Journal of Social Science Education (JSSE - Universität Bielefeld)
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Active Citizenship: Participatory Patterns of European Youth
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Purpose: Treating Active Citizenship as a sum of behavioral indicators requires certain prerequisites that can be difficult to meet in practice (e.g. structural validity and measurement invariance). We explore a different approach, in which we treat Active Citizenship as a categorical, rather than a linear, construct.
Design: Based on longitudinal data from eight European countries, we discovered the patterns’ structure based on the first-year data and then replicated the analysis on the second-year sample to confirm it. Next, we explored the change between the years and its’ trajectories. We compared countries profiles and their change. Finally, we used multinomial logistic regression to explore the most common trajectories.
Findings: We describe six patterns: fighter, activist, volunteer, backer, online and indifferent. The pattern structure is replicable and 41.8% of respondents preserve their pattern. For those respondents who changed their pattern, we identified political interest, religiosity, gender and age as the main factors behind this change.
Research implications: The study contributes to the understanding of youth Active Citizenship and the factors that support and promote it.
Teaching economics outside one\u27s own subject area at lower secondary level in Austria – enriching or embarrassing?
Get PDFPurpose: This paper will examine the extent to which Economics education within the integrated Austrian subject of Geography and Economics delivered by teachers outside their own subject area differs from teaching delivered by those with a formal qualification in the subject.
Design: Hypothesis testing was carried out using variance analyses, factor analyses and χ² independence tests; qualitative content analysis was used to evaluate responses to the open questions of a questionnaire (Mayring 2000, Kuckartz 2012).
Findings: The results show significant differences between the two teacher groups with regard to the popularity of Economics education, attitudes towards economics generally, and professional self-image.
Limitations and implications: For resource reasons, the study had to be limited to Vienna. A further broader investigation seems necessary.
Practical implications: In order to support teachers working outside their own subject area, two project networks have
Book Review: Refugee Education: Theorising Practice in Schools by Joanna McIntyre and Fran Abrams. London and New York: Routledge, 2021.
Get PDFTeaching about migration: Teachers’ didactical choices when connecting specialized knowledge to pupils’ previous knowledge
Get PDFContent and pupils are important starting points when teaching migration.
Our findings expand the discussion of teachers’ choices, pupils, and specialized knowledge.
Teachers’ reflections on didactical choices and pupils’ previous knowledge are provided.
Cases, pictures, stories, and affective dimensions could be useful when explaining migration.
Continuous education in migration and collaborative platforms in social studies are needed.
Purpose: This article contributes to the discussion of teaching migration in upper primary school by examining teachers’ didactical choices concerning specialized knowledge and pupils\u27 previous knowledge.
Design/methodology/approach: The approach is practice-based design research, in which meetings with teachers and focus group interviews with ten-to-twelve-year-old pupils are analysed in relation to educational practice and exemplary teaching.
Findings: Teachers expanded concept of migration developed through discussions of specialized knowledge in relation to pupils\u27 previous knowledge contributes to a more qualified migration education. Migration can be taught from a perspective or in thematic interdisciplinary projects. Migration biographies as well as using stories, pictures, and affective dimensions, can make the abstract concepts become concrete when reconstruction of migration in teaching.
Practical implications: This addresses issues of continuous education in social studies for teachers and the need for collaborative platforms.
Who wants a political classroom? Attitudes toward teaching controversial political issues in school
Get PDFThe study examined teachers’, parents’ and students’ attitudes toward controversial political issues (CPI).
A Random stratified sample of 501 adults and 201 high school students completed questionnaires.
Respondents had little confidence in teachers’ ability to conduct CPI discussions in classrooms.
Students reported low incidents of CPI discussions in classrooms.
Support for CPI discussions differed according to specific topics.
Purpose: Many argue for the benefits of controversial political issues (CPI) discussions but little is known about teachers’, parents’, and students’ attitudes toward CPI. The present study explored these attitudes, as well as attitudes towards specific controversial topics, and how they relate to socio-demographic variables.
Design/methodology/approach: Quantitative cross-sectional methodology was employed using questionnaires to collect data. Random stratified sampling was used to obtain a representative sample of 501 Jewish Israeli adults, including 70 teachers, and 201 Jewish Israeli 10th-12th grade students.
Findings: Respondents, including the teachers themselves, had little confidence in teachers’ ability to conduct CPI discussions in classrooms. Students reported low incidents of CPI discussions in classrooms, and that they are mostly held by homeroom and civics teachers. Students supported CPI discussions more than adults (including teachers) and wanted teachers to disclose their opinions much more than adults did. Support for CPI discussions differed according to specific topics. Linear regression revealed that the less religious individuals are, the more left-wing, older and more educated, the more they will support CPI teaching
Preparedness for education to Rohingya refugee children in Bangladesh: potentials and challenges to citizenship education
Get PDFIdentify the existing opportunities and challenges for the education of refugee children
Citizenship and civic education of refugee children is seen as an asset to reduce inequality for their future livelihoods
What significant initiatives were launched to support refugee children in developing key competence
Explores how to respond more creatively and collaboratively to support the refugee children education in this critical situation
How governmental and non-governmental organizations are willing to support their education process
Purpose: The number of Rohingya refugee children in Bangladesh is more than fifty percent who are out of formal education since the persecution and the mass atrocities which started in 2017 by the Myanmar government in Rakhine. They need education as their rights and means of future livelihoods that can contribute to both the refugee and host society in the future. Thus, perceptions into formal education can help refugee children to reduce inequality in general and build capacity from a socio-economic and moral perspective.
