Review of: Research on Teaching Global Issues: Pedagogy for Global Citizenship Education, J. P. Myers (ed.) (2020)Charlotte, NC: Information Age Publishing, 188 pp.,ISBN 978-16-48020-51-3, p/bk, $45.99
{"title":"Research on Teaching Global Issues: Pedagogy for Global Citizenship Education, J. P. Myers (ed.) (2020)","authors":"Vahap Demir","doi":"10.1386/ctl_00076_5","DOIUrl":"https://doi.org/10.1386/ctl_00076_5","url":null,"abstract":"Review of: Research on Teaching Global Issues: Pedagogy for Global Citizenship Education, J. P. Myers (ed.) (2020)Charlotte, NC: Information Age Publishing, 188 pp.,ISBN 978-16-48020-51-3, p/bk, $45.99","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80579648","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}
The rise of nationalism that deepens hatred of the ‘other’, long-standing divisions and legacies of oppression threaten democracy around the globe. Despite the urgency of advancing transformative democratic education in the face of these daunting challenges, in real classrooms, most teachers do not take up this endeavour. Teacher education has a vital role to play in preparing teachers to educate democratic civic agents in contentious political contexts. This article presents teaching practices from two teacher educators from very different locations, Sarajevo and San Francisco, who equip pre-service teachers with pedagogical experiences and curricular tools that prepare them for five distinctive roles. These roles empower novices to bring transformative democratic education into their future classrooms.
{"title":"Teacher education for democracy in Sarajevo and San Francisco: Pedagogical tools to connect theory and practice","authors":"Judith L. Pace, Larisa Kasumagić-Kafedžić","doi":"10.1386/ctl_00073_1","DOIUrl":"https://doi.org/10.1386/ctl_00073_1","url":null,"abstract":"The rise of nationalism that deepens hatred of the ‘other’, long-standing divisions and legacies of oppression threaten democracy around the globe. Despite the urgency of advancing transformative democratic education in the face of these daunting challenges, in real classrooms,\u0000 most teachers do not take up this endeavour. Teacher education has a vital role to play in preparing teachers to educate democratic civic agents in contentious political contexts. This article presents teaching practices from two teacher educators from very different locations, Sarajevo and\u0000 San Francisco, who equip pre-service teachers with pedagogical experiences and curricular tools that prepare them for five distinctive roles. These roles empower novices to bring transformative democratic education into their future classrooms.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77401637","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 article reports on a project that asked pre-service teachers to use science fictional and speculative storytelling to imagine the future of education. I explore the importance of making space for narrativizing and imagining educational and societal change with pre-service teachers, who are forming their pedagogical identities and perspectives, within the context of the current COVID-19 global pandemic. Various narrative approaches to future educational and pedagogical possibility are examined through thematic analysis of pre-service teachers’ future-based stories. This article signals the importance of using speculative storytelling to dismantle singular notions of what education might look like and the role that education might play in a changing society, particularly in the context of citizenship, community, and collective responsibility.
{"title":"Speculative pedagogies: Envisioning change in teacher education","authors":"Brittany Tomin","doi":"10.1386/ctl_00051_1","DOIUrl":"https://doi.org/10.1386/ctl_00051_1","url":null,"abstract":"This article reports on a project that asked pre-service teachers to use science fictional and speculative storytelling to imagine the future of education. I explore the importance of making space for narrativizing and imagining educational and societal change with pre-service teachers,\u0000 who are forming their pedagogical identities and perspectives, within the context of the current COVID-19 global pandemic. Various narrative approaches to future educational and pedagogical possibility are examined through thematic analysis of pre-service teachers’ future-based stories.\u0000 This article signals the importance of using speculative storytelling to dismantle singular notions of what education might look like and the role that education might play in a changing society, particularly in the context of citizenship, community, and collective responsibility.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"1998 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88195726","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 Ireland, civic, social and political education (CSPE) is a compulsory subject for all students in the first three years of post-primary education. CSPE is generally taught for one class period per week, which limits the ability to develop participatory or justice-oriented citizenship ‐ it gives time for exposure to, but perhaps not practice of, these types of citizenship. Digital citizenship is a recently developed dimension of citizenship and is often focused only on safety and ethical elements. The changed teaching practices resulting from the COVID-19 pandemic have provided a unique opportunity to use flipped learning to develop participatory and justice-oriented digital citizenship. This article outlines examples of how two topics, promoting media literacy and conducting a survey of young people, can be taught moving from a personally responsible to a participatory and justice-oriented focus. Challenges are discussed and future research areas are suggested.
