Journal of Social Science Education (JSSE - Universität Bielefeld)
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Teachers’ Stories of Engaging Students in Controversial Action Projects on the Island of Ireland
Get PDFCivic, Social and Political Education (CSPE) in the Republic of Ireland and Local and Global Citizenship (LGC) in Northern Ireland keenly promote students’ active participation in society. However, the purpose of this participation is not necessarily to encourage students to campaign for change in the present but rather that ‘students are given opportunities to engage in actions and develop skills that will contribute to their becoming active participatory citizens in later life’ (NCCA (2005) CSPE Guidelines for Teachers, p. 59). This often gives rise to a culture of passive citizenship and a tendency to focus on ‘action projects’ that are safe and self-contained.This paper focuses on a five action projects carried out by a sample of teachers and students that may be considered ‘controversial’. In each case students actively campaign for equality and social justice, on local or global human rights issues and in ways that may be deemed controversial. It examines how the mainstream curriculum and school structures facilitate or impede this type of controversial action and explores the potential opportunities for greater engagement in such action through proposed curriculum reform
Defining the Key Competences and Skills for Young Low Achievers’ in Lifelong Learning by the Voices of Students, Trainers and Teachers
Get PDFEurope has stressed the importance of lifelong learning as a way for its citizens to enrol and to engage fully in day-to-day demands of work and citizenship life events. Support is more urgent for those who are at risk of social and educational exclusion. This paper presents an overview on the goals of the European project LIBE “Supporting Lifelong learning with Inquiry-Based Education”, that aims at designing, developing and trying out an innovative e-learning management system devoted to develop key information processing skills for ICT with an inquiry-based approach to learning, focused on the young adult population (16-24) that have low levels of competences regarding literacy, numeracy and ICT skills. Additionally, it presents the results of a content analysis of focus groups sessions, carried out with Portuguese teachers, trainers and students, aiming to identify the key competences and skills most needed by young low achievers. The Portuguese results integrate the alignment of the proposal of the LIBE framework for the learning outcomes, instructional objectives and ICT key information processing competencies. Results highlight literacy skills and social competence as the most relevant for the target audience, adding ICT competences as very important in developing literacy skills and self-efficacy. Pedagogical support is considered a significant part of the students’ successful learning, both in face-to-face or e-learning environments
The Beutelsbach Consensus
Get PDFIn 2016 there is an important anniversary coming up: The Beutelsbach consensus will have its 40th birthday. This consensus is of vital significance for the German dispute and discussion on teaching civics. Therefore we want to comment on how it was generated and how big its importance still is
Review of the Book: Christopher Baker-Beall; Charlotte Heath-Kelly; Lee Jarvis (Ed.). 2015, Counter-Radicalisation. Critical Perspectives, London / New York: Routledge.
Get PDFArt Education for Citizenship: Augusto Boal’s Theater of the Oppressed as a Method for Democratic Empowerment
Get PDFPurpose: To contribute for the ongoing discussion about associations between art education and citizenship education, presenting Augusto Boal’s Theatre of the Oppressed, as a theatre method that exercises active democracy by means of promoting epistemological development merging Art, Citizenship and Education.Design: Drawing form a selected set of relevant concepts and data in the fields of psychology, education, arts and performance studies, amongst others, the advantages and limitations of the artistic practice of theatre are analyzed in terms of its impact in epistemological and socio-cognitive development.Findings: A literature review shows several studies that evidence the benefits of artistic practices, namely theatre, in several indicators. Despite these evidences formal educative contexts, rooted in traditional pedagogic paradigms, resist to the entrance of arts, such as the performative, in school curricula, as well as other interactive practices indispensable in the promotion of participative citizenship.Research implications: Present existing methods alternative to formal education, exemplified by the method of the theatre of the oppressed, that aim to develop art, education and citizenship in one same practice.Practical implications: Evidence the need to reconsider formal education curricula with the objective of enhancing epistemological development, empowerment, autonomy and active citizenship
The Educational Governance of German School Social Science: The Example of Globalization
Get PDFPurpose: This article challenges the outsiders\u27 views on European school social science adopting genuine cosmopolitan views, when globalisation is treated in social science classrooms.Method: The article is based on the theoretical framework of educational governance analysis and on qualitative corpus analysis of representative German Laenders\u27 social science curricula from 1994-2014 (n=13).Findings: The article highlights tendencies of renationalisation of the global learning agenda and the problematisation of democracy in contexts of globalisation studies at German schools
Review of the Book: Kerry J. Kennedy; Andreas Brunold (Ed.) 2016. Regional Context and Citizenship Education in Europe and Asia, London: Routledge.
Get PDFIranian EFL Teachers’ Voices on the Pedagogy of Word and World
Get PDFCritical pedagogy (CP) with the eventual aim of creating changes in society towards the socially just world rests upon the premise that language learning is understood as a sociopolitical event. Schools and classrooms are not merely seen as the neutral and apolitical sites or oxymoron of transmitting taken-for-granted knowledge and common sense to students but rather as the political and democratic sites in which teachers, through praxis-oriented activities, furnish opportunities for students to critically question oppressive systems, hierarchies, and sociopolitical inequalities. Through the connection of word to the world, or the relationship between classroom learning and students’ lived experiences and worlds, teachers can create social transformation and empowerment in the marginalized students’ lives. However, teachers as the transformative intellectuals can facilitate this transformative process only if they are equipped with the critical theories, theoretical underpinnings and practical implications of CP. A brief look at the CP literature reveals that most of the researches center on its theories and conceptual dimensions without presenting any pragmatic discourse or practical realizations to critical pedagogues. In fact, this study intends to investigate the problems, concerns, and frustrations that Iranian EFL teachers encounter while enacting this alternative pedagogy. So, the researchers adopted purposive sampling to choose thirty-four EFL teachers from private English language institutes in Tehran, Yazd and Shiraz, Iran; and focused interview as the appropriate data gathering instrument of qualitative research. Finally, the researchers unearthed the relevant themes concerning the practical dimensions as the supplementary components of CP in EFL context of Iran