Effects of Mindset, Democratic Parenting, Teaching, and School Environment on Global Citizenship of Ninth-grade Students

<p style="margin-left: 21.3pt; text-align: justify;">This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.</p>

Awareness and Use of Democratic Teaching Strategy of Basic Education Teachers

This descriptive-correlational study examined the teachers’ level of awareness and extent of use of democratic teaching strategy. This study focused on the four areas of democratic teaching: equality, freedom, justice, and participation. Moreover, this study investigated the correlation between teachers’ level of awareness and extent of use of the strategy. Data were gathered from the whole population of the Basic Education Department of a Salesian school in Negros Occidental. Data analysis using mean, t-test of independent means, One Way Analysis of Variance, and Pearson Product Moment of Correlation were utilized. Results revealed that teachers have a high to a very high level of awareness of the democratic teaching strategy and a great extent of its use. The findings of this study suggest enhancement of teachers’ awareness and practice of the democratic teaching strategy to address the gaps on the areas of equality, freedom, and justice considering different disciplines taught.

EDUCAÇÃO INTERCULTURAL E A SOCIOPOÉTICA: MITOLOGIA AFRICANA NA FORMAÇÃO DOCENTE EM GEOGRAFIA

O movimento desse artigo traz consigo o conceito de corpo-território (MIRANDA, 2014). Destarte, referente ao ato de experienciar, encontro-me articulando a práxis em quatro turmas de graduandos e graduandas da licenciatura em Geografia da Universidade Federal da Bahia – UFBA. Onde tenho realizado um trabalho respaldado nas contribuições de uma série de teóricos, dentre eles Boaventura Santos (2002) com destaque inicial ao texto “Para uma sociologia das ausências e uma sociologia das emergências”. Acredito e defendo que os cursos de licenciaturas precisam se ater a formação de educadores com o olhar intercultural (CANDAU, 2008). Então para que a escola, bem como a formação docente abarque a emergência da interculturalidade, desenhei as interconexões dos postulados de Boaventura (2002) com os princípios da Sociopoética (GAUTHIER, 2014; ADAD, 2014). Nesse escopo, socializo com vocês a mensagem de um dos mitos do panteão africano que compõe a minha identidade docente, o qual nos conta que Iansã certa feita inconformada com o monopólio de Ossain, perante as ervas, requereu uma reunião com todos os Orixás e solicitou a partilha das folhas, mas Ossain se recusou. Então, Iansã utilizou do seu poder e evocou uma ventania muito forte responsável por quebrar a cabaça que guardava todas as ervas e cada Orixá pode se apropriar do que até então estava guardado em mãos únicas. Tenho tentado aplicar esse ensinamento democrático, no qual todos e todas envolvidas nas práticas educativas devem ser participantes igualitariamente da produção de saberes, de experiências e de muitos confetos.Palavras-chave: Sociopoética. Formação Docente. Corpo-território. Razão Indolente. ABSTRACTThe movement of this article brings with it the concept of body-territory (MIRANDA, 2014). So, concerning the act of experiencing, I find myself articulating the praxis in four classes of undergraduates and graduates of the degree in Geography of the Federal University of Bahia - UFBA. Where I have carried out a work supported by the contributions of a series of theorists, among them Boaventura Santos (2002) with initial emphasis on the text "Towards a sociology of absences and a sociology of emergencies". I believe and defend that undergraduate courses need to focus on the training of educators with an intercultural view (CANDAU, 2008). So that the school, as well as the teaching formation embrace the emergence of interculturality, I drew the interconnections of Boaventura's (2002) postulates with the principles of Sociopoetics (GAUTHIER, 2014, ADAD, 2014). In this scope, I socialize with you the message of one of the myths of the African pantheon that composes my teaching identity, which tells us that Iansã, a certain fact not in line with the Ossain monopoly, before the herbs, requested a meeting with all Orixás and requested the sharing of the leaves, but Ossain refused. Then Iansã used his power and evoked a very strong wind responsible for breaking the gourd that kept all the herbs and each Orixá can take possession of what until then was stored in unique hands. I have tried to apply this democratic teaching, in which everyone involved in educational practices must participate equally in the production of knowledge, experience and many confetti.Keywords: Sociopoetics. Teacher Training. Body-territory. Indolent reason. RESUMENEl movimiento de este artículo trae consigo el concepto de cuerpo-territorio (MIRANDA, 2014). De este modo, referente al acto de experimentar, se encuentra articulando la práctica en cuatro turmas de graduandos y graduandas de la licenciatura en Geografía de la Universidad Federal de la Bahia – UFBA, dónde fue realizado un trabajo respaldado en las contribuciones de una serie de teóricos, entre ellos, Boaventura Santos (2002) con destaque inicial al texto “Para una sociología de las ausencias y una sociología de las emergencias”. Se cree y se defiende que los cursos de licenciaturas necesitan atenerse la formación de educadores con el mirar intercultural (CANDAU, 2008). Entonces para que la escuela, así como la formación docente abarque la emergencia de la interculturalidad, se diseña las interconexiones de los postulados de Boaventura (2002) con los principios de la Sociopoética (GAUTHIER, 2014; ADAD, 2014). En ese sentido, socializamos el mensaje de uno de los mitos del panteón africano el cual cuenta que Iansã cierta hecha inconformada con el monopolio de Ossain, ante las hierbas, requirió una reunión con todos los Orixás y solicitó el reparto de las hojas, pero Ossain se rechazó. Entonces, Iansã utilizó de su poder y evocó una tormenta muy fuerte responsable por quebrar la calabaza que guardaba todas las hierbas y cada Orixá puede apropiarse del que hasta entonces estaba guardado en manos únicas. Se intenta aplicar esa enseñanza democrática, en el cual todos y todas envueltas en las prácticas educativas deben ser participantes igualitariamente de la producción de saberes y de experiencias.Palabras clave: Sociopoética. Formación Docente. Cuerpo- territorio. Razón. Perezoso.

