Civic Education

Comprehensive liberalism and civic education in the Republic of Ireland

by Graham Finlay

Severity of conditions, collective identity, psychological sense of community, civic attitudes, and sociopolitical development among youth in El Salvador.

by Alison Baker

School climate and the safe school: Seven contributing factors

by James Noonan

Atomists, Liberals and Civic Republicans: Taylor on the Ontology of Citizenship

by Dale E. Miller

Understanding Civic Learning through Psychogeographic Mapping

by Gillian Cowell

Co-authored with Professor Gert Biesta (2012), Issue 31, 1, International Journal of Lifelong Education.

Critical Issues in Contemporary Education: Prolegomena

by Ondrej Kaščák

Co-authored with Branislav Pupala
Published in Human Affairs, 2012, 22 (1): 3-10

This paper summarizes the problematic aspects of a globalized neoliberal culture in education. Linking to the... more This paper summarizes the problematic aspects of a globalized neoliberal culture in education. Linking to the particular studies of this monothematic volume it discusses the consequences of the globalization of a testing culture in schools, the issues of developing civic literacy in the context of current education practice and the issues of forming a historic consciousness in present schools relating to the existing social discourse. Language teaching, currently dominated by the concept of language literacy or the concept of language education resulting from English language teaching seems to be significant. This paper reveals various ways in which the educational section is being contaminated by neoliberal transformations to point out their culturally devastating consequences in a critical way. The goal of this paper is to articulate the mechanism by which neoliberalism is infiltrating education in the form of discursive and physical
“colonizing”.

Using service-learning activities for civic identity formation_2006

by maia chankseliani

published in GESJ: Education Sciences and Psychology

This paper argues that mandatory service-learning (SL) activities need to be incorporated in the Georgian national... more This paper argues that mandatory service-learning (SL) activities need to be incorporated in the Georgian national curriculum of citizenship education for senior high school students, grades 10-12. The structure of the paper is as follows. After discussing the possible SL activities that need to be introduced to Georgian students, I pass on to the analysis of the objectives and a four-stage structure of the proposed SL activities. The paper also looks at the teacher’s role in SL as well as some of the problems that teachers may encounter.

Educational Policy Between Nationalist and Euro-Integrationist Politics: a Case Study of Serbian Educational Reform

by Jana Bacevic

Liberal Education for Liberal Democracy

by Ross Corbett

2009 Sir John M. Templeton Fellowships Essay Contest, 2nd prize

This essay argues that a liberal education is the best defense against the more venal manifestations of materialism... more This essay argues that a liberal education is the best defense against the more venal manifestations of materialism and uninformed political judgments that most seriously threaten to corrode liberal democracy. Consequently, support for the independence and intellectual seriousness of universities is crucial to the development of the virtues required by civic life.

Democracy and Human Rights in Elementary Schools: Theory and Practice

by Ivana Batarelo Kokić

Book in Croatian

Demokracija i ljudska prava u osnovnim školama: teorija i praksa

Authors: Batarelo, Ivana; Čulig, Benjamin; Novak, Jagoda; Reškovac, Tomislav; Spajić-Vrkaš, Vedrana

Year: 2010

Primijenjeno istraživanje Demokracija i ljudska prava u osnovnim školama: teorija i praksa provedeno je 2009. godine s... more Primijenjeno istraživanje Demokracija i ljudska prava u osnovnim školama: teorija i praksa provedeno je 2009. godine s ciljem propitivanja načina i efekata provedbe obrazovanja za demokratsko građanstvo u osnovnom školstvu na nacionalnoj razini, kao i ukazivanja na daljnje smjernice za uvođenje obrazovanja za demokratsko građanstvo u obrazovni sustav. Istraživanje se sastoji od dva metodološki zasebna dijela: sadržajne analize relevantnih strateških dokumenata i udžbenika (iz hrvatskoga jezika, povijesti, prirode i društva i izbornog predmeta vjeronauka) te anketnog empirijskog istraživanja provedenoga kroz upitnike za učenike/ce, nastavnike/ce, ravnatelje/ice i roditelje u osnovnim školama.

Del individuo a la personalidad: bases para una educación cívica en la comunidad (1995)

by Xavier Úcar

pp. 49-65. Pedagogía Social.  Revista Interuniversitaria Nº 10. Enero. Universidad de Murcia.

Citizenship Education and National Identities in France and England: inclusive or exclusive?

by Audrey Osler

co-authored with Hugh Starkey Oxford Review of Education, Volume 27, Issue 2 June 2001 , pages 287 - 305

This paper examines and compares recent citizenship education policy documents from France and England and explores... more This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other.

What Is To Be Done in the Aftermath of Proposition 187?

by E. Wayne Ross

Ross, E. W. (1999). What is to be done in the aftermath of Proposition 187? Theory and Research in Social Education, 27(3), 292-295.

Waiting for the Great Leap Forward: From Democratic Principles to Democratic Reality

by E. Wayne Ross

Ross, E. W. (2001). Waiting for the great leap forward: From democratic principles to democratic reality. Theory and Research in Social Education, 29(3), 394-399.

Rethinking the Work of NCSS

by E. Wayne Ross

Ross, E. W. (2001). Rethinking the work of NCSS. Theory and Research in Social Education, 29(1), 6-17.

Alienation, Exploitation, and Connected Citizenship

by E. Wayne Ross

Ross, E. W. (2000). Alienation, exploitation, and connected citizenship. Theory and Research in Social Education, 28(3), 306-310.

Creating a Civic-Minded Political Culture: What Does the Civics NAEP Mean for Social Studies Education?

by E. Wayne Ross

Ross, E. W. (2000). Creating a civic-minded political culture: What does the civics NAEP mean for social studies education? Theory and Research in Social Education, 28(1), 6-10.

Civic Illiteracy and Social Education

by E. Wayne Ross

Ross, E. W. (2000). Civic illiteracy and social education. Theory and Research in Social Education, 28(2), 140-143.

Civic Education and Democratic Backsliding in the Wake of Kenya's Post-2007 Election Violence

by Reynaldo Rojo-Mendoza

Steven E. Finkel, Jeremy Horowitz, and Reynaldo Rojo-Mendoza. The Journal of Politics, Vol. 74, No. 1, January 2012, Pp. 52–65

This article examines two unexplored questions concerning the impact of civic education programs in emerging... more This article examines two unexplored questions concerning the impact of civic education programs in emerging democracies: (1) whether such programs have longer-term effects and (2) whether civic education can be effective under conditions of democratic ‘‘backsliding.’’ We investigate these questions in the context of a large-scale civic education program in Kenya just before the disputed 2007 election that sparked a wave of ethnic clashes and brought the country to the brink of civil war. Analysis of a survey of 1,800 ‘‘treatment’’ and 1,800 ‘‘control’’ individuals shows that the program had significant long-term effects on variables related to civic competence and engagement, with less consistent effects on democratic values. We also find that participants who subsequently were affected by the violence were less likely to adopt negative beliefs about Kenya’s political system, less likely to support the use of ethnic or political violence, and more likely to forgive those responsible for the post-election violence.

Civic Education for Combating Corruption: Lessons From Hong Kong and the US for Donor-Funded Programmes In Poor Countries

by Heather Marquette