Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Arnie G. Dizon Abstract: Citizenship, Social and Economics Education, Ahead of Print. This study describes the integration of citizenship education into the K to 12 Junior High School Economics curriculum in the Philippines. Content analysis of the 2016 Curriculum Guide Learning Competencies (CGLCs) and 2020 Most Essential Learning Competencies (MELCs) for Social Studies was conducted to determine the alignment of the Economics curriculum with liberal individualist and civic republican conceptions of citizenship. Gaps that need to be addressed in the alignment of Economics learning competencies with citizenship education were explicated. Results of the study show that the Junior High School Economics curriculum integrates liberal individualist and civic republican conceptions of citizenship. However, civic-oriented outcomes like wastong pagbabayad ng buwis (correct payment of taxes) and bayanihan spirit (communal unity) need to be explicitly stated to ensure that these essential outcomes will not be missed out in the unpacking of the learning competencies. Citation: Citizenship, Social and Economics Education PubDate: 2022-03-14T11:39:52Z DOI: 10.1177/14788047221087950
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ralitsa Todorova, Lisa Babel, Colette Daiute Abstract: Citizenship, Social and Economics Education, Ahead of Print. The GENE Global Education Innovation Award aims to reward and support organizations whose goal is to provide innovative Global Education, valuing youth participation in democratic processes. Toward that end, funders are sensitive to whether and how organizations support youth participation and civic engagement. Funding applications, thus, become a way for organizations to enact their own values and strategies for promoting youth participation. This paper reports on a secondary analysis of applications to GENE, revealing an emphasis on participatory practices. The data includes 82 excerpts across eight applications awarded funding and 13 applications honoured as runners-up. Using values analysis, we explored how organizations described engaging participants and the importance of participants’ activities as forwarding the organization's purpose. Analysis uncovered three major values: Perspective on Participation; Rhetoric of Participation; and Agents of Participation. While all applicants shared similar values of youth participation in their organizations, how they expressed the importance of their participants differed. Ultimately, Awardees emphasized what their organization could do for participants, whereas the Runners Up focused on what their participants were doing through their engagement. The findings exhibit how participation and practice in Global Education initiatives are enacted in discourse. Citation: Citizenship, Social and Economics Education PubDate: 2022-03-10T10:17:40Z DOI: 10.1177/14788047221086557
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Khalaf Marhoun Al’Abri, Ishaq Salim Al-Naabi, Abdullah Khamis Ambusaidi Abstract: Citizenship, Social and Economics Education, Ahead of Print. This paper investigates the existence of GCED principles in Omani Basic Education schools’ visions and missions. A qualitative exploratory collective case study research design was used by analysing 50 schools’ vision and mission statements for the existence of five GCED principles: peace and conflict, human rights, identity and diversity, environment concerns, commitment to social justice, democracy and equity. The results revealed the varying existence of GCED principles, with commitment to social justice, democracy and equity principle being the most evident principles and the environment concerns principle the least evident in the dataset. For enabling schools to produce global citizens, schools need a revision of their visions and missions for better inclusion of GCED principles. Citation: Citizenship, Social and Economics Education PubDate: 2022-03-09T10:11:57Z DOI: 10.1177/14788047221086562
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Marta Estellés, Holly Bodman, Carol Mutch Abstract: Citizenship, Social and Economics Education, Ahead of Print. During the Covid-19 crisis, stereotypical images of young people as selfish troublemakers or passive victims appeared in the media and scholarly publications. These persistent views disregard many young people's authentic experiences and civic contributions. In this article, we challenge these perceptions by highlighting young people's acts of citizenship during the pandemic lockdowns that took place during 2020 in Aotearoa New Zealand. Despite being internationally praised for its compliant Covid-19 response, citizens were prepared to challenges the pandemic restrictions in order to have their voices heard. Young people were often at the forefront of these protests, wanting to actively participate in matters that concerned them by joining Black Lives Matter marches or campaigning to lower the voting age. At the same time, young people engaged in more personal and invisible acts of citizenship within their families and school communities. In this article, we share evidence from our empirical study into young people's social and political engagement during the Covid-19 lockdowns in Aotearoa New Zealand. Implications of this study for citizenship education are discussed. Citation: Citizenship, Social and Economics Education PubDate: 2022-01-06T12:02:29Z DOI: 10.1177/20471734211069679
