Pub Date : 2023-07-24DOI: 10.17509/ijposs.v8i1.52770
R. Randiawan, Karim Suryadi, Muhammad Nur
Overcoming the concept of democratic education as an effort to develop the political culture of a participating society. This research was conducted using the method of library research (library research) by collecting information from various sources, such as books, journals with a qualitative approach. The results of the study show that the ideal concept of democratic education consists of three processes, first is the existence of political literacy for the community, second is the socialization of democracy through group discussion forums (FGD), public discussion of the community. The third is to provide political experience to the people by forming a democratic community. This political experience can be carried out through political parties, social organizations, and communities to support the direct involvement of the people in the democratic process. And forming a democratic culture of a participating society is the main agenda in the process of maturing democracy.
{"title":"The Concept of Democracy Education as an Effort for Developing The Political Culture of Participating Communities","authors":"R. Randiawan, Karim Suryadi, Muhammad Nur","doi":"10.17509/ijposs.v8i1.52770","DOIUrl":"https://doi.org/10.17509/ijposs.v8i1.52770","url":null,"abstract":"Overcoming the concept of democratic education as an effort to develop the political culture of a participating society. This research was conducted using the method of library research (library research) by collecting information from various sources, such as books, journals with a qualitative approach. The results of the study show that the ideal concept of democratic education consists of three processes, first is the existence of political literacy for the community, second is the socialization of democracy through group discussion forums (FGD), public discussion of the community. The third is to provide political experience to the people by forming a democratic community. This political experience can be carried out through political parties, social organizations, and communities to support the direct involvement of the people in the democratic process. And forming a democratic culture of a participating society is the main agenda in the process of maturing democracy.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139355812","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}
Pub Date : 2023-07-24DOI: 10.17509/ijposs.v8i1.51907
Asri Nur Hikmayanti, Munawar Rahmat
The Hijrah trend has recently been prevalent among the millennial generation. This trend is more popular thanks to social media, which has become an important communication and information tool for today's people, especially millennials. The hijrah movement is a social phenomenon that marks the phase of the journey of the millennial generation who participates in animating the movement of Islamic studies in Indonesia. This movement has both positive and negative sides. On the positive side, the trend of hijrah shows Islamic nuances from the style of dress and da'wah language that adorns various social media lines. But on the negative side, the direction of hijrah became the beginning of a movement oriented towards a dogmatic understanding of religion and tended to become a new, different meaning. The Hijrah trend has metamorphosed into a lifestyle and further highlights the new shari'ah identity for the millennial generation. Based on this problem, it is necessary to study the Migration Trend of the Millennial Generation from the Perspective of religious maturity. The question is, how is the millennial generation's Hijrah Trend seen from spiritual maturity? The research method uses library research with reference sources in the form of articles in relevant journals and books because the problem to be studied is in the form of social phenomena.
{"title":"Trends of Millenial Generation Hijrah in Religious Maturity Perspective","authors":"Asri Nur Hikmayanti, Munawar Rahmat","doi":"10.17509/ijposs.v8i1.51907","DOIUrl":"https://doi.org/10.17509/ijposs.v8i1.51907","url":null,"abstract":"The Hijrah trend has recently been prevalent among the millennial generation. This trend is more popular thanks to social media, which has become an important communication and information tool for today's people, especially millennials. The hijrah movement is a social phenomenon that marks the phase of the journey of the millennial generation who participates in animating the movement of Islamic studies in Indonesia. This movement has both positive and negative sides. On the positive side, the trend of hijrah shows Islamic nuances from the style of dress and da'wah language that adorns various social media lines. But on the negative side, the direction of hijrah became the beginning of a movement oriented towards a dogmatic understanding of religion and tended to become a new, different meaning. The Hijrah trend has metamorphosed into a lifestyle and further highlights the new shari'ah identity for the millennial generation. Based on this problem, it is necessary to study the Migration Trend of the Millennial Generation from the Perspective of religious maturity. The question is, how is the millennial generation's Hijrah Trend seen from spiritual maturity? The research method uses library research with reference sources in the form of articles in relevant journals and books because the problem to be studied is in the form of social phenomena.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139356080","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}
Pub Date : 2023-07-24DOI: 10.17509/ijposs.v8i1.53334
Muhammad Rizki Utama, M. M. Zakaria, Raden Muhammad Mulyadi
The purpose of this paper is to discuss the influence of Islamic socialenvironment such as extended and nuclear family, Muslimcommunity social movement, and non-formal education in order todevelop children's creativity in the case of the maestro architectAchmad Noe'man's childhood life. The research would employ thehistorical method with the multiple intelligence theory approach.Achmad Noe'man is an early generation Indonesian architect whowas the first architect to graduate from the Faculty of Engineering,University of Indonesia Bandung (now ITB) in 1958. He was one ofthe founders of the Indonesian Architect Association (IAI). At theyoung age, he successed to design the Salman Mosque of ITB, calleda milestone in modern mosque architecture and has even becomeone of the world's contemporary mosques. He passed away in 2016after practicing as an architect for more than 50 years with the tittlethe architect of a thousand mosques and the maestro of mosquearchitecture in Indonesia. This study will attempt to describe howthe role of the social environment around Noe'man formed hispersonality which will later encourage him to become a creativeperson.
