Journal of Social Science Education (JSSE - Universität Bielefeld)
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Sociolinguistic Citizenship
Get PDFPurpose: This paper introduces Stroud’s ‘Linguistic Citizenship’, a concept committed to democratic participation, to voice, to the heterogeneity of linguistic resources and to the political value of sociolinguistic understanding.
Approach: It first outlines Linguistic Citizenship’s links with the ethnographic sociolinguistics inspired by Hymes, and then turns to language and language education in England.
Findings: The discourses of language and citizenship currently dominating the UK are very much at odds with Stroud’s conception, but the sociolinguistic citizenship outlined by Stroud is very well suited to the multilingualism of everyday urban life, and it complements a range of relatively small, independently funded educational initiatives promoting similar values. Their efforts are currently constrained by issues of scale and sustainability, although there was a period from the 1960s to the 80s when sociolinguistic citizenship was addressed within English state schooling.
Practical implications: Sociolinguistic citizenship may at present find its most sustainable support in the collaboration between universities and not-for-pr
Cosmopolitan Citizenship Education: Realistic Political Program or Program to Disillusioned Powerlessness? A Plea for a Critical Power Perspective within Global Citizenship Education
Get PDFPurpose: The aim of the research is to determine to what extent one can talk about “cosmopolitan citizenship” not only programmatically, but also as an already functioning entity. And what role can and should civic education play in the development of such a citizenship?Methods: A working definition of citizenship at the national, supranational, and global level is developed with the help of political theory and European and international law. Several theses on the understanding of cosmopolitan citizenship in Global Citizenship Education and Education for Sustainable Development programs are discussed thanks to a policy analysis of, for example, UNESCO documents.Findings: Supranational programs and German curriculum-recommendations are mostly reduced to the level of rights-holders and if “political action” is envisaged then it is mostly focused on its individual dimension of (private) social responsibility i.e. in its post-political dimension. This lacks analysis of global power conflicts and of the question of democratic participation on supranational policy regulation. Practical implications: There are implications for curriculum development and implementation of educational policy
Can Schools Engage Students? Multiple Perspectives, Multidimensional School Climate Research in England and Ireland
Get PDFPurpose: This article assesses how different aspects of the school climate relate to students’ intended future electoral engagement. Until now, political socialization researchers found evidence for a relation between formal citizenship education in school and students’ participation levels. There is less consensus, however, in how multiple aspects of informal political socialization can contribute to individuals\u27 participatory acts.Method: To learn more about several aspects of informal political socialization and their relevance for student intended electoral participation this work draws on educational sciences and political socialization literature and focuses on multiple dimensions of school climate (cf. Konold, 2014; Lenzi, 2014) and their relationship to future electoral engagement. We rely on the English and Irish International Civic and Citizenship Survey (ICCS) 2009 data to operationalize multiple dimensions of the school climate. We estimate a structural equation model in which school climate is measured by indicators based on student and teacher questionnaire data aggregated at the school level. The relationship between multiple dimensions of school climate and student future electoral participation is tested.Findings: We find that in order to engage students in voting; schools should focus not only on the formal curriculum but also on more informal aspects (the school climate). Implications for research, policy, and practice are discussed
Leyla and Mahmood - Emotions in Social Science Education
Get PDFPurpose: The paper explores what emotions do in social science education through two specific cases and discusses the relation between emotion and politicization in the subject education.Method/Approach: The cases are selected from an on-going dissertation project that uses interviews, video and observations in examining how social science education is played out in practice, with a focus on the students. Inspired by Sara Ahmed, emotion is seen as relational.Findings: Seeing emotions as relational makes it possible to capture a dynamic in the classroom that brings a complexity to a discussion on social science education. There is a relation between emotion and politicization; in the two cases, emotion signals that a subject matter or situation is contested
Assessing the Effect of Social Science Education on Punitive Attitudes
