Journal of Social Science Education (JSSE - Universität Bielefeld)
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Gunel, Elvan (2018): Controversial Issues in Social Studies Education in Turkey. The Contemporary Debates. Information Age Publishing, ISBN 978-1-64113-305-0, 35,56 €
Get PDFDenmark:: Social Studies in Denmark - A country report
Get PDFPurpose: The purpose of the article is to give a survey of the status of Social Studies in the Danish educational system. To deepen the survey the article also will contain some reflections of the contents and didactics of the subject.
Design and approach: The analysis of the contents and didactics will focus on the description of the curriculum and the examination system. The approach will primarily consist of reflections on basis of text analysis of curriculum, examples of oral and written exam and basic concepts of citizenship.
Findings: The main finding in the study is that it is important to understand the teaching in Social Studies both with regards to contents and didactics as an important part of developing the sense of citizenship.
Research limitations: The main focus will be on written material and the official curriculum. It would be of great value to do more qualitative research among students and teachers about the practice of teaching in relation to the official objectives of the subject
Spain:: Citizenship education or civic education? A controversial issue in Spain
Get PDFPurpose: The aim of this country report is to offer an overview of civic and citizenship education in Spain.
Approach: The report analyses the Spanish curriculum and the current legislative framework, examining the way social and civic competences are integrated in both primary and secondary education. Additionally, the paper also examines the latest educational reform, establishing a comparison between how citizenship education was addressed in the curriculum until 2013 and the way a cross-curricular approach has been adopted since then.
Findings: The paper has been able to establish a clear difference between two political and educational conceptions. On one hand, from 2006 to 2013, the Spanish government introduced “Citizenship and Human Rights Education” as a core subject linked to a broader approach to traditional civic education. After the 2013 reform, the new government favoured instead a cross-curricular orientation that avoided references to the idea of citizenship and limited the scope of civic education. A discussion is provided regarding what policy reforms can be expected in the near future in Spain
From Connectedness and Learning to European and National Identity: Results from Fourteen European Countries
Get PDFHighlights
Fostering national or European identities can be compatible with education for tolerance.
Social relationships in school are important predictors of national and European identity.
Formal learning opportunities are especially important for fostering a European identity.
Purpose: The aim of this article is to analyse the concept of national and European identities through multidisciplinary lenses and to examine empirically how schools develop those identities in adolescents.
Method: The study employs data from the International Civic and Citizenship Education Study 2016. Correlation and regression analyses are conducted with data from over 45,000 students from fourteen different national educational systems. Country-specific weighted statistical analyses are conducted.
Findings: A combination of perspectives from the fields of psychology, political culture, and civic and citizenship education is useful to reflect upon the dimensions and desirability of overarching identities. Formal learning opportunities are shown to be particularly relevant for fostering a European identity. Positive relationships between students and teachers and between students statistically predict stronger identities.
Practical implications: Good social relationships at school help to develop national and European identities. Moreover, the development of a European identity especially depends upon its explicit inclusion in the curriculum. Teachers should guide students to reflect on the meaning and content of tolerant and complex national and European identities
The Young Mayor project in Portugal: The effect of the Quality of Participation Experiences on perceptions of the project’s impact
Get PDFPurpose: To investigate the effect of Quality of Participation Experiences (QPE) on young people’s perceptions about the Young Mayor project’s impact.
Design/methodology/approach: This study explores statistical analyses (i.e., cluster analysis and linear regression analysis) of a survey sample (N = 961) involving young people aged between 12 and 18 years to assess differences between groups reporting different levels of QPE (i.e., low, medium and high).
Findings: Participants who had participation experiences with higher developmental quality (i.e., with effective and meaningful opportunities for action and reflection) are more involved in the Young Mayor project, have more positive perceptions about it, and report more civic and political participation experiences in their communities.
Research limitations/implications: The cross-sectional design of this study does not allow to make causal inferences. Therefore, a longitudinal study should be conducted to clarify the relationship between the dimensions under analysis, promoting a better understanding of the impacts of the Young Mayor project on young people’s attitudes and perceptions.
