scholarly journals Students’ Future in the Virtual Sphere: Necessity of Personal, Social and Global Citizenship Education at Elementary Level

2020 ◽  
Vol 5 (2) ◽  
pp. 178-199
Author(s):  
Hafiz Kosar ◽  
Najam ul Kashif
Keyword(s):  
Social Studies ◽  
Developing Country ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Elementary Level ◽  
The Social ◽  
The World ◽  
Class 1 ◽  
The Subject ◽  
Compulsory Subject

School education serves as ladder and the students of today are leaders of future. Future of the generations is in clutches of virtual sphere. Pakistan, being a developing country is also working to meet the challenges of the world and pace with it. From class 1 to 8, the subject of Social Studies is taught as a compulsory subject to teach personal, social and citizenship Education to Pakistani students. Presented study was designed to highlight the dire need of aforementioned education in bridging the virtual sphere as well as to identify how much Personal, Social and global citizenship is conceptualized through the curriculum of Social Studies and what more is required to add up. To achieve the aim of the study, documental analysis of the social studies curriculum and textbooks was done. Each level book was analyzed according to the set parameters given by OXFAM (2015) and UNESCO (2015) Guides for Schools. The findings revealed textbooks need to improve some areas.

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 Space of Geography Content in Social Studies of School Education Curriculum in Nepal

2018 ◽  
Vol 17 ◽  
pp. 1-20
Author(s):  
Krishna Prasad Poudel
Keyword(s):  
Social Studies ◽  
Social Issues ◽  
Secondary Level ◽  
School Curriculum ◽  
School Education ◽  
Education Curriculum ◽  
The Social ◽  
Bona Fide ◽  
The Subject ◽  
Compulsory Subject

Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of the academic disciplinary subjects of social sciences, such as, geography, history, sociology, anthropology, civics, economics, psychology, culture including numbers of social issues and agendas in an integrated form including the past events in the study enables and inspires students to understand the present and become the bona fide citizens. The present paper has focused the position of geography content in the social studies of school education curriculum in Nepal. It has been over viewed in the context of content incorporated inside the subject according to the grades from basic to the secondary level and the delivery systems in each chapter. At the end, the final outcomes have been summarized as a form of suggestions to improve the disciplinary development of geography content in the social studies of school education curriculum. The Third Pole: Journal of Geography Vol. 17: 1-20, 2017

scholarly journals Human rights and global citizenship in social studies standards in the United States.

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Anatoli Rapoport
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Citizenship Education ◽  
Global Citizenship ◽  
The United States ◽  
State Standards ◽  
Us States ◽  
The Social ◽  
Rights Discourse ◽  
Human Rights Discourse

There is a synergetic complementary relationship between human rights education (HRE) and global citizenship education (GCE). Historically, however, HRE began to develop earlier than GCE. The purpose of this study is to investigate whether and to what degree a human rights narrative in the social studies standards of individual US states facilitates the introduction of the concept of global citizenship, and whether social studies standards connect human rights and global citizenship, contextually or thematically. The analysis demonstrates that despite an increased visibility of both concepts, state standards still fall short of demonstrating a clear connection between human rights and global citizenship or utilising a human rights discourse and paradigm to advocate for a broader exposure and acceptance of global citizenship

“Women know how to get things done”: narrative of an intersectional movement

2017 ◽  
Vol 12 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Amanda Elizabeth Vickery
Keyword(s):  
Civil Rights ◽  
Social Studies ◽  
African American Women ◽  
Design Methodology ◽  
Content Type ◽  
American Women ◽  
Know How ◽  
Civil Rights Organizations ◽  
The Social ◽  
The World

Purpose The purpose of this paper is to explore how African-American women, both individually and collectively, were subjected to both racism and sexism when participating within civil rights organizations. Design/methodology/approach Because of the intersection of their identities as both African and American women, their experiences participating and organizing within multiple movements were shaped by racism and patriarchy that left them outside of the realm of leadership. Findings A discussion on the importance of teaching social studies through an intersectional lens that personifies individuals and communities traditionally silenced within the social studies curriculum follows. Originality/value The aim is to teach students to adopt a more inclusive and complex view of the world.

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.

scholarly journals The female characters in Branislav Nušić's and Stefan Kostov's selected comedies

Bastina ◽  
2020 ◽  
pp. 95-109
Author(s):  
Đurđina Isić
Keyword(s):  
Small Town ◽  
Point Of View ◽  
Theoretical Point ◽  
Female Characters ◽  
Modern Age ◽  
The Social ◽  
The World ◽  
The Subject ◽  
Bereaved Family

The paper presents the results of research that included comparative study of the place and role of female characters in selected and representative comedies by Serbian comedigrapher Branislav Nušić (eng. MP, Suspicious person, Mrs Minister, Bereaved family, Dr, Deceased; srb. Narodni poslanik, Sumnjivo lice, Ožalošćena porodica, Dr, Pokojnik, Vlast) and Bulgarian comedigrapher Stefan Kostov (eng. Gold mine, Golemanov, Grasshoppers, Nameless comedy; blg. Zlamnama mina, Golemanov, Skakalci, Komediâ bez ime) in order to find similarities and differences in the process of comedigraphic shaping of female characters in the work of these two authors. The subject of the research was viewed primarily from a literary-theoretical point of view, and the dominant methods of study were comparative and analytical-synthetic. During the research, there was a differentiation of female characters in accordance with their motivational structures, psychological assemblies and the nature of the place and the role they play in the social environment in which they are located. Therefore, we can distinguish female characters who live in the province and who are fully representative of the small-town spirit, female characters who live in the capital and are a symbol of the modern age and female characters who dwell in the capital, but in fact, deeply down still carry a small-town view of the world. The structure of this paper is in line with this distinction. Conclusions made at the end of the study show that the representation of female characters in analyzed comedies of both comedigaphers is highly similar in its nature.

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