1,720,962 research outputs found
Students' Attitudes Toward The Influence of Religion in Society: a connection between Dobbelaere's Compartmentalization and Citizenship Education
No full textSecularisation is a complex and multidimensional concept. The article frames secularisation as the decline in the social significance of religion and differentiates it from personal religious beliefs, though negatively correlated. The article further explores Dobbelaere’s notion of compartmentalization and underlines that people’s expectations from religion are crucial aspects to understand its public and social role. While it is well known that education provides a rich field for uncovering the relation between state and religion, the article takes a closer look at citizenship education through the lens of Dobbelaere’s compartmentalization. Indeed, they both encompass different levels and spheres of life, including the educational, the economical, the juridical, the familial, the medical, the political and the scientific. Moving from the results of a recent international study on civic and citizenship education (ICCS 2016), and presenting some of its main findings in the area of students’ attitudes toward the influence of religion in society, the article shows that a higher degree of religious involvement tends to increase support for religion having a role in society, confirming also for students a tendency already identified by previous research. On the contrary, students’ higher levels of endorsement of religious influence are negatively associated with parental education and levels of civic knowledge. This last trend suggest that students with a higher level of civic knowledge held somewhat less positive attitudes toward religious influence in society. The result can be interpreted as a higher level of compartmentalization, in the sense that students believe that religion should not influence the other spheres of life, the so-called profane sub-systems, leading to the conclusion that learning about civic issues may have the by-product of strengthening convictions about the necessary separation between state and religion
The 2017 Council of Europe Report on the State of Citizenship and Human Rights Education: ‘Connecting the dots’ between responses from governments and civil society organisations
No full textPurpose: The article gives a brief introduction to the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education (EDC/HRE) and illustrates the review process of its implementation. Focusing on the second review cycle of 2016, it stresses that the Council of Europe fell short of a thorough analysis of the discrepancy in perceptions between governments and NGOs with respect to the effective implementation of EDC/HRE.
Design/methodology/approach: Looking at the 2017 Report resulting from the second review cycle, the paper analyses analogies and discrepancies between responses received from governments and civil society organisations to the surveys organised by the Council of Europe.
Findings: Through the selection of answers analysed, it is shown that there are areas in which responses from governments and civil society organisations are similar and aligned, for example on the issues for EDC/HRE to address and on the little priority given to make financial support available. However, there are other areas in which considerable discrepancy can be highlighted. The article draws a reflection on the way in which the Report has been put together and argues that, in order to build a more accurate analysis, the Council of Europe should have connected the responses received from governments and civil society organisations and make them dialogue, rather than providing two unrelated summaries on the state of citizenship and human rights education without merging analogies and questioning discrepancies between responses received from different stakeholders
Revisiting the Role of Education in Global Society: Relevance of the Concept of “Value Generalization” in an Educational Context
Get PDFInterpreting global society through the morphogenetic approach, the article looks at education as one of the dimensions of social change brought about by the plural process of globalization. The role and vision of education will therefore be questioned to finally claim that education has to be revisited in culturally diverse and complex global societies. Necessary steps include moving from a market- to a human-centred approach to education and taking the paradigm of human rights as the universal point of departure. Indeed, framing the concept of “value generalization” (Joas 2013) within an educational context, the paper argues that human rights should be at the core of the learning process and translated into educational practice, in order to enable people whose value systems are diverse and apparently incompatible to establish creative relationships and, ultimately, recognise and accept common standards and principles that make living together in society possible. In particular, considering school class as a social system, the article concludes that “value generalization” could be regarded as a relevant sociological concept to make the school system an inclusive public sphere and further develop constructive discussions on human
rights in the school classroom
Citizenship education in Croatia and Italy: what place and role for human rights? A multi-level actor-centred approach to human rights education
Get PDFThe research focuses on citizenship and human rights education, particularly looking at two case studies, namely Croatia and Italy. The main objective is to understand whether citizenship education in lower secondary school (specifically grade 8) includes a human rights component and is aligned with the concept of Human Rights Education (HRE) as enshrined in international and regional standards. The research is based on a quantitative part, coming from a secondary analysis of the results of an internationally renowned study developed by the International Association for the Evaluation of Educational Achievement (IEA) and entitled ICCS 2016 (International Civic and Citizenship Education Study). More specifically, data relevant to the research were analysed for both Croatia and Italy (e.g. students’ endorsement of gender and racial equality, learning objectives, school contexts, etc.) and used to frame some of the questions that have been asked during a series of 25 one-on-one interviews with key stakeholders identified in both countries (Ministry of Education, National Agencies, Local Authorities, Civil Society, Academia). Refusing the assumption of linearity and uniformity in the structure and development of citizenship education (CE), and rather conceptualising it as a tension political field of diverse and conflicting demands to which a multitude of actors have to respond simultaneously, the research adopts an actor-centred perspective using the methodological steps of the talk-and-action approach (Zimenkova & Hedtke, 2008) to:
