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1.
Sport education (SE) is an instruction model developed amid concerns about the lack of authentic, legitimate opportunities for young people to experience sport through physical education and was designed to facilitate enhanced links between experiences in physical education and those in the wider world of sport. The paper discusses how one UK primary school delivered key citizenship education learning through the use of SE. The research reported here is based on interviews with teachers and students in Year 6 at one co-education, state-run primary school. The paper highlights the possibilities for teaching citizenship through the medium of sport while recognising the central importance of the creative teaching approach rather than the subject matter of sport in facilitating the development of active citizenship. The possibilities for citizenship education through sport to be celebratory and supportive of real-world discourses are highlighted. As a solution to the overcrowded curriculum in primary schools, SE has been embraced and developed by the teachers in ‘Forest Gate School’. 相似文献
2.
In 2005 the Dutch Minister of Education proposed making it compulsory for all schools in The Netherlands to stimulate active citizenship and social integration. Teachers must give these educational goals a tangible form in their practice. What are the teachers' views on citizenship education? Concepts of citizenship education and the teacher's role in it may differ widely, and very different perspectives on values and value development are possible. This article addresses how teachers view citizenship education. We present the results of a survey conducted among a representative sample of Dutch secondary schools. The results show that teachers make clear choices in the importance they attach to certain values. Teachers want students to acquire skills to analyse, communicate and reflect on values, and they want to stimulate the development of certain values. The chosen values relate to different types of citizenship. School level, school subject and the age of the teachers make a difference to the importance teachers attach to different values. 相似文献
3.
《Asia Pacific Journal of Education》2012,32(4):455-472
The UK government has recently demonstrated an unprecedented interest in global learning within primary and secondary schools. While the adoption and implementation of the global dimension varies, international school partnerships (ISPs) have been identified as a key vehicle for harnessing the potential of the global dimension in schools. Despite increasing global policy and practice interest in ISPs, little empirical research examines the influence of ISPs on students, teachers and leaders. Drawing on evidence nested in our 3-year research and development study of the British Council's Connecting Classrooms-Sub Saharan Africa programme, this paper examines students' own view of their international school partnership participation. We employ a multidimensional citizenship framework to frame our analysis of 694 student surveys from 66 schools across 12 countries. Based on this evidence, we argue that the influence of ISPs on global learning can be enhanced by intentionally designing partnerships to: celebrate school-based learning linked to international partners; create opportunities for students to engage in activity-based communication-driven ISP related learning; and, deliberately encourage students to discuss their partnership work with friends and family. We also make recommendations for policy and practice leaders and researchers. 相似文献
4.
Andrew Peterson 《British Journal of Religious Education》2017,39(2):207-222
In the absence of a dedicated subject for teaching general religious education, the inclusion of Civics and Citizenship education as a new subject within the first Federal Australian Curriculum provides an important opportunity for teaching the religious within Australian schools. The curriculum for Civics and Citizenship requires students to learn that Australia is both a secular nation and a multi-faith society, and to understand religions practised in contemporary Australia. The term ‘secular’ and the need for students to learn about Australia’s contemporary multi-faith society raise some significant issues for schools and teachers looking to implement Civics and Citizenship. Focusing on public (state-controlled) schools, the argument here draws on recent analysis within the Australian context to suggest that religion remains an important factor in understanding and shaping democratic citizenship in Australia, that this should be acknowledged within public schools, and that a constructivist, dialogical-based pedagogy provides possibilities for recognising the religious within Civics and Citizenship education. 相似文献
5.
The purpose of this paper is to examine how teachers teach and students learn about citizenship education in two faith-based schools in Northern Ireland. The data show that participants in the Catholic school were confident in their own identity; teachers encouraged active engagement with contentious, conflict-related debates and students displayed empathy with other racial and religious groups. In the Protestant school, teachers avoided any reference to identity and conflict and students seemed to have limited knowledge of these issues. The findings emphasise the extent to which separate schools embody the cultural norms prevalent within each of the communities that they serve and reveal the influence which these norms have for teaching and learning about citizenship. 相似文献
6.
