共查询到20条相似文献，搜索用时 78 毫秒
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Aaron T. Sigauke 《International Journal of Educational Development》2012,32(2):214-223
Citizenship education in Zimbabwe is based on the claim that young people lack citizenship virtues. This study set out to investigate these assumptions by assessing high school students’ knowledge of, attitudes towards and participation levels in citizenship issues. Findings show that while students are knowledgeable about citizenship issues they are however, hesitant about involvement in political activities. The study concludes that the reported claims are partly not valid. In a politically sensitive environment students are unwilling to engage in political activities. They accurately assess the situation and adopt a position which other citizens in similar circumstances might take. 相似文献
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《British Journal of Educational Studies》2012,60(4):373-385
ABSTRACTIt is increasingly maintained that cost–benefit analysis (CBA) should play a greater role in educational policy-making. This article critically examines the rationale guiding CBA and its compatibility to educational settings. Drawing on philosophical discussions, it argues that the rationale guiding CBA has some fundamental limitations that render the use of it in education beneficial only under certain restrictive circumstances. 相似文献
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Gerard Delanty 《International Journal of Lifelong Education》2013,32(6):597-605
A relatively neglected dimension of citizenship is learning processes. A theory of learning is outlined, distinguishing between individual learning processes and collective ones. Linking learning to citizenship suggests a model of cultural citizenship, which entails mechanisms of translation whereby the different levels of learning are connected. In this article, the idea of cultural citizenship is conceived of in terms of learning processes and is defended against what will be called disciplinary citizenship in which learning is reduced to citizenship classes and formal membership of the polity. 相似文献
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Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers’ understandings of global citizenship, with a particular focus on cultural diversity. Pre-service teachers (PSTs) participated in interviews, and findings indicated that they were uncertain about the idea of global citizenship, sought harmony and a desire for sameness in culturally diverse relationships, and held ethnocentric, paternalistic and salvationist views about the ‘Other’. Drawing on these findings, we present a framework incorporating technicist, humanistic and postcritical conceptions as a tool for analysis of GCE approaches, their means and ends. 相似文献
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Vincent N. Pham 《Quarterly Journal of Speech》2018,104(1):94-107
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A discourse theory of citizenship 总被引：1，自引：0，他引：1
Robert Asen 《Quarterly Journal of Speech》2013,99(2):189-211
This essay calls for a reorientation in scholarly approaches to civic engagement from asking questions of what to asking questions of how. I advance a discourse theory of citizenship as a mode of public engagement. Attending to modalities of citizenship recognizes its fluid and quotidian enactment and considers action that is purposeful, potentially uncontrollable and unruly, multiple, and supportive of radical but achievable democratic practices. Citizenship engagement may be approached through potential foci of generativity, risk, commitment, creativity, and sociability. A discourse theory reformulates the relationship between citizenship and citizen, reveals differences in enactments of citizenship, and calls attention to hybrid cases of citizenship. 相似文献
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Robert Tobias 《International Journal of Lifelong Education》2013,32(5):445-456
Over the past two hundred years or so, there has been a remarkable growth in the professionalization of occupations. This article identifies a range of social theories that may be used as maps and compasses to gain a deeper understanding of the processes of professionalization and the roles of professional education and particularly continuing professional education (CPE) in these processes. Underlying the article is the notion that educators working in this field are poorly served by the lack of adequate social theory. The article discusses limitations inherent in technicist and instrumentalist theories and various forms of liberal functionalist theory of professionalization and CPE. It then goes on to suggest the beginnings of an alternative critical social theory that may inform our thinking about professionalization and CPE. It suggests that sites of continuing professional learning and education may usefully be conceptualized as sites of struggle, and identifies a number of areas of tension and contradiction that, it is argued, must inform debates about the aims, purposes and structure of CPE, about who should gain access to what forms of knowledge, and about which forms of knowledge should be seen as most valuable. It suggests that these questions are primarily political and cannot be resolved in instrumental and technical terms alone. The contradictions and tensions identified give rise to ethical issues, issues of competence, excellence and mediocrity, issues surrounding the role of the state, professional self-regulation and monopolization, the links that may or may not be developed with wider political and industrial struggles of working people, issues concerned with occupational imperialism vs. the legitimation of occupations, professionalization and bureaucratization, and issues concerning professionalization and globalization. The hope is that this article will provoke further theorizing. In particular, I hope that it will stimulate critical research, which will look historically at the professionalization of a range of occupations and the role of CPE in this process. 相似文献
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Jacqueline Watson 《British Journal of Religious Education》2004,26(3):259-271
The introduction of citizenship education to school in England (and Wales) in 2002 has generated interest and concern among religious educationalists, some of whom welcome the opportunities this new educational territory opens up for religious education and some of whom suspect it augurs religious education's demise. This article reports findings of a school‐based study of the early implementation of citizenship education and its impact on religious education. It discusses those findings in the context of the current debate about the future relationship between the two subjects, noting a similar ambivalence toward citizenship education among religious education heads of department, as there is among religious educationalists. The discussion includes an examination of the Crick Report, noting its lack of interest in religious education, and argues that its conceptualization of citizenship leaves it open to two quite different broad interpretations of what might be meant by an education for citizenship, one of which religious education practitioners appear to endorse and associate with religious education, and one of which they reject and associate with citizenship education. 相似文献
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Jack Demaine 《International Studies in Sociology of Education》2013,23(2):117-128
This article discusses the notion of globalisation by reference to several of its proponents and critics. Issues of citizenship education in an era of global electronic communications are examined and the author argues that citizenship education that has a global dimension will necessarily be concerned with economic, social and political inequalities between citizens both within and between nation states. Global divisions involve fundamental inequalities of resources, rights to residence and much else. Since globalisation invokes differing responses from citizens around the world and within nation states it is likely that global citizenship education will have varied effects. 相似文献
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Ian Davies 《International Journal of Science Education》2013,35(14):1751-1763
I argue that there is potential for collaborative work between science educators and citizenship educators. However, following comments about that potential, I raise a number of challenges. Those challenges relate to the public perception of science, narrow academic perspectives of some science educators, and problematic attempts to develop a form of science education that, at times, some have claimed is relevant to — or, even, a form of — citizenship education. The latter point is considered with reference to some science educators’ perceptions concerning the nature of citizenship and citizenship education. I argue that the perceptions of some science educators seem to suggest significant differences in understanding from at least some of those who would regard themselves as citizenship education specialists. In the final main section of the article, I suggest, briefly, some ways in which further work to develop collaboration between science educators and citizenship educators could be considered. 相似文献
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Stories, heroes, and rituals are among the tools in a cultural kit that help institutions develop civically responsible students. The secret is in knowing how to use which tools. 相似文献
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Assessment of citizenship competences has become common practice following the statutory assignment of citizenship education to schools in many countries. Assessment can serve various goals. The suitability of various types of instruments depends on the alignment with the goals intended. In this paper we evaluate four types of instruments and their suitability to assess citizenship competences. Tests and questionnaires, portfolios, game-based assessment, and vignettes are each evaluated in terms of seven attributes relevant to instruments aiming to assess students’ citizenship competences. Our results indicate no single type of instrument aligns with all attributes, and expanding the range of available instruments appears the best way forward so that educators and researchers can make a choice that fits their purpose. The analysis presented provides further insight into the strengths and weaknesses of particular assessment types. 相似文献
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PROSPECTS - The Covid-19 pandemic was a reminder of the importance of increasing connectivity amidst the accelerated rate of changes and disruptive events of our era. The need and the rationale for... 相似文献