In this article, we examine Finnish class teachers as citizenship educators. Over the last ten years, the autonomous position of the Finnish teacher has become a symbol of the world-famous education system, and this study aims to illustrate how this freedom comes true in the framework of teacher as a citizenship educator. A prior study shows that teachers mostly share the same universal values, emphasizing altruism rather than individualism. Socially, teachers are more focused on maintaining the status quo and continuity of society than changing it radically. This article aims to answer the question how teachers define their role between society and individual learners and how they prioritize their social educational objectives. We collected our empirical data from teachers and conceptualized it using the framework of three kinds of citizens by Joel Westheimer and Joseph Kahne. This study demonstrates that the level of understanding and interest towards social and societal issues does not easily develop into preparedness or willingness to participate or act. This is a concern worth noticing in teacher education and studies regarding teacher profession in general.
{"title":"Finnish teachers as civic educators: From vision to action","authors":"Aleksi Fornaciari, Matti Rautiainen","doi":"10.1386/ctl_00028_1","DOIUrl":"https://doi.org/10.1386/ctl_00028_1","url":null,"abstract":"In this article, we examine Finnish class teachers as citizenship educators. Over the last ten years, the autonomous position of the Finnish teacher has become a symbol of the world-famous education system, and this study aims to illustrate how this freedom comes true in the framework of teacher as a citizenship educator. A prior study shows that teachers mostly share the same universal values, emphasizing altruism rather than individualism. Socially, teachers are more focused on maintaining the status quo and continuity of society than changing it radically. This article aims to answer the question how teachers define their role between society and individual learners and how they prioritize their social educational objectives. We collected our empirical data from teachers and conceptualized it using the framework of three kinds of citizens by Joel Westheimer and Joseph Kahne. This study demonstrates that the level of understanding and interest towards social and societal issues does not easily develop into preparedness or willingness to participate or act. This is a concern worth noticing in teacher education and studies regarding teacher profession in general.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"187-201"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45731826","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}
{"title":"Vigilance, respect and cooperation during a worldwide pandemic","authors":"Y. Waghid","doi":"10.1386/ctl_00025_2","DOIUrl":"https://doi.org/10.1386/ctl_00025_2","url":null,"abstract":"","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"131-133"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42831399","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 goal of this research study was to determine the effect of teaching local history on students’ pride in their communities and commitment to civic engagement. To conduct the study, nine high school students in the ninth through eleventh grade participated in an after-school local history inquiry programme, consisting of traditional history instruction and independent research into the history of students’ neighbourhoods. Students were surveyed at the beginning and end of the study, and focus groups were interviewed at the study’s conclusion. The study determined that learning more about local history made students prouder of their communities and more interested in improving them, although students remained sceptical of their ability to do so.
{"title":"The effects of local history inquiry on community pride and civic engagement","authors":"Andrew Pearson, Linda H. Plevyak","doi":"10.1386/ctl_00026_1","DOIUrl":"https://doi.org/10.1386/ctl_00026_1","url":null,"abstract":"The goal of this research study was to determine the effect of teaching local history on students’ pride in their communities and commitment to civic engagement. To conduct the study, nine high school students in the ninth through eleventh grade participated in an after-school local history inquiry programme, consisting of traditional history instruction and independent research into the history of students’ neighbourhoods. Students were surveyed at the beginning and end of the study, and focus groups were interviewed at the study’s conclusion. The study determined that learning more about local history made students prouder of their communities and more interested in improving them, although students remained sceptical of their ability to do so.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"135-153"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42553319","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}
M. Evans, A. Peterson, M. Fülöp, Dina Kiwan, J. Sim, I. Davies
Pedagogies about and for civic engagement are not clearly defined. We consider how these understandings have been constructed and how these pedagogical developments reveal a gradual yet fundamental shift from more transmission-oriented learning intentions and practices to more transformative orientations. We examine how particular broad and interrelated pedagogical considerations and experiences appear to enhance civic engagement learning (e.g. a focus on real-life and relevant political questions and issues, classroom to community, local to global). We review experiences that allow for the practice of different forms of civic engagement; varied ways of knowing and active involvement in the process of constructing knowledge in relation to these political questions and issues rather than simply receiving information passively; and building capacities for decision-making, public issue investigation, ethical thinking, peace-building and conflict management. We recognize that these matters are approached differently in the literature and in classrooms, schools and communities with varying degrees of emphasis and levels of sophistication. We contend that these contrasting approaches and practices reflect differing cultural and historical traditions and contexts, pressures being experienced locally and globally, and the guidance of educational policies and study programmes. The enactment of these developing understandings of civic engagement pedagogy is nominal and uneven in classrooms, schools and community sites within and across countries. Most forms of civic engagement pedagogy for youth tend to occur randomly in their communities, while school-based programmes are limited and most often involved in forms of civic action that are perceived as safe and minimal. We highlight – in the form of questions – some of the persisting challenges that face educators in developing appropriate pedagogies for civic engagement. This work originated from a three-year (2016–19), six-country project, ‘Youth Activism, Engagement and the Development of New Civic Learning Spaces’, undertaken by an international network of researchers (based in Australia, Canada, England, Hungary, Lebanon and Singapore) and funded by a Leverhulme Network Grant. We explore key ideas and issues about the ways in which young people participate in society and discuss what implications there are for education.
