Critics suggest that youth lack basic civic knowledge and are disengaging from civic action, particularly political action. The validity of these criticisms depends on how civic knowledge and civic engagement are defined. The results of four studies of civic education, conducted by the IEA over a period of almost 50 years, are examined in terms of the definition of these concepts. Five questions are addressed: (1) What are the goals of civic education? (2) What is civic knowledge? (3) What is civic engagement? (4) What are civic attitudes and values? (5) What do we know about teaching civics in schools? The results suggest that (1) there is disagreement on the goals of civic education; (2) civic knowledge is often equated with the memorization of facts about government and politics; (3) civic engagement is different from political engagement, with today’s youth more interested in civic engagement; (4) civic attitudes and values may be more important than civic knowledge or engagement for preparing informed, productive citizens; and (5) there is limited time for teaching civics in schools, and the ways in which civics is currently taught are inconsistent with the kind of teaching needed.
{"title":"Civic education, citizenship, and democracy","authors":"Lorin W. Anderson","doi":"10.14507/epaa.31.7991","DOIUrl":"https://doi.org/10.14507/epaa.31.7991","url":null,"abstract":"Critics suggest that youth lack basic civic knowledge and are disengaging from civic action, particularly political action. The validity of these criticisms depends on how civic knowledge and civic engagement are defined. The results of four studies of civic education, conducted by the IEA over a period of almost 50 years, are examined in terms of the definition of these concepts. Five questions are addressed: (1) What are the goals of civic education? (2) What is civic knowledge? (3) What is civic engagement? (4) What are civic attitudes and values? (5) What do we know about teaching civics in schools? The results suggest that (1) there is disagreement on the goals of civic education; (2) civic knowledge is often equated with the memorization of facts about government and politics; (3) civic engagement is different from political engagement, with today’s youth more interested in civic engagement; (4) civic attitudes and values may be more important than civic knowledge or engagement for preparing informed, productive citizens; and (5) there is limited time for teaching civics in schools, and the ways in which civics is currently taught are inconsistent with the kind of teaching needed.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I draw on Dewey’s concept of democratically constituted society to investigate whether Japanese schools are organized in a way that students can experience democratic living, by examining diversity and interaction within schools. I also rely on Reimer’s notion of citizenship education to explore whether schools in Japan foster the competencies necessary to understand, care about, and act upon global challenges, by examining the teaching of relevance and development of sense of purpose. Based on the analyses of PISA data, I find the following characteristics of Japanese education compared to OECD countries: (1) the high school system sorts students not only by their academic achievement but simultaneously by their family background, creating the least diversified schools; (2) interaction, measured by student participation and debate in class, is low; (3) teaching relevance and application of scientific concepts in class are limited; and (4) students have a low sense of purpose at the end of compulsory education. The lack of opportunity to practice and internalize democratic values in the school, to connect what is being taught to real-world issues, and to develop one’s sense of purpose may partly explain the current youths’ political apathy and why there is little youth-led collective activism in Japan.
{"title":"Challenges in fostering democratic participation in Japanese education","authors":"Yuko Nonoyama-Tarumi","doi":"10.14507/epaa.31.7996","DOIUrl":"https://doi.org/10.14507/epaa.31.7996","url":null,"abstract":"I draw on Dewey’s concept of democratically constituted society to investigate whether Japanese schools are organized in a way that students can experience democratic living, by examining diversity and interaction within schools. I also rely on Reimer’s notion of citizenship education to explore whether schools in Japan foster the competencies necessary to understand, care about, and act upon global challenges, by examining the teaching of relevance and development of sense of purpose. Based on the analyses of PISA data, I find the following characteristics of Japanese education compared to OECD countries: (1) the high school system sorts students not only by their academic achievement but simultaneously by their family background, creating the least diversified schools; (2) interaction, measured by student participation and debate in class, is low; (3) teaching relevance and application of scientific concepts in class are limited; and (4) students have a low sense of purpose at the end of compulsory education. The lack of opportunity to practice and internalize democratic values in the school, to connect what is being taught to real-world issues, and to develop one’s sense of purpose may partly explain the current youths’ political apathy and why there is little youth-led collective activism in Japan.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Following multiple disruptions and crises, global education stakeholders grapple with the issue of how to prepare learners for a future wrought with uncertainty and unpredictability. During the COVID-19 pandemic that caused global school closures, disruptions to learning occurred in differing scopes and magnitudes across different countries. International organisations reported that some students have incurred a 1-to-3-year learning loss, which might have ramifications on their holistic development and, further down the line, their socioeconomic prospects. An equitable solution must be sought for the world to move beyond recovering to flourishing. This article attempts to elucidate the underlying principles of Singapore’s education system through Dewey’s concept of democracy and education, defined from an apolitical stance. For Singapore, democracy is also balanced with pragmatic meritocracy, which is upheld as a means to provide equal opportunities for all, regardless of socioeconomic background. This paper describes Singapore’s democratic and meritocratic society, setting the backdrop for an education system that seeks to develop its citizens into resilient, values-anchored, and lifelong learners ready to confront the challenges of the future.
