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Wai, Kit-lan Anita, and 衛潔蘭. "Citizenship education in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27594154.
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Hudson, Anne. "Implementing citizenship education in a secondary school community." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/293/.
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This thesis uses a case study to investigate the impact on a whole school community of a special focus on citizensbip. It begins by exploring conflicting meanings attributed to citizenship and citizenship education. It goes on to adopt an understanding of citizenship as involving a set of relationships between rights, duties, participation and identity. The discourse about globalisation and the debate as to whether it represents a new reality or a continuation of existing trends is explored. The thesis contends that globalisation. poses important challenges and threats which make citizenship education an urgent necessity in the twenty-first century. It recommends a transformative, creconstructive' approach and explores the extent to which this is feasible in the context of government policies affecting schools and society in England during the period 1999 - 2003. It suggests that there are factors in these policies which promote and factors which hinder an empowering approach to school citizenship. The study uses a framework developed by Wenger (2001) to analyse the school as a community of practice for citizenship. It draws on his idea that communities of practice are characterised by the way they manifest: 1) Meaning 2) Practice 3) Community: 4) Identity The analysis draws on school documents, surveys of student opinion and interviews with students and teachers. Over 100 students' written responses to questions about 'making a difference'were also analysed. For purposes of triangulation, the study also takes account of observations and comments in reports made by inspectors who visited the school twice during the time of the project. The study found that students had begun to see citizenship education as being useful from a global and multicultural perspective, a local perspective, as democratic representation,as participative learning, for developing economic awareness and for challenging racism. In addition, the project had shown its potential to transform relationships within the school so that it was beginning to become a community of practice for citizenship. Significantly, it had affected the young people's sense of identity and promoted their notion of agency.
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Trimnell, Rebecca. "Citizenship, education, environment : a case study of English secondary schools." Thesis, Open University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446114.
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Figueroa, Iberico Ángela María. "Strengthening citizenship education in secondary school: a service- learning proposal." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117576.
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To form people that develop in an active and compromised way their citizenship to solve community and country problems is the objective of our present education. However some specialists observe mistakes in our civic education noticing that it needs an integral and structural change. School is the perfect place to constantly practice citizenship through the practice of values, capacities and abilities that allow students interact among them, with their authorities and with society members. In this article, it presents a service-learning proposal which links learning and solidarity service in order to apply the acquired knowledge in the classroom for community service developing competences in daily contexts.Formar personas capaces de ejercer su ciudadanía de una manera activa y comprometida para afrontar los problemas de la comunidad y del país es un propósito en la educación actual, sin embargo, algunos especialistas observan fallas en la formación ciudadana advirtiendo que precisa de un cambio integral y estructural. La escuela es el espacio de convivencia idóneo para el ejercicio permanente de la ciudadanía a través de la práctica de valores, capacidades yhabilidades que permiten a los alumnos interactuar entre ellos, con sus autoridades y con los miembros de la sociedad. En el presente artículo se plantea una propuesta de aprendizaje-servicio, que vincula el aprendizaje y el servicio solidario, para aplicar los conocimientos adquiridos en el aula al servicio de la comunidad, desarrollando competencias en contextos cotidianos.
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Allen, Eileen Marie. "Citizenship education the search for meaningful delivery within an English high school /." Connect to e-thesis, 2008. http://theses.gla.ac.uk/697/.
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Thesis (Ph.D.) - University of Glasgow, 2008.Ph.D. thesis submitted to the Department of Educational Studies, Faculty of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Leal, Tejeda Paula Alejandra. "Students' understandings of citizenship and citizenship education in selected public and private secondary schools in Chile." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/81412/.
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This study is justified by a renewed interest in citizenship in both the international and the Chilean education context. Throughout history, it has often been difficult to conceptualise citizenship, but there is a consensus that it is a desirable status and condition, and that education plays a crucial role in the development of citizenship. Approaches from which to understand and implement citizenship education are also diverse. Research on civics and citizenship education has been conducted worldwide and in Chile, especially in the last decades. These studies and the revived importance of citizenship, the globalised scenario and the new context of democracy after the dictatorship of Augusto Pinochet (1973-1990), have prompted governments to review citizenship education in Chile, design curriculum reforms to make it more relevant to students, and help them to develop the competences needed to practise their citizenship. However, there is still a lack of research that explores citizenship education in Chile and takes students' views as a priority, particularly in secondary schools. This study provides insights into what secondary school students understand by citizenship and citizenship education in Chile, and how the education system through the curriculum and particular types of school, influences those understandings. A qualitative case study was conducted in one city in southern Chile over five months in 2013, with grade 12 students (aged 17-18), their head teachers, teachers of the subject History, Geography and Social Sciences, and their parents. Two secondary schools, one public-secular and one private faith-based, were chosen as they portrayed the current situation of citizenship education in provinces in Chile and helped to compare different types of schools regarding the delivery of citizenship education. Study findings show that students' understandings of citizenship and citizenship education are influenced by the intended and implemented curriculum. Even when several reforms on education have been carried out, the discourses, ideologies and objectives embedded in official government education policy documents have not significantly changed in the last two decades. One explanation is that the policy-makers involved in the enactment of reforms are influenced by ideologies of groups that seek to maintain unequal relations of power. What students understand by citizenship and citizenship education align with the official discourses in the curriculum and textbooks, but those understandings and the sense of citizenship they have developed are not connected to what has been delivered in citizenship education. Regarding students' experiences of citizenship, these might be either helped or hindered by their families, the school ethos and local community. Regarding the contribution to knowledge, this thesis has addressed the limited research on what students in Chile understand by citizenship and citizenship education, and the link between their understandings and the school curriculum. It also adds knowledge to the existing literature on discourses and ideologies in education, different types of curriculum and school ethos. This study contributes to informing decisions of policymakers to improve the education system, the curriculum and particularly, citizenship education, considering the need for better training of teachers, an updated understanding of citizenship education and the diverse types of schools, a review of the discourses embedded in education policy, and overall, the need to hear students' voice and include their views in the enactment of education documents.
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Tse, Thomas Kwan-choi. "Preparing students for citizenship? : civic education in Hong Kong secondary schools." Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/104947/.
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Situated in the post-war socio-political milieu, there has been a poverty of citizenship education in Hong Kong schools for more than three decades. The political changes of decolonization and reintegration with mainland China pose new challenges to political education in Hong Kong. Starting with a concern over the programme of civic education in Hong Kong secondary schools, the present study addresses the question of the role of schooling in transmission of social-political orientation to the students. Drawing upon the theoretical perspectives and findings of political socialization studies, Neo-Marxism, and critical studies of colonial education, the present study conceptualizes school as an agent of political socialization and analyzes the current objectives, contents, organization and implementation of civic education programmes, as well as the formal and informal curriculum at work in six secondary schools in Hong Kong, in particular with reference to the very nature of 'citizenship' itself and die notion of 'civic education'. Albeit with the civic education movement in the 1980s onwards, civic education in schools still fail to provide our further citizens with the necessary political orientation and competence in democracy and national identity to prepare for the change in political system. Instead, the role of school performs socializing and stabilizing functions to the status quo. This dissertation further discusses the theoretical significance on the debate about the role of schooling in political socialization and in the constitution of adolescent political culture and of political order. Practical implications concerning political education in Hong Kong are discussed in addition to a critique and evaluation of civic education programmes in schools.
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Xu, Shuqin, and 徐淑芹. "School leadership and citizenship education in junior secondary schools of Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899910.
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With specific reference to junior secondary schools in Shanghai, China, this qualitative empirical study examines the dynamics and complexities of leadership in school and, in particular, citizenship education exercised by principals and school party secretaries (SPSs), who are de facto equally-ranked school leaders. Specifically, it examines, from a macro- and micro-political theoretical perspective, the interactions between these two types of school leaders, and how they respond to the demands of various school stakeholders, including macro-political actors (e.g., the state) and micro-political actors (e.g., other school leaders, teachers, students and parents), at the school level. Data were gathered from document analysis, non-participant observation and semi-structured interviews with 44 school leaders from 24 schools and two educational officials in Shanghai, conducted in 2011.
This study has four major findings. First, in addition to the leadership responsibilities inherent to their particular portfolios, the interviewed principals and SPSs were also politically and administratively responsible for leading the school and citizenship education, and struggled to balance these (at times conflicting) responsibilities. Second, there were four major school leadership/citizenship education scenarios in which principals and SPSs were torn between faithfully executing state policy demands, adapting those demands to suit the specific needs and conditions of their school, pursuing their professional autonomy, and addressing the interests of different micro-political actors. Third, principals and SPSs enjoyed a complicated working relationship at the micro-political (school) level in which they collaborated to fulfill their responsibilities and respond to school macro- and micro-political actors, while simultaneously competing for power over school leadership and citizenship education. Fourth, principals’ and SPSs’ leadership in school and citizenship education was shaped by inter-related factors, including diverse influences in a multi-leveled world, the integration of politics and education, the demands of macro- and micro-political actors, and personal factors.
To interpret these findings, this study proposes a theoretical framework for understanding leadership in school and citizenship education in China as a political exercise in which school leaders actively use their influence and resources to lead and administer school and citizenship education, resist other school leaders’ (at times contradictory) administrative and political responsibilities, and interact with and mediate between the interests of various actors at the macro- and micro-political levels in response to political, economic and social needs. This theoretical framework is useful for understanding the complexity of school and citizenship education leadership, the micro-political relationship between Chinese principals and SPSs, and their dynamic and complex interactions with macro- and micro-political actors as they fulfill their intertwined political and administrative responsibilities in school leadership and citizenship education.published_or_final_version
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Fincham, David William. "Personal, social, health and citizenship education in Catholic secondary schools : stakeholders' views." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/2242/.
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Wagner, Charles Allen. "Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618390.
