Pub Date : 2023-09-26DOI: 10.1177/17461979231197410
Kayla M Johnson
I explore the possibilities for domestic educational travel to impact students’ understandings of racism, and their attitudes and planned behaviors toward enacting change in their communities. Prompted by movements for racial justice and drawing from the critical pedagogies of Paulo Freire, students on the “America’s Race Issues” community engagement program traveled throughout the Northern and Southern US to explore issues impacting the Black experience, such as slavery and the Civil War, the civil rights movement, environmental injustice, contemporary racial justice activism, and community organizing. Six students documented their experiences through photos and participated in interviews that illuminated the program’s impact on their process of conscientization. The program contributed to students’ conscientization in various ways and to varying degrees, yet shortcomings exist. This study suggests that domestic educational travel with a purposeful focus on race and racial justice activism can contribute to student conscientization, but further research and program improvement is needed.
{"title":"Destination: Wokeness? Possibilities for exploring domestic educational travel as conscientizing praxis","authors":"Kayla M Johnson","doi":"10.1177/17461979231197410","DOIUrl":"https://doi.org/10.1177/17461979231197410","url":null,"abstract":"I explore the possibilities for domestic educational travel to impact students’ understandings of racism, and their attitudes and planned behaviors toward enacting change in their communities. Prompted by movements for racial justice and drawing from the critical pedagogies of Paulo Freire, students on the “America’s Race Issues” community engagement program traveled throughout the Northern and Southern US to explore issues impacting the Black experience, such as slavery and the Civil War, the civil rights movement, environmental injustice, contemporary racial justice activism, and community organizing. Six students documented their experiences through photos and participated in interviews that illuminated the program’s impact on their process of conscientization. The program contributed to students’ conscientization in various ways and to varying degrees, yet shortcomings exist. This study suggests that domestic educational travel with a purposeful focus on race and racial justice activism can contribute to student conscientization, but further research and program improvement is needed.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958634","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 : 2023-09-26DOI: 10.1177/17461979231197409
Pia Mikander, Henri Satokangas
Historically, education for active citizenship has not been a high priority in Finnish schools. In this discursive study of Finnish social studies textbooks for grades 4–6, we investigate how students are encouraged to practice active citizenship, where the focus of active citizenship lies, and how active citizenship is limited in antidemocratic ways. Referring to the theoretical discussion about democracy in education, we note a discursive focus on individual influencing and communication skills as methods for active citizenship education. We find that active citizenship focuses on students’ immediate surroundings, the school, and the local area as potential fields of influence. We note how antidemocratic threats to active citizenship are often portrayed with a focus on individual feelings and manners, not on understanding democratic structures and antidemocratic threats such as silencing voices through online hate speech. We welcome a discussion about how young students can become active citizens, by encouraging a more democratic classroom culture within social studies, thereby creating space for imagining alternative futures and utopian thinking.
{"title":"From influencing school food to handling hate speech: Methods, areas, and limitations of active citizenship in Finnish social studies textbooks","authors":"Pia Mikander, Henri Satokangas","doi":"10.1177/17461979231197409","DOIUrl":"https://doi.org/10.1177/17461979231197409","url":null,"abstract":"Historically, education for active citizenship has not been a high priority in Finnish schools. In this discursive study of Finnish social studies textbooks for grades 4–6, we investigate how students are encouraged to practice active citizenship, where the focus of active citizenship lies, and how active citizenship is limited in antidemocratic ways. Referring to the theoretical discussion about democracy in education, we note a discursive focus on individual influencing and communication skills as methods for active citizenship education. We find that active citizenship focuses on students’ immediate surroundings, the school, and the local area as potential fields of influence. We note how antidemocratic threats to active citizenship are often portrayed with a focus on individual feelings and manners, not on understanding democratic structures and antidemocratic threats such as silencing voices through online hate speech. We welcome a discussion about how young students can become active citizens, by encouraging a more democratic classroom culture within social studies, thereby creating space for imagining alternative futures and utopian thinking.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958771","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 : 2023-09-08DOI: 10.1177/17461979231179142
A. Fatah, L. Kuppens, Arnim Langer
In 2005, Kitson and McCully introduced the ‘risk-taking’ continuum, representing the multiple ways in which teachers in post-conflict societies deal with the history of conflict in the classroom. ‘Avoiders’, at one extreme, refrain from teaching the violent past, while at the other extreme ‘risk-takers’ analyse multiple perspectives on what happened and why. Since their seminal study, scholars have increasingly studied the challenges and opportunities related to teaching the violent past. Yet, so far no study has empirically tested and applied the continuum. Drawing on a survey of 558 secondary school teachers in post-conflict Ambon, Indonesia, we analyse the proportion and characteristics of ‘risk-takers’ as compared to ‘avoiders’. Our results show that ‘risk-takers’ represent a slim majority. While ‘risk-taking’ is associated with political interest and higher levels of education, teachers who suffered much harm during the conflict, whose students belong to a religious group other than theirs and/or those who think conflict causes have been addressed are less supportive of conflict history teaching.