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Annabel Vaessen, Remmert Daas, Hessel Nieuwelink First page: 3 Abstract: Citizenship, Social and Economics Education, Ahead of Print. The views young people have towards democratic values shape their views in later life. However, the values that are fundamental to democracy, such as majority rule and minority rights, are often competing. This study aims to provide insight into the ways adolescents view democratic issues in which democratic values are competing. To do so, three democratic issues with varying conditions were designed, and discussed during interviews with students in vocational education. The results show that most adolescents consider both democratic values that underlie an issue. Furthermore, as the conditions in which the issues take place were altered during the interviews, adolescents explicitly evaluated different perspectives and starting shifting between both values. The findings of this study show that adolescents’ views on democratic issues are layered, and include considering multiple democratic values and taking account of the conditions in which these are situated. Citation: Citizenship, Social and Economics Education PubDate: 2021-11-01T02:15:38Z DOI: 10.1177/20471734211050290
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Nicole Ackermann, Bengü Kavadarli First page: 22 Abstract: Citizenship, Social and Economics Education, Ahead of Print. Civic argumentation refers to societal problems that may affect various scientific disciplines. Societal problems are complex and their possible solutions controversial. Making informed and reasoned decisions on these problems requires domain-specific content knowledge and domain-specific argumentation skills. This study addresses argumentation on societal problems in the economic domain. It examines 159 high school students’ written arguments on two socio-economic problems in a performance test by applying a domain-specific analytical framework with quality criteria for argument structure and content and by using qualitative content analysis, cluster analysis and variance analysis. Our findings show that students’ argument structure did not substantially vary between the two test tasks, but their argument content did. Students tended to generate arguments with justifications that supported their own position, but seldom with justifications that qualified it. Of all arguments, a quarter were fully accurate, about half referred to scientific concepts and half included multiple perspectives. We identified three distinctive argument profiles regarding structure and content of argument quality. Moreover, the argument profile is a distinctive factor for students’ content knowledge. Our study gives insights into students’ written argumentation skills and content knowledge on socio-economic problems and offers a promising analytical framework for future research in this domain. Citation: Citizenship, Social and Economics Education PubDate: 2021-12-15T05:35:08Z DOI: 10.1177/20471734211050283
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Van Thanh Nguyen First page: 43 Abstract: Citizenship, Social and Economics Education, Ahead of Print. This case study documents the effort to prototype a media literacy curriculum based on Herman and Chomsky (2010)'s Propaganda Model as well as the target students’ environment and need analysis. The course is implemented under a Content and Language Integrated Learning program for 30 first-year undergraduate students in Sophia University, Japan. The objective is to develop students’ awareness of issues facing society they live in, along with the capacity to think critically about media information, deliberate in public discourse via expression of individual opinions, and exchange with others. Evaluation study is conducted upon completion of the course to examine whether, or to what extent, that objective is realized, using qualitative method. Results show positive impacts on students’ learning, providing valuable inputs for further iterations of curriculum design in citizenship and media literacy education. Citation: Citizenship, Social and Economics Education PubDate: 2021-11-24T11:45:37Z DOI: 10.1177/20471734211061487
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Anders Persson, Mikael Berg First page: 61 Abstract: Citizenship, Social and Economics Education, Ahead of Print. The aim of this article is to increase our understanding of how history and social studies teachers in vocational preparation programmes (VET) in Sweden relate to the obligation of preparing students for their future lives as citizens. Previous research on VET programmes has primarily emphasised predetermined roles of education. Different critical perspectives have established how different VET practices contribute to reproducing specific values and a type of knowledge that leaves less room for students to act as independent subjects. In part, the findings of this article contribute to problematising such a description. In a series of interviews, teachers expressed what can best be described as a clear will to prepare students for a future as broadminded and tolerant citizens. The multi-perspective approach emphasised by these teachers not only illustrates the socialisation and qualification functions of education, it also gives prominence to the importance of student subjectification. Furthermore, this article stresses that the teachers do not view the question of the purpose of their subjects in terms of either/or. Rather, it suggests they see their obligations as a matter of professional judgment and customised responses to unique didactic situations. Citation: Citizenship, Social and Economics Education PubDate: 2021-12-13T11:19:07Z DOI: 10.1177/20471734211067269
Subscription journal
[1174 journals]
