Challenges for the Construction of Identities With Historical Consciousness

2020 ◽  
pp. 1-25
Author(s):  
Emilio José Delgado-Algarra ◽  
José María Cuenca-López
Keyword(s):  
Social Justice ◽  
Private Sector ◽  
Citizenship Education ◽  
General Public ◽  
Social Issues ◽  
Social Groups ◽  
Environmental Issues ◽  
Research And Innovation ◽  
Heritage Education ◽  
Definition Of

As a result of innovative didactic experiences and previous research, the authors selected and highlighted some of the most important bases to consider that citizenship education and heritage education share common principles and objectives to enhance aspects such as participation, commitment, or historical awareness. However, there are still challenges that must be faced collaboratively between public administrations, social groups, the private sector, and the general public. This chapter starts with a review about research on heritage education and research in citizenship education and continues with the description of some innovative experiences based on research into heritage and citizenship education; concluding that the connections between citizenship education and heritage education allows the definition of new lines of research and innovation framed as relevant socio-environmental issues, such as controversial social issues, the approach to freedoms, social justice, respect and sociocultural empathy, democratic values, and construction of identities, among others.

scholarly journals Wilayah Gerak Earth Hour Menjadi Sarana Pemerintah dan Swasta Meraih Dukungan Publik

ijd-demos ◽  
2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Siva Yolla Mardiana
Keyword(s):  
Private Sector ◽  
Social Movement ◽  
World Wide ◽  
Energy Savings ◽  
Social Issues ◽  
Environmental Issues ◽  
The World ◽  
Global Movement ◽  
The Government ◽  
Peak Event

the purpose of Earth Hour and the World Wide Fund for Nature (WWF) invite people around the world to continue to be a part of the social movement in the field of climate change with one of the energy-saving activities. In their campaign, Earth Hour proved to be a dominant force among other powers, associated with the three pillars of power, between political power and economic power. Environmental issues have become a global issue, a variety of damage that occurs on earth has become a serious concern by many. There are many organizations, communities and also mass movements that are concerned with environmental issues. Earth Hour is a global movement that initially campaigned energy savings with its peak event by turning off the electricity in 60 minutes at the end of March every year. Earth Hour movement spread over 153 countries around the world and 28 cities in Indonesia. The research was the focus in the area of motion Earth Hour; The Political environmental theory which was used in this research is Peterson’s theory, those are the government, the private sector and social movement itself. This type of research is a qualitative study using a descriptive study. The researcher obtained data by conducting in personal experience and study literature. Data analysis techniques include data reduction, data display, and conclusion. The Conclusion of this study is in Earth Hour has its own characteristics to do such as lobbying to local authorities, then how to lobbying with other people who have the capability to influence public opinion, cooperate with other NGOs and raise social issues in the community to lobby with the private sector. In this area of movement Earth Hour is used as best as possible by the government and private sector to achieve their interests outside environmental-related policy issues.Tujuan Earth Hour dan World Wide Fund for Nature (WWF) mengundang orang di seluruh dunia untuk terus menjadi bagian dari gerakan sosial di bidang perubahan iklim dengan salah satu kegiatan penghematan energi. Dalam kampanye mereka, Earth Hour terbukti menjadi kekuatan dominan di antara kekuatankekuatan lain, yang terkait dengan tiga pilar kekuatan, antara kekuatan politik dan kekuatan ekonomi. Masalah lingkungan telah menjadi masalah global, berbagai kerusakan yang terjadi di bumi telah menjadi perhatian serius banyak orang. Ada banyak organisasi, komunitas dan juga gerakan massa yang peduli dengan masalah lingkungan. Earth Hour adalah gerakan global yang awalnya mengkampanyekan penyempurnaan energi dengan acara puncaknya dengan mematikan listrik dalam 60 menit pada akhir Maret setiap tahun. Gerakan Earth Hour tersebar di 153 negara di seluruh dunia dan 28 kota di Indonesia. Penelitian ini fokus di bidang gerak Earth Hour; Teori lingkungan politik yang digunakan dalam penelitian ini adalah teori Peterson, yaitu pemerintah, sektor swasta dan gerakan sosial itu sendiri. Jenis penelitian ini adalah penelitian kualitatif dengan menggunakan penelitian deskriptif. Peneliti memperoleh data dengan melakukan pengalaman pribadi dan mempelajari literatur. Teknik analisis data meliputi reduksi data, tampilan data, dan penarikan kesimpulan. Kesimpulan dari penelitian ini adalah di Earth Hour memiliki karakteristik tersendiri untuk melakukan seperti melobi pihak berwenang setempat, kemudian bagaimana melobi dengan orang lain yang memiliki kemampuan untuk mempengaruhi opini publik, bekerja sama dengan LSM lain dan mengangkat masalah sosial di masyarakat untuk melobi dengan sektor swasta. Dalam bidang pergerakan ini Earth Hour digunakan sebaik mungkin oleh pemerintah dan sektor swasta untuk mencapai kepentingan mereka di luar masalah kebijakan terkait lingkungan 

scholarly journals Teacher training in heritage education: good practices for citizenship education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
José María Cuenca-López ◽  
Myriam J. Martín-Cáceres ◽  
Jesús Estepa-Giménez
Keyword(s):  
Citizenship Education ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Teaching Staff ◽  
Initial Training ◽  
Master's Degrees ◽  
Good Practices ◽  
Research And Innovation ◽  
Heritage Education ◽  
Professional Profile