{"title":"Discerning risk-takers from avoiders: Which teachers are more likely to support teaching about the violent past in Ambon, Indonesia?","authors":"A. Fatah, L. Kuppens, Arnim Langer","doi":"10.1177/17461979231179142","DOIUrl":"https://doi.org/10.1177/17461979231179142","url":null,"abstract":"In 2005, Kitson and McCully introduced the ‘risk-taking’ continuum, representing the multiple ways in which teachers in post-conflict societies deal with the history of conflict in the classroom. ‘Avoiders’, at one extreme, refrain from teaching the violent past, while at the other extreme ‘risk-takers’ analyse multiple perspectives on what happened and why. Since their seminal study, scholars have increasingly studied the challenges and opportunities related to teaching the violent past. Yet, so far no study has empirically tested and applied the continuum. Drawing on a survey of 558 secondary school teachers in post-conflict Ambon, Indonesia, we analyse the proportion and characteristics of ‘risk-takers’ as compared to ‘avoiders’. Our results show that ‘risk-takers’ represent a slim majority. While ‘risk-taking’ is associated with political interest and higher levels of education, teachers who suffered much harm during the conflict, whose students belong to a religious group other than theirs and/or those who think conflict causes have been addressed are less supportive of conflict history teaching.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46894638","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 : 2023-08-21DOI: 10.1177/17461979231189186
Nitzan Koren
Political Information Literacy (PIL) is a vital and essential set of skills pre-dominantly discussed in Library and Information Studies disciplines. PIL is necessary to navigate the convoluted political information landscape, including the threats to democracy and the spreading of misinformation, disinformation, and fake news. Having PIL is especially crucial in adolescence and young adulthood as these are prime phases where young people shape their beliefs and attitudes and learn about their political and civic lives. Understanding what it means to have PIL is essential so that educators and practitioners can teach and assess PIL, resulting in young people being able to understand, analyze, critique, and make informed decisions on political information. This systematized review sampled 99 journal articles and conference papers from seven databases in the disciplines affiliated with the social sciences published between 2006 and 2022. The paper discusses how different factors shape and contribute to or hinder young people’s political knowledge, skills, and self-efficacy as they navigate political information. This work sheds light on findings from various countries and a diverse age range of young people in various life stages (13–35). It highlights populations that may have been excluded and provides potential questions that can be further investigated.