{"title":"The Influence of the Islamic Social Environment in Developing Children's Creativity: A Case Study of Maestro Architect Achmad Noe'man","authors":"Muhammad Rizki Utama, M. M. Zakaria, Raden Muhammad Mulyadi","doi":"10.17509/ijposs.v8i1.53334","DOIUrl":"https://doi.org/10.17509/ijposs.v8i1.53334","url":null,"abstract":"The purpose of this paper is to discuss the influence of Islamic socialenvironment such as extended and nuclear family, Muslimcommunity social movement, and non-formal education in order todevelop children's creativity in the case of the maestro architectAchmad Noe'man's childhood life. The research would employ thehistorical method with the multiple intelligence theory approach.Achmad Noe'man is an early generation Indonesian architect whowas the first architect to graduate from the Faculty of Engineering,University of Indonesia Bandung (now ITB) in 1958. He was one ofthe founders of the Indonesian Architect Association (IAI). At theyoung age, he successed to design the Salman Mosque of ITB, calleda milestone in modern mosque architecture and has even becomeone of the world's contemporary mosques. He passed away in 2016after practicing as an architect for more than 50 years with the tittlethe architect of a thousand mosques and the maestro of mosquearchitecture in Indonesia. This study will attempt to describe howthe role of the social environment around Noe'man formed hispersonality which will later encourage him to become a creativeperson.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139355646","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}
Pub Date : 2023-07-01DOI: 10.17509/ijposs.v8i1.53256
Siti Zulaikha
Inclusive-based Islamic religious education is an innovative and strategic approach to preventing religious radicalism. Inclusive Islamic religious education is also a form of Islamic education reform that emphasizes anti-discrimination, tolerance and mutual respect. This study aims to determine inclusive-based Islamic religious education in preventing religious radicalism in Indonesia. A qualitative method with the type of library research, examines a variety of related data, originating from the main data sources as well as supporting data sources that have a direct link with the research. The data obtained were then analyzed by conducting content analysis. The results of this study are in the form of findings relating to the implementation of inclusive-based Islamic religious education in preventing religious radicalism, namely it is found that (a) the goals of religious education are ideological-absolusistic or oriented towards pluralist-inclusive (b) the curriculum of religious education is more oriented towards rigid laws and exclusive into a love-oriented curriculum that is inclusive (c) normative- textual material becomes normative-contextual (d) exclusive- doctrinaire educators become inclusive-moderate educators (tawasuth). (e) The textualist-scripturalist learning strategy becomes an objective-positive approach.
