Journal of Social Science Education (JSSE - Universität Bielefeld)
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Editorial: Transformation and Citizenship Education II
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Teachers’ Perspectives in Portugal and Recent Institutional Contributions on Citizenship Education
Get PDFThis paper aims to focus the impact of policies on education for citizenship through two research projects pursued in the last ten years on teachers’ perspectives on citizenship education and their relevance for schools and education at large. Moreover, this impact will also be seen through recent policies and state initiatives on citizenship education, as well as on higher education institutions and NGOs in their contribution to these initiatives. These analyses point to the need for a more systematic intervention in teachers’ education on citizenship education and on schools initiatives in this area
Transformed Institutions – Transformed Citizenship Education? Remarks on the Current Situation in Spain
Get PDFEducational systems are placing great emphasis on the need to generate a sense of citizenship. In this article, we treat this question within the concrete framework of the recent history of Spain (from 1990 to current day). We make reference to three points: (1) The institutional framework of citizenship education; (2) The concepts of citizenship present in the school curriculum and the public debate; (3) The state of research into citizenship education. Based on our analysis of the situation in Spain, we draw several conclusions regarding international research projects on citizenship education
Difficulties Even in the Best of Circumstances: Britain
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Editorial: Transformation and Citizenship Education I
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Does the Democratization of Polities Entail the Democratization of Citizenship Education? A Theoretical Framework for Researching the Democratic Quality of Citizenship Education in Transformation Countries and Elsewhere
Get PDFIn the last 30 years, the process of institutional democratization prevailing in Western Europe since at least the end of World War II has spread to Southwestern, Southeastern and Eastern European countries. To what extent has this democratic transformation of polities been followed by a genuinely democratic transfor-mation of citizenship education in these countries? Unfortunately, recent research on citizenship education does not provide a satisfactory answer, because it has mainly focused on institutional and organizational issues. Nothing was said about the question how well-sounding, but quite general – and therefore ambigu-ous – officially proclaimed goals and contents of citizenship education in transformation countries are educa-tionally construed in textbooks and the teaching practice. However, there are quite a few empirical examples and indications which clearly show that citizenship education in transformation countries (and elsewhere) shows a number of facets which are hardly in line with core democratic values. Therefore, this article pro-poses a theoretical framework for systematically researching the democratic quality of citizenship education in transformation countries (and elsewhere). With recourse to Max Weber`s analytical concept of ideal-types, this framework differentiates between a democratic and a non-democratic ideal-type of citizenship education (as outer points of a continuum between them). These two ideal-types of citizenship education are character-ized by structurally different ways of thinking about 1) human rights, 2) international relations, 3) current insti-tutions and norms, 4) authoritarian political structures and human rights violations in the history of the coun-try, and 5) differences in society
The State of Citizenship Education in Turkey: Past and Present
Get PDFCitizenship education in Turkey has been a part of the state-centric modernization project involving the transformation of public and private lives of Turkish citizens. Although there has always been a separate course on civics, citizenship education emerges as a cross-curricular theme in the Turkish educational system which aims at creating a self-sacrificing and patriotic citizen. Besides its particularistic content, however, Turkish citizenship education also involves references to a universal conception of citizenship in line with Turkey’s aspiration to be a member of the European Union. This paper presents a historical frame and breaking points for citizenship education in Turkey from its foundation to the present. It critically examines paradoxical content of the current citizenship and human rights education curriculum
The Model of Organised Hypocrisy Applied to Romanian Civic Education Policies and Practices
Get PDFBehind an apparently positive image, civic education in Romania proves to be an excellent illustration of “organised hypocrisy” (Brunsson, 2002). At a closer look, it becomes obvious that policy decisions related to civic education are isolated responses to various, and often contradictory, pressures from inside and from outside Romania, and that there is a huge gap between policy statements and the school practice, where civic education has a low status and where classical, directive and knowledge-focused pedagogical methods are still widely used
What Do Human Rights Mean for Citizenship Education?
Get PDFThe article argues that citizenship education and human rights education can be understood as educational responses to specific social and political challenges in different national, regional and global contexts. It outlines four cases: (1) Nbsp; the early German response of civic education; (2) The late British response of citizenship education; (3) The response of EDC within the European framework of the Council of Europe; (4) The response of HRE within the global framework of the UN and the UNESCO. The main aim is to contribute to the necessary clarification of what is shared and what is different of EDC and HRE in this ongoing process of cooperation and integration between the two approaches in Europe
Civic Engagement of Turkish Youth in Germany
Get PDFThe recent growth of interest in children’s participation in civic life, partly reflected in and stimulated by the UN Convention on the Rights of the Child (CRC), has led to concerns about how to facilitate the involvement and participation of young people in public life and in the public policy process. Young people are fully capable of involvement in community assessment, planning and decision making. Research around the world shows that they gravitate naturally to a purposeful engagement with their surroundings and have strong feelings about the local environments they use everyday. Particularly, living in a foreign cultural context requires more involvement in order to accommodate to the culture. Turkish children and young people living in Germany are dealing with many problems, including their civic engagements. In this research, 40 pre-adolescents were interviewed in order to investigate their cultural participation in Germany. In-depth-interviews are done and analysed. Results show that the young people have a strong wish to be listened, particularly on issues directly affecting their daily lives and activities, their education, school and the environment they live. In this article the results will be discussed and examples will be given