Journal of Social Science Education (JSSE - Universität Bielefeld)
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Assessing the national identity and sense of belonging of students in Germany with immigration backgrounds
Get PDFStudents in Germany score low on national identity when it is measured with national symbols
Students with immigration backgrounds show lower national identity scores in 20 countries
Over 90% of German students with immigration backgrounds feel a sense of belonging to Germany.
Research instruments measuring national identity must consider transnationality and fluidity.
Purpose: This paper aims to analyse the data regarding the national identification and sense of belonging of secondary school students with and without immigration backgrounds collected through the International Civic and Citizenship Study 2016. It also assesses whether the research instruments used are suitable for the German context.
Method: Likert scale items measured national identification. Acculturation theory based categories were employed to measure the sense of belonging. Differences between students across and within countries were assessed using t tests.
Findings: Students with immigration backgrounds tend to present statistically lower scores for the scale ‘attitudes toward country of residence’ in 20 of 24 participating countries. In international comparison, German students with and without immigration backgrounds score relatively low on all five items of the scale. Despite achieving significantly lower scores for national identification, 90% of students in Germany with immigration backgrounds feel a sense of belonging to Germany
Student teachers’ implicit knowledge and cognitive complexity of perspectives on being a citizen
Get PDFThis study examined the implicit knowledge and cognitive complexity of studentteachers’ perspectives on being a citizen.
Repertory Grid Technique (RGT) can be used as an appropriate technique and tool for exploring implicit knowledge and the cognitive complexity of the student teachers.
The implicit knowledge of the participants reflected an understanding of a personally responsible citizen.
Cognitive complexities of the participants on being a citizen did not differ from each other with class year.
Future studies could use different methods to investigate student teachers’ implicit knowledge and cognitive complexity on citizenships education.
Purpose: Students can learn to be citizens through school education and experiences in socio-cultural contexts. Individuals’ perspectives on being a citizen can be represented as implicit and explicit knowledge in cognitive structures. This study aimed to investigate the implicit knowledge and cognitive complexity of student social studies teachers’ perspectives on being a citizen
Design/methodology/approach: This study comprised 23 student social studies teachers in the Department of Social Sciences Teaching in Turkey. Data were collected by using a RGT.
Findings: The findings revealed that the implicit knowledge of the participants reflected an understanding of a personally responsible citizen. Many participants demonstrated cognitive simplicity.
Research limitations: As the study included 23 first- and fourth-year student social studies teachers, the findings cannot be generalized to any population as whole.
Practical implications: This study indicates that the justice-oriented and participatory citizen understanding of student social studies teachers must be emphasized and ened through a multidimensional perspective
Framing democracy as response to neoliberalism in Dutch education
Get PDFPurpose: This paper aims to understand the debate about what constitutes good education in the Netherlands. The meaning of the concept of democracy in these public debates is divergent and rather diffuse. If teachers, citizens, advisory councils, and the Dutch government agree that democracy ought to be anchored in future education, we first and foremost need to understand its meaning within these current debates.
Approach: In this study we conducted a frame analysis of eleven key documents from three relevant domains. The diagnostic frame shows that on the whole the authors of these documents view ‘neoliberalism’ and a ‘culture of measurement’ as undermining forces in education.
Findings: The prognostic frame shows that all authors frame democracy as a prognosis, but with four different meanings: 1) democracy as organizational structure, 2) democracy as governmental policy, 2) democracy as knowledge and skill, and 4) democracy as a practice. We argue that these can be interpreted as four dimensions of a democratic solution, constructed as a response to neoliberal tendencies in Dutch education
Visiting the forced visitors: Critical and decentered approach to Global Citizenship Education as an inclusive educational response to forced youth migration
Get PDFMigrant and refugee youth face complex challenges pertaining to educational and social inclusion in Europe and international contexts.
Global Citizenship Education (GCE) has gained increased prevalence as an educational response to globalizing processes such as forced migration and resulting cultural diversity.
It is argued that a critical and decentered model of GCE can be applied as an inclusive educational response to refugee youth within national educational settings.
