Journal of Social Science Education (JSSE - Universität Bielefeld)
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Character Education for Social Action: A Conceptual Analysis of the #iwill Campaign
Get PDFPurpose: This article integrates two distinct discourses to show how an Aristotelian account of character education can supply a valuable framework for developing a habit of social action.
Approach: We use a review of relevant secondary literature, a documentary analysis of #iwill materials, and an Aristotelian conceptual framework to analyse the quality principles of the #iwill campaign—a cross-sector, cross-party collective impact campaign that encourages youth social action in the UK.
Findings: We show how an Aristotelian account offers useful resources for conceptualising andapplying #iwill’s six quality principles and addresses four practical and theoretical challenges in #iwill’s model. In particular, an Aristotelian account provides a more capacious conception of a habit and offers a revised model for understanding social action’s benefits to individuals and communities.
Practical Implications: With over 800 partner organizations in the UK, #iwill has a significant impact on how social action is practised and supplies a valuable model for other campaigns to follow. By informing #iwill’s quality framework, this Aristotelian account seeks to amplify efforts to cultivate social action as a virtuous habit for life
Funding community education in Ireland: Making the case for a needs-based approach
Get PDFPurpose: This report captures the experiences of 56 participating community education organisations across Ireland and aims to uncover trends and issues in funding models.
Design/methodology/approach: A mixed-methods research was undertaken in three phases. Phase one involved an online- survey, which asked about primary and secondary sources of funding, ease of administration, access and sustainability. Phase two consisted of one-to-one interviews with self-selected providers and in phase three, we returned to the participants of phase two with targeted questions specifically relating to the pressures to merge with non-independent, state providers of community education.
Findings: A disconnect between funders and providers, has been highlighted. Particularly the outcomes based funding model, which prioritises jobs activation over social inclusion. Funding is seen as restrictive, anti-innovative, bureaucratic and non-transparent.
Practical implications: A need for sustainable, multi-annual funding has been identified, with providers looking for greater acknowledgement and recognition of the vital role and true value of community education in Irish society
Bryony Hoskins, Jan Germen Janmaat (2019): Education, Democracy and Inequality - Political Engagement and Citizenship Education in Europe, London: Palgrave Macmillan. 242 pages. €114,39 (hardcover), €89,99 (e-book). ISBN : 978-1-137-48975-3
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An Evaluation on the Changing Educational Policies and Sociopolitical Rituals in Turkey
Get PDFPurpose: The purpose of this paper is to demonstrate how the sociopolitical rituals such as national festivals and the student pledge have changed in the Turkish Republic primary schools within the last twenty years.
Method: The data used to achieve this purpose was collected from three different sources; the applicable legislation, statements of policymakers and primary school class teachers.
Findings: As a result, it can be said that changes in politics have affected both the daily life and the special occasions in primary schools considerably. Abrogating the Student Pledge in can be regarded as the most important alteration in the everyday life of the school. The most important change of special occasions in primary schools was made in 2012 to free the national festivals from their militaristic framework. However, this change was also perceived as having created a lack of enthusiasm for the festivals. After the failed coup attempt on 15th July 2016, Turkey announced 15th July the Democracy and National Unity Day. During the first week of the school year, activities are carried out for this day. However, it can be said that some teachers are having difficulties understanding and accepting 15th July. 
‘Connecting the Dots’ between Responses from Governments and Civil Society Organisations in the 2017 Council of Europe Report on the State of Citizenship and Human Rights Education
No full textPurpose: The article gives a brief introduction to the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education (EDC/HRE) and illustrates the review process of its implementation.
Design/methodology/approach: Looking at the 2017 Report resulting from the second review cycle, the paper analyses analogies and discrepancies between responses received from governments and civil society organisations to the surveys organised by the Council of Europe.
Findings: Through the selection of answers analysed, it is shown that there are areas in which responses from governments and civil society organisations are similar and aligned, for example on the issues for EDC/HRE to address and on the little priority given to make financial support available. However, there are other areas in which considerable discrepancy can be highlighted. The article draws a reflection on the way in which the Report has been put together and argues that, in order to build a more accurate analysis, the Council of Europe should have connected the responses received from governments and civil society organisations and make them dialogue, rather than providing two unrelated summaries on the state of citizenship and human rights education without merging analogies and questioning discrepancies between responses received from different stakeholders
Bookreview: Banks, James A. (ed.). (2017). Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching. Washington, DC.: The American Educational Research Association.
Get PDFThe role of immigrant associations in the social inclusion of young people with migrant background
Get PDFPurpose: This article account for an investigation on the role of immigrant associations in the promotion of social inclusion of young people with migrant background.
Design/methodology/approach: After selecting nine immigrant associations located in Portugal, we carried out a broad set of interviews with the coordinators of those associations and with young people that are Afro-descendants and Eastern-European-descendants aged between 15 and 25 years.
Findings: Immigrant associations have three different focuses to respond to young people’s needs fostering their social inclusion. Most afro-descendants associations focus mainly on the promotion of young people’s school success and in the development of leisure activities, youth volunteering and geographic mobility. On the other hand, Eastern European associations and Guinee Bissau association focus mainly on the transmission, maintenance and expression of immigrants’ cultural heritage