Journal of Social Science Education (JSSE - Universität Bielefeld)
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Producing and Consuming the Controversial – A Social Media Perspective on Political Conversations in the Social Science Classroom
Get PDFTeachers find it difficult to conduct political controversial conversations in the social science classroom and due to an increased use of social media in educational settings new challenges and possibilities are raised. The use of social media causes fundamental changes to the role of the learner who becomes a producer and consumer – a prosumer – of educational content. With a social media perspective and a didactical focus on learning in democracy and political action the article discusses didactical conditions and possibilities of political controversial conversations in social science education and derives a set of didactic strategies. When approaching the classroom as a diverse ideological public space, recognising the students as political agents and using a social media perspective it is possible to balance the function of education – socialisation, qualification and subjectification – and at the same time stimulate societal engagement and political action.Los profesores tienen dificultades para llevar a cabo conversaciones políticas controvertidas en el aula de ciencias sociales y debido a un mayor uso de los medios sociales en los centros educativos nuevos retos y posibilidades se plantean. El uso de los medios sociales provoca cambios fundamentales en el papel del estudiante que se convierte en productor y consumidor - un prosumidor - de contenidos educativos. Con una perspectiva de los medios de comunicación social y un enfoque didáctico en el aprendizaje en la democracia y la acción política el artículo discute las condiciones didácticas y posibilidades de conversaciones polémicas políticas en la educación de las ciencias sociales y concluye un conjunto de estrategias didácticas. Al acercarse a la sala de clases como una diversa espacio público ideológica, el reconocimiento de los estudiantes como agentes políticos y el uso de una perspectiva de los medios de comunicación social, es posible equilibrar la función de la educación - la socialización, la cualificación y la subjetivación - y al mismo tiempo estimular el compromiso social y la acción política
Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation
Get PDFThis paper presents the findings of a research project that sought to interrogate the possibilities of digital storytelling as a pathway towards a more complete understanding of treaties and the treaty relationship in western Canada. This research is situated in the province of Saskatchewan, where treaty education (that is, education about the history of the numbered treaties signed between First Nations people and the British Crown, as well as the subsequent history of the treaty relationship) has been mandatory for almost a decade.The paper details a two-year journey alongside elementary educators as they used digital storytelling to take up treaty education in their classrooms. We present an overview of the research project as well as the narratives of a teacher, a researcher, and a Cree knowledge keeper, all of whom were involved in and reflected on the research journey. We consider the research findings alongside these narratives in order to explore the possibilities that digital storytelling might offer as we, as a Canadian nation, move towards reconciliation with Aboriginal people within a Canadian context of ongoing colonialism.Questo articolo presenta i risultati di un progetto di ricerca che ha cercato di indagare sulle possibilità della narrazione digitale di storie (storytelling) come percorso verso una comprensione più completa dei trattati e del rapporto fra i trattati nel Canada occidentale. Questa indagine è situata nella provincia di Saskatchewan, dove l\u27istruzione sui trattati (cioè, l\u27educazione sulla storia dei trattati numerati firmati tra la Prima Nazione e la Corona Britannica, così come la storia successiva del rapporto fra i trattati) è stato obbligatorio per quasi un decennio.Il saggio riporta un percorso di due anni con insegnanti di scuola elementare che hanno usato lo storytelling digitale per fare l\u27educazione ai trattati nelle loro classi. Presentiamo una panoramica del progetto di ricerca ed i racconti di un insegnante, di un ricercatore, e un guardiano Cree della conoscenza, i quali sono stati coinvolti nella ricerca e riflettono sul percorso svolto. Consideriamo i risultati dell’indagine insieme a questi racconti, al fine di esplorare le possibilità che la narrazione digitale potrebbe offrire dato che noi, come nazione canadese, procediamo verso la riconciliazione con gli aborigeni in un contesto canadese di colonialismo in corso
Review of the Book: Diana Hess; Paula McAvoy. 2015, The Political Classroom. Evidence and Ethics in Democratic Education New York/London: Routledge.
Get PDFGlobalization as Continuing Colonialism – Critical Global Citizenship Education in an Unequal World
Get PDFIn an unequal world, education about global inequality can be seen as a controversial but necessary topic for social science to deal with. Even though the world no longer consists of colonies and colonial powers, many aspects of the global economy follow the same patterns as during colonial times, with widening gaps between the world’s richest and the world’s poorest. An analysis of Finnish textbook texts includes practical examples of how globalization is portrayed within basic education. It reveals that the textbooks vary in their interpretations of the relationship between colonialism and globalization. The people of the North are rarely portrayed as responsible for the poverty in the South. Globalization is not described as a politically implicated phenomenon. The article also presents the critical global citizenship education initiative as an approach to the topic. It suggests that students can learn to challenge common assumptions that conceal the historical and structural roots of power relations. Teaching about privilege can be seen as another supplementary method to help students understand their position in the world
The Formation of Citizenship Through Community Theatre. A Study in Aguascalientes, Mexico
Get PDFPurpose: The aim of the research was to examine if adolescents can develop abilities of democratic interaction through Community Theatre.Design/methodology: Firstly, two instruments were applied, a questionnaire covering socio-moral problems, of the students and a Questionnaire, covering the Educational Ideologies of the professors. Then, a theatrical intervention was realized at middle-school students in Aguascalientes City, based on the objectives of the formation of Citizenship as stated at the National Curriculum.Findings: Students themselves stated a change in their attitude during the intervention, which was also observed and registered at the field diary and at the written evaluations. For this reason, we claim that Community theater could be used as a transdisciplinary method for teaching democratic skills, as it creates a public sphere where the students can develop democratic behavior.Research limitations: Further studies on the subject are required, especially concerning the time and the sample as the research had a two-month duration and was conducted at a limited population.Practical implications: The contribution of this project was the introduction of Community Theatre at the service of the Citizenship Education, promoting the artistic education as a means of the formal education in the search for personal and social democratic development and could be considered in an educational reform
About the Use of the Word “Market” in the Teaching of Economics: The Lexicon at Work at the High School and at the University
Get PDFHuman Rights Education in Israel: Four Types of Good Citizenship
Get PDFThis article examines the involvement of civil society organizations in human rights education (HRE) in Israel. Focussing on the educational programs of the Association for Civil Rights in Israel (ACRI), as a qualitative instrumental case study, this article examines the conceptions of good citizenship embedded in these programs. Specifically, the article analyzes the educational programs’ goals, content, targeted populations, and practices. The analysis revealed that ACRI’s HRE model reflect four ideal types of citizens: citizen of a democratic liberal state, citizen of a participatory polity, citizen of an ethical profession, and citizen of an empowered community. These constitute a multilayered human rights discourse that enables ACRI to engage differentially with various sectors and populations, while still remaining faithful to the ethno-national parameters of a Jewish and democratic state political framework