Abstract In this article, we endeavour to think spatially about the texture of infants’ everyday lives and their ways of ‘doing’ belonging in the babies’ room in an Australian early childhood education and care centre. Drawing on data from a large, multiple case-study project, and on theorisations of space that reject Euclidean notions of space as empty, transparent, relatively inert containers into which people, objects practices and artefacts are inserted, and instead emphasise space as complex, dynamic and relational, we map the navigating movements (Massumi, 2002) of baby Nadia. Through the telling of ‘stories-so-far’ (Massey, 2005), we convey how Nadia, as part of a constellation or assemblage of human and non-human beings, found ways to intensify space and to mobilise new vantage points, thus expanding the spatial possibilities of what we initially took to be a particularly confined and confining space.
{"title":"Spatial perspectives on babies’ ways of belonging in infant early childhood education and care","authors":"J. Sumsion, L. Harrison, M. Stapleton","doi":"10.2478/jped-2018-0006","DOIUrl":"https://doi.org/10.2478/jped-2018-0006","url":null,"abstract":"Abstract In this article, we endeavour to think spatially about the texture of infants’ everyday lives and their ways of ‘doing’ belonging in the babies’ room in an Australian early childhood education and care centre. Drawing on data from a large, multiple case-study project, and on theorisations of space that reject Euclidean notions of space as empty, transparent, relatively inert containers into which people, objects practices and artefacts are inserted, and instead emphasise space as complex, dynamic and relational, we map the navigating movements (Massumi, 2002) of baby Nadia. Through the telling of ‘stories-so-far’ (Massey, 2005), we convey how Nadia, as part of a constellation or assemblage of human and non-human beings, found ways to intensify space and to mobilise new vantage points, thus expanding the spatial possibilities of what we initially took to be a particularly confined and confining space.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"217 1","pages":"109 - 131"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74649237","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}
Abstract This paper proposes a way to understand what early care and education systems look like from the vantage point of the child. In other words, it aims to fuse a system perspective and a child perspective of early childhood education and care (ECEC) in a way that acknowledges children as active co-producers of ECEC landscapes. In developing this approach, I emphasize that children’s individual education and care arrangements which combine certain ECEC settings and the family are to be understood as networks of relations. As such, these child, family and ECEC relations create particular spatialities and temporalities which in turn position children very differently within the field of early education and care. To conceptualize how this takes place in children’s everyday activities, I refer to Schatzki’s and Massey’s relational thinking about practices, spaces, time and multiple identities with special emphasis on the spatial relations that are ‘beyond’ certain localities and (re)produced in the ‘events of place’. How this helps to understand the ways in which ECEC systems look from the position of the child will get exemplified in regard to Luxembourg’s complex ‘double split system’ of ECEC and its complex language terrain.
{"title":"Approaching the complex spatialities of early childhood education and care systems from the position of the child","authors":"Sabine Bollig","doi":"10.2478/jped-2018-0008","DOIUrl":"https://doi.org/10.2478/jped-2018-0008","url":null,"abstract":"Abstract This paper proposes a way to understand what early care and education systems look like from the vantage point of the child. In other words, it aims to fuse a system perspective and a child perspective of early childhood education and care (ECEC) in a way that acknowledges children as active co-producers of ECEC landscapes. In developing this approach, I emphasize that children’s individual education and care arrangements which combine certain ECEC settings and the family are to be understood as networks of relations. As such, these child, family and ECEC relations create particular spatialities and temporalities which in turn position children very differently within the field of early education and care. To conceptualize how this takes place in children’s everyday activities, I refer to Schatzki’s and Massey’s relational thinking about practices, spaces, time and multiple identities with special emphasis on the spatial relations that are ‘beyond’ certain localities and (re)produced in the ‘events of place’. How this helps to understand the ways in which ECEC systems look from the position of the child will get exemplified in regard to Luxembourg’s complex ‘double split system’ of ECEC and its complex language terrain.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"455 1","pages":"155 - 176"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75097690","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}
When Friedrich Froebel established his first ‘Kindergarten’ in late 1830s, he chose purposefully the name of this institute, dedicated to educating young children in radically new ways by means of play and guided activities. For him, the term ‘Kindergarten’ – the garden of children – signified two spaces “a garden for children, a location where they can observe and interact with nature, and also a garden of children, where they themselves can grow and develop in freedom from arbitrary imperatives”1. As a paradise ‘given back to the children’, the Kindergarten was construed as a confined, protected non-societal place where the innocent children could grow to full potential. Hence, as such a natural place aside from adult’s society – that similarly to Rousseau he has seen as corrupted –, the kindergarten was not just a place for educating young children. Rather, it was a whole new kind of spatial arrangement to let the children come to their dignity in substance with god and nature and, therefore, become through their play the founders of a more human future society.