{"title":"Education in a democratic and meritocratic society: Moving beyond thriving to flourishing","authors":"Ee Ling Low","doi":"10.14507/epaa.31.8023","DOIUrl":"https://doi.org/10.14507/epaa.31.8023","url":null,"abstract":"Following multiple disruptions and crises, global education stakeholders grapple with the issue of how to prepare learners for a future wrought with uncertainty and unpredictability. During the COVID-19 pandemic that caused global school closures, disruptions to learning occurred in differing scopes and magnitudes across different countries. International organisations reported that some students have incurred a 1-to-3-year learning loss, which might have ramifications on their holistic development and, further down the line, their socioeconomic prospects. An equitable solution must be sought for the world to move beyond recovering to flourishing. This article attempts to elucidate the underlying principles of Singapore’s education system through Dewey’s concept of democracy and education, defined from an apolitical stance. For Singapore, democracy is also balanced with pragmatic meritocracy, which is upheld as a means to provide equal opportunities for all, regardless of socioeconomic background. This paper describes Singapore’s democratic and meritocratic society, setting the backdrop for an education system that seeks to develop its citizens into resilient, values-anchored, and lifelong learners ready to confront the challenges of the future.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is often argued, rightly, that critical thinking is a necessary condition for democracy. This essay looks at the other side of that relationship, how certain democratic conditions are necessary for critical thinking to flourish. In turn, this dynamic, interactive account of democratic culture, institutions, and dispositions has implications for how we think about critical thinking itself.
{"title":"Critical thinking and the conditions of democracy","authors":"Nicholas C. Burbules","doi":"10.14507/epaa.31.8062","DOIUrl":"https://doi.org/10.14507/epaa.31.8062","url":null,"abstract":"It is often argued, rightly, that critical thinking is a necessary condition for democracy. This essay looks at the other side of that relationship, how certain democratic conditions are necessary for critical thinking to flourish. In turn, this dynamic, interactive account of democratic culture, institutions, and dispositions has implications for how we think about critical thinking itself.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper an unusual informant is asked about the relationship between public education and democracy. Discussed also are the differences between schooling as preparation for employment vs. schooling for democratic living. The latter requires a curriculum different from that often found in America’s public schools. An example of what one such curriculum might look like is provided. Also discussed is the problem of providing youth an apprenticeship in democracy, when some argue that few public schools are democratically run. Noted as well is the troubled relationship of contemporary assessment practices with, simultaneously, the desire to foster democratic values in our public schools. Also examined are the contemporary problems associated with assuring youth unfettered access to the literature and ideas of our civilization. It is a common belief that democracy cannot thrive when access to information is controlled. Finally, the many roles that community schools play in fostering democratic living are considered.
{"title":"Speculations on experiences in public education and the health of the nation’s democracy","authors":"David C. Berliner","doi":"10.14507/epaa.31.8061","DOIUrl":"https://doi.org/10.14507/epaa.31.8061","url":null,"abstract":"In this paper an unusual informant is asked about the relationship between public education and democracy. Discussed also are the differences between schooling as preparation for employment vs. schooling for democratic living. The latter requires a curriculum different from that often found in America’s public schools. An example of what one such curriculum might look like is provided. Also discussed is the problem of providing youth an apprenticeship in democracy, when some argue that few public schools are democratically run. Noted as well is the troubled relationship of contemporary assessment practices with, simultaneously, the desire to foster democratic values in our public schools. Also examined are the contemporary problems associated with assuring youth unfettered access to the literature and ideas of our civilization. It is a common belief that democracy cannot thrive when access to information is controlled. Finally, the many roles that community schools play in fostering democratic living are considered.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Democratization of the South African education system was significantly advanced by the South African Schools Act (SASA) promulgated in 1996. SASA gave parents the power to direct the course and substance of their children’s education in important ways. The circumstances of its origination, however, left in place crucial features of the country’s apartheid education system. Central among these were white parent’s rights to determine their schools’ admission and language policies. In this contribution I explore the tensions over democratic principles experienced by the South African government in correcting SASA to manage parents’ control over these key school policies. I do so through a critical engagement with the positions that have emerged in the process currently underway to consider the Basic Education Laws Amendment Bill (BELA). I argue these positions represent a struggle in play over whether the future South African school system will be marked by ongoing and new forms of race and class domination.