{"title":"Inclusive Education as An Effort To Deradicalize Religion in Indonesia","authors":"Siti Zulaikha","doi":"10.17509/ijposs.v8i1.53256","DOIUrl":"https://doi.org/10.17509/ijposs.v8i1.53256","url":null,"abstract":"Inclusive-based Islamic religious education is an innovative and strategic approach to preventing religious radicalism. Inclusive Islamic religious education is also a form of Islamic education reform that emphasizes anti-discrimination, tolerance and mutual respect. This study aims to determine inclusive-based Islamic religious education in preventing religious radicalism in Indonesia. A qualitative method with the type of library research, examines a variety of related data, originating from the main data sources as well as supporting data sources that have a direct link with the research. The data obtained were then analyzed by conducting content analysis. The results of this study are in the form of findings relating to the implementation of inclusive-based Islamic religious education in preventing religious radicalism, namely it is found that (a) the goals of religious education are ideological-absolusistic or oriented towards pluralist-inclusive (b) the curriculum of religious education is more oriented towards rigid laws and exclusive into a love-oriented curriculum that is inclusive (c) normative- textual material becomes normative-contextual (d) exclusive- doctrinaire educators become inclusive-moderate educators (tawasuth). (e) The textualist-scripturalist learning strategy becomes an objective-positive approach.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364442","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}
Pub Date : 2023-07-01DOI: 10.17509/ijposs.v8i1.55210
Abdul Kabir Imam Asmau
This study explores the challenges against the implementation of Junior Secondary School Social Studies curriculum for moral development in Ilorin, Kwara State, Nigeria. The study is a qualitative one that employed a case study research approach. The qualitative tools of interview and observation were used to gather data to address the research questions. A total of 12 teachers with a variety of years of experience were selected to participate in the study. Purposive sampling procedures were used to select the sample for the study. For data analysis, teacher perspectives were gathered and examined for emerging themes and trends among teachers in their perspectives. The result showed that the junior secondary school Social Studies curriculum has content and teaching approaches that are suitable for students’ moral development. Equally, the study revealed that class congestion, inadequate and inappropriate resource materials, wide syllabus and examination pressure were among the factors hindering effective implementation of the curriculum for moral inculcation. Some recommendations were also offered for the improvement of the Social Studies curriculum.
{"title":"Challenges Against Implementation of Social Studies Curriculum for Moral Development in Nigerian Junior Secondary Schools: Ilorin as Case Study","authors":"Abdul Kabir Imam Asmau","doi":"10.17509/ijposs.v8i1.55210","DOIUrl":"https://doi.org/10.17509/ijposs.v8i1.55210","url":null,"abstract":"This study explores the challenges against the implementation of Junior Secondary School Social Studies curriculum for moral development in Ilorin, Kwara State, Nigeria. The study is a qualitative one that employed a case study research approach. The qualitative tools of interview and observation were used to gather data to address the research questions. A total of 12 teachers with a variety of years of experience were selected to participate in the study. Purposive sampling procedures were used to select the sample for the study. For data analysis, teacher perspectives were gathered and examined for emerging themes and trends among teachers in their perspectives. The result showed that the junior secondary school Social Studies curriculum has content and teaching approaches that are suitable for students’ moral development. Equally, the study revealed that class congestion, inadequate and inappropriate resource materials, wide syllabus and examination pressure were among the factors hindering effective implementation of the curriculum for moral inculcation. Some recommendations were also offered for the improvement of the Social Studies curriculum.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364792","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}
Pub Date : 2023-04-27DOI: 10.14324/111.444.ijsp.2023.v12.x.004
Jens Jacobsen, Üzeyir Tireli
This article focuses on social pedagogical work with young people from minority ethnic communities who are at risk of becoming radicalised. The aim is to contribute to the further qualification of general social pedagogical work, so that radicalisation and extremism can be more effectively prevented. In Denmark there has been an increased focus on radicalisation and extremism in recent decades. Radicalisation is often characterised as a process where extremist attitudes develop before an act of violence takes place. It is a politically charged subject with a series of discourses that link radicalisation with parallel societies and a lack of integration. The prevailing discourse often portrays ethnic minorities as living in ethnic enclaves that are isolated from the majority of society, where they reproduce their religious and cultural values which can lead to a form of radicalisation and a threat to the national social cohesion. One profession that engages with this topic is social pedagogy, which aims to intervene in such situations. However, we are far from seeing social pedagogy succeeding in this intention. In practice, many social pedagogical initiatives take an individualising and disciplinary approach and are therefore ineffective solutions to young people’s challenges. In this article, we first analyse the dominant political discourse on ethnic minorities and connect it to the Danish government’s various action plans against radicalisation and extremism. We then discuss the implications of European and Danish prevention work against radicalisation and raise a criticism of this work for its individualising, disciplinary and uncritical nature. We highlight the need for a community-oriented approach to prevention work, where the cornerstones are involvement, network building and critical insight.