{"title":"Flipped learning as a tool to enhance digital citizenship: How teachers’ experiences of online teaching during the COVID-19 pandemic can encourage participatory and justice-oriented citizenship","authors":"Gearóid O’Brien","doi":"10.1386/ctl_00057_1","DOIUrl":"https://doi.org/10.1386/ctl_00057_1","url":null,"abstract":"In Ireland, civic, social and political education (CSPE) is a compulsory subject for all students in the first three years of post-primary education. CSPE is generally taught for one class period per week, which limits the ability to develop participatory or justice-oriented citizenship\u0000 ‐ it gives time for exposure to, but perhaps not practice of, these types of citizenship. Digital citizenship is a recently developed dimension of citizenship and is often focused only on safety and ethical elements. The changed teaching practices resulting from the COVID-19 pandemic\u0000 have provided a unique opportunity to use flipped learning to develop participatory and justice-oriented digital citizenship. This article outlines examples of how two topics, promoting media literacy and conducting a survey of young people, can be taught moving from a personally responsible\u0000 to a participatory and justice-oriented focus. Challenges are discussed and future research areas are suggested.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"137 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77442862","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}
Before COVID-19, universal demand for distance education was increasing. During the pandemic, the virtual delivery of public education surged. In turbulent times, citizenship, teaching and learning can present a creative opportunity for fostering online development, high-quality interaction and academic progress. The purpose of this conceptual article is to imagine online learning as a space of possibility for learners in pandemic-burdened societies. The well-known community of inquiry (CoI) framework is described along with its elements of presence ‐ cognitive, social and teaching. In particular, the cognitive element is illustrated with curricular examples attuned to citizenship education. Robust online CoIs allow people to collaborate in a social learning context through dialogue and critical reflection on pivotal issues. The CoI framework offers meaningful learning supported by each of its ‘presences’, which deepen reflection and propel success. Anchored in the CoI model, this original treatment is applicable in theory to participants of all ages.
{"title":"Distance education as a space of possibility in pandemic-burdened societies","authors":"C. Mullen","doi":"10.1386/ctl_00059_1","DOIUrl":"https://doi.org/10.1386/ctl_00059_1","url":null,"abstract":"Before COVID-19, universal demand for distance education was increasing. During the pandemic, the virtual delivery of public education surged. In turbulent times, citizenship, teaching and learning can present a creative opportunity for fostering online development, high-quality interaction\u0000 and academic progress. The purpose of this conceptual article is to imagine online learning as a space of possibility for learners in pandemic-burdened societies. The well-known community of inquiry (CoI) framework is described along with its elements of presence ‐ cognitive, social\u0000 and teaching. In particular, the cognitive element is illustrated with curricular examples attuned to citizenship education. Robust online CoIs allow people to collaborate in a social learning context through dialogue and critical reflection on pivotal issues. The CoI framework offers meaningful\u0000 learning supported by each of its ‘presences’, which deepen reflection and propel success. Anchored in the CoI model, this original treatment is applicable in theory to participants of all ages.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88642521","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}
Hong Kong society became the site of active self-mobilization when there was a virus outbreak in early 2020. Hong Kong residents quickly adopted voluntary protective measures such as minimizing social contacts and buying personal protective equipment. After the presence of a new Coronavirus was confirmed, medical and health care workers went on strike in early February, clamouring for the Hong Kong SAR government to close border crossings with China. They feared the medical and health care system would not be able to bear the rising numbers of infection. The government responded with a pronouncement that the strike was endangering lives, and that a complete closure of border checkpoints was unfeasible. Generally, Hong Kong residents exercised self-protection and self-restraint, voluntarily choosing to stay home except to go to work or buy daily necessities. As a result, Hong Kong did not adopt a citywide lockdown. More people began to leave their homes when infection rates slowed, but this led to further waves of infection. The Hong Kong experience raises a number of questions about society that are relevant to education and citizenship. What are individuals’ responsibilities during a pandemic? Does a state of pandemic make it acceptable to limit freedom of movement and freedom of expression, and if so, how can this principle be applied in relation to the right to strike for the purpose of compelling the government to take stronger public health measures? Specific to education, how can young people be taught to follow safety advice amid the temptation to go outdoors for exercise under restrictive measures? There is a need for engaging students in social compassion and dialogues to face a persistent pandemic.