{"title":"Race, class, and the democratic project in contemporary South African education: Working and reworking the law","authors":"Crain Soudien","doi":"10.14507/epaa.31.8017","DOIUrl":"https://doi.org/10.14507/epaa.31.8017","url":null,"abstract":"Democratization of the South African education system was significantly advanced by the South African Schools Act (SASA) promulgated in 1996. SASA gave parents the power to direct the course and substance of their children’s education in important ways. The circumstances of its origination, however, left in place crucial features of the country’s apartheid education system. Central among these were white parent’s rights to determine their schools’ admission and language policies. In this contribution I explore the tensions over democratic principles experienced by the South African government in correcting SASA to manage parents’ control over these key school policies. I do so through a critical engagement with the positions that have emerged in the process currently underway to consider the Basic Education Laws Amendment Bill (BELA). I argue these positions represent a struggle in play over whether the future South African school system will be marked by ongoing and new forms of race and class domination.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This introductory essay for the special issue, “Education and the Challenges for Democracy,” proposes challenges to democracy call for a reexamination of the relationship of democracy to democratic education. The essay describes the challenges to democracy, how those challenges impact democratic education and how education can address those challenges, followed by a summary of six peer reviewed papers that examine the relationship of education to democracy in Japan, Singapore, South Africa and the United States. The essay concludes with a discussion of the significance of these papers to understand the dialectical relationship between education and democracy, and their implications for research, policy and practice.
{"title":"Education and the challenges for democracy","authors":"Fernando M. Reimers","doi":"10.14507/epaa.31.8243","DOIUrl":"https://doi.org/10.14507/epaa.31.8243","url":null,"abstract":"This introductory essay for the special issue, “Education and the Challenges for Democracy,” proposes challenges to democracy call for a reexamination of the relationship of democracy to democratic education. The essay describes the challenges to democracy, how those challenges impact democratic education and how education can address those challenges, followed by a summary of six peer reviewed papers that examine the relationship of education to democracy in Japan, Singapore, South Africa and the United States. The essay concludes with a discussion of the significance of these papers to understand the dialectical relationship between education and democracy, and their implications for research, policy and practice.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Women are underrepresented in senior leadership positions across global higher education and there are different reasons for this. This study examines barriers to women’s leadership development in Ethiopian higher education, with particular attention to the role of national and institutional policies and practices. The study used a phenomenological research design to better understand barriers to women’s leadership development in higher education from the views and experiences of women leaders. Data were generated from 12 women vice presidents and official documents. The participants were drawn from each type and generation of universities that exist in Ethiopian higher education. The findings reveal that although there is an improvement in women’s leadership development in Ethiopian higher education, many glass ceilings remain unbroken. The result also reveals that institutional barriers are considered the greatest, as they also exacerbate sociocultural and personal barriers to women’s leadership development. Although ethnicity is one of the major challenges facing higher education institutions (HEIs) in Ethiopia, it is not identified as a barrier to women’s leadership development. The barriers to women’s leadership are multifaced and addressing these challenges requires a holistic approach and concerted efforts from major stakeholders, especially policymakers. Unless there is a systemic response, women in higher education will continue to struggle in pursuing senior leadership positions.