{"title":"Pedagogy and youth civic engagement: Shifting understandings, emergent considerations and persisting challenges","authors":"M. Evans, A. Peterson, M. Fülöp, Dina Kiwan, J. Sim, I. Davies","doi":"10.1386/ctl_00027_1","DOIUrl":"https://doi.org/10.1386/ctl_00027_1","url":null,"abstract":"Pedagogies about and for civic engagement are not clearly defined. We consider how these understandings have been constructed and how these pedagogical developments reveal a gradual yet fundamental shift from more transmission-oriented learning intentions and practices to more transformative orientations. We examine how particular broad and interrelated pedagogical considerations and experiences appear to enhance civic engagement learning (e.g. a focus on real-life and relevant political questions and issues, classroom to community, local to global). We review experiences that allow for the practice of different forms of civic engagement; varied ways of knowing and active involvement in the process of constructing knowledge in relation to these political questions and issues rather than simply receiving information passively; and building capacities for decision-making, public issue investigation, ethical thinking, peace-building and conflict management. We recognize that these matters are approached differently in the literature and in classrooms, schools and communities with varying degrees of emphasis and levels of sophistication. We contend that these contrasting approaches and practices reflect differing cultural and historical traditions and contexts, pressures being experienced locally and globally, and the guidance of educational policies and study programmes. The enactment of these developing understandings of civic engagement pedagogy is nominal and uneven in classrooms, schools and community sites within and across countries. Most forms of civic engagement pedagogy for youth tend to occur randomly in their communities, while school-based programmes are limited and most often involved in forms of civic action that are perceived as safe and minimal. We highlight – in the form of questions – some of the persisting challenges that face educators in developing appropriate pedagogies for civic engagement. This work originated from a three-year (2016–19), six-country project, ‘Youth Activism, Engagement and the Development of New Civic Learning Spaces’, undertaken by an international network of researchers (based in Australia, Canada, England, Hungary, Lebanon and Singapore) and funded by a Leverhulme Network Grant. We explore key ideas and issues about the ways in which young people participate in society and discuss what implications there are for education.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"155-186"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48738423","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 chartered accountant (CA) profession plays a significant role in the South African business society, as individual members often fulfil leadership positions. Consequently, whether CAs are cultivated into being responsible and socially just leaders whilst they are at higher education institutions (HEIs) in South Africa is an important aspect to consider. Decoloniality and ubuntu principles, those associated with restoring human dignity through recognition, contribute to the fostering of the appropriate conditions for human engagement that could result in a social awareness. So far, the CA profession has largely ignored the call for decoloniality, and we argue for a certain response by the profession that will result in meaningful transformation of the profession, the fostering of relationships, and a socially just consciousness. In particular, such a response has to do with openness towards other knowledge systems, a willingness to deliberate and the adoption of deliberative teaching and learning approaches.