AbstractEducation of citizens to understand, address and resolve current social and environmental issues calls for a new professional profile that is more reflective, investigative, and critical of the teaching staff and which modifies the predominant, more traditional teaching methodologies. For this reason, we consider it essential that future teachers responsible for all subjects in which heritage is a relevant educational component should have appropriate training in these key concepts, in relation to heritage, emotions, identities, citizenship, and the approach to relevant socio-environmental problems. The study developed here analyses different end-of-degree projects (undergraduate and master’s degrees) carried out by teachers in initial training for Primary and Secondary Education. In their training process, they have addressed different criteria that are considered key to carry out didactic proposals for citizenship education based on heritage, from the perspective of determining good practices in the teaching and learning processes of the social sciences. The approach of this research is characterized by a qualitative methodology, through a documentary study, in which the materials produced by teachers in initial training are examined by analytical categories of this study: Why teach about heritage? What is taught about heritage? How is it taught? What relations are established between emotional intelligence and heritage? What relationships are established between territorial intelligence and heritage? In this study, the importance of the connection between educational research and innovation processes for the training of teachers in the field of heritage education with respect to education for citizenship has been highlighted. The connections of heritage with citizenship education and the potential involved in working on emotional and territorial intelligence have been highlighted too. However, it has been evidenced that it is necessary to go much further into the implementation of the approach to territorial intelligence in which the citizenry should be involved through shared management of heritage.

RELASI ULAMA DAN PENGUASA MASA KOLONIALISME

2020 ◽  
Vol 8 (2) ◽  
pp. 126-134
Author(s):  
Agung Perdana Kusuma
Keyword(s):  
The Netherlands ◽  
Private Sector ◽  
General Public ◽  
18Th Century ◽  
The Government ◽  
Colonial Government ◽  
The Way

In the 18th century, although the Dutch Company controlled most of the archipelago, the Netherlands also experienced a decline in trade. This was due to the large number of corrupt employees and the fall in the price of spices which eventually created the VOC. Under the rule of H.W. Daendels, the colonial government began to change the way of exploitation from the old conservative way which focused on trade through the VOC to exploitation managed by the government and the private sector. Ulama also strengthen their ties with the general public through judicial management, and compensation, and waqaf assets, and by leading congregational prayers and various ceremonies for celebrating birth, marriage and death. Their links with a large number of artisans, workers (workers), and the merchant elite were very influential.

Diverse Applications of Sociological Imagination: A Qualitative Study of Service-Learning Mentoring

2021 ◽  
pp. 193672442110213
Author(s):  
Laura C. Atkins ◽  
Shelley B. Grant
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Issues ◽  
Media Representations ◽  
At Risk Youth ◽  
Reflection Data ◽  
Student Mentors ◽  
Diverse Backgrounds ◽  
Personal Histories ◽  
Media And Crime

This project expands discussions regarding critical ways that students’ diverse backgrounds and experiences intertwine with service-learning and social justice. Educators need to empower the next generation to explore their views, apply their skills, and engage with social issues. The research intersects with complex conversations about students’ perspectives regarding media representations, justice system responses, and views of at-risk youth. The project spanned four semesters of a sociology of media and crime course with service-learning mentoring. Qualitative reflection data drawn from 104 participating student mentors provided insights into how service-learners’ unique personal histories and sociological imaginations inform their views of youth, the mentoring experience, and social justice. The findings focus attention upon diversity within classrooms and expand the conversation about social justice praxis and service-learning pedagogy. Through reflexivity, the researchers consider their own social justice and service-learning practices, and add to the call for greater reflexivity within community-engaged sociology classrooms.

scholarly journals Diversity and citizenship in the curriculum

2008 ◽  
Author(s):  
Hugh Starkey
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Cultural Diversity ◽  
National Unity ◽  
Shared Humanity ◽  
Definition Of

This article comments on keynote speeches given by Keith Ajegbo and Audrey Osler. The programme of study for citizenship derived from the Crick report and did not emphasise race equality and national unity for security. Osler argues that the Ajegbo review addressed teaching of ethnic, religious and cultural diversity but did not confront the inadequacies of British democracy or reassert social justice, a sense of shared humanity and a commitment to human rights. Proposing, let alone imposing, a definition of Britishness is futile, but it is possible to promote cosmopolitan patriotism supported by explicit principles, concepts and values.