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For decades, educational leaders have sought to identify school-level variables that have a positive and significant impact on student achievement despite the indelible effects of student socioeconomic status and family background. The purpose of this is study was to investigate the relationship between an emergent attitudinal construct---academic optimism---and its relationship to organizational citizenship behaviors of teachers and student achievement among a sample of Virginia public high schools.;A convenience sample of 36 public Virginia high schools serving students in grades 9-12 was used to collect survey data from full-time teachers and faculty during regularly-scheduled faculty meetings during the 2006-07 school year. Derivative survey items for collective teacher efficacy, academic emphasis, faculty trust in students and parents, and organizational citizenship behavior in schools were obtained from existing instruments previously tested for reliability and validity. Student achievement data were obtained from 2006-07 Standards of Learning test results for Biology, United States History and English II Reading and Writing.;The initial factor analysis confirmed that academic optimism is a unified construct comprised of three dimensions: collective teacher efficacy, academic emphasis, and faculty trust in students and parents. Correlational analysis demonstrated positive significant relationships between academic optimism and student achievement. Additional regression analysis confirmed the significant relationships between academic optimism and student achievement in each of the four content areas measured, even after controlling for student socioeconomic status. In addition, academic optimism correlated strongly with organizational citizenship behavior in schools, but demonstrated stronger independent effects on student achievement than OCB.
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Horsley, Nicola Samantha. "Citizenship education in English secondary schools : teaching and learning to transform or conform?" Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/7824/.
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This qualitative exploration of understandings of active citizenship in educational contexts reports on interviews with pupils and teachers in six English secondary schools. It sets out to trouble the foundations of citizenship education by tapping into the meanings that citizenship takes on in schools. This thesis therefore engages with the contested concept of citizenship at the level of its interpretation in schools and argues that the tradition of agonistic debate over core citizenship issues should be reflected in educational practice. Insights from critical pedagogy are drawn upon to imagine a transformative educational process with which the practices described by participants might be compared. This focus adds depth to the existing body of research, which has tended towards a pre-occupation with outcomes. The analysis asks: how active are pupils’ and teachers’ understandings of citizenship? and what forms of knowledge are engaged with to construct conceptions of active citizenship in schools? The argument is made for a more nuanced understanding of the value of citizenship in schools, through which the edifying contributions of engagement with the political and the personal might be recognised and nurtured. Mouffe’s radical democratic citizenship offers an account of citizenship as an ongoing process through which this goal might be achieved. It is ventured that the current culture within education policy for schools in England is unlikely to accommodate such a radical approach as learners’ agency is neutralised by pedagogical models that are fundamentally resistant to the practice of citizenship through educational processes but instead serve an instrumental agenda of manufacturing ‘model citizens’. This form of education may equip young people to appear as citizens, as they follow the model presented to them, but such imitation is a departure from the original aims of introducing citizenship to schools; and, it is argued, anathema to true democratic participation.
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Cheung, Chiu-man Jordan. "The Implementation of Global Citizenship Education at Junior Secondary Sector in Hong Kong Secondary Schools – The Teachers’ Perceptions." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8971.
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Civic education has regained momentum over the past one to two decades when more and more governments in various jurisdictions are awakened by a greater need for allegiance, responsible behaviours, and participation from their citizens. With the escalating impacts of globalization, the conventional notion of civic education founded on nation-states has been subject to rigorous challenges. Critics keep questioning whether contemporary citizens need to play a more active role in the global milieu. People in Hong Kong who live in an international cosmopolitan are for sure no exception. The global development trend in civic education is thereby unstoppable. It is a pity that global citizenship education has drawn the attention of local school educators and researchers not until the end of the last millennium. Hitherto, not so many relevant research reports have been published locally. Of the limited amount of research studies, none is related to the understanding and explanation of teachers’ global perception of civic education within a particular context. The study in this thesis is an attempt to bridge this gap. This thesis concludes the significance of global citizenship education in civic education of Hong Kong. It also examines the influential factors for the formation of the perception of teachers of global citizenship education, who teach the independent civic education curriculum at the junior secondary sector in Hong Kong. The factors are extracted from the socio-political, personal, educational, curricular and school contexts. Data are collected through a mixed method approach comprising a questionnaire survey and a follow-up interview. The data analysis is based on a conceptual model developed from the Cultural Historical Activity Theory. In brief, the key findings are that most of the abovementioned contextual factors, except collectivism and the Confucian value of education in the socio-cultural domain, are found influential in shaping the studied civic educators’ global perception of civic education. Positive correlations are also found between most of the contextual factors, except collectivism and the Confucian value of education, and the teachers’ global view towards civic education. The study results have implications for policy and practice of preparing competent school civic educators under the new global era of civic education. In practice, pre-service and in-service teacher education programmes in Hong Kong should be better designed to suit the contextual needs and global development as identified in the study. On the policy side, education policy makers are expected to work hand in hand with all the stakeholders such as teachers, school leaders and teacher educators to ensure a sufficient and adequate provision of teacher education opportunities for civic education teachers in Hong Kong.
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Maier, Reana Gail. "Learning your place : unpacking student and teacher constructions of global citizenship education in English secondary schools." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709267.
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Carpenter, Katrina. "The influence of the values and beliefs of citizenship co-ordinators on the development of citizenship education in secondary schools." Thesis, University of the West of England, Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486365.
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A unique opportunity to study some of the influences on the development ofthe first new national curriculum subject for a decade was offered when citizenship was identified as a statutory subject in secondary schools in the National Curriculum (DfEE: 1999). The central concern ofthis thesis is subject development and curriculum change with reference to the observed differential development of citizenship in secondary schools in England noted by Ofsted (2006: 1) 'there is not yet a strong consensus about the aims ofcitizenship education or about how to incorporate'it into the curriculum'. The thesis seeks to exPlore the influence ofthe values and beliefs of citizenship co-ordinators on this differential development in particular the selection of subject structure and subject knowledge. Goodson's (1987) work on subject status and Bernstein's (1975) taxonomy of subject classification and framing are discussed with reference to citizenship education. Goodson's (1994) view that subjects evolve academically is explored and official documentation relating to the citizenship discourse is investigated. The thesis discusses policy development through the three contexts suggested by Bowe and Ball with Gold (1992). ,' The context of influence explores the development of social educational policy. Central government's rationale for the inclusion of citizenship in a national curriculum is explored through discussion ofthe Crick Report (QCA: 1998). It states that official citizenship documentation was deliberately made 'light touch' to avoid limiting its possibilities. This offered opportunities for differential development that were extended by the lack of Ofsted inspections of citizenship from 2000-2002, and then their limited focus for a further two years. The context of text production explores the influence ofofficial documentation on policy development. The language of citizenship documentation is explored using Barthes (1966) taxonomy of 'readerly' and 'writerly' texts, and the role of commercial publishers in strengthening the aims of central policy is considered. The role of agencies such as the Schools Curriculum and Assessment Authority (SCAA), the Qualifications and Curriculum Authority (QCA) and Subject Associations are discussed with reference to their influence on subject development. The context of practice explores competing interests and constraints on citizenship policy development within a school. Documentary evidence is combined with evidence ofpractice gained through interviewing six secondary citizenship co-ordinators to link the macro and micro spheres ofpolicy making. The knowledge bases ofTurner-Bisset (2001) are used to analyse the data obtained through these two interviews, extending the influence of the bases beyond teacqer expertise to the behaviours . of co-ordinators. The participants were all working in a unitary Local Authority (LA) in the South West ofEngland. To protect their anonymity they chose a pseudonym for themselves and their school. This introduction to the participants was gained prior to the research. Grace worked in a community school co-ordinating citizenship throughout the school through a tutor based programme offering one session per week to all students. Rosie had the responsibility for citizenship but co-ordination ofthe tutors' work was through the Year Heads, and she did not teach the subject. Laura worked in a school located in an area of social deprivation and was the subject leader for German, and co-ordinated one citizenship day offtimetable for students in years 8, 9, 10 and 11. She co-ordinated the year 7 students' one session per week. Harriet was the Advanced Skills Teacher (AST) for citizenship for the LA and led a small team of citizenship specialists offering modules on citizenship to all students. Harry was the deputy head at a school serving a more rural population and took responsibility for co-ordinating the citizenship offered to years 8, 10 and 11. Years 7 and 9 had no allocated curriculum time for citizenship. Hannah was the youngest co-ordinator of citizenship in a school located in an area of social deprivation. She led a small team of citizenship specialists offering one citizenship session per week to all students. Four out ofthe six participants had introduced citizenship to their schools as they had been at the school for longer than 6 years (citizenship was first introduced in 2000). These four co-ordinators had the role of citizenship added to their existing roles so it had taken several years to become a focus for their work, this varied between participants. The other two co-ordinators took over an existing structure. Hann~ took over an existing tutor delivered subject,tructure and changed it significantly. Harry reduced the time allocation for citizen;hip significantly. I set up the Secondary Citizenship Co-ordinators' Support Group (SCITCOS) in 2001 as a response to requests from co-ordinators for support, as they claimed they did not have the knowledge to develop a robust structure for citizenship. Through attendance at SCITCOS training events the participants developed sufficient knowledge about citizenship subject structure and subject knowledge to discuss their vision of citizenship education with their head teacher and SLT. The co-ordinators received the same SCITCOS training, resources and information but citizenship had developed differently in each oftheir schools. Since September 2006 Harriet had also offered training through her AST role but the influence ofher role was not included in this thesis as the research was conducted prior to this date. The thesis provides a fresh perspective to subject development and contributes to the body of knowledge on curriculum change. It offers insights to those who offer training to co-ordinators and will positively influence the development of citizenship in secondary schools.
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Pérez, Expósito Leonel. "Students' representations of political participation : implications for citizenship education in Mexico City's secondary schools." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10017995/.
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Within a growing body of research there is a tendency towards a depoliticisation of citizenship education (CE) which seems to be replicated by different programs in school. In this thesis, however, I argue for CE that engages with a political perspective through the enhancement of students’ experiences of participation within their daily contexts, particularly the school. The argument develops from an in-depth analysis of students’ representations of political participation (PP) and a consideration of implications for CE in Mexico City’s secondary schools. Based on a mixed methodology that included qualitative work in two schools from contrasting delegaciones (municipalities) of Mexico City, and a representative survey (n=828) of third grade students from all the general secondary schools in these two areas, the thesis finds that students experience a general condition of exclusion from PP. They are largely excluded from a) their own representation of PP, b) the curricular characterisation of PP, and c) quality participation in their schools, families, and broader communities. This account coexists, however, with an ideal characterisation of PP embraced by students and teachers, which reaches its highest level in the curriculum of Civic and Ethical Formation. It turns considerably idealistic due to the lack of practical instrumentation and a strong discrepancy with participants’ representations of actual student involvement in school. Thus, the expected distance in education between real and ideal becomes nonsense. As the ideal is no longer an achievable point of reference, it loses the capacity of orienting a significant pedagogical practice. One of the main consequences of this gap is that students, teachers and principals learn the puerile and politically correct discourse about democracy and student participation. Simultaneously they are socialised into a rather authoritarian school system, where democracy is a marginal and sporadic phenomenon. In spite of this situation that reflects the current priorities of secondary schools, the thesis shows that students’ participation in school is a key factor to developing a virtuous circle of participation with the family and broader communities. For this purpose, enhancing quality political participation in school is vital. I call this the politicisation of CE. While previous works identify PP with the domain of politics, or dissolves any distinctive meaning by ambiguously interchanging the term with others like civic engagement, the thesis provides a more meaningful theoretical approach, clearly inclusive of adolescents, and specially thought to be enacted in the school. It is proposed that its performance entails the construction of a ‘school of proximal development’, the scaffold through which students’ politicity can evolve in an authentic, autonomous and efficacious way.