{"title":"Conceptualizing political information literacy among young people: A systematized review of the literature","authors":"Nitzan Koren","doi":"10.1177/17461979231189186","DOIUrl":"https://doi.org/10.1177/17461979231189186","url":null,"abstract":"Political Information Literacy (PIL) is a vital and essential set of skills pre-dominantly discussed in Library and Information Studies disciplines. PIL is necessary to navigate the convoluted political information landscape, including the threats to democracy and the spreading of misinformation, disinformation, and fake news. Having PIL is especially crucial in adolescence and young adulthood as these are prime phases where young people shape their beliefs and attitudes and learn about their political and civic lives. Understanding what it means to have PIL is essential so that educators and practitioners can teach and assess PIL, resulting in young people being able to understand, analyze, critique, and make informed decisions on political information. This systematized review sampled 99 journal articles and conference papers from seven databases in the disciplines affiliated with the social sciences published between 2006 and 2022. The paper discusses how different factors shape and contribute to or hinder young people’s political knowledge, skills, and self-efficacy as they navigate political information. This work sheds light on findings from various countries and a diverse age range of young people in various life stages (13–35). It highlights populations that may have been excluded and provides potential questions that can be further investigated.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46889813","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 : 2023-08-05DOI: 10.1177/17461979231189183
Michalinos Zembylas
This paper builds on discussions about what sort of generosity might be nurtured in pedagogy when perspectives of affectivity, corporeality, and politics are foregrounded. The paper focuses on highlighting a multidimensional understanding of generosity with specific emphasis on the ways in which affective/embodied/corporeal and political dimensions reframe the dominant discourse of generosity as a personal moral conduct. In particular, the paper takes up the challenge of theorizing generosity beyond dualisms of active giving and passive receiving, by thinking through how affectivity and corporeality motivate political action. In bringing together different thinkers and concepts around generosity to theorize ‘pedagogies of generosity’, the reader is invited to reconsider how ‘critical generosity’ as an ethical, affective and political practice invokes insights about the role of the teacher in nurturing modalities of ‘generous’ actions that can be socially and politically transformative.
{"title":"Pedagogies of generosity: Towards a multidimensional understanding that nurtures ‘critical generosity’","authors":"Michalinos Zembylas","doi":"10.1177/17461979231189183","DOIUrl":"https://doi.org/10.1177/17461979231189183","url":null,"abstract":"This paper builds on discussions about what sort of generosity might be nurtured in pedagogy when perspectives of affectivity, corporeality, and politics are foregrounded. The paper focuses on highlighting a multidimensional understanding of generosity with specific emphasis on the ways in which affective/embodied/corporeal and political dimensions reframe the dominant discourse of generosity as a personal moral conduct. In particular, the paper takes up the challenge of theorizing generosity beyond dualisms of active giving and passive receiving, by thinking through how affectivity and corporeality motivate political action. In bringing together different thinkers and concepts around generosity to theorize ‘pedagogies of generosity’, the reader is invited to reconsider how ‘critical generosity’ as an ethical, affective and political practice invokes insights about the role of the teacher in nurturing modalities of ‘generous’ actions that can be socially and politically transformative.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43965610","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 : 2023-07-21DOI: 10.1177/17461979231186028
Remmert Daas, A. Dijkstra, S. Karsten, Geert ten Dam
In this paper, we develop an open-ended approach to evaluating students’ citizenship competences. We aim to give students the opportunity to describe what citizenship means for them in personally relevant contexts. We developed three rubrics relevant to students’ citizenship in daily life. Students in grade 10 and 11( Mage = 16) evaluated their competences or completed an assignment which was assessed using rubrics. The results show that for both approaches, the majority of students were able to provide relevant input pertaining to their citizenship competences. However, students’ explanations were often brief, limiting the personal context they provided and the extent to which they demonstrated higher levels of proficiency. This study shows that employing rubrics for an open-ended approach to assessing citizenship competences shows promise in allowing students to share and elaborate upon their experiences and viewpoints, but more focus is needed on improving the quantity and quality of student input.
{"title":"An open-ended approach to evaluating students’ citizenship competences: The use of rubrics","authors":"Remmert Daas, A. Dijkstra, S. Karsten, Geert ten Dam","doi":"10.1177/17461979231186028","DOIUrl":"https://doi.org/10.1177/17461979231186028","url":null,"abstract":"In this paper, we develop an open-ended approach to evaluating students’ citizenship competences. We aim to give students the opportunity to describe what citizenship means for them in personally relevant contexts. We developed three rubrics relevant to students’ citizenship in daily life. Students in grade 10 and 11( Mage = 16) evaluated their competences or completed an assignment which was assessed using rubrics. The results show that for both approaches, the majority of students were able to provide relevant input pertaining to their citizenship competences. However, students’ explanations were often brief, limiting the personal context they provided and the extent to which they demonstrated higher levels of proficiency. This study shows that employing rubrics for an open-ended approach to assessing citizenship competences shows promise in allowing students to share and elaborate upon their experiences and viewpoints, but more focus is needed on improving the quantity and quality of student input.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48388701","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: 10.1177/17461979211061801
Keiji Nishiyama
In recent years, the ‘deliberative turn’ of political theory has travelled to the classroom. The predominant approach focuses on the ‘educative’ aspect of deliberation by simulating a fictional public debate in which students discuss controversial political questions given by adults. However, such practice tends to pay scant attention to the critical aspect of deliberation that enables students to challenge and examine unjust socio-political structures and dominant discourses in their lives. This article cautions that classroom deliberation without its critical edge makes deliberation more tokenistic and students less agentic. To show the democratic dynamics of critical classroom deliberation, this article draws insights from the author’s fieldwork on Philosophy for Children (P4C) implemented in two Japanese schools. The case study shows that students’ engagement in critical deliberation facilitated their creation of two types of counter-publics, namely, pedagogical and political, that helped them formulate counter-strategies and counter-voices differently.
