Journal of Social Science Education (JSSE - Universität Bielefeld)
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How can Economics Education be Implemented without a Separate Subject? A Case Study from Germany
Get PDFThe discussion about the pros and cons of economics as a school subject has been going on for many years – and agreement has still not been reached. It is therefore useful to set aside the debate about economics as a school subject for now and to address the question of how social science-based economics education in mainstream schools can be designed in such a way to be successful. During the 2012 conference of the Association of European Economics Education (AEEE), approximately 100 teachers, teacher trainers, inspectors and researchers with a professional interest in economics and business education from all over Europe visited a German grammar school with a focus on economics education. The Siebengebirgsgymnasium in Bad Honnef strives to provide all pupils with a basic economics education and a selection of additional social science-oriented classes. Using some exemplary projects it has been demonstrated how, since 2003, the Siebengebirgsgymnasium has been dedicated to constructively addressing the Kaminski-Hedtke controversy about politics and economics education and to fostering a creative and social science-based economics education.Die Diskussion über die Vor- und Nachteile eines Schulfachs Wirtschaft wird seit vielen Jahren geführt – und eine Einigung ist nicht in Sicht. Es erscheint daher sinnvoll, die Debatte über das Für und Wider eines Schulfachs Wirtschaft vorerst auszublenden und sich gemeinsam der Frage zuzuwenden, wie eine sozialwissenschaftlich fundierte ökonomische Bildung an allgemeinbildenden Schulen konkret ausgestaltet werden kann, damit sie erfolgreich ist. Im Rahmen der internationalen Tagung der Association of European Economics Education (AEEE) 2012 besuchten etwa 100 Lehrer, Seminarleiter, Inspektoren und Wissenschaftler aus ganz Europa eine allgemeinbildende deutsche Schule mit einem ökonomischem Profil. Das Städtische Siebengebirgsgymnasium hat es sich zum Ziel gesetzt, allen Schülerinnen und Schülern eine ökonomische Grundbildung zu vermitteln, um sie auf ein eigenverantwortliches Leben in einer zunehmend komplexen Gesellschaft vorzubereiten.. Anhand einiger exemplarischer Projekte wird aufgezeigt, wie diese Schule seit 2003 versucht, die Kaminski-Hedtke-Kontroverse kreativ zu wenden und eine sozialwissenschaftlich fundierte ökonomische Bildung zu realisieren
Communities and others: Young peoples’ constructions of identities and citizenship in the Baltic countries
Get PDFThis article explores how young people (aged 12 -18) in the three Baltic states of Estonia, Latvia and Lithuania are constructing their identities, particularly their sense of attachment to their country and to Europe. This generation is of particular significance, in that they are the first generation for many years to have been born and socialised in independent states that are in a relatively peaceful and stable state. Data was collected through 22 focus groups, conducted in 10 different locations in the different states, and were analysed in terms of the degree of enthusiasm expressed for civic institutions and cultural practices related to the country and to Europe. Two particular areas were identified: the sense of generational difference and the ways in which different groups created ‘other’ communities, within and without their country’s borders. These parameters allow us to distinguish the significant communities that these young people are creating in order to make sense of their social and political worlds
“Diversity within diversity” - exploring connections between community, participation and citizenship
Get PDFEven if recently the notions of citizenship and community have become buzz words of very positive connotation, significant tensions underlie any of them: between homogeneity and difference, belonging and diversity, inclusion and exclusion and, more recently, between freedom and security. Real communities are places of cooperation and mutual recognition as much as they are places of inevitable conflict, social control and exclusion. Following an ecological and contextual perspective, and a relational definition of community, concepts such as sense of community and social capital are explored. An analysis of citizen’s participation in their communities illustrates significant dimensions of participation: power, dialogue, initiative, formality, pluralism and time. The discussion considers how these dimensions might contribute to making community organizations turn into \u27schools of democracy\u27 (de Tocqueville 2000), and illustrates this potential with young migrants, as long as the diversity of diverse migrant groups is not only recognized but furthered
What contribution can the humanities and social sciences make to career guidance in general and vocational lycées? The case of economics in year one of lycée
Get PDFIn accordance with the 2008 Resolution of the Council of the European Union on “Better integrating lifelong guidance into lifelong learning strategies”, the reform of French lycées has included career guidance among its priorities. This reform, which was implemented in 2010, includes lessons on exploring economics for all students in year one (seconde) of the French three-year lycée. Will this new feature help to promote career guidance? This research aims to show that academic and vocational guidance is socially controversial, and that the two year one programmes on economics, “SES” (social and economic sciences) and “PFEG” (basic principles of economics and management), provide knowledge and skills from the humanities and social sciences that are useful for the guidance of year one students, even if the teachers involved do not feel directly involved in assisting with career guidance. As career guidance is not a discipline, will effective teachers be those who are able to distinguish between “knowledge that” and “knowledge for”
The Financial Crisis - An Ideal Teaching Moment
Get PDFDoes after the crisis mean before the crisis? Financial crises are part of the economic cycle and therefore not only absolutely normal but under certain circumstances beneficial. Is this also true for the ongoing financial crisis? It might be too soon to draw final conclusions, but financial crises show a great potential to encourage learning from the past and to foster socio-economic education. That’s not meant as a belittlement of the financial crisis, but should sharpen the mind to notice a primary dilemma of our economic system: Even though increasing credit facilities contributed to the economic prosperity during the last decades, the development of savings and debts should be in balance with the long-term productive capacity of society, economy and environment. The authors will review certain aspects and causes of the financial crisis under social und environmental constraints and will discuss possible long-term paths of development from an economic perspective. Following this, didactical implications will be considered and feasible learning content will be discussed
Hong Kong Students’ Levels of Political Trust Ten Years after the Return to Chinese Sovereignty
Get PDFHong Kong’s return to the People’s Republic of China in 1997 marked the beginning of a political transition that, if successful, will result in full democracy by 2020 (Ma 2008). Given that there are different levels of political trust in established and emerging democracies (Catterberg, Moreno 2005) and that regime changes itself exerts an influence on trust, this paper reports on a study that compares levels of political trust between two samples of Hong Kong’s young people. The results indicated that more than ten years after Hong Kong’s retrocession to China, some institutions were more strongly endorsed in 2009 than in 1999 but others registered a lower level of endorsement. Structurally it seems that ‘political trust’ is understood by both samples as a multidimensional construct that has a direct impact on the way they see their future citizenship responsibilities The implications of these results for both political theory and civic education are discussed
A Cross-Context Analysis of Civic Engagement Linking CIVED and U.S: Census Data
Get PDFThis study investigates direct and indirect family, peer, school, and neighborhood effects on adolescents’ civic engagement utilizing data from the 1999 IEA Civic Education Study and the U.S. Census. The nationally representative sample consists of 2,729 students from 119 schools in the U.S. Multi-level regression techniques provide precise estimates of the separate and shared impact of each context on adolescents’ civic engagement. Individual students’ civic experiences and discourse in school and at home predict higher civic engagement, although the effects of these experiences vary based on the larger school and neighborhood contexts. Overall, interactive effects indicate that students who may traditionally be deemed at a disadvantage (either because of poor school or neighborhood conditions) experience more benefits from increases in civic learning opportunities than do more advantaged students. Suggestions are made for secondary analyses of ICCS (the IEA civic education study of 2009)