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Jurewicz, Marsha Moye. "Organizational citizenship behaviors of middle school teachers: A study of their relationship to school climate and student achievement." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539618640.
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In response to accountability issues mandated by federal and state legislation, educators are looking at various aspects within schools to identify relationships between school variables and student performance. This study addressed this issue by investigating the relationship between organizational citizenship behaviors of middle school teachers and student achievement, and organizational citizenship behaviors of middle school teachers and school climate within 82 middle schools throughout the state of Virginia. This study also explored the relative effects of student socio-economic status (SES) and organizational citizenship behaviors on student achievement. The Organizational Citizenship Behavior in School Scale (OCBS) was used to measure teacher organizational citizenship behavior. The School Climate Index (SCI) was used to measure school climate. The eighth grade Virginia Standards of Learning math and English Tests were the measurement tools for student achievement.;A significant relationship was found between organizational citizenship behavior (OCB) and student achievement in both English and math. There was also a significant relationship between OCB and school climate. Additional correlational analysis found significance between organizational citizenship behaviors and each of the four dimensions of school climate: collegial leadership, teacher professionalism, academic press, and community engagement. Further stepwise regression analysis indicated that SES had a significant independent effect on student achievement in both math and English. Organizational citizenship behaviors had a significant independent effect on student achievement in English when controlling for SES.
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Blackmore, Chloe. "The opportunities and challenges for a critical global citizenship education in one English secondary school." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642044.
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Within global citizenship education (GCE) theory, policy and practice there is much emphasis upon the ‘critical’. However, existing research shows that a critical approach is limited within schools (Bourn and Hunt 2011; Bryan and Bracken 2011; Hunt 2012; Mundy and Manion 2008). This research seeks to explore this perceived ‘reality gap’ through an in-depth ethnographic study at one English secondary school, drawing on the perspectives of teachers, students and parents. It is guided by two open questions: how is GCE understood and practised in one secondary school? What are the challenges and opportunities for a critical global citizenship education (CGCE)? Drawing on critical pedagogy and postcolonial theory, two areas of critical theory that have contributed to GCE, this thesis proposes a framework of CGCE. As an ideal, CGCE critically examines knowledge, promotes dialogue across difference, encourages self-reflection, and leads to informed responsible being and action. In order to understand how GCE plays out in practice, this research reports a detailed ethnographic study of GCE at one English secondary school with a strong reputation for GCE, using a combination of participant observation, interviews, discussion groups and document analysis, to explore the perceptions of teachers, students and parents. Using thick description, this thesis illustrates opportunities for CGCE within a formal school context. Although the relationship between GCE and the curriculum is ambiguous, it argues that there are potentially more opportunities for CGCE within the formal curriculum than within informal whole-school initiatives. However, instrumental economic, moral and cultural agendas within the school limit the opportunities for CGCE, posing tensions between critical engagement and the school’s need to achieve good examination results, produce well-rounded people, protect the school reputation and empower students. Practising CGCE can also pose practical and ethical challenges pertaining to cultural relativism and moral universalism, managing uncertainty and complexity, and managing uncomfortable emotional reactions. In conclusion, this thesis calls for greater practical support for schools in practising CGCE, as well as more research to provide further theoretical tools, better understanding of CGCE in relation to curriculum-making, and insight into how students and teachers deal with complexity, uncertainty and emotional discomfort.
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Williams-Bonds, Carmen. "A Comparison of the Academic Achievement and Perceptions of Leadership Skills and Citizenship Traits of JROTC, Student Athletes, and Other Students in an Urban High School Setting." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605517.
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The purpose of this study was to compare three groups: JROTC students, student athletes, and other students, to determine if there were differences in academic achievement. Gaining an understanding of the necessary skills required to become academically successful and make healthy life choices, could provide educators working within an urban environment insight for student success.
The study was conducted within a Midwest urban high school in which, 98.5% of the students were African American. Student performance data in the areas of reading and math for the past three years had been trending downward and caused the high school to be placed in a negative performance status. To investigate the possible difference between 11th-grade students in terms of academic achievement and perceptions of leadership skills and citizenship traits, the researcher utilized a mixed methodology design. Participants with similar GPAs were identified from the total 11th-grade population and 30 student participants from each of the three student groups were randomly selected. A comparison of the Prairie State Achievement Examination (PSAE) and ACT assessment results, in addition to self-perceptions of leadership and citizenship traits through a Likert-scale survey were examined. Questionnaires were given to a random sample of 10 participants from each of the three student groups to gain a deeper understanding of the perceptions and attitudes of the participants. An ANOVA and z-test for difference in means was conducted, as necessary, on each of the three PSAE assessment areas. The open-ended questionnaires were coded and analyzed to uncover categories and themes, which provided further insight into student self-perceptions of their leadership and citizenship skills.
The results of this study did not support a significant difference in academic achievement using standardized assessments measured by the PSAE, between 11th-grade JROTC students, student athletes, and other students. The statistical analysis for the Leadership Skills Inventory and the Citizenship Scale, resulted in a lack of support by data for a significant difference in student perceptions of their leadership Skills, defined and measured by the Leadership Skills Inventory, and the Citizenship Scale, between the three groups of 11th-grade students.
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Owens, Kevin John. "The School and Society: Secondary School Social Studies Education from 1945-1970." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1368290377.
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Wise, Rod. "Deepening Australian democracy : what can schools do? /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00000695.
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Van, der Berg Cecile. "Exploring critical thinking and critical citizenship education in a visual art course at a secondary school, KwaZulu-Natal." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96827.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Critical thinking and critical citizenship are generally considered to be desirable outcomes of the educational process as they enable students to make thoughtful choices. Citizenship Education does not currently form a separate part of the National Curriculum Statement (NCS), but is rather one of the main objectives and principles that shape the whole curriculum. In this research study, students took part in a project where the aim was to promote critical thinking and critical citizenship through the investigation of contemporary South African artworks. The purpose of the research was to firstly establish how students’ participation in the project affected their ability to think critically about Post-1994 South African art and the issues it conveys. Secondly the aim was to establish how effective the teaching strategies employed were in facilitating critical thinking and critical citizenship. An interpretative approach was followed in this case study. The nature of this research is predominantly qualitative, but is used in conjunction with quantitative methods to measure the increase of critical thinking applied. During the base-line assessment, students’ initial critical thinking skills were measured through the analysis of previously unseen images. Their ability to critically analyse artworks was assessed by utilising the Artful Citizenship Visual/Critical Literacy Scoring Rubric compiled by Rawlinson et al (2007). In the post-project assessment, the same visual examples and rubric were used, to detect possible changes in the students’ ability to apply critical thinking. Main themes and sub-themes were identified during the project. The main themes were knowledge, power and identity. The subthemes were meaningful knowledge, citing of evidence, experience, multiple opinions, exclusion of voices, power versus rights, binary oppositions and self in relation to other. With these themes, I aimed to unpack and explain the differences that occurred in the results from the pre- and post-project assessment. The findings of the post-project assessment showed a 39% improvement of critical thinking applied subsequent to the project. The teaching strategies followed during this project proved to be effective as the ability of the students to think critically was positively affected. The research indicated that activities which exposed students to multiple perspectives were conducive to the development of critical thinking.
AFRIKAANSE OPSOMMING: Kritiese denke en kritiese burgerskap word beskou as gunstige uitkomste van die opvoedingsproses omrede dit studente toerus om deurdagte besluite te neem. Burgerskapopvoeding vorm nie deel van die Nasionale Kurrikulum Verklaring (NKV) nie, maar is eerder een van die hoofdoelwitte en beginsels wat die hele kurrikulum uitmaak. In hierdie navorsingstudie het studente deelgeneem aan ‘n projek wat kontemporêre Suid-Afrikaanse kunswerke ondersoek. Die projek het beoog om daardeur kritiese denke en kritiese burgerskap aan te moedig. Die doel van hierdie navorsing was eerstens om te wys hoe studente se deelname in hierdie projek hulle vaardigheid beïnvloed om krities te dink oor Post-1994 Suid-Afrikaanse kunswerke, asook die kwessies wat dit kommunikeer. Dit was verder die doelwit om te wys hoe effektief die geïmplimenteerde onderrigstrategiӫe was in die fasilitering van kritiese denke en kritiese burgerskap. ‘n Interpreterende benadering is gevolg in hierdie gevallestudie. Die navorsing is oorwegend kwalitatief, maar word in kombinasie met kwantitatiewe metodes gebruik om die verbetering in aanwending van kritiese denke te bepaal. Gedurende die grondlynassessering is die studente se aanvanklike kritiese denkvaardighede bevestig deur die analise van onbekende kunswerke. Hulle vaardigheid om kunswerke krities te analiseer is gemeet deur middel van die Vaardige Burgerskap Visuele / Kritiese Geletterdheid-Telling-Rubriek saamgestel deur Rawlinson et al (2007). Dieselfde visuele voorbeelde en rubriek was gebruik in ‘n na-projekassessering om moontlike veranderinge in die studente se kritiese denke te bespeur. Hooftemas en subtemas was geïdentifiseer gedurende die projek. Die hooftemas is kennis, mag, en identiteit. Die subtemas is betekenisvolle kennis, ervaring, verwysing na bewyse, meervuldige opinies, uitsluiting van stemme, mag teenoor regte, binêre opposisies en die self in verhouding tot ander. Met hierdie temas het ek gepoog om die verskil in die resultate tussen die grondlyn- en na-projekassessering te verstaan en te verduidelik. Die bevindinge toon ‘n 39% verbetering in die aanwending van kritiese denke na afloop van die projek. Die onderrigstrategiӫe wat aangewend is in hierdie projek was effektief omrede die vaardigheid van die studente om krities te dink positief beïnvloed was. Die navorsing het aangedui dat aktiwiteite wat die studente blootstel aan meervuldige perspektiewe, bydra tot die ontwikkeling van kritiese denke.