{"title":"The chartered accountant profession in South Africa: In dire need of decoloniality and ubuntu principles","authors":"J. Terblanche, Y. Waghid","doi":"10.1386/ctl_00030_1","DOIUrl":"https://doi.org/10.1386/ctl_00030_1","url":null,"abstract":"The chartered accountant (CA) profession plays a significant role in the South African business society, as individual members often fulfil leadership positions. Consequently, whether CAs are cultivated into being responsible and socially just leaders whilst they are at higher education institutions (HEIs) in South Africa is an important aspect to consider. Decoloniality and ubuntu principles, those associated with restoring human dignity through recognition, contribute to the fostering of the appropriate conditions for human engagement that could result in a social awareness. So far, the CA profession has largely ignored the call for decoloniality, and we argue for a certain response by the profession that will result in meaningful transformation of the profession, the fostering of relationships, and a socially just consciousness. In particular, such a response has to do with openness towards other knowledge systems, a willingness to deliberate and the adoption of deliberative teaching and learning approaches.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84739999","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 is aimed at exploring public school in- and pre-service teachers’ conception, understanding and practice of citizenship in the United States. Using a case study design, this study documents how two public school in- and pre-service teachers as immigrants in the Midwest, the United States conceptualize and practise citizenship in their daily lives. The findings indicated social isolation and civic disengagement are the main factors impacting their development of citizenship. In addition, the findings illustrated immigrant in- and pre-service teachers take different actions for citizenship at their personal and professional level than non-immigrant in- and pre-service teachers.
{"title":"Exploration of immigrant in-service and pre-service teachers’ conception and practice of citizenship in the United States","authors":"Yu-Han Hung, N. Perez","doi":"10.1386/ctl_00022_1","DOIUrl":"https://doi.org/10.1386/ctl_00022_1","url":null,"abstract":"This study is aimed at exploring public school in- and pre-service teachers’ conception, understanding and practice of citizenship in the United States. Using a case study design, this study documents how two public school in- and pre-service teachers as immigrants in the Midwest, the United States conceptualize and practise citizenship in their daily lives. The findings indicated social isolation and civic disengagement are the main factors impacting their development of citizenship. In addition, the findings illustrated immigrant in- and pre-service teachers take different actions for citizenship at their personal and professional level than non-immigrant in- and pre-service teachers.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"101-116"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/ctl_00022_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49447682","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 discusses a dynamic endeavour to form national character in citizenship education through a chronological exploration of the experiences of Japan and Indonesia within two dimensions: administration and curriculum. Nationalization, localization and internationalization perspectives were applied. Despite their striking differences in national character, both countries have envisioned a role for nationalism in their citizenship education curricula since the earliest stages. Given Indonesia’s heterogeneity, national character has transitioned over time from an independent-spiritual period to development and consolidation, democratic/local initiative, and religious-patriotism/national standardized. Japan’s more homogeneous national character has transitioned over a longer duration from a westernized/modernized period to Confucian/emperor-centred, democratic and peace building, public oriented, and love for country and region/re-patriotism. National character has changed dynamically according to national goals and priorities, reflecting the countries’ respective historical backgrounds. These aspects resulted in the unique national character of each country’s citizenship education, specifically concerning globalization.
{"title":"Citizenship education in Indonesia and Japan: A dynamic endeavour to form national character","authors":"Junita Widiati Arfani, Ayami Nakaya","doi":"10.1386/ctl_00019_1","DOIUrl":"https://doi.org/10.1386/ctl_00019_1","url":null,"abstract":"This study discusses a dynamic endeavour to form national character in citizenship education through a chronological exploration of the experiences of Japan and Indonesia within two dimensions: administration and curriculum. Nationalization, localization and internationalization perspectives were applied. Despite their striking differences in national character, both countries have envisioned a role for nationalism in their citizenship education curricula since the earliest stages. Given Indonesia’s heterogeneity, national character has transitioned over time from an independent-spiritual period to development and consolidation, democratic/local initiative, and religious-patriotism/national standardized. Japan’s more homogeneous national character has transitioned over a longer duration from a westernized/modernized period to Confucian/emperor-centred, democratic and peace building, public oriented, and love for country and region/re-patriotism. National character has changed dynamically according to national goals and priorities, reflecting the countries’ respective historical backgrounds. These aspects resulted in the unique national character of each country’s citizenship education, specifically concerning globalization.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"45-62"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48549005","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 is based on the premise that participatory democracy needs active citizens, and active citizens need civic competencies. The goal of this study is to illustrate previous research into active citizenship and civic competencies and to add the own concept of the authors to the literature. The article also provides empirical results from a survey into active citizenship carried out among citizens in Győr, Hungary, 2017. A total of 254 citizens filled out the online and offline questionnaire. The survey sample methods included random and snowball sampling. The sample does not represent the population of Győr, 64.3 per cent were women and about half of the sample were graduate citizens, so the results can be interpreted only to the respondents. Results offer an insight into what citizens think of the concept of active citizenship and which civic competencies they regard as important active participation in society. The article also demonstrates guidance for practitioners and researchers and it adds to the literature on active citizenship. It is possible to believe that knowing what kind of civic competencies people need could be useful to know how to be more active in the society.
