Journal of Social Science Education (JSSE - Universität Bielefeld)
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Review Essay on the Book: Ian Mac Mullen. 2015. Civics Beyond Critics. Character Education in a Liberal Democracy. Oxford University Press.
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Review of the Book: Paul Verhaeghe, 2014. What About Me? The Struggle for Identity in a Market-Based Society Translated from Dutch by Jane Hedley-Prole. Melbourne, London: Scribe
No full textPositure in Plato’s Laws: An Introduction to Figuration on Civic Education
Get PDFPurpose: The aim of the research was to determine the benefits of applying the new Figuration philosophy of dance, based in part on Plato, to civic education.Design/methodology: A close phenomenological reading of Plato’s The Laws, with a strategic focus on its account of the concept of posture.Findings: Plato considers posture to be central to dance education, which in turn is central to civic education, as suggested by concrete analyses of dance based on posture.Research limitations: Further studies on this subject are required in order to achieve a more nuanced and balanced account of the concepts of posture articulated by other philosophers and theorists.Practical implications: More resources must be allocated to dance and dance education, in the interest of fostering civic education, and the political virtue that results therefrom
“Transformative looks”: Practicing Citizenship Through Photography
Get PDFPurpose: The article discusses the meanings of citizenship and citizenship education when formal citizenship is restricted by exploring the potential of photography education and practice as a tool that promotes the exercise of citizenship in the context of non-formal critical adult education. By doing it, this text aims to enhance our understanding on the ways art education can improve the achievement of the goals of citizenship education.Method: This article analyses the experience of the collective and collaborative project: “Con la cámara a cuestas: Transformative Looks”, in Bilbao, Spain, with a group of fifteen to twenty migrant women from eight Latin American countries.Findings: Citizenship as a life-long learning process involving individual as well as collective action leading to the promotion of new shared values for more inclusive communities benefits greatly from the use of artistic expressions such as photography. Because of migrant women’s marginalized position as non-formal-citizens, citizenship as participation effectively becomes a fundamental route of influence in the public sphere. Conceptualizing citizenship as struggle and as a critical learning process opens up possibilities for generating new shared ‘habitus’, where ‘recognition’ can be achieved leading to more inclusive societies
Teaching Sociology Students to Become Qualitative-Researchers Using an Internship Model of Learner-Support
Get PDFThis article examines the experiences of final year undergraduate sociology students enrolled in an internship course where they researched a local community project, mostly in small groups, for a client. A sociology lecturer supervised their projects. Course-related outcomes were assessed using conventional university procedures but a research process was used to evaluate the extent to which the cohort developed characteristics, or identities, of qualitative researchers. The research demonstrates that the students made many false starts but through processes of trial and error, and with effective support, they considered that they had increased their confidence and became capable of planning and carrying out research. For the students, this internship was not just another class. Their stories reflect on their abilities as researchers and adoption of attitudes towards appropriate research approaches, processes and outputs typical of professional qualitative researchers
A Qualitative Study on Learning and Teaching With Learning Paths in a Learning Management System
Get PDFThis article presents the findings of a qualitative study (carried out between 2011 and 2013) about the adoption and implementation of learning paths within a Learning Management System (LMS). Sixteen secondary school biology teachers of the GO! Network in Flanders (an urbanized region in Belgium) were involved in the study and questioned via semi-structured interviews. Two research questions are addressed: (1) what are the perceived conditions at school and at teacher level affecting the use of learning paths? (2) how are these conditions related to the expected outcomes? Research results show teachers are satisfied with learning paths as an educational tool, but reflect mixed feelings as to the impact on student learning outcomes. Clear barriers are identified at the school and teacher level, thwarting the implementation of learning paths in secondary education. The availability of a reliable and accessible ICT infrastructure, the quality of technical and pedagogical support, teacher professional development and the mastery of teacher Information and Communication Technology competencies, among others, were found to be essential.Questo articolo presenta i risultati di uno studio qualitativo sull\u27adozione e l\u27attuazione di percorsi di apprendimento all\u27interno del Learning Management System (LMS). Sedici insegnanti della scuola secondaria sono stati coinvolti nello studio e interrogati tramite interviste semi-strutturate. Si sono prese in considerazione due domande di ricerca: (1) quali sono le condizioni percepite nella scuola e fra gli insegnanti capaci di influenzare l\u27uso di percorsi di apprendimento (learning paths)? (2) come sono legate ai risultati attesi queste condizioni? I risultati della ricerca mostrano che gli insegnanti sono soddisfatti dei percorsi di apprendimento (learning paths) come strumento educativo, ma mostrano sentimenti contrastanti per quanto riguarda l\u27impatto sui risultati di apprendimento degli studenti. Si identificano chiari ostacoli a livello di scuola e di insegnanti, vanificando l\u27utilizzo dei learning paths nell’ istruzione secondaria. Si sono rivelati essenziali, fra l’altro, la disponibilità di infrastruttura ICT affidabili e accessibili, la qualità del supporto tecnico e pedagogico, lo sviluppo professionale degli insegnanti e la padronanza delle tecnologie dell\u27informazione e della comunicazione
The Need of Education in Respect for Animals (ERA) as a Subject of the Social Education Degree at the University: An Overview Focused on Spain
Get PDFPurpose: This article highlights serious educational gaps related with the respect for animals. We propose to include a new independent subject, named Education in Respect for Animals (ERA), within the curriculum of the Social Education Degree at the university level.Method: This study is based on previous educative experiences and a review of various innovative initiatives. This article is a part of critical pedagogy, aiming to contribute to the social education curriculum. It incorporates the need for a post-humanist education in the way that Haraway named ‘posthumanist landscapes’, i.e., an inclusive education for this more-than-human world (Taylor, 2013).Findings: The first part of this article reviews the theories of authors who have contributed to this area. Nonetheless the direction of this article is not to be framed in moral philosophy but a curriculum theory. Next we will contextualize and analyse the case of ERA in the Spanish educational system, concluding with proposals applied to social nets, university communities and open to educators and especially feedback from social education.