{"title":"Spaces of early childhood: Spatial approaches in research on early childhood education and care","authors":"Sabine Bollig, Z. Millei","doi":"10.2478/jped-2018-0001","DOIUrl":"https://doi.org/10.2478/jped-2018-0001","url":null,"abstract":"When Friedrich Froebel established his first ‘Kindergarten’ in late 1830s, he chose purposefully the name of this institute, dedicated to educating young children in radically new ways by means of play and guided activities. For him, the term ‘Kindergarten’ – the garden of children – signified two spaces “a garden for children, a location where they can observe and interact with nature, and also a garden of children, where they themselves can grow and develop in freedom from arbitrary imperatives”1. As a paradise ‘given back to the children’, the Kindergarten was construed as a confined, protected non-societal place where the innocent children could grow to full potential. Hence, as such a natural place aside from adult’s society – that similarly to Rousseau he has seen as corrupted –, the kindergarten was not just a place for educating young children. Rather, it was a whole new kind of spatial arrangement to let the children come to their dignity in substance with god and nature and, therefore, become through their play the founders of a more human future society.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"14 1","pages":"20 - 5"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73096551","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}
Abstract Places assigned and places chosen have major implications for the lives of children. While the former are a result of children’s subordinate position in an adult world, the latter are the essence of their agency. Beginning at a young age children seek out places to claim as their own. Places, real and imaginary, shape children and children shape them. This phenomenon of spatial autonomy is a formative, and extraordinary, part of their identity formation. While spatial autonomy has been casually referred to in the children’s geographies literature, a theoretical framing of the concept is generally lacking. This article draws together findings from two research studies, which were conducted by the author, to further theorize the meaning of young children’s (ages 3-6 years old) spatial autonomy in their home environment and a forest setting. Informed by a phenomenological framework, the studies used children’s tours as a method. The findings reveal that spatial autonomy is an expression of children’s independence enacted through symbolic play and hiding activities. The children sought out small places and high places where they could observe others while maintaining autonomy. Additionally, spatial autonomy is relational, negotiated within adult imposed-regulations and influenced by peers, siblings and other more-than-human elements in their environments. By claiming just-out-of reach places, the children collectively and independently established their own rules and a sense of control. The achievement of spatial autonomy plays an important role in young children’s identity formation, boasting their self-confidence as they develop a sense of self with places in all the various environments of their lives.
