Journal of Social Science Education (JSSE - Universität Bielefeld)
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Patriotism and Citizenship Education
Get PDFPatriotism and Citizenship Education (2009) Bruce Haynes (ed.
Community and citizenship in post-disaster Japan
Get PDFIn March 2011, a triple earthquake-tsunami-nuclear disaster rocked north-eastern Japan. In this article, the impact of these three disasters on schools, teachers and children will be analysed, with a particular focus on the role of teachers in saving lives and leading communities, and the role of schools as sites and agents of community and citizenship in the disaster situation. The article is structured around four themes, namely, the role of school leaders and teachers, the role of schools as sites of community, changing media representations of children and communities in the wider national context, and the birth of global citizenship as a meaningful concept. Primary data from visits to schools in Miyagi Prefecture and Fukushima Prefecture in Japan in July 2011 and December 2011 are combined with analysis of secondary sources written in Japanese to paint a clear picture of the different roles served by teachers and schools at different points in time during and after the disasters. This provides insights not only into post-disaster communities, but also into the role of teachers and function of schools as agents and sites of community and citizenship in Japanese society
Citizenship education to nanotechnologies: teaching knowledge about nanotechnologies and educating for responsible citizenship
Get PDFWe present a research based on a project for citizenship education to nanotechnologies in a French highschool which aims at teaching the specific characteristics of nanotechnologies, of their fields of application and of the controversies which are linked to them. At the junction of Socially acute questions didactics and of the cultural-historical Vygotskian theory, we analyse the knowledge at work in a debate on the promises and risks connected with nanotechnologies. The knowledge mobilized by the students (17- to 18 years-old) in their dialogical interactions can refer back to the archetypal narratives whose origin lies in men’s social and cultural history. Through the joint effect of cumulative talk and exploratory talk, the students co-construct the concepts linked to the Social Ethical Issues: risks and human enhancement. We show that the debate at school leads students to be able to construct reasoned opinion and position themselves in their environment in a responsible way. This educational innovation appears to be relevant for combining the learning of academic and cultural contents with social competencies to an education for engaged citizenship in the field of nanotechnologies
Religious Education and Social and Community Cohesion: An Exploration of Challenges and Opportunities
Get PDFReligious education and social and community cohesion is an interesting project which has resulted in a timely and thought-provoking text. In recent times there has been a good deal of interest in the place of religion and faith in public life, policy and education and, in particular, in the affect (positive or otherwise) which religion and faith have on social and community cohesion. This excellent book significantly adds to this debate. Wide-ranging in its scope, and what the editor declares will be his last book in a long career in religious education, Michael Grimmett has successfully brought together a cohesive and significant text which should be of interest to a wide audience. In his introduction Grimmett makes clear his thinking behind the project: ‘a seismic shift in the social, political, religious, moral and ethnic landscape of the UK in the last decade has presented RE with a new and still to be addressed challenge and has shown... that current theories and practice in RE are no longer entirely sufficient to address the very different circumstances created by the emergence of what I will call ‘globalised and politicised religion’ (p. 10). The chapters contained within the collected edition explore and interrogate issues around social and community cohesion and their implications for religious education in schools. The text is particularly successful in charting the changing nature of the teaching RE since the 1944 Education Act (a time which has witnessed a transition from the confessional, to the secular, to what might loosely be termed the ‘post-secular’), and it does so in a way which brings the recent history of RE teaching to bear on the role of the subject in building social and community cohesion in the contemporary context
Benefit or burden? How English schools responded to the duty to promote community cohesion
Get PDFThis paper discusses results from a small scale qualitative study of how primary and secondary schools in three English local authorities responded to the introduction and subsequent inspection of a legal duty to promote community cohesion, following a series of ‘race’ riots in 2001 and the London bombings of 2005. The policy itself is seen as reflecting wider discourse and is shown as shifting in focus during the period it was officially inspected between 2008 and 2011. Schools responded differentially to the duty and its inspection, with those in more multi-cultural areas responding with higher degrees of confidence than those in mono-ethnic areas. Some policy ‘slippage’ is seen to occur in the way schools re-framed the duty. Over time, most schools came to identify the curriculum and the school’s ethos as the most important weapons in their armoury. Teachers embraced the new duty with different degrees of enthusiasm – for some it confirmed the importance of holistic approaches to education which they felt had been sidelined in recent years, whilst other showed various forms of resistance. Teachers encountered some subtle and challenging professional dilemmas in the course of discharging the duty. Overall, the respondents in this study felt that the imposition of the duty and its inspection had been more of a benefit than a burden
Editorial: Education for … and the Social Sciences, Perspectives in French Speaking Research
No full textThe 9th CitizED International Conference „East and West in Citizenship Education: Encounters in Education for Diversity and Democracy“ July 13-15, 2013, Tokyo, Japan
Get PDFWhat kind of critical university education for sustainable development?
Get PDFIn the course of the institutional integration of education for sustainable development (ESD), university courses have been going through rapid changes, but this process can be blocked or aided by each country’s particular features, whether institutional, financial, cultural or other. This article proposes an examination of the specific socio-educational characteristics of the implementation of ESD based on a study of the social representations of students in three European countries (Germany, France and Poland), and in two types of Master’s level university education. The analysis initially focuses on the differences and similarities in the student research groups. It then analyzes the representational components in terms of the possible impacts on the implementation of ESD at the university from a critical, citizenship perspective. Despite the differences in the students’ representational structures in the various countries, we can see that, in the three national groups, the social representations of sustainable development are highly focused and have a highly fragmented character. The lack of systematization of the different elements of the representation poses barriers to critical education, although this takes different forms in the different countries