«Når noko rart blir naturleg» Ungdomsskuleelevar si oppleving med deltaking i eit kunstnarisk danseprosjekt.

In this article, the focus is on creative dance in school, democratic teaching and co-determination. Teaching dance in Norway has a low standing and corresponds to a small fraction of the curriculum’s intentions and goals. However, research indicates that students have a desire for greater involvement. The study, therefore, investigates what happens when secondary school students participate in an artistic dance project led by professional dance instructors. The students were expected to be active participants in the creation and performance of dance art. There was a particular focus on whether the students experienced co-determination, whether the pedagogical approach could be characterised as democratic teaching as well as what this meant for the students’ learning in the process. The methodological approach was qualitative, comprising personal interviews with 17 students who participated in the project. The analysis shows that most students had little experience with creative dance prior to the start of the project. They experienced the project as «strange and unusual» at first and «natural, fun and educational» thereafter. All students experienced co-determination. The dance project can be an example of democratic teaching, whereby students express an enhanced sense of opinion and attitude towards dance as an art form. It also indicates a possible way in which to realize the curriculum’s goals and intentions regarding dance as creative and aesthetic expression.

The complicated pursuit of democratic teaching

This article describes one secondary social studies teacher’s attempts to build a pedagogically democratic classroom. The teacher designs curriculum around large essential questions, connects content to the present lives of students, and creates space for students to make their own decisions and choices. The teacher is convinced that she has created a strong democratic space. Upon closer inspection, when given a choice, students consistently chose gender and ethnic alike teams. This raised difficult and complicated questions about what a democratic classroom is. The author concludes that issues of gender, race, and student reflection upon their choices about gender and race have to be a strongly and well-embedded part of democratic teaching.

Transitioning from talking democratically, to thinking democratically and acting democratically: Exploring student-centred approaches to curriculum implementation

Student-centred approaches to learning are gaining increasing national and international attention. For many teachers, more democratic teaching designs require a shift in thinking and practice. This article looks at how teachers unfamiliar with these approaches might transition from a position of power to empowerment by exploring small, manageable changes in practice. It draws on a 9-month participatory action-based research project on student-centred curriculum integration and the teaching practice of the author.