Practical implications: Local projects should promote participation experiences with higher developmental quality to foster their impacts on young people
On the Digital Lane to Citizenship? Patterns of Internet Use and Civic Engagement Amongst Flemish Adolescents and Young Adults
Get PDFPurpose: The rise of online communication possibilities has revived the debate surrounding the impact of media on political participation, especially with respect to young people who are considered prime users of online communication technologies. Against that background this paper examines the relationship between the use of new and old media and institutionalized and non-institutionalized forms of political participation.
Design: We rely on data of a representative sample of Flemish young people aged 14-30 (N=2488). Ordinal logistic regression models are used to model (1) institutional political participation and (2) alternative forms of political participation. We not only focus on whether young people used the Internet but also assess differences according to the purpose of Internet use.
Findings: Even after taken into account a significant number of background characteristics, different views on politics and other media use, Internet use remains positively related to both conventional and alternative forms of political participation. Internet use for pleasure appears quite strongly associated with alternative political participation, but is not related to conventional political participation. Internet use directed towards gaining information is strongly related to both conventional and alternative forms of political participation by strengthening young people’s political efficacy, interest and political competences
Ideology, Education, and Financial Literacy: Uncovering Neoliberal Ideology in Assessment Studies of Economics Education – The Case of Austria
Get PDFPurpose: This contribution contextualizes the current debate on financial literacy within the discourses on ideology in curriculum design. The critical review questions the concept of financial literacy as used in assessment studies in Austria, revealing the studies’ ideological assumptions and their embeddedness within neoliberal ideology.
Methodology: A critical conception of ideology and of curriculum developed by Thompson (1990) and Apple (2004) serves as the basis for analysis. Categories of analysis are derived from neoclassical economics and neoliberal thought. The research is based on a qualitative content analysis of nine recent studies that all argue for enhanced economics education.
Findings: The authors of the studies analysed write in support of an individualistic, naturalized and “apolitical” understanding of economic and financial literacy. This means that they conceive the economy as a closed system, separate from society and politics. The suggested education programs, consequently, are linked mainly to the neoliberal political project, with a lack of emancipatory or transformative ideas
Archaeology goes to high school : Practical approach to archaeology teaching in high school
Get PDFPurpose: The study investigated how various school subjects can be integrated into archaeology teaching and how this could lead students towards empathy and a more sustainable worldview. Design/methodology/approach: To meet the purpose of this multiple-case study, optional archaeology course development (2011-2019) and students’ questionnaires and feedback group A (2018) and group B (2019) and various empirical material, was analysed in cross-case methods. Findings: Archaeology interdisciplinarity and analysing long-term human behaviour supports an understanding of human nature, emphasizes empathy and tolerance, and encourages social cohesion.Research limitations/implications: The study was carried out in Estonia as a multiple-case study and further research, especially in the empathy part, is needed for further conclusions. Practical implications: Archaeology is interdisciplinary and therefore as a school subject it links together various and sometimes abstract subjects. It gives an understanding of long-term human behaviour, which allows developing students’ empathy and tolerance
Mapping the Field of Development Education in Portugal: Narratives and Challenges in a De/Post/Colonial Context: narratives and challenges in a de/post/colonial context
Get PDFPurpose: To map and discuss core narratives and challenges crossing the field of DE in Portugal, from a postcolonial stance.
Design/methodology/approach: The analysis is based on a qualitative approach, comprising two studies: interviews with experts and online analysis of development NGOs active in the field of DE.
Findings: DE is discussed as a set of theories and practices under reconfiguration in terms of scope, aims, actors and educational approaches. There is the need for reconnecting with and addressing the legacies of DE, particularly, given its formal and informal emergence; this is an inevitably conflictual process involving a balance between tradition and change. Higher education is considered a relevant actor in strengthening the field.
Research implications: A postcolonial stance is suggested as valuable orientation for actors, organizations and research in the field of DE, considering its transitional status and an inherently conflictive nature