{"title":"Racism and radicalisation in Denmark: outline for a social pedagogical prevention model","authors":"Jens Jacobsen, Üzeyir Tireli","doi":"10.14324/111.444.ijsp.2023.v12.x.004","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.004","url":null,"abstract":"This article focuses on social pedagogical work with young people from minority ethnic communities who are at risk of becoming radicalised. The aim is to contribute to the further qualification of general social pedagogical work, so that radicalisation and extremism can be more effectively prevented. In Denmark there has been an increased focus on radicalisation and extremism in recent decades. Radicalisation is often characterised as a process where extremist attitudes develop before an act of violence takes place. It is a politically charged subject with a series of discourses that link radicalisation with parallel societies and a lack of integration. The prevailing discourse often portrays ethnic minorities as living in ethnic enclaves that are isolated from the majority of society, where they reproduce their religious and cultural values which can lead to a form of radicalisation and a threat to the national social cohesion. One profession that engages with this topic is social pedagogy, which aims to intervene in such situations. However, we are far from seeing social pedagogy succeeding in this intention. In practice, many social pedagogical initiatives take an individualising and disciplinary approach and are therefore ineffective solutions to young people’s challenges. In this article, we first analyse the dominant political discourse on ethnic minorities and connect it to the Danish government’s various action plans against radicalisation and extremism. We then discuss the implications of European and Danish prevention work against radicalisation and raise a criticism of this work for its individualising, disciplinary and uncritical nature. We highlight the need for a community-oriented approach to prevention work, where the cornerstones are involvement, network building and critical insight.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89563447","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}
Pub Date : 2023-02-28DOI: 10.14324/111.444.ijsp.2023.v12.x.005
S. Gallagher, N. Stobbs
Those who choose to engage with the academic world of early childhood are frequently caught between encouraging students to advocate for children and contribute to the construction of a good life and navigating the regulatory frameworks that shape future practice. In short, we must prepare students for the highly skilled work of supporting people who live their lives in day-to-day actions that are underpaid, under-resourced and overlooked. Those who prepare students for this reality are tasked with developing programmes that both instil hope and pragmatism that will sustain them when faced with these everyday realities. This article outlines how the authors addressed this through an adapted use of Utopia as Method in a module on an early childhood degree. By following its distinct modes, students are guided to position themselves not as passive observants of a childhood that is socially constructed around them, but as social and political actors engaged with making human beings human. Among other issues the article evaluates the intersection between social pedagogy, utopia and the future of early childhood. Based on explorations undertaken for this article, we argue that the imaginative reconstruction of childhood through higher education is at ease with the values and purpose of social pedagogy. We reflect that, while the method employed as part of a module was useful in terms of personal development and future-oriented practice, the need to include children’s voices is yet to be developed.
{"title":"Creating hope in dystopia: Utopia as Method as social pedagogy in early childhood studies","authors":"S. Gallagher, N. Stobbs","doi":"10.14324/111.444.ijsp.2023.v12.x.005","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.005","url":null,"abstract":"Those who choose to engage with the academic world of early childhood are frequently caught between encouraging students to advocate for children and contribute to the construction of a good life and navigating the regulatory frameworks that shape future practice. In short, we must prepare students for the highly skilled work of supporting people who live their lives in day-to-day actions that are underpaid, under-resourced and overlooked. Those who prepare students for this reality are tasked with developing programmes that both instil hope and pragmatism that will sustain them when faced with these everyday realities. This article outlines how the authors addressed this through an adapted use of Utopia as Method in a module on an early childhood degree. By following its distinct modes, students are guided to position themselves not as passive observants of a childhood that is socially constructed around them, but as social and political actors engaged with making human beings human. Among other issues the article evaluates the intersection between social pedagogy, utopia and the future of early childhood. Based on explorations undertaken for this article, we argue that the imaginative reconstruction of childhood through higher education is at ease with the values and purpose of social pedagogy. We reflect that, while the method employed as part of a module was useful in terms of personal development and future-oriented practice, the need to include children’s voices is yet to be developed.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83856856","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}
Pub Date : 2023-02-23DOI: 10.14324/111.444.ijsp.2023.v12.x.003
M. Jakob, Nadine Jukschat, A. Leistner
Due to their structural logic, pedagogical activities are characterised by paradoxical tensions that cannot be resolved on a professional level but instead must be handled reflexively. Based on observations and interview data collected in the field of prevention and deradicalisation work, this article reconstructs how the fundamental paradoxes underlying social pedagogical activities are further intensified in an era of securitisation. To carry out this reconstruction, the influence of securitisation on the paradoxical tensions that exist between pedagogical and social work principles, on the one hand, and the logic of prevention and prison, on the other, are examined – as are the tension between closeness and distance in the organisation of social pedagogical relationships. It becomes clear that pedagogical professionalism in this field likewise depends on handling one’s own emotions, as well as the emotions of clients, in a self-reflexive manner.