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Bastaki, Maria. "Model United Nations in Greece : senior high school students' perspectives on global citizenship." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7840/.
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A Model United Nations School Conference is a brief role-play simulation, during which senior high school students take on the roles of delegates in various UN Committees. This thesis presents the findings from a qualitative longitudinal research study which followed 26 MUN senior high school delegates, in Athens, Greece, during their preparation and actual participation in three consecutive MUN conferences, from December 20 I 1 to March 2013. The research explored and exposed the MUN participants' perspectives on global citizenship in terms of knowledge, values , attitudes and skills the students saw themselves as developing, in light of their prolonged engagement in MUN. A range of data collection techniques were used, including participant observation and semi-structured interviews where the photo-elicitation technique was employed. The research in this thesis suggests that the senior high school students who participated in MUN were able to identify global citizenship as a potential citizen status, which entailed the acquisition of global knowledge, development of a sense of moral concern about and responsibility for addressing global issues, and a commitment to take collective action for a sustainable future. It also demonstrated that students had varying conceptions of global citizenship , mostly depending on the length of their engagement in MUN. The students who participated in all three MUN conferences related their experience to their development as global citizens, in terms of preparation for active citizenship in the future and a stimulus' for changing their own attitudes and perspectives in this regard. Preparation for and participation in this role play simulation seemed to have provided an ideal opportunity for the students to develop independent research and critical thinking skills, as well as public speaking, team working and problem-solving in an engaging, active learning, out-of-school environment.
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Margiotta, Renato. "Global citizenship education in the biology classroom : an exploratory study in Scotland." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9151/.
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In the United Kingdom and Europe, there are ongoing efforts to reform science education in order to provide students with an understanding that transcends the scientific knowledge itself and that is relevant to citizenship. This exploratory study investigated the opportunities and the constraints for teaching Evolutionary Biology (EB) in the context of Global Citizenship Education (GCE). The study focuses on secondary school education in Scotland, at the time of a major curricular reform. My specific interest in the educational system of Scotland stemmed from the fact that the Scottish National Curriculum, the Curriculum for Excellence (CfE), encourages integrated interdisciplinary approaches to citizenship education, where biology is one component of a holistic citizenship curriculum and biology teachers are required to consider citizenship issues within their subject teaching. Evolution, in biology, is the general framework for understanding life and, at its base, is about the common ancestry of living beings. Therefore, EB is substantially the theory of Phylogenetic Trees. In addition, EB with Population Thinking in taxonomy provides arguments against the typologist assumptions in human classification, underpinning the biologisation of cultural identities. Through a document analysis and an empirical phenomenographic study, I explored the patterns in the interplay between teaching EB and GCE, within the compulsory Scottish secondary school science curriculum. The document analysis, which consisted in the analysis of official science education documents and biology textbooks, revealed that only microevolutionary concepts play a major role in the documents and in the textbooks. Macroevolution, human evolution, phylogeny and population thinking are omitted by the compulsory science specifications of the CfE and textbooks. However, the texts illustrating the EB specifications are open texts, in Eco’s taxonomy. Open texts are incomplete texts that can be freely interpreted and cooperatively generated by the readers. Therefore, teachers, with their knowledge and interests, can complete the “unsaid” and interpret creatively the biology specification. The phenomenographic inquiry involved twenty-one biology teachers from thirteen different Local Authorities of Scotland who participated in semi-structured, in-depth interviews. From the phenomenographic analysis of the transcripts of the interviews, three different ways of thinking and reporting about the role of teaching biology for the purpose to educate for global citizenship emerged. The first conception relates the biology syllabus to issues of social justice, the second to environmental issues and the third focuses on the individual development of students. This body of work provides insights into some of the issues associated with the problematic teaching of evolutionary biology with the aim to promote cosmopolitan values, in secondary school. Moreover, it adds to the research in global citizenship education, by providing evidence from the conceptions of biology teachers involved in the implementation of curricular innovation.
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Thapa, Om K. "A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481296285526107.
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Pedraza, Antonio M. (Antonio Morales). "Effects of Citizenship Curriculum Training on Ninth-Grade Discipline-Problem Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331956/.
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This study was conducted to measure the effects of classroom instruction entitled Citizenship curriculum Training on high school discipline. Data for this study were collected and analyzed for fifty-eight ninth-grade students who had been referred to the principal's office three or more times the semester prior to the experimental treatment. An experimental group of twenty-nine students received citizenship curriculum instruction. The control group of twenty-nine students received only the school's traditional curriculum during second period class. Two teachers presented the citizenship curriculum training which included instructional units on beliefs, attitudes, emotions, anger, decision-making, communications, confrontation, positive attention, stress, peer pressure, authority figures, getting along in school, and the society game. Data were collected relative to grade-point average, absences, discipline referrals, and attitude toward high school as measured by the Remitters High School Attitude Scale. T-tests for correlated samples and analysis of covariance examined the effects of the Citizenship Curriculum Training on the four variables measured. The .05 level of significance was used to test the four hypotheses. The results of the study indicate that Citizenship Curriculum Training does not improve the students' gradepoint averages, absentee rate, lower the number of discipline referrals, and does not improve students' attitude as measured by the Remitters High School Attitude Scale. It is recommended that similar studies be conducted to address the problems of grade-point average, number of discipline referrals to the office, high absentee rate, and attitudes toward high school by teaching discipline students in small classes with a curriculum that aims at improving these specific problems. Future studies should collect the posttest data the first grading period following the experimental treatment to test for immediate results.
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Wang, Pi-Lang. "Civics and morality among thirteen and fifteen year olds a study in the Republic of China on Taiwan /." online access from Digital dissertation consortium access full-text, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9719847.
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Butler, Jesse. "Framing the Social Imaginary of Citizenship: Ontario’s Canadian and World Studies 9 & 10 Curriculum Policy Document in Retrospect and Prospect." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40389.
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In Ontario, as in many other provincial, state, and national jurisdictions, the government has come to play a significant role in shaping the curriculum taught in public schools. The curriculum, in this sense, is a matter of public policy. In educational research, however, there is a surprising lack of literature analyzing the curriculum as policy. This thesis engages with this gap in the literature through a multifaceted analysis of four successive versions of Ontario’s key curriculum policy document on the education of public secondary students as citizens. In analyzing this document, my emphasis is on how it frames citizenship, which I understand here as the desired relationship between the individual, the society, and the state. Methodologically, this thesis is a hybrid of deductive and inductive analytic approaches. The deductive element consists of an analysis of theoretical literature to develop a typology of the dimensions of citizenship—political, public, juridical, economic, and cultural. The inductive element consists of qualitative analyses of both the four versions of the curriculum policy document and a selection of interviews with teacher candidates who taught courses from this document. My findings reveal a gradual shift in the framing of citizenship in the curriculum over a twenty-year period, with active participation in local or national public life becoming eclipsed in favour of an individualized emphasis on economic participation and juridical responsibilities. While the teacher candidates interviewed reveal a willingness to creatively reinterpret the curriculum, they also describe how they are constrained by a network of other policies that effectively discourage active forms of citizenship. In conclusion, I suggest that future revisions of the curriculum policy document should place greater emphasis on active forms of citizenship in order to bring greater balance to citizenship education policy in Ontario.
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Walters, Meghan Gail. "Elementary Educators' Knowledge, Beliefs, and Planned and Implemented Practices for Digital Citizenship." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6291.
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Limited research has focused on the knowledge, beliefs, and professional practices of elementary educators related to digital citizenship. The purpose of this study was to identify elementary educators' knowledge and beliefs about digital citizenship, as well as understand their plans and implemented practices, supports, and barriers related to digital citizenship instruction. This study was grounded in Mezirow's theory of transformative learning, Siemen's theory of connectivism, and Ribble's concept of digital citizenship. Descriptive statistics were used to analyze data collected from an original survey instrument developed from the literature by the researcher. Participants were recruited using publicly accessible email addresses and the monthly newsletter from Hawaii Society for Technology Education; a total of 74 educators completed the survey. All educators in the district who met the demographic criteria of working at the elementary level as a teacher, curriculum coordinator, or technology coordinator were welcome to participate in the study. Data were analyzed for frequencies and percentages to develop generalized statements about the population. The results indicated, on average, that educators rated themselves with high knowledge and beliefs about digital citizenship concepts with the exception of digital law. Additionally, correlational analysis revealed schools with greater adoption rates of 1:1 technology-device integration had a significant impact on professional practices in digital citizenship implementation and overall instructional practices. This research study contributes to positive social change by helping educational leaders identify what is needed to support educators in teaching with digital citizenship, and especially in supporting those educators in schools which are further behind in adopting 1:1 technology integration.
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Bruno, Lynn Q. "Lifelong learning characteristics and academic achievement of eighth -grade students: Lessons for educators in preparing students for global citizenship." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/708.
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Researchers have expressed concern that current educational reform and its focus on psychometrics does not address the skills students will need to prosper in the 21st century. Several researchers have attempted to identify and measure those skills. The purpose of this quasi-experimental mixed-methods study was: (a) to test for a strong link between the emotional components of learning and academic achievement, and (b) to determine if direct teaching of the learning domains as identified by the Effective Lifelong Learning Inventory (ELLI) strengthens learning confidence. Using a convenience sample of 103 eighth-grade students at a Midwest suburban middle school, this study sought to determine if a correlation existed between growth in students' learning profiles and their growth in academic achievement in reading and mathematics, as measured by the Measure of Academic Progress (MAP) test. Pre- and posttests on the ELLI and the MAP tests, student self-assessments, and student, parent, and teacher surveys comprised the data. Data analysis consisted of independent t-tests to determine variation in growth between the treatment and control groups for the ELLI and MAP tests, and a one-way ANOVA to determine differences in growth in learning domains and in academic performance between the two groups. The t-tests indicated a significant difference between groups on the ELLI but not the MAP tests. A statistically significant correlation was found between growth in resilience and mathematics and between direct instruction and learning confidence. Qualitative data, coded for learning domains and emerging themes, indicated perceived growth in learning confidence. Educators, students, and policy makers may benefit from incorporating the ELLI into educational reform efforts that seek to develop students into lifelong learners who are prepared for the 21st century.