{"title":"Creating counter-publics through deliberation in the classroom: The case of philosophy for children","authors":"Keiji Nishiyama","doi":"10.1177/17461979211061801","DOIUrl":"https://doi.org/10.1177/17461979211061801","url":null,"abstract":"In recent years, the ‘deliberative turn’ of political theory has travelled to the classroom. The predominant approach focuses on the ‘educative’ aspect of deliberation by simulating a fictional public debate in which students discuss controversial political questions given by adults. However, such practice tends to pay scant attention to the critical aspect of deliberation that enables students to challenge and examine unjust socio-political structures and dominant discourses in their lives. This article cautions that classroom deliberation without its critical edge makes deliberation more tokenistic and students less agentic. To show the democratic dynamics of critical classroom deliberation, this article draws insights from the author’s fieldwork on Philosophy for Children (P4C) implemented in two Japanese schools. The case study shows that students’ engagement in critical deliberation facilitated their creation of two types of counter-publics, namely, pedagogical and political, that helped them formulate counter-strategies and counter-voices differently.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"115 - 130"},"PeriodicalIF":0.6,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43044487","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: 10.1177/17461979221080604
R. Leighton
All education is political; the radical approach to Citizenship Education promotes social justice and critical active participation. In synthesizing a pedagogy of discomfort and the principles of subversive teaching, this is predicated on the notion that authority should be accountable, that people should be able and enabled to take decision makers to task, that those decision makers are the servants of the people. This article is based on research conducted and published during 16 years as subject leader for Citizenship Education on a pre-service qualifying programme for specialist teachers. It is adapted from the commentary submitted as part of my PhD by publication. The proposed ‘Radical Citizenship Education’ aims to enable people to question and, if they wish, to change social circumstances rather than to stoically accept the status quo. Couched within a framework which owes as much to Postman and Weingartner as it does to Marxism, studies are summarized largely chronologically to explain and contextualize the data collected. The influence of many other thinkers and writers is acknowledged, from the 19th Century to the 21st, in the continued belief that the purpose of Citizenship Education should not be to protect the civic landscape, but to change it.
{"title":"Radical citizenship education","authors":"R. Leighton","doi":"10.1177/17461979221080604","DOIUrl":"https://doi.org/10.1177/17461979221080604","url":null,"abstract":"All education is political; the radical approach to Citizenship Education promotes social justice and critical active participation. In synthesizing a pedagogy of discomfort and the principles of subversive teaching, this is predicated on the notion that authority should be accountable, that people should be able and enabled to take decision makers to task, that those decision makers are the servants of the people. This article is based on research conducted and published during 16 years as subject leader for Citizenship Education on a pre-service qualifying programme for specialist teachers. It is adapted from the commentary submitted as part of my PhD by publication. The proposed ‘Radical Citizenship Education’ aims to enable people to question and, if they wish, to change social circumstances rather than to stoically accept the status quo. Couched within a framework which owes as much to Postman and Weingartner as it does to Marxism, studies are summarized largely chronologically to explain and contextualize the data collected. The influence of many other thinkers and writers is acknowledged, from the 19th Century to the 21st, in the continued belief that the purpose of Citizenship Education should not be to protect the civic landscape, but to change it.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"246 - 260"},"PeriodicalIF":0.6,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44718824","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 : 2023-06-29DOI: 10.1177/17461979231178520
Melissa Steyn, K. Vanyoro
We propose the Critical Diversity Literacy (CDL) framework for citizenship education in contemporary heterogeneous societies. It encourages an anti-essentialist, power-conscious awareness of difference beyond notions of citizenship that have been constitutive of the nation and tend to normalise masculinity, patriarchy, heterosexuality, able-bodiedness and whiteness. Using intersectionality and decoloniality heuristics, we approach multicultural citizenship from the multiple axes of our identities as we inhabit the world more complexly than mere belonging to the nation-state. The framework synthesises insights from contemporary social theory into a usable scaffolding for diversity capacitation. The ten principles focus on intersectionality, social identities and positioning, historical awareness, diversity vocabulary, the coded nature of hegemonic power and personal engagement. Taken together, they promote an approach to multicultural citizenship that focuses on social justice and pushes us to recognise the lived experience of citizenship ‘from below’. The framework has proved useful in designing curricula and interventions in different contexts and sectors and can be utilised to develop age-appropriate materials in schools.