{"title":"The paradoxes of social work in a securitised setting: the example of prevention and radicalisation in German prisons","authors":"M. Jakob, Nadine Jukschat, A. Leistner","doi":"10.14324/111.444.ijsp.2023.v12.x.003","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.003","url":null,"abstract":"Due to their structural logic, pedagogical activities are characterised by paradoxical tensions that cannot be resolved on a professional level but instead must be handled reflexively. Based on observations and interview data collected in the field of prevention and deradicalisation work, this article reconstructs how the fundamental paradoxes underlying social pedagogical activities are further intensified in an era of securitisation. To carry out this reconstruction, the influence of securitisation on the paradoxical tensions that exist between pedagogical and social work principles, on the one hand, and the logic of prevention and prison, on the other, are examined – as are the tension between closeness and distance in the organisation of social pedagogical relationships. It becomes clear that pedagogical professionalism in this field likewise depends on handling one’s own emotions, as well as the emotions of clients, in a self-reflexive manner.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85334988","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}
Pub Date : 2023-01-31DOI: 10.14324/111.444.ijsp.2023.v12.x.002
Lowis Charfe
{"title":"Book review: Boys’ Stories of Their Time in a Residential School: ‘The best years of our lives’, by Mark Smith","authors":"Lowis Charfe","doi":"10.14324/111.444.ijsp.2023.v12.x.002","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.002","url":null,"abstract":"","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85166187","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}
Pub Date : 2023-01-31DOI: 10.14324/111.444.ijsp.2023.v12.x.001
C. E. Skotnes, Martin M. Sjøen
Education for citizenship has been the subject of growing policy and research attention since the beginning of the twenty-first century. Yet, alongside conventional assumptions that school can help young learners develop socio-political attitudes that support democratic attitudes and behaviours, there are growing political expectations that educators will actively prevent terrorism. In Norway, these expectations have had implications for educational policy, as the objective of preventing terrorism was securitised into the curriculum in 2020. In this article, we scrutinise security governance in the Norwegian educational domain and examine how precautionary counterterrorism logic can cause harmful and exclusionary pedagogical practices. Through a detailed qualitative research, we demonstrate that pedagogical practices emphasising democratic resilience could be a promising approach to counter conflict, extremism and violence. Additionally, it is our contention that democratic resilience may also have a de-securitising effect by allowing for peacebuilding to be carried out within the normal rules and regulations of democratic education. In this regard, de-securitisation can allow for mobilising students for peaceful and democratic ends in and beyond education.
{"title":"Citizenship to (counter)terrorism: the need to de-securitise the Norwegian education system and create space for democratic resilience","authors":"C. E. Skotnes, Martin M. Sjøen","doi":"10.14324/111.444.ijsp.2023.v12.x.001","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.001","url":null,"abstract":"Education for citizenship has been the subject of growing policy and research attention since the beginning of the twenty-first century. Yet, alongside conventional assumptions that school can help young learners develop socio-political attitudes that support democratic attitudes and behaviours, there are growing political expectations that educators will actively prevent terrorism. In Norway, these expectations have had implications for educational policy, as the objective of preventing terrorism was securitised into the curriculum in 2020. In this article, we scrutinise security governance in the Norwegian educational domain and examine how precautionary counterterrorism logic can cause harmful and exclusionary pedagogical practices. Through a detailed qualitative research, we demonstrate that pedagogical practices emphasising democratic resilience could be a promising approach to counter conflict, extremism and violence. Additionally, it is our contention that democratic resilience may also have a de-securitising effect by allowing for peacebuilding to be carried out within the normal rules and regulations of democratic education. In this regard, de-securitisation can allow for mobilising students for peaceful and democratic ends in and beyond education.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85926592","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：