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葉慧蓮 and Wai-Lin Teresa Yip. "A study of the perception good citizenship among teachers and studentsin Hong Kong schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958369.
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Sobhy, Ramadan Hania. "Education and the production of citizenship in the Late Mubarak era : privatization, discipline and the construction of the nation in Egyptian secondary schools." Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/13607/.
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Adams, Faried. "Critical theory and school governance : advancing an argument for democratic citizenship." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1586.
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Hostetler, Andrew Leon. "UNDERSTANDING THE RELATIONSHIP BETWEEN BELIEFS ABOUT DEMOCRACY AND PRACTICE: HOW THREE BEGINNING SOCIAL STUDIES TEACHERS ENACT PERSONAL PRACTICAL THEORIES." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342031318.
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Sarochar, Risso Juan Manuel. "Dimensiones de la noción de ciudadanía en el primer ciclo de enseñanza secundaria en Uruguay y Cataluña." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/565885.
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El término ciudadanía refiere a una de las nociones más importantes de la evolución socio-política de las sociedades occidentales; asimismo, es una de las nociones más complejas, discutidas y dinámicas del mundo actual, la misma comprende dimensiones políticas, sociales, educativas, económicas, tecnológicas, ecológicas, entre otras.
En esta investigación, titulada: Dimensiones de la noción de ciudadanía en el primer ciclo de enseñanza secundaria en Uruguay y Cataluña, realizamos un estudio comparado de los principales documentos curriculares y normativos que regulan el Ciclo Básico en Uruguay y la Educación Secundaria Obligatoria en Cataluña, también analizamos comparativamente los resultados de entrevistas realizadas en un país y en otro. El objetivo general de este abordaje comparado es dilucidar las principales convergencias y divergencias que poseen las dimensiones que constituyen la noción de ciudadanía en lo específico de ambos ciclos educativos.
Uruguay y Cataluña son construcciones socio-territoriales surgidas a partir de procesos culturales, educativos, demográficos, políticos, económicos muy distintos, aunque vinculados; también hoy día ambos países atraviesan coyunturas y escenarios desde muchos puntos de vista disímiles. Esta situación nos llevó a plantearnos como una de las hipótesis de investigación que las dimensiones que constituyen la noción de ciudadanía en el Ciclo Básico (Uruguay) poseen más componentes divergentes que convergentes respecto a las dimensiones que constituyen la noción de ciudadanía en la Educación Secundaria Obligatoria (Cataluña).
En efecto, hallamos que las dimensiones que constituyen la noción de ciudadanía en el ámbito de la Educación Secundaria Obligatoria poseen un carácter más integral que las dimensiones que constituyen la noción de ciudadanía en el ámbito del Ciclo Básico, esto por cuanto las primeras incluyen más componentes y/o éstos se encuentran desarrollados de manera más compleja que en las segundas.
Esta diferencia corroborada (que, indudablemente, perfila procesos de formación para la ciudadanía también diferentes) fue analizada atendiendo las dinámicas actuales (políticas, económicas, demográficas, educativas, entre otras) que más caracterizan a los dos territorios abordados, esto con la intención de hallar posibles explicaciones a la configuración -disímil- que adoptan las dimensiones que constituyen la noción de ciudadanía en cada uno de los ámbitos educativos considerados.The term citizenship refers to one of the most important notions of the socio-political evolution of Western societies; it is also one of the most complex, discussed and dynamic notions of the actual world, it includes political, social, educational, economic, technological, ecological dimensions, among others. In this research, entitled: Dimensions of the notion of citizenship in the first cycle of secondary education in Uruguay and Cataluña, we conducted a comparative study of the main curricular and normative documents that regulate the Ciclo Básico in Uruguay and the Educación Secundaria Obligatoria in Cataluña, we also analyze comparatively the results of interviews conducted in both countries. The general objective of this comparative approach is to elucidate the main convergences and divergences that the dimensions that constitute the notion of citizenship in the specific of both educational cycles have. Uruguay and Cataluña are socio-territorial constructions arising from cultural, educational, demographic, political, and economic processes that are very different, although linked. Further more nowadays both countries face conjunctures and scenes from many dissimilar points of view. This situation led us to consider as one of the research hypotheses that the dimensions that constitute the notion of citizenship in the Ciclo Básico (Uruguay) have more divergent components than converge with respect to the dimensions that constitute the notion of citizenship in the Educación Secundaria Obligatoria (Cataluña). In fact, we find that the dimensions that constitute the citizenship notion in the field of the Educación Secundaria Obligatoria have a more integral character than the dimensions that constitute the citizenship notion in the Ciclo Básico, this is due to the former includes more components and/or because these are developed in a more complex way than in the latter. This corroborated difference (which, undoubtedly, shapes training processes for citizenship also different) was analyzed taking into account the current dynamics (political, economic, demographic, educational, among others) that characterize best the two studied territories, this with the intention of finding possible explanations for the dissimile configurations that the dimensions that constitute the notion of citizenship adopt in each of the educational fields considered.
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Carlbaum, Sara. "Blir du anställningsbar lille/a vän? : Diskursiva konstruktioner av framtida medborgare i gymnasiereformer 1971-2011." Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-54360.
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School is one of the most important institutions society has for fostering its future citizens. Education policy can be seen as an important arena for the discursive struggle over the meaning of education, not only what it is for, its goals and purposes, but also its deficiencies. Education policies are not mirrors of reality but include a power dimension in describing the problems to be solved. Thus, a specific question or a particular phenomenon is given a certain value and meaning. The different articulations involved in representations of problems construct certain subject positions of citizenship which are not open for everyone. This makes it essential to deconstruct these gendered, racialized and classed subject positions. In the same way as in the beginning of the 1990s, the Swedish school system is currently facing changes. The most recent reform of upper secondary education, implemented in 2011, needs to be viewed in a historical perspective. This thesis analyses discursive continuity and change with regard to representations of the problems, goals and purposes of upper secondary education during the period 1971-2011. Focus is also placed on changes and continuities in how the good future citizen is constructed and in what ways gender, class and ethnicity are produced in these constructions. The theoretical framework is inspired and informed by discourse theory, feminist theory and theories on citizenship. Adopting this approach, I analyse government policy documents concerning upper secondary education reforms. The analysis shows not only changes, but also the importance of continuities in the dominating discourses of a school for all (1971-1989); a school for lifelong learning (1990-2005); and a school for the labour market (2006-2011). A shift from integration to differentiation is revealed in which the silencing of signifiers, such as democracy, equality and multiculturalism, lead to a risk of unequal opportunities for people to politicize their experience and situation. The previous demands for retraining and flexibility, for emancipation and lifelong learning are marginalised in favour of employability, skill supply and entrepreneurship. The constructions of good future citizens as consumers become instead constructions of citizens as products for business and growth. A male productive worker and male entrepreneur are constructed, privileging a white middle class. Neo-liberal and neo-conservative influences, reinforce the individual’s responsibility to become included in what is constructed as a desired citizenship.
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Oliveira, Marluce de. "AS REPRESENTAÇÕES SOCIAIS DE CIDADANIA NO ENSINO MÉDIO BRASILEIRO." Pontifícia Universidade Católica de Goiás, 2009. http://localhost:8080/tede/handle/tede/1245.
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Previous issue date: 2009-07-03The present study was developed owing the Education Program Master Title of Goiás Catholic University post graduation Stricto Sensu program, with the investigation theme in Education, Society and Culture which includes education and related topics and its relation to society and culture, its theoretical and epistemological relations. Also include research on social, cultural and historical components that influence education and proposal practices. The research, of exploratory documented nature, with content analysis based on Bardin (2002); aimed to identify and analyze Social Representations (SR) about citizenship on Secondary Level Education, owing to understand its concept and the emergency of the term citizenship , on official documents that are the foundation of education laws: 4.024, December, 20 of 1961, our first Base and Guideline Law; 5.692 august 11 of 1971 that fixes the Base and Guidelines to the first and second grades; the Brazilian Federal Constitution of 1988 Basic Principles; and the last Base and Guidelines Law of Education 9.394, of 1996; part of DCNEM of 1998- Secondary Level National Curricular Guidelines, contained on PCNEM of 1999- National Curricular Parameters and the PCNEM. At all, I appeal to the moscovician theory, which considers that the SR are specific phenomenon and present particularities in the way to comprehend and communicate a reality or the common sense. To justify and explain citizenship representations, I appealed to the basic foundations of historical materialism, PCNEM texts and the Second Grade Curricular Orientations (2004), because they present more criticism to the Curricular Reform. The research about citizenship on official documents that represent the actual norm of Brazilian secondary level education evidence the following representations: the hardworking citizen ; the flexible citizen and the productive citizen , therefore centered on a work formation. These representations constitute the intersection between citizenship and labor world, inflexion point to comprehend the presupposition of the final stage of Basic Education of the curricular reform of Secondary Level, as well as the influence and exigencies of labor market to the expectations of citizen-worker deposited on education.
O presente estudo foi desenvolvido para a obtenção do título de Mestre em Educação do Programa de Pós-Graduação Stricto Sensu da Universidade Católica de Goiás, na linha de pesquisa Educação, Sociedade e Cultura a qual abrange temas referentes à educação e suas relações intrínsecas com a sociedade e a cultura, suas implicações teóricas e epistemológicas. Abrange, ainda, investigações dos componentes sociais, culturais e históricos que influenciam as propostas e práticas educacionais. A pesquisa, de natureza exploratória-documental, com análise de conteúdo aportada por Bardin (2002); propôs-se a identificar e analisar as Representações Sociais-(RS) sobre a cidadania no Ensino Médio, visando compreender o conceito e a emergência do termo cidadania , nos documentos oficiais que fundamentam as propostas educacionais: a Lei 4.024 de 20 de dezembro de 1961, nossa primeira Lei de Diretrizes e Bases; a Lei 5.692 de 11 de agosto de 1971 que fixa as Diretrizes e Bases para o ensino de 1º 2º graus; a Constituição Federal de 1988- Dos Princípios fundamentais; a última Lei de Diretrizes e Bases da Educação 9.394 de 1996; parte das DCNEM de 1998- Diretrizes Curriculares Nacionais do Ensino Médio, contidas nos PCNEM de 1999- Parâmetros Curriculares Nacionais e os PCNEM. Para tanto, recorre-se à teoria moscoviciniana, a qual considera que as RS são fenômenos específicos e apresentam particularidades na forma de compreender e comunicar uma realidade ou o senso comum. Para justificar e explicar as representações sobre cidadania, recorreu-se aos fundamentos teóricos do materialismo-histórico, aos textos dos PCNEM e, também às Orientações Curriculares do Ensino Médio (2004), por apresentar maior criticidade à Reforma Curricular. Esta investigação acerca da cidadania nos documentos oficiais que normatizam o atual ensino médio brasileiro evidencia as seguintes representações: de trabalhador cidadão ; do cidadão flexível e do cidadão produtivo , portanto com uma centralidade na formação para o trabalho. Essas representações constituem a intersecção entre cidadania e o mundo do trabalho, ponto de reflexão para a compreensão dos pressupostos da etapa final da Educação Básica acerca da reforma curricular para o Ensino Médio, bem como a influência e as exigências do mercado de trabalho às expectativas do trabalhador-cidadão depositadas sobre a educação.
