Journal of Social Science Education (JSSE - Universität Bielefeld)
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Klima- und umweltbezogene Lernprozesse in partizipativen Produktentwicklungsverfahren: Möglichkeiten und Grenzen
Get PDFFür erfolgreiche und nachhaltige Produktentwicklung reichen heute Marktbeobachtung und Kund/innenbefragungen alleine nicht mehr aus. Mit Verfahren zur partizipativen Produktentwicklung (PPE) können sowohl das kreative Potenzial von Nutzer/innen für die Produktentwicklung erschlossen als auch marktfähige nachhaltige Produkte entwickelt werden. Sie ermöglichen so aktives Nachhaltigkeitsmanagement. Am Beispiel des INNOCOPE-Pilotverfahrens wird diskutiert, wie nachhaltigkeitsbezogene Lernprozesse in PPE-Prozessen initiiert werden können und welche Faktoren dabei wesentlich sind. Insgesamt zeigt sich, dass vor allem die sich wiederholende, direkte und möglichst gleichberechtigte Interaktion von Unternehmensvertreter/innen und von Konsument/innen einen themenbezogenen Wissensaustausch und wechselseitige Lernprozesse ermöglicht. Dabei sind der inhaltliche Aufbau der Treffen und der zeitlich gestaffelte Einsatz von Lernmethoden wesentlichToday, market observation and customer surveys alone do not suffice to develop successful and sustainable products. Methods of participatory product development (PPD) allow to open up the creative potential of users for product development, and to develop marketable sustainable products. Thereby, they support active sustainability management. Taking the INNOCOPE pilot process as an example, we discuss the possibilities and the relevant factors to initiate sustainability- and climate-related learning processes within PPD processes. Our findings indicate that repeated, direct and equitable interaction between company representatives and customers are fundamental for relevant knowledge exchange and mutual learning processes. Other key issues are the thematic structure of the meetings and the timing of learning methods
Adolescents and Politics – A Match Made in the Media? On the Role of Entertainment-Education for Political Information
Get PDFThe role of politics in the life of adolescents is a topic intensely discussed in different fields of academia – usually claiming a lack of interest in political issues among youth. State-of-the-art research is shifting to assessing the role of entertaining media content in this process reflecting on the changing depictions of the political along the lines of infotainment and political entertainment. This article focuses on the latter and discusses the question, how elements of politics are or could be displayed in entertaining, narrative formats, and how this could affect knowledge, attitudes and behavior. The line of argumentation is based on the conceptualization of Entertainment-Education (EE) as a form of strategic communication. EE describes the intentional design and implementation of a media message into entertaining narrative content based on social cognitive theory and the assumption of vicarious learning by observing role modeled behavior. The article discusses findings from EE interventions outside politics and links them to the issue of youth and politics
Sociology in French High Schools: The Challenge of Teaching Social Issues
Get PDFThe aim of the article is to answer the question of what kind of sociology teaching is provided in French lycées. It describes and characterises a state of affairs that has resulted from a process of evolution. The article engages with the wider question of curriculum change, using the tools of sociology to tackle the issue. It illustrates the power of ‘school subjects’ as institutional forms, just as it reveals their composite and socially constituted nature. It highlights the role of teachers in shaping the changes in the content of this subject, including at the level of the formal curriculumCet article cherche à caractériser la sociologie qui est enseignée dans les lycées français. Il décrit un état de choses en évolution. Ce faisant il aborde, avec les outils de la sociologie du curriculum, la vaste question des changements des curricula. Il montre la prégnance de la forme sociale « discipline scolaire » et le caractère à la fois socialement construit et composite des savoirs qu’elle peut contenir. Il éclaire le rôle, souvent méconnu, des professeurs dans la détermination des contenus enseignés y compris ceux qui sont prescrits
A Comic Approach to Politics? Political Education via Comics
Get PDFThis article examines juvenile comics that deal with politics as a main topic. These comics introduce and develop politicised themes and topics in varying ways and their individual approaches to politics will be discussed and analysed. The first example, the German Micky Maus-Magazin series, occasionally uses political matters to create new comical stories. In the issues discussed here, democratic processes in the fictional city of Duckburg are described. The second example, Andi, published by the Interior Ministry of the State of North Rhine-Westphalia, aims at civic education. This comic explores the very real issues of rightwing extremism and rightwing propaganda within a fictional framework. The third example, Persepolis treats political issues in a serious, but not primarily pedagogical, way. It offers a personal viewpoint on the Iranian revolution in 1979. By reflecting on Iranian society, the Iranian author puts forward new perspectives on the country which are quite opposite to those that are typically represented in Western countries’ daily news. All three comics provide varying degrees of understanding on politics and political processes. Since each example combines elements of entertainment with political information, they will be analysed within the theoretical framework of what Dörner defines as politainment
The Case of (East-) Germany
Get PDFThere has been a long tradition of thinking on Civic Education in Western Germany, mainly after World War II. Aims and means have been discussed thoroughly, experiences in teaching politics (the most common name for the school subject) have been reported on. After the (re-)union of the two Germanies in 1990, Western concepts were brought to and adopted by Eastern Germany. Transformation of civic education (politische Bildung) faces the problem that the democratic system is open to conflicts and competition and does not lead and direct the citizen in an authoritative manner. Democracy asks for different abilities on the side of its citizens than an authoritarian system does. Research data show the difficulties of learning for democracy
The Talk-and-Action Approach to Citizenship Education. An Outline of a Methodology of Critical Studies in Citizenship Education
Get PDFThe present research on the development of citizenship education in (transformation) countries fails to ac-knowledge that systems of citizenship education are political organisations by nature. This research does not analyse citizenship education (CE) as a multi-level, multi-actor and multi-interest system with multiple envi-ronments. The diverse environmental and internal demands addressed to CE actors are also ignored. This paper sees CE as situated and developing in a tension field of diverse and contradicting demands to which each organised CE actor has to respond simultaneously. This especially holds for post-socialist transforma-tion countries but applies as well to “old” democracies which, like the aforementioned, are confronted with the challenges of Europeanisation and migration. A multi-level actor-centred approach, acknowledging actor-specific perspectives, as suggested in this article, is essential for understanding the complex interplay of demands and reactions (talk, decision and action) of different actors and hence the change of CE under the conditions of societal change or transformation
Education for Democratic Citizenship in Poland
Get PDFThe civic education is one of the biggest challenges of every nation, but in Poland – as a post-communist country – the upbringing of young generation to life in a democratic and modern world, is essential. Education, and so education for democratic citizenship, is very important, even decisive force of development of societies – it can flourish or decline the development. The purpose of this paper is to identify and explain development and evolution of civic education in Poland at different phases of the systemic transition. Additionally, the authors point out the barriers of civic culture’s development and abilities of institutions, which enable civic education in Poland. Thus, the paper analyses constellations of actors concerning on the one hand factors eroding education for democratic citizenship from schools and on the other hand those which unevenly and constantly building, grass-rooting and enhancing civic education at all levels of educational process
A Trinity of Transformation, Europeanisation, and Democratisation? Current Research on Citizenship Education in Europe
Get PDFAlthough a lot of stock-taking research on citizenship education in European countries has already be done, some key features of citizenship education especially in transformation countries are not understood as yet. The authors briefly outline the state of the art and criticize its main shortcomings. As a result, they suggest a research agenda to enhance the knowledge about citizenship education with respect to its interconnectedness with processes of transformation and to its embeddedness into different political cultures, institutions and democracies. They propose to realise multilevel and multiactor case studies which perceive citizenship education as an organisational issue, too.