Journal of Social Science Education (JSSE - Universität Bielefeld)
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Congress Report: Civics and Social Science Education in the Nordic Conference on School Subjects (NoFa 6)
No full textStudents as First-time Voters: The role of Voter Advice Applications in Self-reflection on Party Choice and Political Identity
Get PDFPurpose: This article analyses what characterises first time voters\u27 self-reflections on party choice as they use voter advice applications.Method: This study is based on interviews of 28 Norwegian students (age 18-20)preparing themselves for their first election.Findings: Finding a party to vote for is primarily characterized by a process of matching a party to students\u27 political self, which we see as steps toward a political identity.Practical implications: Teaching politics should allow for students\u27 reflections on self and their political preferences
Understanding ’Price’ and the Environment: Exploring Upper Secondary Students’ Conceptual Development
Get PDFPurpose: To explore changes in upper secondary students´ conceptions of environmental issues in how prices are determined and how they should be determined.Design: The study uses an ’alternative frameworks’ conceptual change approach to examine change in the conceptions of fifteen business and economic students. Students were asked about the prices of familiar products and asked to explain prices for eco-friendly and eco-unfriendly products. A first interview was conducted in the second year of education and the second interview a year later when students were 18 years old and in the final year of schooling. Interviews were carried out out by a researcher independent from the schools and carried out in schools.Findings: Identifies the fragmentary nature of students´ every-day thinking in relation to productivity, consumer preference and negative externalities. Results show characteristics of partial conceptions, which are considered as students´ conceptions in a process of change towards a more scientific understanding of relationships between price and environmental impacts.Practical implications: The study clarifies conceptions, which students bring to the classroom and the directions that development in understanding may take. The study should help teachers to design effective strategies to support students’ learning
Rethinking Social Studies and Citizenship in Turkey: An Overview to the 6th International Symposium on Social Studies Education
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‘‘Politics is ethics done in public’: Exploring Linkages and Disjunctions between Citizenship Education and Character Education in England
Get PDFPurpose: This article explores linkages and disjunctions between citizenship education and character education in England.Approach: The article undertakes a theoretical discussion of what both forms of education are and involve, and a historical overview of their development over the past twenty years, utilising a wide range of primary and secondary sources.Findings: Citizenship education programmes tend to place much greater emphasis than character education on the development of the necessary knowledge and skills that enable participation in political and democratic activities. The focus of character education is on personal ethics rather than public ethics, and the particular understanding of character education advanced by British politicians has been narrow and instrumental, linking the development of character with individual ‘success’, especially in the jobs market.Research implications: Comparative research is now needed to examine the strengths and weaknesses of these two forms of education as they are delivered in other countries, and to explore the similarities and differences between the experiences of different countries.Practical implications: Policy-makers concerned to ensure that young people have the knowledge, skills, values and attitudes they need to engage in civic and political activity should focus on programmes of citizenship education rather than character education
Review of the Book: Harrison, Tom, Morris, Ian, Ryan, John. 2016. Teaching Character in the Primary Classroom, London, Sage
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Comentary : ‘“Mobilising for the Values of the Republic” - France\u27s Education Policy Response to the “Fragmented Society”: A Commented Press Review’
No full textThe article by Matthias Busch and Nancy Morys ‘“Mobilising for the Values of the Republic” - France\u27s Education Policy Response to the “Fragmented Society”: A Commented Press Review’ is dedicated to the recent debates on moral education in France. The study by Busch and Morys is based on a review of official texts, including educational policy documents, scientific and journalistic articles, interviews, statements of teachers and experts. This methodological approach considers a variety of arguments in the debate and highlights the key points which relate more broadly to the role of secular schools in the ideology of the French Republic on social integration. Our aim here is to provide a non-exhaustive historical perspective in the aim of better understanding the significance of these very topical issues
In-Between Fatalism and Leverage: The Different Effects of Socioeconomic Variables on Students’ Civic and Political Experiences and Literacy
Get PDFPurpose: This article explores the classical relationship between socioeconomic status and political domains, and the need to include different variables (contextual and individual) to measure the effect of economic and cultural capitals on youth participation and knowledge.Method: A multivariate analysis of covariance was performed on a sample of 732 Portuguese students, from Grades 8 and 11, in order to analyse how different socioeconomic variables related to family and schooling contexts have an effect on their political knowledge and experiences. Findings: The article highlights the differential role of socioeconomic variables on political knowledge and participatory patterns. Low economic capital instigates participation, while high cultural capital is related with higher political literacy. However, both forms of capital interact with the schooling context, revealing more complex patterns of behaviour and knowledge in students attending public and private schools