{"title":"Hong Kong under COVID-19: Active self-mobilization, freedom and responsibilities, and learnings","authors":"E. Chong","doi":"10.1386/ctl_00063_1","DOIUrl":"https://doi.org/10.1386/ctl_00063_1","url":null,"abstract":"Hong Kong society became the site of active self-mobilization when there was a virus outbreak in early 2020. Hong Kong residents quickly adopted voluntary protective measures such as minimizing social contacts and buying personal protective equipment. After the presence of a new Coronavirus\u0000 was confirmed, medical and health care workers went on strike in early February, clamouring for the Hong Kong SAR government to close border crossings with China. They feared the medical and health care system would not be able to bear the rising numbers of infection. The government responded\u0000 with a pronouncement that the strike was endangering lives, and that a complete closure of border checkpoints was unfeasible. Generally, Hong Kong residents exercised self-protection and self-restraint, voluntarily choosing to stay home except to go to work or buy daily necessities. As a result,\u0000 Hong Kong did not adopt a citywide lockdown. More people began to leave their homes when infection rates slowed, but this led to further waves of infection. The Hong Kong experience raises a number of questions about society that are relevant to education and citizenship. What are individuals’\u0000 responsibilities during a pandemic? Does a state of pandemic make it acceptable to limit freedom of movement and freedom of expression, and if so, how can this principle be applied in relation to the right to strike for the purpose of compelling the government to take stronger public health\u0000 measures? Specific to education, how can young people be taught to follow safety advice amid the temptation to go outdoors for exercise under restrictive measures? There is a need for engaging students in social compassion and dialogues to face a persistent pandemic.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82778696","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}
Review of: Young People and the Struggle for Participation: Contested Practices, Power and Pedagogies in Public Spaces, Andreas Walther, Janet Batsleer, Patricia Loncle and Axel Pohl (eds) (2020)Abingdon and New York: Routledge, 221 pp.,ISBN 978-0-42943-209-5, eBook, £36.99 GBP
{"title":"Young People and the Struggle for Participation: Contested Practices, Power and Pedagogies in Public Spaces, Andreas Walther, Janet Batsleer, Patricia Loncle and Axel Pohl (eds) (2020)","authors":"Janina Suppers","doi":"10.1386/ctl_00055_5","DOIUrl":"https://doi.org/10.1386/ctl_00055_5","url":null,"abstract":"Review of: Young People and the Struggle for Participation: Contested Practices, Power and Pedagogies in Public Spaces, Andreas Walther, Janet Batsleer, Patricia Loncle and Axel Pohl (eds) (2020)Abingdon and New York: Routledge, 221 pp.,ISBN 978-0-42943-209-5, eBook,\u0000 £36.99 GBP","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"292 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90799216","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 study examines newspaper articles about education published in a reference daily newspaper in Portugal during the measure taken to close schools as a way of containing the COVID-19 epidemic. During this three-month period, a total of 105 news items were collected involving several educational and political actors: government representatives from the areas of education, health and work, parents, teachers, school principals, union representatives and, on rare occasions, even students. A qualitative analysis of these news items based on thematic analysis revealed themes that appear at the core of schools ‐ i.e. that are essential and should be resumed as soon as possible. Amid the ‘state of exception’, ‘neurotic citizenship’ is reinforced and managed by the government. Within this context, participation and inclusion seem to disappear from the discourse of education and are captured by work and economic issues that go beyond education itself.