{"title":"Active citizenship and civic competencies in the Hungarian city of Győr","authors":"Adrienn Reisinger, Norbert Kovács, D. Szabó","doi":"10.1386/ctl_00017_1","DOIUrl":"https://doi.org/10.1386/ctl_00017_1","url":null,"abstract":"This article is based on the premise that participatory democracy needs active citizens, and active citizens need civic competencies. The goal of this study is to illustrate previous research into active citizenship and civic competencies and to add the own concept of the authors to\u0000 the literature. The article also provides empirical results from a survey into active citizenship carried out among citizens in Győr, Hungary, 2017. A total of 254 citizens filled out the online and offline questionnaire. The survey sample methods included random and snowball sampling.\u0000 The sample does not represent the population of Győr, 64.3 per cent were women and about half of the sample were graduate citizens, so the results can be interpreted only to the respondents. Results offer an insight into what citizens think of the concept of active citizenship and which\u0000 civic competencies they regard as important active participation in society. The article also demonstrates guidance for practitioners and researchers and it adds to the literature on active citizenship. It is possible to believe that knowing what kind of civic competencies people need could\u0000 be useful to know how to be more active in the society.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"5-23"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43642304","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: The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character, Lee Jerome and Ben Kisby (2019)Cham, Switzerland: Palgrave Macmillan, 137 pp.,ISBN 978-3-03027-760-4, h/bk, GBP 32.82
{"title":"The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character, Lee Jerome and Ben Kisby (2019)","authors":"I. Davies","doi":"10.1386/ctl_00023_5","DOIUrl":"https://doi.org/10.1386/ctl_00023_5","url":null,"abstract":"Review of: The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character, Lee Jerome and Ben Kisby (2019)Cham, Switzerland: Palgrave Macmillan, 137 pp.,ISBN 978-3-03027-760-4, h/bk, GBP 32.82","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"117-122"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49627944","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}
Citizenship and political education has increasingly been identified as an important component in educating young people for democratic citizenship. The National Curriculum Framework for School Education in Nepal 2007, the Nepalese social studies school curriculum, and textbooks explicitly underline the promotion of a democratic system and culture along with the development of civic and citizenship skills among Nepalese citizens. This article reports on a qualitative analysis of selected civic awareness images in Nepalese social studies textbooks using a ‘visual grammar’ framework. The analysis reveals that the images attempt to promote a message of national unity and respect for diversity in the country. However, the low quality black and white images and textbooks have some adverse teaching and learning implications for teachers and students and tend towards idealized representations.
{"title":"Visualizing civic values: Representations of idealized citizenship behaviours in images found in Nepalese social studies textbooks","authors":"Rabia Shah, P. Brett, Dp Thomas","doi":"10.1386/ctl_00021_1","DOIUrl":"https://doi.org/10.1386/ctl_00021_1","url":null,"abstract":"Citizenship and political education has increasingly been identified as an important component in educating young people for democratic citizenship. The National Curriculum Framework for School Education in Nepal 2007, the Nepalese social studies school curriculum, and textbooks explicitly\u0000 underline the promotion of a democratic system and culture along with the development of civic and citizenship skills among Nepalese citizens. This article reports on a qualitative analysis of selected civic awareness images in Nepalese social studies textbooks using a ‘visual grammar’\u0000 framework. The analysis reveals that the images attempt to promote a message of national unity and respect for diversity in the country. However, the low quality black and white images and textbooks have some adverse teaching and learning implications for teachers and students and tend towards\u0000 idealized representations.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76447343","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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