{"title":"Barriers to women’s participation in and contribution to leadership in Ethiopian higher education","authors":"Abebaw Yirga Adamu","doi":"10.14507/epaa.31.7884","DOIUrl":"https://doi.org/10.14507/epaa.31.7884","url":null,"abstract":"Women are underrepresented in senior leadership positions across global higher education and there are different reasons for this. This study examines barriers to women’s leadership development in Ethiopian higher education, with particular attention to the role of national and institutional policies and practices. The study used a phenomenological research design to better understand barriers to women’s leadership development in higher education from the views and experiences of women leaders. Data were generated from 12 women vice presidents and official documents. The participants were drawn from each type and generation of universities that exist in Ethiopian higher education. The findings reveal that although there is an improvement in women’s leadership development in Ethiopian higher education, many glass ceilings remain unbroken. The result also reveals that institutional barriers are considered the greatest, as they also exacerbate sociocultural and personal barriers to women’s leadership development. Although ethnicity is one of the major challenges facing higher education institutions (HEIs) in Ethiopia, it is not identified as a barrier to women’s leadership development. The barriers to women’s leadership are multifaced and addressing these challenges requires a holistic approach and concerted efforts from major stakeholders, especially policymakers. Unless there is a systemic response, women in higher education will continue to struggle in pursuing senior leadership positions.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La educación emocional en el marco de las políticas neoliberales: Reflexiones teórico-epistemológicas a partir de un estudio exploratorio con docentes de secundarias del AMBA. Este trabajo tiene como objetivo aportar una reflexión teórico-epistemológica en sobre las prácticas discursivas de educación emocional en el marco de las políticas educativas neoliberales. Usando un marco teórico-interpretativo sobre la escuela neoliberal, y un diseño de investigación cualitativa exploratoria, se entrevistaron 15 educadoras/es que llevaban adelante prácticas de Educación Emocional en el Área Metropolitana de Buenos Aires (Argentina). Se busca interrogar el interés heurístico de este modelo para la comprensión del fenómeno, y, al mismo tiempo, complejizar y profundizar la teoría, atendiendo a las tensiones e hibridaciones de sentidos que se dan en las prácticas. Se advierte la heterogeneidad del discurso del poder, y la multiplicidad normativa que legitima y naturaliza el orden social dominante.
{"title":"La educación emocional en el marco de las políticas neoliberales: Reflexiones teórico-epistemológicas a partir de un estudio exploratorio sobre discursos de educadoras/es en secundarias del AMBA","authors":"Juana Sorondo","doi":"10.14507/epaa.31.7717","DOIUrl":"https://doi.org/10.14507/epaa.31.7717","url":null,"abstract":"La educación emocional en el marco de las políticas neoliberales: Reflexiones teórico-epistemológicas a partir de un estudio exploratorio con docentes de secundarias del AMBA. Este trabajo tiene como objetivo aportar una reflexión teórico-epistemológica en sobre las prácticas discursivas de educación emocional en el marco de las políticas educativas neoliberales. Usando un marco teórico-interpretativo sobre la escuela neoliberal, y un diseño de investigación cualitativa exploratoria, se entrevistaron 15 educadoras/es que llevaban adelante prácticas de Educación Emocional en el Área Metropolitana de Buenos Aires (Argentina). Se busca interrogar el interés heurístico de este modelo para la comprensión del fenómeno, y, al mismo tiempo, complejizar y profundizar la teoría, atendiendo a las tensiones e hibridaciones de sentidos que se dan en las prácticas. Se advierte la heterogeneidad del discurso del poder, y la multiplicidad normativa que legitima y naturaliza el orden social dominante.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Este artículo presenta los procesos de cambio como efectos de la implementación de las políticas públicas de evaluación y acreditación que de manera “voluntaria” son asumidos por las instituciones de educación superior colombianas. La investigación se abordó bajo la mirada del nuevo institucionalismo y mediante una investigación cualitativa, con un estudio de caso único en una institución de educación superior pública. Los resultados muestran los cambios a nivel de estrategia, estructura y cultura que operan desde lo institucional hacia lo organizacional que conduce a un isomorfismo institucional y competitivo y la dirige hacia un nuevo modelo de universidad que genera asimetrías en sus funciones misionales y cuestiona su identidad.
{"title":"Cambio, isomorfismo, calidad, y políticas públicas de evaluación y acreditación en la educación superior: Un caso en Colombia","authors":"Nelcy Suárez-Landazábal","doi":"10.14507/epaa.31.7682","DOIUrl":"https://doi.org/10.14507/epaa.31.7682","url":null,"abstract":"Este artículo presenta los procesos de cambio como efectos de la implementación de las políticas públicas de evaluación y acreditación que de manera “voluntaria” son asumidos por las instituciones de educación superior colombianas. La investigación se abordó bajo la mirada del nuevo institucionalismo y mediante una investigación cualitativa, con un estudio de caso único en una institución de educación superior pública. Los resultados muestran los cambios a nivel de estrategia, estructura y cultura que operan desde lo institucional hacia lo organizacional que conduce a un isomorfismo institucional y competitivo y la dirige hacia un nuevo modelo de universidad que genera asimetrías en sus funciones misionales y cuestiona su identidad.\u0000 ","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41548667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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