Heela Goren 《Compare》2016,46(5):832-853
We apply semi-structured interviews to conceptualise perceptions of global citizenship among teachers at an international school and teachers at a local public school in Israel, revealing discrepancies between theory and practice in global citizenship education (GCE). We find that teachers perceive global citizenship differently along three major axes: boundaries of global citizenship, practical aspects of GCE, and through the effect of Israel’s context. This study offers a comparative perspective that discerns the differing impacts of school context and student background on teacher perceptions at different kinds of schools and highlights the importance of teacher agency in GCE. 相似文献
7.
We discuss the ways in which English and Catalan students perceive themselves as members of communities and as citizens and the role of schools in these perceptions. Questionnaire and interview data were collected and analysed from 583 secondary school students in a total of 9 schools that were known for their commitment to citizenship education in England and Catalonia. The research took place when issues of national and other identities were prominently discussed in the media and elsewhere and when significant changes were being introduced in both locations regarding citizenship education as a specific curriculum subject and also in the wider context of education and schooling. Our results suggest that while the English students in our sample understand citizenship in terms of a subjective identification, our Catalan students perceive citizenship as a legal and externally assigned status. We did not intend to obtain nationally representative samples but rather to gain in-depth knowledge of the data and to discuss the implications of these results for the differing purposes of citizenship education. We make recommendations for how school-based citizenship education may contribute to current challenges related to citizenship and identities. 相似文献
8.
While digital technology is an integral feature of contemporary education, schools are often presumed to constrain and compromise students’ uses of technology. This paper investigates students’ experiences of school as a context for digital technology use. Drawing upon survey data from three Australian secondary schools (n = 1174), this paper considers the various ways in which students use digital devices and applications “in school” and “for school”. After highlighting trends and differences across a range of digital devices and practices, the paper explores the ways in which students perceive school as a limiting and/or enabling setting for technology use. The findings point to a number of ways that schools act to extend as well as curtail student engagement with technology. This paper concludes by considering the possible ways that schools might work to further support and/or enhance students’ technology experiences. 相似文献
9.
Anne Bert Dijkstra Femke Geijsel Guuske Ledoux Ineke van der Veen Geert ten Dam 《School Effectiveness & School Improvement》2013,24(4):524-553
This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social context on educational outcomes and research into effective schools. The effects of school quality, school policy, and student population were analysed using 2-level (students, school) multilevel models. The results show that differences in citizenship competences between students and schools are mainly explained by factors at student level. Although the school also appeared to play a role, the school variables used in the analysis did not offer sufficient explanation for these differences. In order to further investigate the relationship between school factors and students’ citizenship, more insight is needed into characteristics of citizenship practices of schools. 相似文献
10.
Anna Hogan Greg Thompson Sam Sellar Bob Lingard 《The Australian Educational Researcher》2018,45(2):141-160
This paper explores teachers’ and school leaders’ perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper, is understood as the creation, marketing and sale of education goods and services to schools by for-profit providers and often includes (but is not limited to) the provision of curriculum content, assessment services, data infrastructures, digital learning, remedial instruction, professional development and school administration support. Our account highlights that commercialisation is prevalent in the day-to-day practice of Australian public schools. The perceptions of teachers and leaders suggest that commercialisation is complex, with both affordances and challenges. Respondents acknowledged that aspects of commercialisation are necessary for successfully running schools and classrooms in the 21st century, but also noted that there is a fine line beyond which these seemingly innocuous services become perilous. Concerns focused on how particular services are leading to the deprofessionalisation of teachers as they have less autonomy over what to teach and how to teach it. Moreover, teachers and school leaders reported being perturbed by the idea that commercial providers and services might work to replace teachers in the future. Drawing on these data we argue that growing commercialisation in Australian public schools clearly requires an ethical debate that schools, education professionals, policy makers and interested publics are yet to have. 相似文献
11.