{"title":"Young children’s spatial autonomy in their home environment and a forest setting","authors":"Carie Green","doi":"10.2478/jped-2018-0004","DOIUrl":"https://doi.org/10.2478/jped-2018-0004","url":null,"abstract":"Abstract Places assigned and places chosen have major implications for the lives of children. While the former are a result of children’s subordinate position in an adult world, the latter are the essence of their agency. Beginning at a young age children seek out places to claim as their own. Places, real and imaginary, shape children and children shape them. This phenomenon of spatial autonomy is a formative, and extraordinary, part of their identity formation. While spatial autonomy has been casually referred to in the children’s geographies literature, a theoretical framing of the concept is generally lacking. This article draws together findings from two research studies, which were conducted by the author, to further theorize the meaning of young children’s (ages 3-6 years old) spatial autonomy in their home environment and a forest setting. Informed by a phenomenological framework, the studies used children’s tours as a method. The findings reveal that spatial autonomy is an expression of children’s independence enacted through symbolic play and hiding activities. The children sought out small places and high places where they could observe others while maintaining autonomy. Additionally, spatial autonomy is relational, negotiated within adult imposed-regulations and influenced by peers, siblings and other more-than-human elements in their environments. By claiming just-out-of reach places, the children collectively and independently established their own rules and a sense of control. The achievement of spatial autonomy plays an important role in young children’s identity formation, boasting their self-confidence as they develop a sense of self with places in all the various environments of their lives.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"85 1","pages":"65 - 85"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83918389","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}
Abstract Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images, imaginations and ideas of distant places are part of these global flows and the everyday activities children perform in preschool. Research explores how through curricula young children are moulded into global and cosmopolitan citizens and how children make sense of distant places through globally circulating ideas, images and imaginations. How these ideas, images and imaginations form an unproblematised part of young children’s everyday preschool activities and identity formation has been much less explored, if at all. I use Massey’s (2005) concept of a ‘global sense of place’ in my analysis of ethnographic data collected in an Australian preschool to explore how children produce global qualities of preschool places and form and perform identities by relating to distant places. I pay special attention to how place, objects and children become entangled, and to the sensory aspects of their emplaced experiences, as distant spatialities embed in and as children’s bodies inhabit the preschool place. To conclude, I call for critical pedagogies to engage with children’s use of these constructions to draw similarities or contrast aspects of distant places and self, potentially reproducing global power relations by fixing representations of places and through uncritically enacting stereotypes.
{"title":"Distant places in children’s everyday activities: Multiple worlds in an Australian preschool","authors":"Z. Millei","doi":"10.2478/jped-2018-0007","DOIUrl":"https://doi.org/10.2478/jped-2018-0007","url":null,"abstract":"Abstract Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images, imaginations and ideas of distant places are part of these global flows and the everyday activities children perform in preschool. Research explores how through curricula young children are moulded into global and cosmopolitan citizens and how children make sense of distant places through globally circulating ideas, images and imaginations. How these ideas, images and imaginations form an unproblematised part of young children’s everyday preschool activities and identity formation has been much less explored, if at all. I use Massey’s (2005) concept of a ‘global sense of place’ in my analysis of ethnographic data collected in an Australian preschool to explore how children produce global qualities of preschool places and form and perform identities by relating to distant places. I pay special attention to how place, objects and children become entangled, and to the sensory aspects of their emplaced experiences, as distant spatialities embed in and as children’s bodies inhabit the preschool place. To conclude, I call for critical pedagogies to engage with children’s use of these constructions to draw similarities or contrast aspects of distant places and self, potentially reproducing global power relations by fixing representations of places and through uncritically enacting stereotypes.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"6 1","pages":"133 - 153"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88712386","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}
Abstract Children’s autonomy is a cultural ideal in Finnish early childhood education and care (ECEC). In this article we examine autonomy in spatial terms. The theoretical background is developed by applying spatial sociology. Our starting point is that space is relationally produced, thus, we understand space as continuously negotiated, reconstructed and reorganized phenomena. In this article, we investigate the production of space by different actors in ECEC and seek to show how autonomy is also continuously produced and re-produced in the negotiation of space. For this investigation we use data collected as part of a team ethnographic project in a Finnish kindergarten. The project included conducting observations and interviews with parents and educators. Our research shows that autonomy is developed in multiple ways in kindergarten spaces. Educators as well as children and parents continuously produce and reproduce the kindergarten space within which children’s autonomy variously unfolds as linked to independence, freedom and responsibility in the cultural and ideological setting of a Finnish kindergarten.