Towards a computational theory of social groups: A finite set of cognitive primitives for representing any and all social groups in the context of conflict

2021 ◽  
pp. 1-62
Author(s):  
David Pietraszewski
Keyword(s):  
Social Group ◽  
Group Representation ◽  
Social Groups ◽  
Study Groups ◽  
Human Mind ◽  
Computational Theory ◽  
Mistaken Belief ◽  
Finite Set ◽  
The One ◽  
Definition Of

Abstract We don't yet have adequate theories of what the human mind is representing when it represents a social group. Worse still, many people think we do. This mistaken belief is a consequence of the state of play: Until now, researchers have relied on their own intuitions to link up the concept social group on the one hand, and the results of particular studies or models on the other. While necessary, this reliance on intuition has been purchased at considerable cost. When looked at soberly, existing theories of social groups are either (i) literal, but not remotely adequate (such as models built atop economic games), or (ii) simply metaphorical (typically a subsumption or containment metaphor). Intuition is filling in the gaps of an explicit theory. This paper presents a computational theory of what, literally, a group representation is in the context of conflict: it is the assignment of agents to specific roles within a small number of triadic interaction types. This “mental definition” of a group paves the way for a computational theory of social groups—in that it provides a theory of what exactly the information-processing problem of representing and reasoning about a group is. For psychologists, this paper offers a different way to conceptualize and study groups, and suggests that a non-tautological definition of a social group is possible. For cognitive scientists, this paper provides a computational benchmark against which natural and artificial intelligences can be held.

scholarly journals Politics of citizenship during the COVID-19 pandemic: what can educators do?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Adeela Arshad-Ayaz ◽  
M. Ayaz Naseem
Keyword(s):  
Public Health ◽  
Social Justice ◽  
Educational System ◽  
Citizenship Education ◽  
Environmental Stewardship ◽  
Death Rates ◽  
New Normal ◽  
The Public ◽  
The Social ◽  
Fault Lines

AbstractAs a once in a 100 years emergency, the COVID-19 pandemic has resulted in repercussions for the economy, the polity, and the social. Also, the ongoing pandemic is as much a teaching moment as it to reflect on the lack of critical citizenship education. The fault lines of the health system have become visible in terms of infection and death rates; the fault lines of the educational system are now apparent in the behavior of the citizens who are flouting the public health guidelines and, in certain cases, actively opposing these guidelines. The main objective of this commentary is to initiate a dialogue on the social contract between the state and the subjects and to see how education and educators can respond to the challenge of the new normal. It is contended that education under the new normal cannot afford to keep educating for unbridled productivity education under the new normal. It must have welfare, human connections, ethical relationships, environmental stewardship, and social justice front and center.

International Economic Law Tribunals and Global Social Justice

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Frank J. Garcia
Keyword(s):  
International Economic ◽  
Social Justice ◽  
Social Issues ◽  
Structural Features ◽  
The Core ◽  
Economic Law ◽  
International Economic Law ◽  
The Law ◽  
Principles Of Justice ◽  
International Adjudication

Abstract International courts play a key role in the attainment of global social justice objectives. The core contributions of international adjudication to global social justice are, not surprisingly, in line with the core functions of adjudication: the enforcement of substantive rights in a setting of fair procedures. Fully realizing the potential for justice inherent in this role is limited, however, by certain institutional and structural features unique to international adjudication. This article analyzes these opportunities, challenges, and background conditions in the context of international economic law (IEL) adjudication, where the results are mixed. For example, one can see in the case of the World Trade Organization (WTO) evidence of institutional and doctrinal evolution, albeit uneven, toward more substantively progressive outcomes. In the case of the foreign investment regime, however, one can see evidence of this regime retarding global social justice rather than advancing it. This makes it all the more important that all judges and arbitrators in IEL adjudications consider carefully the interpretive, remedial, and progressive roles that principles of justice can play in adjudication, particularly in the face of any deficiencies in procedural or substantive justice in the law or forum within which they operate. The work of IEL adjudication offers a number of possible sites for interpretive practices according to principles of justice, such as the resolution of disputes involves difficult interpretive questions centered around fairness and unfairness; equality and inequality of treatment; the scope of exceptions; and the meaning of evolutionary terms. Capitalizing on these opportunities and moving IEL adjudication toward global social justice requires what effective judging always requires: a vision of the goals of the institutions and regimes in question; an understanding of the social issues the regime either was created to address or touches incidentally through its actions and externalities; careful attention to the relationships among the relevant actors and their expectations; and a sophisticated understanding of the legal context and legislative history of the law in question.

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 Women in Transnational Migrant Activism: Supporting Social Justice Claims of Homeland Political Organizations

2012 ◽  
Vol 7 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Liza Mügge
Keyword(s):  
Social Justice ◽  
Identity Politics ◽  
Transnational Politics ◽  
The Novel ◽  
Political Organizations ◽  
Kurdish Women ◽  
Narrow Definition ◽  
Definition Of ◽  
The Cold War ◽  
Migrant Activism

This article studies the conceptions of social justice of women active in transnational migrant politics over a period of roughly 20 years in the Netherlands. The novel focus on migrant women reveals that transnational politics is almost completely male-dominated and -directed. Two of the exceptions found in this article include a leftist and a Kurdish women organization supporting the communist cause in the 1980s and the Kurdish struggle in the 1990s in Turkey, respectively. In both organizations gender equality was subordinated to broader ideologies of political parties in their homeland. Leftist activists in the cold war era supported a narrow definition of the "politics of redistribution," while and Kurdish activists, combined classical features of the latter with those of traditional identity politics.

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