调查小学艺术课程中的批判性公民教育

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2023-12-14 DOI:10.4102/sajce.v13i1.1385
Monique Putter, E. Costandius
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引用次数: 0

摘要

背景:学校的视觉艺术可以创造一种学习环境,让学习者能够学习、反思和表达对重要的公民意识和社会公正问题的看法,作为一种非正式的方式,它可以利用不同的技能,并允许以文字和数字以外的媒介表达思想和观点。在南非,一个相关的问题是需要建立一种公民意识,以帮助南非人参与和反思该国复杂的殖民和种族隔离历史。目的:本研究的目的是让小学学生参与批判性公民意识和社会正义教育,以确定如何加深他们的观念,并通过一个艺术项目来传达这些观念:环境:西开普省的一所小学。方法:参与式行动研究(PAR):这项参与式行动研究(PAR)旨在通过南非开普敦一所小学的项目式学习,让学生参与批判性公民意识的学习。学习者通过创作民间故事作为其艺术作品的叙事方式来探究批判性公民意识:结果:小学生对公民身份的概念从项目开始时对公民身份含义的一般理解发展到项目结束时对归属感、关爱和联系的更深刻的个人体验。民间故事、数字故事和视觉艺术的使用有效地传达了学习者实际体验和重视的公民意识信 息:结论:创作过程和艺术表达加深了学习者对批判性公民意识和社会正义的理解和参与。对个人和小组学习经历的反思表明,批判性公民意识教育可以影响学习者对具有社会政治信息的民间故事的理解和诠释:本研究有助于批判性公民教育和课程开发。
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Investigating critical citizenship education within primary school art curriculum
Background: Visual art at school can create a learning environment where learners can learn, reflect and express opinions on critical citizenship and social justice issues as an informal modality that draws on different skills and allows for expression of thoughts and ideas in a medium other than words and numbers. A relevant issue in South Africa is the need to create a sense of citizenship to help South Africans to engage with and reflect on the country’s complex colonial and apartheid history.Aim: The aim of this study was to engage primary school learners in critical citizenship and social justice education to determine how this can deepen their conceptions and to communicate these through an art project.Setting: A primary school in the Western Cape.Methods: This participatory action research (PAR) study was designed for learners to engage with critical citizenship through project-based learning at a primary school in Cape Town, South Africa. Learners investigated critical citizenship by creating folktales as a narrative for their artwork.Results: Primary school learners’ conceptions of citizenship progressed from a general understanding of what citizenship means during the start of the PAR to a much deeper and personal experience of belonging, caring and connecting at the end of the PAR. The use of folktales, digital storytelling and visual art was effective in creating a message about citizenship that the learners practically experienced and valued.Conclusion: The creative process and artistic expression deepened the learners’ understanding and engagement of critical citizenship and social justice. The reflections on the individuals’ and the group’s learning experiences revealed that critical citizenship education could influence learners’ conceptions and interpretations of folktales with a socio-political message.Contribution: This research contributes to critical citizenship education and curriculum development.
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
期刊最新文献
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