{"title":"Kindergarten space and autonomy in construction – Explorations during team ethnography in a Finnish kindergarten","authors":"Mari Vuorisalo, Raija Raittila, N. Rutanen","doi":"10.2478/jped-2018-0003","DOIUrl":"https://doi.org/10.2478/jped-2018-0003","url":null,"abstract":"Abstract Children’s autonomy is a cultural ideal in Finnish early childhood education and care (ECEC). In this article we examine autonomy in spatial terms. The theoretical background is developed by applying spatial sociology. Our starting point is that space is relationally produced, thus, we understand space as continuously negotiated, reconstructed and reorganized phenomena. In this article, we investigate the production of space by different actors in ECEC and seek to show how autonomy is also continuously produced and re-produced in the negotiation of space. For this investigation we use data collected as part of a team ethnographic project in a Finnish kindergarten. The project included conducting observations and interviews with parents and educators. Our research shows that autonomy is developed in multiple ways in kindergarten spaces. Educators as well as children and parents continuously produce and reproduce the kindergarten space within which children’s autonomy variously unfolds as linked to independence, freedom and responsibility in the cultural and ideological setting of a Finnish kindergarten.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"51 1","pages":"45 - 64"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75617593","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}
Abstract This paper considers the role of eportfolios as an online tool intended to foster greater engagement between parent, teacher and child in early education settings. Drawing on New Zealand based research, I will critically examine the introduction of this technology as more than an addition into already existing ECEC services. Rather, I will highlight the generative impact it has in facilitating new kinds of relations between parents, teachers and managers, within what I term an emergent ‘virtual landscape of ECEC’. Ultimately I argue that this landscape is shaped by asymmetries of power, which allow for processes of subjectification and governing in ECEC to occur in new ways.
{"title":"E-portfolios and relational space in the early education environment","authors":"Aisling Gallagher","doi":"10.2478/jped-2018-0002","DOIUrl":"https://doi.org/10.2478/jped-2018-0002","url":null,"abstract":"Abstract This paper considers the role of eportfolios as an online tool intended to foster greater engagement between parent, teacher and child in early education settings. Drawing on New Zealand based research, I will critically examine the introduction of this technology as more than an addition into already existing ECEC services. Rather, I will highlight the generative impact it has in facilitating new kinds of relations between parents, teachers and managers, within what I term an emergent ‘virtual landscape of ECEC’. Ultimately I argue that this landscape is shaped by asymmetries of power, which allow for processes of subjectification and governing in ECEC to occur in new ways.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"66 1","pages":"23 - 44"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87902568","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}
Abstract In the field of early childhood research children’s mobility is usually discussed only in terms of physical activity in the preschool yard. More seldom is it discussed in terms of mobility practices and how young children move in public spaces. With unique detailed video-ethnographic data on mobile preschools and a new combination of theories on space, mobilities and peer culture this article analyses how young children negotiate mobility practices and engage in embodied learning in the collective preschool routine of walking in line. Two empirical examples of walking in line in contrasting public spaces show how the mobile preschool group moves in space as a collective body co-produced by children’s and teachers’ individual bodies. It is argued that walks in line are not merely a form of ‘transport’ between places but are important as social and learning spaces. While walking in line, children collectively ‘do’ space in diverse ways depending on where and how they move, and in relation to where and when teachers negotiate safety issues. In this process, the spaces, activities and routines alike are transformed.
{"title":"‘Yay, a downhill!’: Mobile preschool children’s collective mobility practices and ‘doing’ space in walks in line","authors":"Danielle Ekman Ladru, Katarina Gustafson","doi":"10.2478/jped-2018-0005","DOIUrl":"https://doi.org/10.2478/jped-2018-0005","url":null,"abstract":"Abstract In the field of early childhood research children’s mobility is usually discussed only in terms of physical activity in the preschool yard. More seldom is it discussed in terms of mobility practices and how young children move in public spaces. With unique detailed video-ethnographic data on mobile preschools and a new combination of theories on space, mobilities and peer culture this article analyses how young children negotiate mobility practices and engage in embodied learning in the collective preschool routine of walking in line. Two empirical examples of walking in line in contrasting public spaces show how the mobile preschool group moves in space as a collective body co-produced by children’s and teachers’ individual bodies. It is argued that walks in line are not merely a form of ‘transport’ between places but are important as social and learning spaces. While walking in line, children collectively ‘do’ space in diverse ways depending on where and how they move, and in relation to where and when teachers negotiate safety issues. In this process, the spaces, activities and routines alike are transformed.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"4 1","pages":"107 - 87"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90841855","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}
Abstract The paper applies Goffman’s frame analysis and ethnomethodology to student performance on mathematical word problems. In educational research, frame analysis has usually been limited to primary frames. Instead, in this paper I focus on the kind of secondary frame that Goffman calls ‘utilitarian make-believe’. The data consist of a fragment of verbal interaction between a teacher and a 12-year-old pupil during an oral mathematics exam. By evoking the idea of ‘as-ifness’, word problems introduce pupils to a make-believe world. The text consists only of ‘filler words’ because what really matters are the figures. Word problems and possibly other aspects of schooling can be interpreted in terms of a utilitarian make-believe key. Readiness to adopt this make-believe frame when required may be the difference between school success and failure. I argue that maths achievement takes more than just ‘being good with numbers’. It is a joint enterprise of people interacting within a culturally-shaped setting, organized so as to make some phenomena stand out rather than others. Finally, I argue that ‘word problems and possibly other ‘school genres’ could be added to the list of utilitarian make-believe frames provided by Goffman.
