Journal of Social Science Education (JSSE - Universität Bielefeld)
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Political Youth Education in Germany. Presenting a Qualitative Study on its Biographically Long-Term Effects
Get PDFPurpose: There is an impact analysis presented, which explores the long-term effect of extra-curricular political youth education from the perspective of participants. Methods: The former participants retell their own education and life stories about five years later. Life stories were then interpreted in the course of research workshops and reconstructed as individual studies.Findings: The impact analysis generated a typology of biographical sustainability and shows the effects of political youth education by means of single case analysis and case comprehensive topics
Neoliberal education? Comparing Character and Citizenship Education in Singapore and Civics and Citizenship Education in Australia
Get PDFPurpose: This paper compares citizenship education in Singapore and Australia. While discussions have been made about education and neoliberalism, few have explored the direct connections between citizenship education and neoliberalism.Approach: Though a discussion of country contexts, citizenship education policies and curriculum, ‘Character and Citizenship Education’ in Singapore and ‘Civics and Citizenship education’ in Australia are examined to explore the meanings of ‘Character education’ and ‘Civics education’ and their connections with ‘Citizenship education’.Findings: The distinct use of terms for citizenship education suggests that the two countries hold different citizenship ideals. Set within the context of globalisation, the paper argues that some approaches towards citizenship education can inadvertently work towards supporting the goals of neoliberalism, which can be at odds with the classical tradition of democracy
Education to Thrive in a Heterogeneous and Democratic Society - A Task for Citizenship and Character Education? Results of Case Studies in Three Berlin Schools
Get PDFPurpose: The main goal of this paper is to analyze how the schools and teachers in three high schools dealt with the challenges of heterogeneity in the classroom using methods of citizenship and character education (CCE).Approach: To achieve this goal we conducted case studies in three high schools in Berlin, using multiple methodological approaches: observation of lessons, surveys of students, focus group interviews (FGI) and workshops with students, and individual interviews with teachers and with the headmasters of the schools. For the analysis of the data we use the PRIME model developed by Berkowitz and Bier (2014).Findings: Findings: The results of the case studies provide numerous insights into the issue’s complexity and highlight the need to discuss the goals as well as different models of CCE more broadly. Since the understanding of goals and appropriate means of CCE differs strongly depending on cultural and school context, analyzing CCE in the context of heterogeneity in democratic societies implies multidimensional questions.Practical implications: Future research needs to include more members of the studied school communities in the process of participatory action research: Deeper insight into the field can be achieved by integrating multiple perspectives. At the same time more members of the school community can reflect on the study outcomes, which might facilitate their direct implementation into practice
Citizenship Education in Croatia: At the Margins of the System
Get PDFPurpose: This paper unfolds the ways in which Croatia, as a young post-communist democracy, has aligned its transition and consolidation with the development of education programs that would support the protection of human rights and the creation of a democratic political culture. Design/methodology/approach: By combining the existing studies with the authors’ own analyses of documents and internet sources, as well as interviews with teachers, this paper reveals that by adopting vague and non-binding policies, the Croatian political elite has demonstrated a lack of political will and courage over the past twenty-five years to develop a systematic and quality-based citizenship education.Findings: After long-term negligence, in the most recent five-year period, the need to change the educational path has gained prominence on the policy and political agenda. However, the reform process did not result in bridging, but in the deepening of ideological divides within the Croatian society. With the officially adopted interdisciplinary and cross-curricular approach, the responsibility for carrying out citizenship education was placed in the hands of teachers, with civil society organizations taking a compensating role. Whilst the former lack practical education, as well as guidelines and resources to incorporate citizenship education into the subjects they teach, the latter are incapable of reaching out to a sufficient share of the youth population. The outcome is that the youth continuously displays inadequate levels of citizenship competences
Teaching Civic Education in a Migrating Global Community: How Can Students with a Migration Background Contribute to Didactics and Civic Education Theory?
Get PDFPurpose: The article enquires about how young migrants perceive and evaluate civic education in school and what expectations they have of the subject.Method: The article is based on a qualitative-oriented research work based on the Grounded Theory; surveys were made by interviews with students.Findings: The article emphasises that educational theorists can learn something from young migrants about the content and construction of civic education in a migrating Global Community
What’s Wrong With Secondary School Economics and How Teachers Can Make it Right - Methodological Critique and Pedagogical Possibilities
Get PDFIn the wake of current world financial crisis serious efforts are being made to rethink the dominant economic assumptions. There is a growing movement in universities to make economics more relevant and to embrace an understanding of diverse models. Additionally, philosophical schools such as critical realism have provided new tools for thinking about economics. However, not much attention has been paid to relate these developments to school economics and this paper aims to respond to this need. It is about economics as a discipline, school economics and issues pertaining to the teaching and learning of school economics. Mainstream economists focus predominately on static neo-classical models that are poor predictors of the future and do not even adequately explain current states of affairs. I argue that conceptualised differently, economics can be seen as a social science, concerned with understanding the often conflicting values, interests, and capacities of large numbers of individuals operating within the constraints of limited resources. In line with this orientation, I recommend that economics teachers start engaging in exploring the purpose of economics and adopt an interactive pedagogy that seeks to explain the world in which we live.