{"title":"Critical Diversity Literacy: A framework for multicultural citizenship education","authors":"Melissa Steyn, K. Vanyoro","doi":"10.1177/17461979231178520","DOIUrl":"https://doi.org/10.1177/17461979231178520","url":null,"abstract":"We propose the Critical Diversity Literacy (CDL) framework for citizenship education in contemporary heterogeneous societies. It encourages an anti-essentialist, power-conscious awareness of difference beyond notions of citizenship that have been constitutive of the nation and tend to normalise masculinity, patriarchy, heterosexuality, able-bodiedness and whiteness. Using intersectionality and decoloniality heuristics, we approach multicultural citizenship from the multiple axes of our identities as we inhabit the world more complexly than mere belonging to the nation-state. The framework synthesises insights from contemporary social theory into a usable scaffolding for diversity capacitation. The ten principles focus on intersectionality, social identities and positioning, historical awareness, diversity vocabulary, the coded nature of hegemonic power and personal engagement. Taken together, they promote an approach to multicultural citizenship that focuses on social justice and pushes us to recognise the lived experience of citizenship ‘from below’. The framework has proved useful in designing curricula and interventions in different contexts and sectors and can be utilised to develop age-appropriate materials in schools.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494187","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 : 2023-05-25DOI: 10.1177/17461979231169473
Wurud Jayusi, Rakefet Erlich Ron, Shahar Gindi
Recess, the bus ride home, the school corridor and other grey areas are ambiguous for both teachers and students and fall under less institutional regulation. The purpose of this study was to examine the ways teachers would react when they encounter students’ informal political comments in the grey areas. We presented vignettes to 71 Palestinian teachers and 64 Jewish teachers in Israel and asked them what they would have done in a similar situation in their classroom. Teachers’ reactions were on a continuum ranging from avoidance and passivity to engaging in multidimensional mediation. Differences between Jewish and Palestinian teachers were found, and they reflect power relations between the Jewish majority and the Palestinian minority, which involve Palestinian teachers being more reluctant to engage in controversial public issues due to their minority status.
{"title":"Teachers’ responses to students’ informal political dialogue: Charting the grey areas in school","authors":"Wurud Jayusi, Rakefet Erlich Ron, Shahar Gindi","doi":"10.1177/17461979231169473","DOIUrl":"https://doi.org/10.1177/17461979231169473","url":null,"abstract":"Recess, the bus ride home, the school corridor and other grey areas are ambiguous for both teachers and students and fall under less institutional regulation. The purpose of this study was to examine the ways teachers would react when they encounter students’ informal political comments in the grey areas. We presented vignettes to 71 Palestinian teachers and 64 Jewish teachers in Israel and asked them what they would have done in a similar situation in their classroom. Teachers’ reactions were on a continuum ranging from avoidance and passivity to engaging in multidimensional mediation. Differences between Jewish and Palestinian teachers were found, and they reflect power relations between the Jewish majority and the Palestinian minority, which involve Palestinian teachers being more reluctant to engage in controversial public issues due to their minority status.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49229037","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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