{"title":"Word problems and make-believe: Using frame analysis and ethnomethodology to explore aspects of the culture of schooling","authors":"L. Benincasa","doi":"10.1515/jped-2017-0010","DOIUrl":"https://doi.org/10.1515/jped-2017-0010","url":null,"abstract":"Abstract The paper applies Goffman’s frame analysis and ethnomethodology to student performance on mathematical word problems. In educational research, frame analysis has usually been limited to primary frames. Instead, in this paper I focus on the kind of secondary frame that Goffman calls ‘utilitarian make-believe’. The data consist of a fragment of verbal interaction between a teacher and a 12-year-old pupil during an oral mathematics exam. By evoking the idea of ‘as-ifness’, word problems introduce pupils to a make-believe world. The text consists only of ‘filler words’ because what really matters are the figures. Word problems and possibly other aspects of schooling can be interpreted in terms of a utilitarian make-believe key. Readiness to adopt this make-believe frame when required may be the difference between school success and failure. I argue that maths achievement takes more than just ‘being good with numbers’. It is a joint enterprise of people interacting within a culturally-shaped setting, organized so as to make some phenomena stand out rather than others. Finally, I argue that ‘word problems and possibly other ‘school genres’ could be added to the list of utilitarian make-believe frames provided by Goffman.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"1 1","pages":"77 - 99"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80776874","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}
Abstract A number of studies have pointed to the low level of civic participation among young people. On the other hand, there is a section of the youth population that is politically involved in and supportive of extremist and anti-system political movements. Public discussions have suggested that this may be linked to inadequacies in citizenship education. However, as the Slovak case shows, the causes of this are deeper, have historic roots and are reflected in the fact that citizenship education has been pushed to the margins of the curriculum and is narrowly interpreted. Citizenship education is not just about the nature of the curriculum but also about broader extra-curricular activities and about the direct, or implicit, instruction provided by teachers. The empirical research presented here shows that primary school teachers go beyond the narrow framework of the national social studies syllabus and implicitly teach citizenship education in line with their own civic orientations.
{"title":"Primary teachers go beyond the Slovak civic education curriculum","authors":"Zuzana Danišková, I. Lukšík","doi":"10.1515/jped-2017-0009","DOIUrl":"https://doi.org/10.1515/jped-2017-0009","url":null,"abstract":"Abstract A number of studies have pointed to the low level of civic participation among young people. On the other hand, there is a section of the youth population that is politically involved in and supportive of extremist and anti-system political movements. Public discussions have suggested that this may be linked to inadequacies in citizenship education. However, as the Slovak case shows, the causes of this are deeper, have historic roots and are reflected in the fact that citizenship education has been pushed to the margins of the curriculum and is narrowly interpreted. Citizenship education is not just about the nature of the curriculum but also about broader extra-curricular activities and about the direct, or implicit, instruction provided by teachers. The empirical research presented here shows that primary school teachers go beyond the narrow framework of the national social studies syllabus and implicitly teach citizenship education in line with their own civic orientations.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"147 1","pages":"59 - 75"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86102621","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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