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Ledman, Kristina. "Historia för yrkesprogrammen : Innehåll och betydelse i policy och praktik." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99842.
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This thesis offers critical perspectives on a history syllabus for vocational education and training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and understanding of the educative function of history education for the individual and for society. The overall aim of this thesis is to critically investigate discourses that are voiced in different fields about the construction and reproduction of the history curriculum in VET tracks. A general question addressed is how vertical (critical and theoretical) and horizontal knowledge is articulated by the discourses in terms of the meaning of history in a VET context. The following four research questions were the focus of the four different studies in this thesis: How were non-vocational subjects discussed on a policy level during the post-war period, and what meanings were ascribed to history education? What aspects of history as a field of knowledge are recontextualised into a pedagogic discourse for the VET curriculum? How do teachers perceive the history syllabus? What do the students express concerning the history syllabus and history education? The results of these studies are reported in separate papers, and the aggregated results are analysed in this thesis. The data consisted of government bills and committee reports, material from the National Agency of Education archives, and interview data gathered through interviews with 5 teachers and 46 students. The major theoretical inspiration comes from Basil Bernstein whose theories of classification and framing, pedagogic discourse, pedagogic code, and vertical and horizontal discourses are used in the analysis. With the aid of these concepts, the content and meaning of history education for VET are connected to macro levels of education, and the way in which education reproduces social order when certain forms of knowledge are distributed to different groups in society is discussed. Three major conclusions are drawn. First, history as a pedagogic discourse comes forward as versatile and contradictory when the results from the studies are aggregated. There is, however, a shared understanding that the meaning of history in VET is to educate the students to become democratic and active citizens. Secondly, the investigated discourses ascribe history education with the potential to distribute critical and powerful knowledge. The students see a value for history education in their future as citizens and for giving them access the public conversation of society. A final conclusion is that the pedagogic code, embedded in the history curriculum, can be interpreted in two different ways. The emphasis on competencies and the focus on the last two hundred years can be interpreted as (A) an expression of a wish for immediate utility and thus an instrumental view of education or (B) the recontextualisation of scientific theories, concepts, and practices into a pedagogic discourse as a means to give students access to disciplinary (powerful) knowledge.
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Pilo, Lina. "Gymnasieelever och fostran av demokratiska medborgare : En enkätstudie av elevgruppers nivåer av moraliska och kognitiva utveckling." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3110.
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This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education.
The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm.
The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.
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Barbosa, Rosa Amélia. "Escola e cidadania nas diretrizes das políticas educacionais para a educação básica." Universidade Federal de Uberlândia, 2016. https://repositorio.ufu.br/handle/123456789/14047.
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This work is part of the research process undertaken by the Postgraduate Studies in Education Program (PPGED) at the Federal University of Uberlandia (UFU) related to the State, Policy and Management Education research line (EPGE). It inquiries about the understanding of the official documents and how they present the relationship between citizenship and education, developing a theoretical reflection up the concept of citizenship and, also, a survey of the inchoate (or not) about this concept in the Brazilian legal provisions, starting by the 1988 Federal Constitution, the National Education Bases and Guidelines Law No. 9394/96, the National Basic Education Curriculum Guidelines and specifically the National Secondary Education Curriculum Guidelines. The emphasis in Secondary Education is due to the condition of this is the last stage from the basic education, being a defining moment for the compliance of the legal provisions about quality education expressed in the guidelines as a nation project concepts. In this sense, it is analyzed the possibilities and challenges of public policies about education in relation to the construction of citizenship at school and its relationship to the state, society, democracy and participation. To this end, a basic education school was inserted in the context of analysis, and documents, such as the Political Pedagogical Project and the teacher s secondary education course plans have been used as a source of collecting data as an attempt to identify, in the documents of the school, the relationship between citizenship and educational processes. The metodology adopted to implement the research was the document analysis, starting with the official documents in order to link this research to the study of the institution\'s own documents. The research has been organized from the national policy taken from the 1990s, considering the issue of democracy and the implementation of national curriculum guidelines. Finally, we present considerations about the official documents analysis, particularly the National Secondary Education Curriculum Guidelines, raising relevant issues presented in the pedagogical proposal of the school and the teachers\' course plans, and being possible to verify the principles and purposes of the documents forms built up in the school pedagogical practice.Este trabalho é parte do processo de investigação empreendido junto ao Programa de Pós-Graduação em Educação (PPGED) da Universidade Federal de Uberlândia (UFU) na Linha de Pesquisa Estado, Políticas e Gestão em Educação (EPGE). Busca compreender como os documentos oficiais apresentam a relação entre cidadania e educação, desenvolvendo uma reflexão teórica sobe o conceito de cidadania e um levantamento sobre a incipiência (ou não) desse conceito nos dispositivos legais, a começar pela Constituição Federal de 1988, a Lei de Diretrizes e Bases da Educação Nacional nº 9394/96, as Diretrizes Curriculares Nacionais para a Educação Básica e especificamente as Diretrizes Curriculares Nacionais para o Ensino Médio. A ênfase no ensino médio decorre da condição de última etapa da educação básica, ou seja, momento determinante para o cumprimento das prescrições legais previstas para a educação de qualidade expressas nas diretrizes como concepções do projeto de nação. Nesse sentido, analisamos as possibilidades e desafios das políticas públicas de Educação no que se refere à construção da cidadania na escola e sua relação com o Estado, a sociedade, a democracia e a participação. Para tal, uma escola de educação básica foi inserida no contexto de análise, e documentos como o Projeto Político Pedagógico e os Planos de Curso dos professores do ensino médio foram utilizados como fonte de coleta dados, na tentativa de identificar, nos documentos da instituição, a relação entre a cidadania e os processos educativos. A técnica adotada para executar a investigação foi a análise documental, a começar pelos documentos oficiais em vista de associar essa pesquisa ao estudo dos documentos da própria instituição. O recorte espaço-temporal da política nacional foi tomado a partir da década de 1990, considerando a questão da redemocratização e a implementação das diretrizes curriculares nacionais. Por fim, apresentamos considerações sobre a análise documentos oficiais, principalmente as Diretrizes Curriculares Nacionais para o Ensino Médio, levantando aspectos relevantes apresentados na proposta pedagógica da escola, bem como nos planos de curso dos professores, sendo possível verificar os princípios e fins dos documentos construídos e constituintes da prática pedagógica da escola.
Mestre em Educação
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Sinalumbu, Fred S. "An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79886.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.
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Wegwert, Joseph Charles. "Democracy Without Dialogue: A Civic Curriculum of “The Middle Class Promise” for Citizens of the Corporation." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1219155784.
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Ribeiro, Júnior Ramon Marcelino. "Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/3314.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The curriculum has occupied a prominent place in the landscape of contemporary educational reforms. In this work we focus on the production of a referential official curriculum of chemistry to secondary education in the State of Goiás. Throughout our investigation we relayed on studies that: a) had the objective to discuss aspects related to the purpose of teaching chemistry in secondary education, with emphasis on authors from Science/Chemistry education community; b) conduct discussions on curricular concepts, highlighting authors of the curriculum field; c) develop curriculum using research to theoretical and methodological approach of the continuous cicle of policies. The prospect of a continuous cicle policy is designed from the intertwining of texts / discourses that circulate among three basic contexts: the context of influence; context of defining texts, and practice context. In the policy cicles the texts / discourses are understood as product from social interactions, understood as relations of power , and are associated with different sets of meanings that articulate and fit into a greater or lesser degree , by recontextualizing processes in different contexts through which they circulate. The construction of the data was performed from the recording and transcript from the meeting of defining texts context, our analytical focus. We identified and examined three discourses privileged in the process of negotiating meanings of the proposal 1) discourse about the purposes of teaching chemistry, 2) discourse on the concepts of curriculum and 3) discourse about the criteria for selection and organization of content. We also highlight aspects of the movement of recontextualization internal context of defining texts, comparing the configuration of the first discursive formulations, developed in design meetings, those present in the final version given to curricular referential We conclude that :i) there is the attempt to articulate different purposes for teaching chemistry , with emphasis on the purpose of education for critical citizenship; ii) there is a defense of a broad conception of curriculum affiliated with the critical perspective , discourse that implies defense of a construction of a hybrid proposal between orientation and prescription , with a predominance of the first and critical of the way driving educational reform in the State; iii) the selection criteria adopted are of the "basic content" and "minimum contents" . The contents are organized by a conceptual bias, and articulated a design approach that takes learning to necessarily partial and can be performed at various levels of complexity. We also conclude that when considering the historicity and contingency associated curricular productions we giving it the status of “eternal challenge ".
