Journal of Social Science Education (JSSE - Universität Bielefeld)
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Editorial: Europe as an Educational Framework: Cultures, Values and Dialogues
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On the Borders of Europe. Citizenship Education and Identity in Cyprus
Get PDFThis paper is about the concept of "Europe" and how it could be used as an educational framework to alleviate existing tensions regarding citizenship education and Euro-pean/national/state identity in the context of Cyprus. To this end, the paper serves both a descriptive and a normative agenda, in that it largely describes recent theoretical and political development in civics and citizenship education in Europe and in Cyprus, in order to explore, in the last part of the paper, the potential of using "Europe" and "European citizenship" as tools for reflection and dialogue over (Greek)-Cypriot citizenship and identity. The study of European citi-zenship is complicated due to its different meanings and associations with national identities; I argue that in Cyprus this is further complicated by a political problem of community conflict and partition, which has long been challenging peoples\u27 national identities. Cyprus, an island lying on the borders of (traditional geographical definitions of) Europe and one of the European Union\u27s most recent member-states needs to revisit its approaches to citizenship as a condition of EU membership. The paper illustrates how ongoing discussions and debates over the political problem of Cyprus render it extremely difficult to take decisive steps towards reconceptualising existing Greek-Cypriot civics and citizenship education curricula, exactly because notions of national identity have so far been inextricably interwoven into these curricula. It is proposed that a revisiting of the meaning of "Europe" and the discourses of post-national, multicultural and European citizenship, as well as human rights and democracy might be useful tools to address citizenship and identity dilemmas deriving both from EU membership and the political problem in Cyprus
How the Media Can Influence and Collaborate in the Development of Youth Participation
Get PDFThis paper\u27s objective is to deal with the educational potentiality of media in the development of the communicative and participative competences which are clearly needed and an essential part of all civic education. After a description of the situation in Spain at present with reference to the absence of participation and its possible causes, the text refers to the support that educational policy has given to civic education in schools over the last 15 years, and which will, hopefully, help to improve the situation. Secondly, the paper deals with the relationship between media and citizen participation, and analyzes the situation of young Spaniards and their relationship with the media in an attempt to discover if, by using media and new media it would be possible to generate positive attitudes towards participation. Before the conclusions a practical case study where media have been used to motivate youth will be analyzed
Between Inclusion and Marginality: The Role of Education in Migrant Children
Get PDFCreating and transmitting a common idea of European citizenship, based on values as individual freedom, equality, tolerance, dignity of individuals independently from gender, religion, race or social class is possibly the main task for educational policies in school and in permanent education. This is a difficult task, because European Union is becoming more and more heterogeneous in its composition, but also because migrations have to be considered as one of the social megatrends affecting Europe, increasing the community\u27s complexity. The rate of migrants students is growing also in Italy by number, native country and level of education: in this varied population school attendance could be both a source of marginalisation or a tool for inclusion and social mobility. The concept of citizenship, including participation, cooperation, and tolerance, becomes then crucial, and the socialisation processes and agencies have to cooperate organizing education to support civicness, and mediating between ethnic origin and culture and the values of the host countries
Human Rights Education before the Challenges of the Emerging Human Rights of the 21st Century
No full textThis article examines Human Rights Education vis-a-vis the challenges of the emerging human rights of the 21st century. It discusses the difficult situation of HRE in the uncertain and insecure times of globalization and permanent violence particularly after the September 11 attacks. In spite of these unfavorable circumstances, it can be concluded that HRE has gained ground in the agenda of NGO´s to become a demand formulated hand in hand with the fight for democracy and peace. Due to the fact that human rights are the result of an unfinished process under permanent transformation, the article underlines emerging human rights as a dimension of human rights (education) and one of the challenges in the 21st century
The Social Interplay of Disciplinarity and Interdisciplinarity. Some Introductory Remarks
Get PDFSocial Science Education as a subject field in schools is an intrinsic pluridisciplinary feature, whatever disciplines are included, however it may be organised and wherever it may be institutionalised. Civic education, economic education, social education and historical education each comprise several academic disciplines even if they are thought to be completely independent subjects. From the start on, disciplinarity and interdisciplinarity are on the agenda for any subject related to social science education and are one of its main problems. For these introductory remarks interdisciplinarity can be simply defined as relating two or more academic disciplines or school subjects to each other if this is done in a purposeful, systematic, explicit and reflective way. The overarching goal is to improve education that is to enhance students\u27 understandings of the worlds and their abilities to act within and towards them. A relationship between disciplines or subjects which misses one or more of the four characteristics can be called pluridisciplinary or multidisciplinary (cf. Audigier 2006). In the following I first want to discuss some aspects of disciplinarity and interdisciplinarity at schools and at universities and the weakness of interdisciplinarity. I sketch some social science based ideas on the interrelationship between the subject structure of the academic world and the world of schools (3.) and of some tendency to commonalities or even unification of social sciences and related competencies (4.). I conclude with some remarks on different kinds of knowledge (5.). Last but not least, I\u27ll give an overview on the papers in this issue of the Journal of Social Science Education (6.)
The Research on Moral and Civic Education in the Spanish Educational Theory - Evolution and Current Trends
Get PDFWith this paper the editors of the Journal of Social Science Education start a new kind of report which presents an overview of scholarly discourses on civic education and economic education in several European countries. The overall aim is to provide a first access to these discourses which are often rather difficult to reach. By publishing reports on these national scientific fields the editors of JSSE hope to facilitate the mutual perception of scholars and the development of a European discourse. The NECE database “Networking European Citizenship Education” which is available at http://www.nece.eu and at the German Federal Agency of Civic Education may help networking, too
Human Rights Education as Part of the Peace Process in Northern Ireland
Get PDFIn a society emerging from decades of political conflict, the role of human rights education in Northern Ireland is of particular importance as a tool to preventing violent conflict and to promoting a culture of peace. More generally, a rights-based approach to education might refer to three dimensions; access to education, educational content and educational processes. This article aims to explore the effectiveness of a specific human rights education project that has been piloted in Northern Ireland\u27s post-primary schools as an example of a project that addresses educational content and processes in a flexible manner. Conclusions are drawn relating to factors facilitating the successful development of a rights-based approach to education and of human rights education projects
No Prestige, No Money, No Contribution? The German Social Sciences’ Didactics and the Omissions of Sociology: What it is All About
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Das Potenzial von Schülerunternehmen zur Förderung einer unternehmerischen Grundhaltung gegenüber dem gesamten Leben
Get PDFDieser Beitrag setzt sich mit dem Potenzial von Schülerunternehmen zur Förderung einer unternehmerischen Grundhaltung gegenüber dem gesamten Leben auseinander. Im Fokus der Überlegungen steht zunächst der Lebensentrepreneur, die Leitfigur einer modernen Gesellschaft, dessen elementare Persönlichkeitsmerkmale die Eigeninitiative und die Verantwortungsübernahme sind. Eine Analyse dieser Persönlichkeitsmerkmale in den vier Bedeutungsdimensionen der Lebenswelt des Lebensentrepreneurs begründet die These, dass Schule besonders der Funktion als Wegbereiter und Übungsfeld dieser Kompetenzen gerecht werden muss. Notwendige Bedingung dafür ist die Ausgestaltung schüleraktiver, selbstorganisierter Lernprozesse in Form mehrdimensionaler Lehr-Lern-Arrangements. Am Beispiel des Schülerunternehmens als Extra-curricular-Activity soll das Potenzial eines solchen Arrangements zum Erwerb persönlichkeitsbezogener unternehmerischer Kompetenz im Hinblick auf alle vier lebensrelevanten Dimensionen analysiert werden