{"title":"Education, neurosis and exception: What really matters in education during/beyond the pandemic?","authors":"P. Menezes, I. Menezes, Norberto Ribeiro","doi":"10.1386/ctl_00053_1","DOIUrl":"https://doi.org/10.1386/ctl_00053_1","url":null,"abstract":"This study examines newspaper articles about education published in a reference daily newspaper in Portugal during the measure taken to close schools as a way of containing the COVID-19 epidemic. During this three-month period, a total of 105 news items were collected involving several\u0000 educational and political actors: government representatives from the areas of education, health and work, parents, teachers, school principals, union representatives and, on rare occasions, even students. A qualitative analysis of these news items based on thematic analysis revealed themes\u0000 that appear at the core of schools ‐ i.e. that are essential and should be resumed as soon as possible. Amid the ‘state of exception’, ‘neurotic citizenship’ is reinforced and managed by the government. Within this context, participation and inclusion seem to\u0000 disappear from the discourse of education and are captured by work and economic issues that go beyond education itself.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81597908","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}
Twenty-first century teachers are expected to have a holistic approach to teaching including addressing students’ self-determination, interpersonal awareness, cultural sensitivity, empathy and self-regulation. Discussions of controversial political issues (CPI) provide opportunities to examine the interplay between emotional and cognitive components, the former having rarely been studied. As part of a larger study, teachers were asked to provide a description of a CPI discussion in class. The 387 valid responses were analysed qualitatively, and the model that emerged connected triggers, motivations, responses and outcomes. The students and teachers were found to have different motivations and needs: while students were concerned with emotional needs, teachers had educational goals in mind. Teachers wanted to quell the emotional unease, to prevent racist remarks, to keep control of the classroom, and to tie the discussions to the curriculum. Teachers mainly used cognitive responses and somewhat allowed students to ventilate, or used moderating responses, all of which produced partial results. Some teachers avoided the discussion altogether, which was the least useful. The smallest proportion used a mixture of responses, which met both educational and emotional needs. Implications to teacher training, including the importance of training in social-emotional aspects of teaching, are discussed.
{"title":"Beyond allowing ventilation: How to connect the social-emotional and the cognitive in teachers’ handling of controversial political issues (CPI)?","authors":"Rakefet Erlich-Ron, Shahar Gindi","doi":"10.1386/ctl_00055_1","DOIUrl":"https://doi.org/10.1386/ctl_00055_1","url":null,"abstract":"Twenty-first century teachers are expected to have a holistic approach to teaching including addressing students’ self-determination, interpersonal awareness, cultural sensitivity, empathy and self-regulation. Discussions of controversial political issues (CPI) provide opportunities\u0000 to examine the interplay between emotional and cognitive components, the former having rarely been studied. As part of a larger study, teachers were asked to provide a description of a CPI discussion in class. The 387 valid responses were analysed qualitatively, and the model that emerged\u0000 connected triggers, motivations, responses and outcomes. The students and teachers were found to have different motivations and needs: while students were concerned with emotional needs, teachers had educational goals in mind. Teachers wanted to quell the emotional unease, to prevent racist\u0000 remarks, to keep control of the classroom, and to tie the discussions to the curriculum. Teachers mainly used cognitive responses and somewhat allowed students to ventilate, or used moderating responses, all of which produced partial results. Some teachers avoided the discussion altogether,\u0000 which was the least useful. The smallest proportion used a mixture of responses, which met both educational and emotional needs. Implications to teacher training, including the importance of training in social-emotional aspects of teaching, are discussed.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76469585","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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