes cultural and inter-cultural education, this chapter provides a case study of heritage education in the Central Plains of China, which is one of the most important cradles of Chinese civilization with a splendid cultural heritage. Heritage education in this region helped youngsters to construct characters and qualities to be citizens. Even though heritage education is mainly a study of the past, Central China's past is not only “cultural” but also “inter-cultural” as it has been the traffic hub in history, and thus the growth of Chinese culture through the Central Plains is characterized by the absorption of diverse cultures passing through the hub. Its positioning is important for both teachers and students to reflect upon what we should be and how China can interact with other parts of the world in this age of globalization.

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