Journal of Social Science Education (JSSE - Universität Bielefeld)
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Congress Report: 20th AEEE Conference and 1st ENSECASS Symposium Aix-Marseille University, 27-29 August 2014: Summary and perspectives
No full textTwo Perspectives on the Book: Reinhardt, Sibylle. 2015. Teaching Civics. A Manual for Secondary Education Teachers, Leverkusen: Barbara Budrich Publishers
Get PDF“...not simply say that they are all Nazis.” Controversy in Discussions of Current Topics in German Civics Classes
Get PDFStudies have shown that the Requirement of Controversy defined in the German Beutelsbach Consensus is repeatedly violated in the practice of teaching Civic Education. However, little is known about the impact that different teaching settings have on the quality of controversy in the classroom. In this article, two scenes of classroom discussions that deal with current topics are analysed and compared by using reconstructive research methods: the ‘Numbers of the Day’ [Zahlen des Tages] as a teacher-centred classroom discussion and the ‘Weekly Newsreel’ [Wochenschau] as a student-led classroom discussion. We could reconstruct an active prevention of controversy in the ‘Numbers of the Day’. In contrary, the discussion in the ‘Weekly Newsreel’ is developing in a modus of disagreement. By analysing the discussion with the documentary method, we show that this controversy is based on homogeneous (and so non-controversial) shared orientations among the students. This leads to the result that the foreground of a discussion should be distinguished from its background of milieu-based orientations. This outcome raises new questions regarding controversy in Civic Education classrooms.Empirische Studien haben gezeigt, dass es im Politikunterricht regelmäßig zu Verletzungen des im Beutelsbacher Konsens verankerten Kontroversitätsgebots kommt. Wenig ist hingegen darüber bekannt, wie sich bestimmte didaktisch-methodische Settings auf Ausmaß und Formen der Kontroversität im Unterricht auswirken. Im vorliegenden Artikel werden zwei solcher Settings, in denen aktuelle gesellschaftliche Themen verhandelt werden (die ‚Zahlen des Tages‘ als lehrerzentrierte Klassendiskussion und die ‚Wochenschau‘ als schülergeleitete Klassen-diskussion), hinsichtlich ihrer Auswirkung auf Kontroversität im Klassenzimmer qualitativ analysiert. Rekonstruiert werden konnte einerseits ein weitgehendes Verhindern von Kontroversität bei den ‚Zahlen des Tages‘. In der ‚Wochenschau‘ hingegen entfaltet sich durchaus eine Kontroversität im Klassenzimmer. Mit Hilfe der Dokumentarischen Methode kann dabei aber gezeigt werden, dass auf der Ebene des impliziten Wissens mehrere, teilweise problematische geteilte Orientierungen in der untersuchten Klasse vorliegen. Dies führt zur Feststellung, dass man Lerngruppen hinsichtlich ihrer Kontroversität auf zwei Ebenen unterschieden muss: auf einer schneller kontrovers erscheinenden, vordergründigen Ebene und einer tieferliegenden Ebene des milieu-basierten Hintergrunds kollektiver Orientierungen. Diese Diagnose stellt neue Fragen bezüglich Kontroversität im Politikunterrich
Interviewing as a Pedagogical Tool in Arts for Social Justice: A Case Study of an Afterschool Arts Program
Get PDFPurpose: The rise of out-of-school youth arts organizations, especially those dedicated to addressing social issues with young people, suggests a growing need for spaces in which we prepare young people to creatively and critically shape their communities. While the popularity of these programs is certainly positive, it does little to tell us what pedagogical lessons we might learn from how youth arts organizations approach social justice teaching in the arts. In order to understand what it takes to do social justice art education, our research team investigated the pedagogical strategies used by Center for Urban Pedagogy, an out-of-school youth arts organization.Method: Through qualitative interviews, observations, and document analyses, this case study examined the specific pedagogical strategies used by educators in the Center for Urban Pedagogy’s (CUP) Urban Investigations program to engage young people in creating art for social justice aims. Findings: Our initial findings revealed that the process of interviewing is at the center of CUP’s approach to both social engagement and art-making. According to our research, interviewing reveals hidden layers of meaning to learners, offers opportunities to visualize personal connections, and provides a means to critically and collaboratively create artwork
Congress Report: Civics and Citizenship Education in the Nordic Conference on Subject Didactics NoFa-5, May 26–28, 2015
Get PDFOn May 26–28, 2015, the University of Helsinki acted as the host for the fifth Nordic Conference on Subject Didactics. For historical reasons the Nordic societies have in a global view remarkably intimate contacts with each other. Short distance, affinities of cultural and political traditions, and the density of social networks between them since centuries back in time have conduced to vibrant Nordic collaboration in the number of fields ranging from politics and economy to science and education. This is visible also in the governmental and non-governmental networks in educational sciences. A recent example of this collaboration are the Nordic conferences on subject didactics, the first of which took place in Oslo, in 2007. The conferences are held every second year, and the previous hosts have been Middelfart (Denmark, 2009), Karlstad (Sweden, 2011), and Trondheim (Norway, 2013)
An Avenue for Challenging Sexism: Examining the High School Sociology Classroom
Get PDFIn this interpretative qualitative study, the researchers investigated the beliefs and practices of six high school sociology teachers in relation to the teaching of gender. Using a feminist lens, this study employed mixed methods, analyzing teacher interviews, observations, and classroom artifacts. The results showed that the teachers viewed sociology as different from other social studies courses, because it serves as a more intentional way to reduce sexism and gender stratification. As such, the teachers saw the sociology classroom as a place for students to grapple with issues of gender stratification and inequity. Teachers’ beliefs related to gender and sexism strongly influenced what they saw as the purpose of sociology class, and it influenced the instructional practices that they used. Recommendations are made related to professional development around issues of gender equity
Art Education with Attitude
Get PDFPurpose: This paper explores the way in which art education advances the goals of citizenship education. In the first section of this paper the similarities between ethical and aesthetic concepts will be outlined and the visual art symbol system will be carefully examined. Findings: It will be argued that the transference of a value-adaptive attitude developed through the study and practice of art to its application in civic literacy and engagement is valuable and warranted. The second section of this paper will investigate the impact that compositional study in both art practice and experience has on the reinforcement of and the alteration of values
Review of the Book: McCloskey, Stephen (Ed.)(2014). Development Education in Policy and Practice. Hampshire: Palgrave MacMillan, 336 pp.
Get PDFAssessing two Theoretical Frameworks of Civic Engagement
Get PDFThe purpose of this study was to empirically test two major theoretical models: a modified version of the social capital model (Pattie, Seyd and Whiteley, 2003), and the Informed Social Engagement Model (Barr and Selman, 2014; Selman and Kwok, 2010), to explain civic participation and civic knowledge of adolescents from Chile, Colombia and Mexico, using data from the International Civic and Citizenship Education Study 2009 (Schulz, et al., 2010). The models were used to identify factors associated with different levels of knowledge and civic participation: expected participation in legal and illegal protests, and electoral participation.Data were analyzed using regression analysis. Results show that the Informed Social Engagement approach (ISEM), explains better the observed differences in civic knowledge and civic participation, than the Social Capital Model (SCM). That is, the expected values associated with the variables included in the ISEM are closer to the observed values, than those predicted by the SCM. This is true for the three outcomes (expected participation in legal protests, illegal protests, and electoral participation) and in the three countries analyzed (Chile, Colombia and Mexico)