As the education for citizenship agenda continues to impact on schools in the UK and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government introducing its Lessons From Auschwitz (LFA) project for students and teachers in Scotland, this article focuses on the Scottish context and investigates the school processes by which students are chosen to participate in the LFA project, the impact the LFA project has on student personal growth, and the range of follow‐up activities in their schools and communities. The methodology employed online questionnaires and face‐to‐face interviews which were designed to ascertain student perceptions of the LFA project and the impact that this project had on student participants, their schools, and their communities. Findings demonstrate that the student cohort were highly academic students who took their responsibilities on return to their schools very seriously and organized a wide range of events, both in their schools and in their communities. There was clear evidence that the LFA project had led to extra teaching and awareness of the Holocaust, racism, and human rights; and that students’ citizenship values had been enhanced. 相似文献
12.
Kenan Ozberk Fahriye Altinay 《International Journal of Disability, Development & Education》2019,66(6):551-564
ABSTRACTThe aim of this study was to determine primary school administrators’ and teachers’ views about the organisational citizenship behaviours in their schools. Qualitative research method was employed. The participants consisted of 15 teachers and 5 school administrators working in primary schools in North Cyprus, which were selected through maximum sampling method. Content analysis was done to analyse the data. The findings indicate that the majority of teachers report that the number of teachers who are eager to help is unsatisfactory, and that the participants do not have positive opinions about the reactions they face when they encounter a problem in school. Attention was paid to issues pertaining to disabled students. Since disabled students need extra attention and care, teachers and school administrators expressed the view that to interact with disabled students, organisational citizenship behaviour is necessary. Results further show that organisational citizens are eager to guide, to make extra effort and to empower themselves in order to be more useful and efficient. This study recommends that organising in-service training to improve organisational citizenship behaviour may be effective in improving schools and contribute to the awareness of the importance of the organisational citizenship in terms of disabled students. 相似文献
13.
“治理”作为一种新型的管理理念和实践方式,在当前获得了人们愈来愈多的重视。“治理”理念倡导教师和学生对学校治理权利的共享,引导教师与学生通过协商、对话、合作以及公民伙伴关系等方式积极参与学校公共事务的管理,从而扩大和提升学校的公共利益,培育学生的更为健全的公民品质。因此,学校“治理”与公民教育之间所形成的是一种有机联结的关系,学校组织的治理型建构可以为公民教育提供坚实的生活基础和制度保障,而公民教育则可以通过唤醒学生的公民意识和治理意识,提升他们的治理意愿和治理能力,从而推动学校治理的发展。基于“治理”理念而建构起来的公民教育,不再是灌输式、概念式的公民教育,而是一种主体性、实践性的公民教育,它可以更好地培育学生的公民权利与责任意识,使学生成长为治理型的公民。 相似文献
14.
2007年1月25日,英国教育与技能部发表了题为《课程检视:多样性与公民权利和义务》的白皮书.白皮书根据过去公民教育的实施情况提出了改革建议,提出在公民教育的过程中更多听取学生的意见,在课程教学中对学生进行公民权利与义务的教育,并制定政策保证学校领导和教师有机会接受公民教育的相关培训,尤其强调要在公民教育中增加尊重多样性教育的内容,以促进社会朝更加和谐的方向发展. 相似文献
15.
Bronwyn E. Wood 《British Journal of Sociology of Education》2014,35(4):578-597
A priority toward creating ‘active’ citizens has been a feature of curricula reforms in many income-rich nations in recent years. However, the normative, one-size-fits-all conceptions of citizenship often presented within such curricula obscure the significant differences in how some young people experience and express citizenship. This paper reports on research that explored the citizenship perceptions and practices of New Zealand social studies teachers and students from four diverse geographic and socio-economic school communities. Attention was drawn to the scale of their citizenship orientations and participation (local/global). Drawing on Bourdieu’s conceptual triad and his species of capital in particular, the author posits that the differences observed between school communities can be usefully explained by a concept of participatory capital. The paper concludes with some reflections on the implications for young people who fail to access the ‘symbolic’ global participatory capital associated with much contemporary citizenship education. 相似文献
16.