Get PDFPurpose: One of the most consistent predictors of punitiveness is education, with more educated individuals expressing less punitive sentiments. While much of the earlier research focused on the level of education, some researchers have recently begun to look more closely at the nature of that education such as examining the effect of specific majors on punitiveness. This paper goes even further by also analyzing more broadly the effect of a social science education on punitive attitudes.Methods: This article presents results from an online survey of 4,000 undergraduate students attending a United States’ university. Ordinary least squares analysis is used to examine the effect of majoring in the social sciences on support for punitive criminal justice policies, while controlling for a number of theoretically relevant variables.Findings: We find that more educated students and those majoring in social science disciplines are generally less punitive than their counterparts. If we are to unburden ourselves of the intricately intermingled economic and social costs of mass incarceration, it will require a re-visioning of how we do justice in America. Social scientists can play a crucial role in this regard through focused research and in educating young people to be critical thinkers and thoughtful citizens
Review of the Book: Ndhlovu, N. 2018. Language, Vernacular Discourse and Nationalisms. Uncovering the Myths of Transnational Worlds. Palgrave Macmillan
No full textStudents’ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students’ Interests
Get PDFPurpose: The main purpose of this study is to explore how 16- to 17-year-old students’ experiences within the social studies classroom and their online political communication are related to their perceptions of citizenship preparation in social studies.Design/methodology/approach: To meet the purpose of this study, regression analyses were executed based on a survey of 264 Norwegian students aged 16–17. The dependent variable was the students’ perceptions of citizenship preparation in social studies.Findings: The analyses indicated that enjoying social studies was strongly associated with students’ perceptions of citizenship preparation in social studies. The teacher’s contributions, discussing democracy and politics in social studies lessons, and students’ online political communication were also significantly associated with students’ per-ceptions of citizenship preparation in social studies.Research limitations/implications: Some limitations exist in the instrument and in internal and external validity. Future research could add more content to improve the model’s explanatory adequacy. More nuanced explanatory factors from outside school are needed to study factors indirectly influencing students’ perceptions of citizenship pre-paration.Practical implications: These results indicate that focusing on students’ interests and quality instruction have positive implications for students’ perceived value of the subject when it comes to preparing them for civic and political engagement
The Phenomenon of Banished Soldiers in Polish Schools as an Example of the Politics of Memory
Get PDFPurpose: The article intends to analyse the manner in which banished soldiers are presented in the new history curriculum at schools in Poland as an example of the politics of memory.
Design/methodology/approach: The analyses performed included the following issues: the history of banished soldiers, the core history curriculum after the education reform in Poland, its objectives and goals (with particular emphasis on banished soldiers), the manner of presenting the banished soldiers in educational, public and social environments in Poland today, the impact of new historical politics on the Polish society and democracy.
Findings: The manner of presenting the issue of banished soldiers in the core curriculum for teaching history in Polish schools exemplifies the efforts to introduce a new political paradigm into the educational context. The primary purposes of teaching history at schools have become to stir up patriotic emotions and strengthen bonds with the Polish nation. These goals are to be reached by promoting distinguished figures in the country. However, any controversies related to the “heroes” are deliberately ignored, which is especially evident in the case of banished soldiers. Patriotism is identified with a black and white vision of history that emphasizes the good acts of "Poles" and the cruel acts of "others". The simplified vision of history, which expressly ignores controversies and is reluctant to discuss dilemmas, is a real threat to the future of Polish democracy
Political Science and the Good Citizen: The Genealogy of Traditionalist Paradigm of Citizenship Education in the American School Curriculum
Get PDFPurpose: The purpose of this article is to chronicle paradigm shifts in American political science during the twentieth century and their influence on political scientists’ perspectives on pre-collegiate citizenship education curriculum. Methodology: The research questions explored in this article are concerned with the history of political scientists’ ideas about citizenship education. Therefore, historical method is used which involves an examination of evidence--primary sources. Those sources are the APSA’s ten reports and statements. Findings: In different decades of the twentieth century, the APSA committees and one taskforce prepared ten (10) reports and statements on pre-collegiate citizenship education which reflected three different paradigms in political science—Traditionalism, Behavioralism, and Post-behavioralism