- identify the differentiated picture of CE actors as seen by the actors themselves, including their beliefs, conceptions and perceptions;
- better understand the complex systems and environments of citizenship education focusing on multiple key actors at stake;
- discover (inconsistent) demands and central tensions of citizenship education related to human rights and how these are perceived by the selected actor;
- analyse the reactions of each respective actor to the demands previously assessed, pushing for a thorough differentiation between talk, decision and action;
- investigate the relationship between citizenship education and human rights education in the two focus countries (Croatia and Italy)
Competence Development and Portfolios: Promoting Reflection through Peer Review
Get PDFPortfolios are widely used in higher education to support students' com-petence development, especially in professional disciplines. A claimed strength is that by actively engaging in portfolio construction, and in reflecting on and assessing their current competences and future de-velopment, students will grow as self-regulating professionals. How-ever, researchers argue that students require coaches to support their reflections. Yet coaching is time-consuming, and research shows that it often undermines the very reflective processes that it is meant to help develop. This article investigates peer review as an alternative ap-proach to supporting reflection. Education students identified three competences and justified and evidenced them in a portfolio. They then reviewed the competence claims of peers and received feedback on their own claims from peers. Findings showed that both reviewing and receipt prompted deep reflective thinking as evidenced by changes in the students’ portfolios. The discussion focuses on the value of peer review in promoting reflection, on ways of extending this method, and on its relationship to coaching practices
Studenti-autori del report di ricerca sul feedback valutativo
No full textFacendo riferimento alla prospettiva Student Voice e al framework teorico dell’Assessment for Learning, l’articolo, scritto da un gruppo di studenti di un corso magistrale di area pedagogica, insieme alla docente, presenta il percorso di sviluppo di una ricerca sulla valutazione in ambito universitario, condotta e documentata con la scrittura del report da parte degli studenti del corso stesso.
Con l’obiettivo di indagare le opinioni dei colleghi in relazione alla valutazione, gli studenti hanno somministrato un questionario a risposte chiuse, strutturato in varie dimensioni relative alla valutazione. Focalizzando qui l’attenzione sull’analisi dei risultati della dimensione relativa all’uso del feedback in contesto universitario, i dati raccolti mostrano mostrano come gli studenti confermino gli studenti confermino una generale conoscenza del concetto di feedback dichiarando nella maggior parte dei casi di averne già sentito parlare durante i corsi frequentati; ritengono al contempo che questo strumento viene scarsamente utilizzato dai loro docenti, mettendo in luce una bassa attenzione e una scarsa consapevolezza del ruolo di questo importante dispositivo
in ambito universitario
La formazione dei professionisti che accompagnano famiglie e bambini nei percorsi di inclusione sociale: la specificità dell’educativo in un terreno condiviso di competenze relazionali e comunicative
Get PDFApprofondendo alcuni aspetti teorici e metodologici della formazione rivolta ai professionisti dei servizi territoriali coinvolti nella ricerca RdC03 (Reddito di Cittadinanza 0-3: interrelazioni fra reddito, genitorialità e sviluppo dei bambini tra 0-3 anni), l’articolo presenta uno specifico strumento di osservazione e la proposta metodologica e formativa di utilizzo. Contestualizzando l’osservazione educativa e le relative dimensioni della quotidianità, dialogica e relazionale, il contributo apre a una riflessione sulle competenze relazionali e comunicative che, pur avendo un loro specifico professionale nell’educatore, possono divenire uno strumento operativo condiviso che l’insieme dei professionisti educativi, sociali e socio-sanitari mette in campo nelle pratiche di accompagnamento delle famiglie e dei bambini nei percorsi di inclusione sociale
Revisiting the Role of Education in Global Society: Relevance of the Concept of Value Generalization in an Educational Context
Get PDFInterpreting global society through the morphogenetic approach, the article looks at education as one of the dimensions of social change brought about by the plural process of globalization. The role and vision of education will therefore be questioned to finally claim that education has to be revisited in culturally diverse and complex global societies. Necessary steps include moving from a market- to a human-centred approach to education and taking the paradigm of human rights as the universal point of departure. Indeed, framing the concept of “value generalization” (Joas, 2013) within an educational context, the paper argues that human rights should be at the core of the learning process and translated into educational practice, in order to enable people whose value systems are diverse and apparently incompatible to establish creative relationships and, ultimately, recognise and accept common standards and principles that make living together in society possible. In particular, considering school class as a social system, the article concludes that “value generalization” could be regarded as a relevant sociological concept to make the school system an inclusive public sphere and further develop constructive discussions on human rights in the school classroom
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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