Journal of Social Science Education (JSSE - Universität Bielefeld)
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Finding a Place in the Discourse: Film, Literature and the Process of Becoming Politically Subject
Get PDFThis paper reports on the role of the narrative arts in young people’s political subjectivity and democratic learning. Drawing on theoretical insights into the process of subjectification and the relationship between politics and aesthetics, the paper discusses a number of findings from an empirical research project carried out with young people in two arts contexts. Interpreting these in the light of a theoretical framework that privileges a performative understanding of subjectivity, the paper argues that narrative art forms such as literature, film and television play an important role in the ways young people construct and perform their political subjectivity, and that this is an important part of their overall democratic learning. The implications of this for democratic education are discussed and the paper concludes with the suggestion that we need to rethink political literacy, civic engagement and democratic learning in aesthetic and imaginative terms.
Social Science Teachers on Citizenship Education: A Comparative Study of Two Post-Communist Countries
Get PDFThis paper presents some of the results of a comparative study of high school social science teachers in two post-communist European countries: Bulgaria and Croatia. In both countries, citizenship education was implemented as a part of the EU accession efforts. I discuss the ways teachers deal with the everyday dilemmas of teaching in a field which is by definition controversial and loaded with diverse political meanings. The study involved teachers in the two countries using Q-methodology, a combination of quantitative and qualitative techniques. Five distinct ways of dealing with these questions, five types of views were found in Bulgaria: Pragmatic Conservatives, Deliberative Liberals, Local Social Guardians, Personal Growth Facilitators, and Global Future Debaters. In Croatia, the types of views were: Patriotic Conservatives, Liberal Democracy Mentors, Reflective Humanists, and Personal Growth Coaches. The differences and similarities between the teachers’ views in both countries are compared. The study highlights the crucial role of teachers, of their beliefs and experiences in shaping national and European citizenship education policies. The implications of the study findings for citizenship education policy, curriculum development, and teacher training are briefly discussed
Review of the Book: Pak-sang Lai and Michael Byram, Re-Shaping Education for Citizenship: Democratic National Citizenship in Hong Kong
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Using Experimental Methods to Investigate Discriminatory Tendencies: A Lesson Report
Get PDFUsing dictator games in experimental analysis, this lesson report demonstrates the process and results of a postgraduate class project in which university students were instructed to scientifically investigate and explore one of German society’s most hotly-contested issues: the level of discriminatory tendencies of non-Muslims towards Muslims. The results of this class project show little or no discriminatory tendencies toward Muslims. Instead, the university students under our investigation tended to act favorably, or at the very least, fairly toward Muslims. We expect that this lesson report can demonstrate how a postgraduate course can be conducted in an innovative way, empowering students to collect primary data and finishing a small scientific project during the span of a semester.Dieser Bericht stellt die Prozesse und Ergebnisse einer experimentellen Studie eines Postgraduierten-Kurses der Universität Greifswald dar. Wir zeigen, wie Studierende das Thema Migration innovativ untersuchen können, indem sie neben theoretischen Lerninhalten an experimentelle Methoden sowie die Primärforschung herangeführt werden. Anhand eines Diktatorspiels wurden die teilnehmenden Studenten angeleitet, ein in der Öffentlichkeit kontrovers debattiertes Thema wissenschaftlich zu untersuchen: Diskriminierende Tendenzen von Nicht-Muslimen gegenüber Muslimen. Die Ergebnisse dieser Studie lassen jedoch nicht auf diskriminierende Tendenzen der Studenten schließen. Stattdessen deuten sie darauf hin, dass sich die Studierenden zumindest fair gegenüber Muslimen verhalten
Relocating Social Justice to the Axis of Citizenship—For a Deaf Mediation
Get PDFBased on the tangible relationship of strangeness seen in the lines of communication between a deaf and a hearing individual, in which full comprehension of the (gestural) linguistic metaphors used among the deaf is not always assimilated, and vice versa, we will from the beginning put emphasis on the differences and ruptures between the fields of representation and communication. We will thereupon approach deafness as a relationship by deconstructing the view of disability, i.e. by granting privilege to the differences yet underscoring the equality of intelligence (the wise hearing individual versus the profane deaf). It is from this standpoint (the recognition of difference) that so-called profane knowledge gains visibility and importance in the upward climb to the expertise acquired by the deaf. Nevertheless, it is fundamental to know how to coordinate this recognition with the conquests of redistributive social justice. Finally, we explore the central role of the (deaf) mediator in the construction of meaning and citizenship, especially when dealing with the isolated deaf, with the objective of underpinning situations of marginality that, perhaps unintentionally, are shaped by the social project
Exploring the Keys to Citizen Formation in Teacher\u27s Discourse: Implications of Teaching Citizenship in the Araucanía Region, Chile
Get PDFThe present article addresses the main points observed during a series of interviews carried out between 2008 and 2009 with teachers of the 8th grade subject, Citizen Formation. All of the interviewees come from private and municipal educational institutions from the Araucanía region in Chile. The study revolved around two initial questions: how do teachers of the ninth region of the Araucanía deal with the notion of citizenship? And, in what way do they make sense of this concept? In this way we look to identify the elements in the discourse that form the notion of citizenship starting with the beliefs and interpretations given by the interviewees. In the results we can observe a tension between the concept the teachers have of themselves and their social role and, on the other hand, the way they should conceive the subject as a tool of the institutional character of the state