O currículo tem ocupado lugar de destaque no cenário de reformas educacionais contemporâneas. Neste trabalho, focalizamos a produção de um referencial curricular oficial de Química para o ensino médio Estado de Goiás. Em nosso percurso investigativo, buscamos aportes teóricos em estudos que: a) objetivam discutir aspectos referentes às finalidades do ensino de Química em nível médio, com ênfase em autores da comunidade de Educação em Ciências/Química; b) realizam discussões sobre concepções curriculares, destacando autores do campo do currículo; c) desenvolvem a pesquisa curricular utilizando a abordagem teóricometodológica do ciclo contínuo de políticas. A perspectiva do ciclo contínuo, a política é pensada a partir do entrelaçamento entre textos/discursos que circulam entre três contextos básicos: contexto de influência; contexto de definição dos textos; e contexto da prática. No ciclo de políticas, os textos/discursos são compreendidos como produções de relações sociais, entendidas como relações de poder, e estão associados a conjuntos de significados diversos que se articulam e se inserem, em maior ou menor grau, por processos de recontextualização, nos diferentes contextos pelos quais circulam. A construção dos dados foi realizada a partir da gravação e transcrição de reuniões do contexto de definição dos textos, nosso foco analítico. Identificamos e examinamos três discursos privilegiados no processo de negociação de significados da proposta: 1) discurso sobre as finalidades do ensino de Química; 2) discurso sobre as concepções de currículo; e 3) discurso sobre os critérios de seleção e organização dos conteúdos. Também destacamos aspectos relacionados aos movimentos de recontextualização internos ao contexto de definição dos textos, comparando a configuração das primeiras formulações discursivas, desenvolvidas nas reuniões de concepção, àquelas presentes na redação final dada ao referencial curricular. Concluímos destacando que: i) há a tentativa de articular diferentes finalidades para o ensino de Química, com ênfase na finalidade de formação para uma cidadania crítica; ii) existe a defesa de uma concepção ampla de currículo filiada à perspectiva crítica, discurso que implica a defesa da construção de uma proposta híbrida entre orientação e prescrição, com predomínio da primeira, e uma crítica à forma de condução da reforma educacional no Estado iii) Os critérios de seleção adotados são os de “conteúdo básico” e de “conteúdos mínimos”. Os conteúdos são organizados por um viés conceitual, e articulados a uma concepção de abordagem que toma a aprendizagem como necessariamente parcial e pode ser realizada em vários níveis de complexidade. Concluímos também que ao considerarmos a historicidade e contingência associadas das produções curriculares estamos conferindo-lhe estatuto de “eterno desafio”.
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Gabriel, Sérgio de Souza. "Ensinando o futuro no ensino médio: uma investigação." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-20052009-151104/.
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Descreve uma investigação realizada junto a professores do Ensino Médio sobre percepções relacionadas à inovação curriculares na forma de estudos do futuro. Objetivo: Em primeiro lugar, identificar de que maneira os professores entendem o conceito de futuro em suas vidas. Em segundo lugar, identificar percepções e atitudes em relação aos estudos do futuro e à implementação destes junto a alunos do Ensino Médio da cidade de São Paulo. Em terceiro, orientar projetos nas escolas locais que adotassem essa abordagem. Método: Em sua primeira fase, questionário estruturado enviado a 200 professores participantes, no período de março a junho de 2007. Em sua segunda fase, oficina de apresentação realizada nas escolas investigadas e outro questionário estruturado enviado a 80 professores, no período de junho a agosto de 2007. Em sua terceira fase, reuniões com professores e coordenadores das escolas adotantes. Resultados: A primeira fase mostrou que os professores percebem o futuro como um período de tempo entre 10 a 20 anos do presente. Existe uma mistura de otimismo e preocupação em relação ao futuro e a crença de que é necessário um alto grau de preparação para este. A segunda fase mostrou que os professores percebem a relevância em estudar o futuro, principalmente para si mesmos. Entre as ferramentas apresentadas na oficina, técnicas como elaboração de cenários e consulta a especialistas lhes pareceram mais claras e de maior facilidade e relevância para a introdução junto a seus alunos. A terceira fase incluiu a adoção projetos multidisciplinares, propostas curriculares e atividades isoladas, por parte de algumas das escolas. Conclusão: Os professores mostram um grau de preocupação e interesse elevado na preparação de seus alunos para o futuro. Os estudos do futuro oferecem uma alternativa viável para a introdução de projetos e atividades de caráter multidisciplinar que ajudam os jovens a planejar e se preparar para o futuro.It describes an investigation carried out with Secondary School teachers on their perceptions regarding curriculum innovations using a futures studies approach. Aim: Firstly, to identify the ways in which teachers view the concept of future in their lives. Secondly, identify the perceptions and attitudes regarding futures studies and their introduction in the Secondary School classroom in the city of São Paulo. Thirdly, supervise projects in the local schools which adopted such approach. Methodology: In its first phase, a structured questionnaire was sent to the 200 participant teachers, between March and June 2007. In its second phase, a workshop to introduce future studies in the schools under investigation was held, followed by another structured questionnaire, between June and August 2007. In its third phase, meetings with teachers and pedagogical coordinators were held. Results: The first phase showed teachers perceive the future as a period between 10 and 20 years from the present. There is a mix of optimism and worry and a belief that a high level of preparation is required for this future. The second phase showed that teachers perceive the relevance of future studies, particularly for themselves. Among the tools presented in the workshop, the creation of scenarios and the use of expert opinion were those which seemed clearer, more relevant and of easier introduction in the classroom. The third phase included the adoption of cross curricular projects, proposals for curriculum change and attempts at different activities by some of the schools. Conclusion: Teachers show a high level of interest and worry in the preparation of their students for the future. Future studies offer a viable alternative for the introduction of projects and classroom activities of a cross curricular nature that will help young people to plan and prepare for the future.
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Molin, Lena. "Rum, frirum och moral : En studie av skolgeografins innehållsval." Doctoral thesis, Uppsala universitet, Kulturgeografiska institutionen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6884.
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This thesis, Space, Curriculum Space and Morality, focuses on the two roles of the school, i.e. developing identities and transmitting knowledge. The latest curriculum reform commissions the teachers to transform the fundamental values of the curriculum to the separate subjects. The principal object of the school subjects is to contribute to the implementation of the curriculum goals, namely to educate and promote democratic citizens. Since the new course syllabi lack guidelines about subject content and method, the intention of this work it is to analyse in what way the teachers’ fill this curriculum space, which subject content the teachers choose in order to connect the curriculum goals to the course syllabi goals and, to the practical teaching of geography as a school subject. The understanding of the teachers’ choice of subject content is the overall aim of this thesis. The thesis can be placed within a curriculum theory tradition that regards education and its content as situated in a field of tension ultimately determined by social and political forces engaged in struggle. Within this tradition, an approach has been developed which examines the educational content of the school subjects as contingent. A curriculum historical analysis – supplemented by a text analysis of textbooks, a number of observations (81) of geography lessons in upper secondary school and the following qualitative interviews with geography teachers – shows that the teachers’ choice of content can be understood and explained by the strong selective traditions which have formed within the subject during 150 years. These selective traditions together form a school subject discourse which implies that the moral dimension is lost as the subject content is characterized by an essentialistic approach. The consequences of the findings can be discussed in relation to what content is excluded in the school geography education. Some examples are a gender perspective, issues regarding equality, ethnicity, solidarity, social justice and sustainable development. The issues that the school geography excludes contain ethical and moral considerations. If these issues were presented, they would relate to the fundamental values and the promotion of democracy, issues given strong prominence in the curriculum.
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Siracuse, Kimberly S. "Engendered & Endangered: A Phenomenological Study of the Lives of Twelve Female Social Studies Teachers." Ashland University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1319659422.
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Navarro, Medina Elisa. "La enseñanza de la Historia de España y el desarrollo de las competencias ciudadanas. El conocimiento del alumnado al finalizar el Bachillerato." Doctoral thesis, Universidad de Murcia, 2012. http://hdl.handle.net/10803/86939.
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Resumen:
Esta tesis tiene como objetivo general conocer la contribución de la materia de Historia en la formación ciudadana de los jóvenes. La creciente necesidad de formar a la juventud en el conocimiento del sistema democrático en el que viven y del que deben participar activamente está constituyendo un nuevo contexto de enseñanza y aprendizaje. En esta coyuntura, la enseñanza de la Historia de España en segundo curso de Bachillerato, se presenta como una importante materia para el desarrollo de la formación personal y social de la juventud, tal y como queda reflejado en sus finalidades y objetivos, donde la adquisición de competencias que fomenten su formación ciudadana y democrática aparece como una de sus finalidades principales.
Para llevar a cabo esta investigación hemos contado con la participación de cincuenta alumnos de primero de grado de una representación de todas las ramas de conocimiento (Artes y Humanidades, Ciencias, Ciencias de la Salud, Ciencias Sociales e Ingenierías) de siete universidades españolas (Universitat Rovira i Virgili, Universidad de Alicante, Universidad de Murcia, Universidad Politécnica de Cartagena, Universidad de Almería, Universidad de Sevilla y Universidad Pablo Olavide). El instrumento de recogida de datos ha sido una entrevista semiestructurada donde se hace referencia tanto al conocimiento de Historia de España y su vinculación con el desarrollo ciudadano, como a una metareflexión sobre su aprendizaje.
El análisis de la información se ha realizado a partir de un sistema de categorías, con cinco variables divididas en tres niveles que actúan como hipótesis de progresión del conocimiento. La codificación y el tratamiento informático de las 1690 unidades de información se ha realizado con el programa Atlas.ti.
Hemos podido concluir que los estudiantes presentan dificultades para extrapolar el conocimiento histórico aprendido en las aulas de Historia a situaciones reales que les afectan como ciudadanos. Dos de las teorías que barajamos residen en la presentación fragmentada que se hace del contenido histórico y la desconexión de esta enseñanza con los problemas que actualmente vive la sociedad y de la que son partícipes nuestros alumnos. Proponemos, ante estos resultados, algunas estrategias didácticas referidas a la organización curricular de la materia en torno a problemas relevantes, fomentar la participación de los estudiantes en el aula, tomar como base las concepciones previas del alumnado y formar a un docente comprometido con su labor de educador de ciudadanos activos, participativos y democráticos.
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Gunnarsson, Elin. "”Vi ses som unga och dumma” : Gymnasieelevers uppfattningar om medborgarskap och samhällskunskapens bidrag." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96472.
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This study focuses on students in upper secondary school and their experiences of citizenship related to the school subject of social science. Education is a central part when describing adolescents’ citizenship because the school has a democratic commitment to form democratic citizens. The subject of social science has for various reasons become the subject where civic knowledge is mediated. The purpose of the study is to describe students experiences as citizens and to provide further understanding of how they relate to citizenship. The study also aims to examine their perceptions of the content in social science as part of the development of their citizenship. The empirical data consists of semi-structured interviews with seven upper secondary students between the ages of 17-19. The theoretical outset is based on a feminist approach to adolescents’ citizenship but is mainly focused on Lister’s four building blocks. Biesta’s three functions for good education is used to analyse the students’ perceptions of the subject social science. The results of this study indicate that social science is a superficial and broad subject. The subject contributes with knowledge and skills that can be related to what the students think is appropriate for a citizen to know. The knowledge and skills mentioned are to understand the structure of society, to discuss and be able to form an opinion and to be critical of what sources are being used. A citizenship, according to the students, is based on belonging, respect and solidarity, skills and to obey the laws. The results also show that their own experiences as citizens vary depending on situations that appear within their school. Their role as citizens is degraded because of their age and they are met with a lack of respect from older citizens. One of my conclusions is that the citizenship of upper secondary students can seem ambivalent because they are sometimes seen as adults and sometimes, they are seen as children. Another conclusion is that social science contributes to different civic skills which is also considered important for their interpretation of citizenship.