Visual and participatory educational practices emphasizing the role of the teacher as a \u27visitor\u27 are presented and discussed.
Purpose: To explore the role and possibilities of Global Citizenship Education (GCE) in attending to neglected aspects of inclusive education when responding to forced youth migration in Europe.
Approach: We discuss different approaches to GCE within the literature, their implications for refugee students within national educational settings and give an example of how critical GCE can be practiced in education.
Finding: Drawing on theoretical work of John Dewey and Hannah Arendt, in conjunction with more recent theoretical work on global citizenship within education, we argue that a critical and decentered model of GCE is important to support processes of inclusion and citizenship for refugee youth within national educational settings.
Implications: We apply and discuss the suggested theoretical approach in relation to pedagogical practices developed as a part of an ongoing research project on irregular processes of inclusion and citizenship for migrant and refugee youth in Iceland, Norway, and the UK
The affordance of visual tools: The potential of visual representations of pricing facilitating an epistemic practice in economics teaching
Get PDFPurpose: This paper results from an intervention study focusing on the relationship between visual representation used in teaching about pricing in economics and teaching-learning practices established in the classroom, with a focus on the affordance offered through the representations used.
Method: Lessons were conducted with four upper secondary classes: two had lessons based on graphs and two on a causal loop diagram. Transcriptions of the lesson, including small group discussions, were analysed using a practice theory perspective, identifying actions and goals driving them. Results arising from the two representations were compared.
Findings: Different actions were mediated through the different representations. A causal loop diagram afforded more qualified actions, and more epistemic teaching-learning practices, than graphs.
Research limitations/implications: This study should be replicated with different subject contents /visual representations.
Practical implications: Choice of visual tools used in teaching will affect the practice established and thus the knowledge made available for students to experience.
Book Review: Sozialwissenschaftliche Bildung. Politik - Wirtschaft – Gesellschaft by Tim Engartner, Reinhold Hedtke, Bettina Zurstrassen. Paderborn: UTB/Ferdinand Schöningh 2021.
Get PDFEducating teachers as designers: the potentials of Kyouzai Kenkyuu in Social Science teacher education
Get PDF− Curriculum design has been recognized as preparation for practice, not practice per se.
− Kyouzai Kenkyuu can be a conceptual tool to indicate curriculum design as teachers’ practice.
− Kyouzai Kenkyuu is both a teacher’s practice and a disposition that a teacher needs to have.
− Kyouzai Kenkyuu can strengthen teacher professionalism by understanding teachers as curriculum designers.
Purpose: This study introduces the idea of Kyouzai Kenkyuu and examines its potentiality as a conceptual tool to point to the curriculum design process with a case of social science education. By doing so, this study can contribute to expanding the target of reflection from the practices inside classrooms toward the curriculum design outside classrooms and the strengthening of teacher professionalism by understanding teachers as curriculum designers.
Approach: The authors utilised literature review to illustrate how Kyouzai Kenkyuu can be a conceptual tool to point to the curriculum design process. Subsequently, the authors conducted interpretative practitioner research to showcase how Kyouzai Kenkyuu can be taught in pre-service teacher education and how teacher educators can educate pre-service teachers as curriculum designers utilising insider’s perspectives. Finally, the authors discussed the potential of Kyouzai Kenkyu as a conceptual tool to indicate the content and method of designing the curriculum and as an approach to enhance teachers’ development as curriculum designers.
Findings: Kyouzai Kenkyuu—Kyouzai meaning learning material(s) and Kenkyuu meaning study or research in the Japanese language—is a practice for curriculum design and one of the dispositions to define teachers as professionals. In Japan, teachers are expected to be practitioners who conduct Kenkyuu (research) about discipline, students, and the context surrounding students to design suitable Kyouzai (learning material[s]) and a curriculum for individual classrooms. In method courses, pre-service teachers verbalize and reflect on their Kyouzai Kenkyuu and how it impacts curriculum design. Through these experiences, social science teachers in Japan can enjoy the opportunities to develop their design and teaching rationales.
Research limitations: This study is limited to three method courses that the authors have taught; thus, the findings on how to teach Kyouzai Kenkyuu may not be generalizable.