Methodology: The article endeavors to document the existing pros and cons of Rohingya refugee children\u27s education in Bangladesh. Therefore, the study offers insights examining the existing framework of education for citizenship and civic education of refugee children as well as the opportunities in the future in terms of quality, quantity, and level of education. In direction to investigate the education process in the context of refugee children the study primarily based on secondary sources of data to grasp the conclusion.
Findings: The results indicate that limited initiative has been taken by the host country and other supporting regional and global non-state actors for Rohingya refugee children. However, the number of education centers need to increase immediately as many more children are out of formal education. In addition, it is crucial to start a junior schooling system for teenagers as well as recruit trained and efficient teachers with a structured curriculum. Furthermore, the government of Bangladesh is adamant to open a formal education system, though the international partners are continuously urging for it which is also crucial for education and citizenship education with a well-structured curriculum.
The teachers and students need additional support in terms of training and motivation to keep the process ongoing which is found more challenging for both of them while the host country’s schooling shutdown since March 2020.
Limitations: Findings of this study on refugee children\u27s education in Bangladesh cannot be generalized to another context
Time for citizenship in teacher training
Get PDFCitizenship education is in teacher training in the Netherlands linked to both the pedagogical and didactic tasks of teachers.
The task of teachers to stimulate the development of values in students is addressed a lot less often.
The idea of democracy and rule of law as a framework for citizenship is not mentioned in most knowledge bases.
As a result, some knowledge bases seem to lack direction, as if all opinions and all ways of ‘dealing with diversity’ are desirable.
Purpose: With this article we aim to provide insight into how citizenship education receives attention in the formulated national curricula for teacher education in the Netherlands and to what extent the different domains of citizenship and the different tasks of teachers with regard to citizenship education are addressed.
Method: For this study the knowledge base for all teacher training curricula at Bachelor and Master level in the Netherlands were analysed. We looked at the extent to which citizenship (education) is addressed in teacher training and the ways in which this takes place.
Findings: The results of the study show that several domains of citizenship are mentioned, albeit not often together in one knowledge base. Citizenship education is linked to both the pedagogical and didactic tasks of teachers. The task of teachers to stimulate the development of values in students is addressed a lot less often. The fact that citizenship also involves moral development is only mentioned in some knowledge base. Also, the idea of democracy and rule of law as a framework for citizenship is not mentioned in most knowledge bases. As a result, some knowledge bases seems to lack direction, as if all opinions and all ways of ‘dealing with diversity’ are desirable
Implementing antisemitism studies in German teacher education
Get PDFThe integration of antisemitism as a topic for teacher education is urgent, especially in the social sciences
Education regarding contemporary antisemitism must be combined with an analysis of racism and historical-political perspectives on the Shoah to succeed in post-migrant society
Slight changes of the curricula are a reliable base for further development
A nexus between schools, universities and actors of civil society is needed in order to target antisemitism
International summer schools, German-Israeli study groups or collaborative workshops are exemplary pilot projects in order to establish competence regarding education critical of antisemitism
Purpose: Following the current rise of antisemitism globally and in Germany, this paper examines the current situation regarding Antisemitism in teacher education. The paper aims to make a contribution for the demand of an implementation of education critical of Antisemitism in teacher education.
Approach: Combining experience from university teacher training and the field of extracurricular political education we appoint perspectives for a sustainable implementation of education critical of antisemitism in teacher training via best practice examples. We evaluate the potentials of field trips, international study groups and networks between university and agents located in civil society.
Findings: The revised curricula for Social Sciences in the state of North-Rhine-Westphalia (and formerly Berlin) name current antisemitism for the first time, indicating an urgent need for professionalization in Social Science teacher education where the facets of antisemitism only play a minor role. Hence, expertise and existing resource must be stabilized, a structural implementation and funding is needed in order to target the challenging topic of antisemitism.
Research limitations/implications: This paper functions as a preliminary research in order to examine the given shape of Social Science teacher education and Antisemitism in Germany. A comprehensive, structured analyses of all teacher training facilities as well as extracurricular agents working in the field of education critical of antisemitism could be useful in order to pool expertise. Nonetheless this paper encourages local collaborations between university and civiliety actors
Multicultural Competencies of Social Studies Teachers: A Qualitative Study
Get PDFPurpose: Turkey is a country hosting many people of diverse religious beliefs (e.g., Islam, Christianity, and Judaism) and a great variety of ethnic origins (e.g., Turks, Greeks, Armenians, Slavs, Arabs, Romanians and Kurds). It is also subject to continuous migratory flows from neighboring countries and beyond. Due to these factors, it has become increasingly evident that a more multicultural educational approach is warranted. In this study, researchers analyzed the level of competency in teachers required for the implementation of such approaches within the framework of individual/personal, classroom, and institution/school levels in order to identify the capabilities of social studies teachers’ multicultural competencies.
Method: In this study, researchers used a basic qualitative research design. Using a semi-structured interview technique, one-on-one interviews were conducted with 16 teachers from 8 schools with different socio-economic backgrounds and foreign student numbers. The data was analyzed with a thematic analysis approach.
Findings: What was found in the course of the work? This will refer to analysis, discussion, or results. The findings of the study showed that teachers’ multicultural competencies were weak in individual/personal, institutional/school levels and in the integration of cultural characteristics into teaching at the classroom level. However, participating teachers indicated stronger multicultural competencies in other subcategories of the classroom level.
