Journal of Culture and Values in Education (JCVE)
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Resisting Assimilation to the Melting Pot
Get PDFThe melting pot metaphor suggest that people from different backgrounds come to the United States and through the process of assimilation adapt to a new lifestyle integrating smoothly into the dominant culture. This article argues that immigrants from diverse cultural and ethnic groups that try to keep some of their cultural traditions may encounter conflict when trying to adapt to their life in the new context. The author contends for a cultural curriculum of the home endorsing family cultural values and traditions tha is overlooked by schools and educators, disregarding its potential for enhancing children’s learning process and academic achievement
Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria
Get PDFThere is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended
Lessons of Policing and Exclusion
Get PDFWhile active shooter training in schools is socially framed as a necessary response to the perception that our educational institutions are inherently dangerous to our children, this paper provides an alternate read that hopefully leads to critical conversations about such training and practices. It situates active shooter training squarely in the ever-expanding culture of fear that has prompted the usurping of various freedoms in exchange for greater levels of security through institutional and intrapersonal policing. In framing episodes of violence as expected and expanding the possibility of who perpetrates violence to include everyone, active shooter training is able to construct a rational justification for furthering hypervigilance and exhaustive surveillance. At the same time, it can be argued that such inclusive and boundless understandings of violence, especially when considering related pedagogical messages in the context of schooling and students, constructs a reality in which trust in others is a casualty, that surveillance is not simply institutional but instead an individual reality in which people normatively monitor one another, and in general, where difference is the impetus for the construction of metaphorical walls. And while these have been the responses to danger present in the commodified and individualized social world, it is important to question whether both the means and ends are justified. If democratic interaction is understood as requiring, among other things, attention to difference and dialogue, can democracy, let alone the expansion of democratic possibilities, exist in a reality in which these things are feared and avoided? Can schools, as sites where democratic interactions can be practiced, carry out this vital function if these needs are viewed in contention with or even subordinate to safety, as defined as furthering fear, policing, and exclusion
In a State of Fragility: The Compromised Dignity of Communities, Indignation, and the Incapacitation of Public Education
Get PDFThe dominant framing of the work of public school districts in the United States prevents schools from contesting the indignities they themselves or their neighbors suffer. This incapacitates teachers and learning communities to work toward the attainment of inclusive democracy and the contestation of exclusionary practices and policies. An institutionally-grown advocacy of connection that nurtures intercommunity solidarity can help us redefine the work communities do as they learn to think of themselves as being in connection with other groups in a web of affiliation and care. I suggest that public education take on an informal function of ethical oversight rooted in a strong sense of collective institutional agency. Through such agency schools can recognize and respect and help us work through past and present civic grievances while addressing economic and social realities that give rise to feelings of indignation
Parallel Oppressions
Get PDFSchooling is generally a culture, a context, where there are particular behaviors that are allowable and those that are not. What we allow, recommend, and encourage for both our students and teachers says a great deal about what our society believes about freedom, empowerment, politics, and controversy. This article shares a theoretical view of the authoritarian school structure and its impact on both students and teachers. While this is a primarily theoretical piece, the author also shares examples from current research that paint a picture of the unfortunate teacher-society and teacher-student interactions, but also the potential for meaningful human engagement
The Politics of Culture
Get PDFUsing Van Dijk’s sociocognitive theory as a framework for discourse analysis, the state-mandated standards were examined to determine how the educational culture is impacted by the social studies curriculum. The process to revise the curriculum in Texas is highly politicized and outside interest groups, such as Mel and Norma Gabler’s Educational Research Analysts, have inserted their own cultural perspective over the last 50 years. The article considers the impact of this influence and discusses the norms and power structures produced.
 
Toward a Brillant Diversity
Get PDFThis essay puts forward a theoretical argument in support of culturally consonant character education. Character education supports the moral and civic development of youth in the United States (US), and it remains popular with all stakeholders. Majority group members often are unmindful of the significance and span of cultural distinctiveness of minorities. Rather, majority group members consciously or unconsciously advocate assimilation and adherence to universal virtues, chiefly in the field of character education. Cultural-historical conditions, as features of the moral development process, tone the agency and negotiation of character education. To that end, this essay employs Charles Mills’ The Racial Contract (1998) to not only account for the moralities of exclusion, but put forward a character education philosophy that accounts for cultural distinctiveness
Does higher education change value perceptions?
Get PDFThe purpose of this study is to look at whether higher education has an effect on value perceptions of students. In particular, the researcher will examine the role of 'foundation' or 'private' universities on the priorities of value perceptions. The results are limited to the 115 students participated in the study. In order to have a more generalizable and comprehensive analysis, large number of students from other universities should also be studied. That way we could have a more convincing claiming about whether university education have negative or positive effects on the change of certain values. However, for the current study we can claim that university education is changing the level of value perceptions of students mostly in negative ways
Editorial
Get PDFWe are excited to be with you through the second issue of Journal of Culture and Values in Education (JCVE). We would like to extend our appreciations to all who contributes by submitting or reviewing manuscripts or have been readers of JCVE. This is an international, peer-reviewed, open-access academic e-journal for cultural and educational research. The journal is published twice a year (June & December) in online versions. The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of education, culture and values of different societies. The aim of the journal is to promote the work of academic researchers in the humanities, cultural studies and education. In addition to our goal of providing free on-line access to the new journal, we also feel strongly about the necessity of its being very high quality
The Culture and History of Standards-Based Educational Reform and Social Studies in America
Get PDFoai:ojs2.cultureandvalues.org:article/2There is no surprise that the culture of America’s public education system is continually changing. More than a decade ago the federal initiative No Child Left Behind (NCLB) was signed into law; a law that many consider the pinnacle of the standards-based educational reform (SBER). The purpose of this study was to define the nature, culture, and meaning of the contemporary standards-based educational reform movement, and to trace the historical roots of the SBER via federal and state educational policies, as well as the work of various professional organizations.