Tracey Muir Sharyn Livy Sandra Herbert Rosemary Callingham 《The Australian Educational Researcher》2018,45(3):297-313
Since 2008, all Australian students in Years 3, 5, 7 and 9 have been assessed in literacy and numeracy through an annual National Assessment Program—Literacy and Numeracy (NAPLAN) test. In 2015, a team of mathematics education researchers across Australia conducted a nationwide research project to identify school practices and policies that were consistent between schools that showed growth and/or improvement in their NAPLAN numeracy results. This paper reports findings from three case study schools, using a school improvement framework to interpret evidence gathered from the schools’ principals and school leaders. The study has particular implications for policy makers and school leaders who may be seeking ways to improve mathematical practices in their own jurisdictions and schools. 相似文献
17.
This paper presents a theoretical critique of citizenship education in England and Wales, as a means of raising pedagogical considerations for teachers, and policy issues for curriculum makers and planners. Drawing on a range of recent empirical studies, we construct an analysis of practice and suggest that differences between dominant models of citizenship in England and Wales owe much to their histories. We suggest that such differences create opportunities for new curriculum‐making practices as well as democratic possibilities in the context of citizenship education, at a time when curricula in both England and Wales are under revision. Considering school councils/forums as an exemplar of practice common to both contexts, we question the wisdom of schools employing a narrow conception of active citizenship, via forums, in order to demonstrate they are satisfying the relevant requirements of the Order for Citizenship in England, and aspects of the Personal and Social Education curriculum in Wales. While the exemplars are both from the UK context the arguments apply beyond these borders and to more general concerns regarding the development of global citizenship. 相似文献
18.
ABSTRACT Higher education plays a critical role in producing society’s leaders by preparing graduates with the knowledge, capabilities and disposition to appreciate diversity and address social injustice. Many higher education institutions within and beyond Australia have aimed to internationalise their curricula to ensure students achieve capabilities that enable them to contribute to an evolving global knowledge economy. However, the inclusion of global citizenship as a graduate attribute embedded in internationalised curricula, and the processes to achieving this, are highly contested. Guided by a discourse analysis approach, this study explored how Australian and New Zealand universities position students as global citizens in public web pages. Publicly available policy and other text documents on university websites relating to internationalisation and/or global citizenship were collected and screened. Those that met inclusion criteria were analysed to identify discourses and to further understand how higher education institutions describe their plan to advance and achieve global citizenship agendas. Two key themes were generated: expressions of internationalisation policy and global citizenship as an obscured educational intention. These findings are further elaborated, providing an outline of the possible implications for higher education policy and practice relating to the internationalisation of curriculum for global citizenship and its potential impact on educators and students. 相似文献
19.
Concerns about pupil disengagement from school and society have led to compulsory citizenship education in state schools in England. However, there is little evidence that the new citizenship education is meeting its goals. The research described here assesses a new approach to citizenship education that appears to overcome some of the identified obstacles in current practices. Hampshire's ‘Rights, respect and responsibility’ initiative is a rights‐based whole school reform of school policies and practices. Under this initiative the contemporaneous citizenship status of pupils is respected, pupils are taught about their rights under the UN Convention on the Rights of the Child and democratic participation is made meaningful in classroom and school functioning. Of particular interest is that the initiative starts in infant schools. This research indicates that young children can understand their rights and responsibilities in ways that are meaningful to their everyday behaviour and that rights‐based whole school reform has the capacity to improve pupil learning and citizenship behaviours. 相似文献
20.
In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of “active citizens”. Research evidence over the last 25 years paints a mixed picture regarding the extent to which the translation of policy intent has been successfully implemented within Australian schools. Exploring the new subject of Civics and Citizenship in Australia in the context of previous initiatives and existing research evidence, we explore the contested and complex nature of active citizenship around three key issues – the scope and form of action that constitutes citizenship in one’s communities, how young people themselves conceptualize and experience participation, the potential that active citizenship opportunities are interpreted as being synonymous with the use of active teaching and learning methods. On this basis we argue that the new curriculum provides some optimism for those committed to education for citizenship in Australian schools, but that this optimism needs to be tempered with a degree of caution. 相似文献