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受历史因素影响,澳门中小学公民教育整体水平比较落后。回归后,随着经济的持续快速增长,各种社会问题不断出现,澳门特区政府日益认识到提高公民素质、进行公民教育的重要性。然而,缺乏本地合用的教科书,导致公民教育的成效并不理想。为此,澳门教育暨青年局与人民教育出版社合作开发了《品德与公民》教科书。针对青少年国家观念与公民意识的缺失的现状,"公民与政府"分册的编写进行了有益的尝试,以提升公民参与能力,促进澳门社会的繁荣与稳定。 相似文献
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Stephen W. Sheps 《Critical Studies in Education》2019,60(3):358-374
In recent years, a number of studies have explored the link between Zionism and the latent racism prevalent in Israeli society. As a result of these studies, it has become clear that successive generations of Israeli citizens (and non-citizens) are exposed to a single historical and cultural narrative. Such a narrative is intentionally designed to strengthen the emergent ethno-national character of Israeli democracy. This study examines a selection of Jewish–Israeli teachers’ reflections on teaching in Israeli high school history and civics classrooms, and the institutionalized racism that they encounter both within the textbooks and from their students. I will demonstrate that these reflections are examples of negotiating dilemmatic spaces, resulting from the unique ‘structural conditions and relations to everyday practices’ that Israeli educators must face. Israeli teachers must mediate the curricular materials vis-à-vis the degrees of freedom they are provided to teach counter-historical narratives and their own emotional responses to both the content of the textbooks and their students’ reactions to the dominant national narrative presented therein. 相似文献
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Frank Reichert 《Educational Research and Evaluation》2016,22(5-6):305-332
The opinions about what characterises a good citizen are diverse, yet survey research usually employs variable-centred analytical strategies to examine people’s concepts of good citizenship. The present study builds on a person-centred approach towards good citizenship and validates previously identified types of good citizenship among Australian secondary school students. Following an in-depth characterisation of these types by sociodemographic variables and civic attitudes, this study incorporates multinomial regression analysis to take a closer look at very extreme but practically important patterns. These analyses suggest that students need to believe in the value of civic action to become political enthusiasts and not politically alienated. Civic knowledge may prevent political alienation; however, it is not the ultimate solution as it is negatively correlated with political enthusiasm when controlling for multiple predictors. The results are discussed with respect to their significance for civics and citizenship teaching and learning. 相似文献
4.
Jennifer Bruen 《Irish Educational Studies》2014,33(1):37-55
In order to generate higher levels of interest in politics and participation in political processes, political or citizenship, education in schools must be at the heart of the curriculum and be characterised by active, learner-centred approaches. This paper hypothesises that, when compared with Germany, a more limited form of political education in Irish post-primary schools may be impacting negatively on the extent to which it is achieving such aims. In order to begin to explore this hypothesis, the results for seven items relating to interest in politics and participation in political processes from the most recent (2010) round of the European Social Survey are compared for the Irish and German populations. In addition, the nature and status of political education in the German and the Irish school systems are compared. Conclusions are drawn and the implications for future research in this field and for political education in both countries considered. 相似文献
5.
《Journal Of Archival Organization》2013,11(1-2):9-16
ABSTRACT New information and communications technologies have transformed the archival enterprise in less than a quarter century. They have changed the way we work and, more importantly, our relationship with the wider society. Access to archives has increased immeasurably and spurred demand for use of archives. At the same time, in a painful irony, public support for archival work is under attack. The democracy studies movement suggests ways of thinking about archives and their role in civil society. Archivists must continue to assert the case for archives in our larger civic life. 相似文献
6.
Civic learning: moving from the apolitical to the socially just 总被引：1，自引：1，他引：0
This study examines the knowledge and skills that characterize civic learning for young people. Building on a literature review, it reports an exploratory case study with students and teachers in four secondary schools in the Ottawa, Canada region. The perspectives of researchers co‐operating with educators and students against a backdrop of provincial government curricula and secondary literature on youth citizenship engagement provide an enriched understanding of the state and potential of civic learning. It concludes that current civic learning is primarily characterized by procedural knowledge and compliant codes of behaviour that do not envelope students in collective action for systemic understandings of political issues. This study argues for renewed efforts to put social justice at the heart of student learning. To present a convincing civic educational programme, schools should prepare students to analyse power relationships, investigate the ambiguities of political issues, and embrace opportunities for social change. 相似文献
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8.
Joe Y. F. Lau 《Educational Philosophy and Theory》2019,51(2):163-174
AbstractThe 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as ‘action civics,’ offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the teaching of critical thinking can be made more practically relevant to modern citizenship. Third, the deep political polarization associated with the movement indicates that civic education and critical thinking training need to pay attention to cognitive biases that affect political ideology. Finally, the Umbrella Movement reflects the failure of democratization in Hong Kong and coincides with increasing political pressures on the local education system. We discuss how political reality connects to issues about democratic education, critical pedagogy, and the idea of political neutrality in education. 相似文献
9.
《British Journal of Educational Studies》2012,60(4):383-402
ABSTRACT The term ‘Asian values’ became popular in the political discourse in the 1980s and 1990s. The most vocal proponents of Asian values are Singapore's Lee Kuan Yew and Malaysia's Mahathir and their deputies and government officials, as well as post-Tiananmen Chinese leaders. Most notable of all these three strands of the Asian values debate is the ‘Singapore School’, which ‘comprises leaders who have articulated a defence of the Singapore regime, either in their personal or official capacities’. This article discusses the origins and philosophical underpinnings of ‘Asian values’ in the Singapore context and its relationship to civics education. First, it provides the historical context for the interest in Confucianism and Asian Values. It then looks at the role and use of Confucianism and Asian Values in Asia, before discussing the case of Singapore and Asian values. I explore the interconnections between changes in history, civics and social studies curricula, and the politics of the ‘Asian Values’ discourse in Singapore which underpins these curricula. At the heart of the issue was the state's attempt to forge and articulate a Singaporean identity, and the role of citizenship/moral education in attaining this elusive nation building goal. 相似文献
10.
Governments, international organizations and academics have, in recent decades, expressed a sense of crisis in the practice of democracy based largely upon increasing levels of disengagement by citizens from even the most basic elements of civic life. One response has been to devise civics and citizenship education curricula for schools with the concomitant expectations of enhanced civic practice. Our examination of citizenship education programs has revealed considerable variation from country to country in the degree of success achieved in the design, development and implementation of programs. This paper examines recent developments in citizenship education in four leading Western democracies – Australia, Canada, England and the USA; each one with its own particular successes and shortcomings. It identifies several factors associated with the successful building of curriculum capacity for citizenship education and argues that these are fundamental for countries wishing to move beyond rhetoric and toward substance in citizenship education. 相似文献