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Lerenard, Mathilde. "Théories et pratiques éducatives dans le Berlin des Lumières : l'oeuvre de Friedrich Gedike (1754-1803)." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30038.
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Les débats sur l’éducation qui passionne la sphère publique du dernier tiers du XVIIIe siècle, tout comme les réformes scolaires mises en place à cette même époque en Europe, présentent un intérêt particulier dans l’histoire de l’éducation, mais aussi et plus largement dans l’histoire des idées. Le Berlinois Friedrich Gedike (1754-1803) joue un rôle décisif sur la scène pédagogique et intellectuelle prussienne. L’étude de son œuvre et des deux établissements primaires et secondaires qu’il a dirigés, le Friedrichswerder de 1779 à 1793, puis le Cloître Gris (Berlinisch-Kölnisches Gymnasium zum Grauen Kloster) de 1793 à 1803, met au jour le processus de démarcation entre le lycée et l’université, mais aussi le développement et la transformation de l’enseignement secondaire. Sous son impulsion, un processus de sécularisation et de nationalisation de l’enseignement est également lancé. L’étude des problématiques éducatives est par ailleurs étroitement liée au contexte social et politique de l’époque, ainsi qu’à la philosophie des Lumières. Elles soulèvent des questions sur la conception de l’État, de la société et de l’individu. Friedrich Gedike a œuvré à la diffusion des Lumières en Allemagne, en tant que penseur des Lumières et publiciste, mais aussi concrètement, en tant que directeur, enseignant et membre du conseil national de l’éducation de Prusse. Son projet éducatif se caractérise par sa singularité et une certaine radicalité. À la croisée des chemins entre le philanthropinisme et le néohumanisme, il donne une identité singulière aux Bürgerschulen : d’ « écoles de bourgeois », elles se métamorphosent sous sa direction en « écoles de citoyens ». La formation morale et civique à travers des leçons de culture générale, de lecture de presse, d’histoire, de langues modernes et des pratiques de rédactions et d’expression en public sur des sujets sociaux et politiques, d’actualité parfois brûlante, est au cœur de son projet. Celui d’instaurer un examen validant les acquis du secondaire, l’Abitur, est par ailleurs une tentative de faire du mérite personnel l’unique critère d’accès aux études universitaires. Il croit en une réforme progressive de l’État prussien grâce à une réforme de l’éducation. Il voit en l’éducation (Bildung) un nouveau pouvoir légitime qui permet d’accéder à la haute fonction publique et d’intégrer les sphères du pouvoir. Face à un pouvoir institutionnalisé, les citoyens « cultivés » et « éclairés » détiennent la possibilité d’un pouvoir en train de s’établir. Gedike se situe dans une démarche de rendre ce nouveau pouvoir légitime aux yeux du pouvoir établi en le faisant reposer sur des fondements institutionnelsThroughout the political upheavals that had an impact on the European continent over the last three decades of the Eighteenth century, the missions, contents, methods and organization of the educational world were profoundly remodeled. Mainly restricted to an elite and focused on the humanities, education diversified and democratized itself and gradually became a public matter and a State concern which reformed its educational system and integrated a larger part of its population into the public and political sphere. On the eve of the Nineteenth century, the secondary education developed and changed under the action of governments, but also and especially thanks to the commitment of schoolmen. A case study devoted to the work of a Berliner pedagogue and man of the Enlightenment, Friedrich Gedike (1754-1803), and to the two secondary establishments he successively directed between 1779 and 1803, allows not only to extend and deepen knowledge of the Prussian educational landscape and the Berliner Enlightenment, but it is also exemplary on more than one account. It illustrates the creative initiative of schoolmen engaged in a profound reform of education and the Prussian society of the last two decades of the century. Moreover, it highlights the metamorphose of secondary-level education which stands out from universities and diversifies itself with inferior classes proposing a more practical teaching (Bürgerschule) and superior classes preparing for university while teaching humanities (gelehrte Schule). Progressively, the curricula of secondary schools began to propose a balance between linguistic and scientific teaching, but also between ancient and modern languages. The student population began to change: diversifying and democratizing itself. Merit imposed itself little by little as a form of selection and access criteria to higher education and power. Finally, this case study shows the politicization of educational debates and reforms. Through a reform of education, schoolmen and men of letters aimed at a deep reform of society: creating the conditions for tolerance, a real “living together” between social orders, confessions, corporations, and to a certain extent genders, replacing privilege of birth and wealth by individual merit. Moreover, secondary schools became places of learning about a vibrant political culture. Humanities training was accompanied by a citizenship training with an opening up to the modern world, to immediate history and to national and foreign policies. Intellectual curiosity, personal thought, critical thinking and a debating culture were encouraged daily among students. Prussian High Schools became a privileged place for the constitution of a public sphere that would dialog with the institutional power or get access to it, allowing the integration of a larger and diversified part of the population to take part in political decisions. This study demonstrates the importance and the singularity of Friedrich Gedike in the history of education in Prussia
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Boulahrouz, Lahmidi Meriam. "Aprendizaje móvil y ciudadanía espacial en la educación para el desarrollo sostenible. Una propuesta para la enseñanza de las ciencias sociales en educación secundaria obligatoria." Doctoral thesis, Universitat de Girona, 2018. http://hdl.handle.net/10803/620791.
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This research aims to contribute to the development and improvement of education for sustainable development (ESD) in a society increasingly knowledgeable, reflecting about appropriate ESD practices by promoting the participation and involvement of young people in sustainable development.
The study develops a theoretical framework to promote the didactic proposal xploRAcity, a learning sequence that involves young people in citizen participation through mobile learning and geo-location-based augmented reality.
To develop the research, the interpretive paradigm is used to focus the study on a single context – a secondary school in the Gironès (comarca). This has led to better understanding of the observed reality
The results and the evaluation of the didactic proposal have been materialized in the design of a pedagogical model for EDS in the digital age. And the final conclusions demonstrate that, spatial communication skills are necessary for young people to participate successfully in societyEsta investigación pretende contribuir al avance de la educación para el desarrollo sostenible (EDS) en una sociedad caracterizada por el auge de la información, reflexionando sobre las prácticas adecuadas de EDS, con el objetivo de promover la participación de los jóvenes en el desarrollo sostenible. El estudio desarrolla la propuesta didáctica xploRAcity, una secuencia que tiene el objetivo de implicar a los jóvenes en la participación ciudadana a partir del aprendizaje móvil y de la realidad aumentada geoposicionada. Para desarrollar la investigación, se ha seguido el paradigma interpretativo, centrando el estudio en un único contexto –un centro de educación secundaria de la comarca del Gironès–. Esto ha permitido comprender la realidad observada. Los resultados y la evaluación de la propuesta didáctica se concretan en el diseño de un modelo pedagógico para la EDS en plena era digital. Y las conclusiones finales apuntan que las habilidades de comunicación espacial son necesarias para que los jóvenes participen con éxito en la sociedad
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Kolesnikov, J. Marc. "Informatique et citoyenneté lycéenne : apprentissage de l'informatique et acquisition de compétences citoyennes des lycéen-ne-s : étude comparative France – Québec - Israël." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB178/document.
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Notre thèse a pour objectif d'alimenter le débat sur l'opportunité de la place de la science informatique et ses aspects propédeutiques dans un curriculum pédagogique de l'enseignement général. La citoyenneté est un concept fondateur des objectifs de nombre de systèmes éducatifs, en France notamment. Nous avons placé l'objet de notre étude au niveau de cette citoyenneté. L'étude de la science informatique au lycée contribue-t-elle à l'apprentissage d'une forme de citoyenneté des jeunes dans leur parcours d'études secondaires ? Le terme de citoyenneté étant par essence polysémique, il convient d'en analyser la typologie des différents registres avant d'apporter un cadre conceptuel. Notre approche initiale met en relief les composantes citoyennes de deux approches complémentaires. L'une issue de Condorcet et d'une citoyenneté éclairée, l'autre sous-tendue dans les objectifs du B2i français et du socle commun de connaissances, de compétences et de culture, dans leur rapport direct à l'éducation de cette citoyenneté moderne. Cette approche typologique ciblée nous suggère une forme de citoyenneté « numérique » élargie, à un « MetaCitoyen » (Kolesnikov 2014). Notre recherche analyse trois systèmes éducatifs contrastés : France, Israël et Canada (Québec). L'éducation apparaît comme l'un des indicateurs forts d'une citoyenneté éclairée dans nombre de publications scientifiques. En moyenne, dans les pays de l'OCDE, on observe un engagement civique et social (ECS) supérieur chez les individus instruits (Putnam 2000) ; (OCDE 2007; OCDE 2010). Comprendre le monde dans lequel nous vivons et les enjeux de la société en charge de sa gestion sont au centre de la réflexion citoyenne. Notre recherche a pour objectif de déterminer les points saillants de chaque système, les éventuelles tensions et leur impact sur la construction citoyenne de leurs élèves. Les résultats comparés devraient alimenter notre réflexion sur la pertinence de la place de la science informatique dans les curricula de l'enseignement secondaireOur thesis aims to feed the debate about the place of computer science and propaedeutic aspects in the curriculum of the general education syllabus. Citizenship is a founding concept of number of educational systems goals, particularly so in France. We focused our study on the concept of citizenship - Why and how the study of computer science in high school contributes to the learning of a certain form of citizenship throughout the student's high school career. The term "citizenship" used means by being largely polysemous. Therefore, it is appropriate to analyse the typology of the different registers before making a conceptual framework. Our initial approach highlights the citizen components of two complementary approaches. The first one is issued of Condorcet and an universal enlightened citizenship. The second is based on the French B2i and the common core of knowledge in their direct relation to education of a modern citizenship at French school. This targeted typological approach suggests a form of "digital" citizenship expanded to a "MetaCitoyen" (Kolesnikov 2014). Our study analyses three contrasting educational systems : France, Israel and Canada (Quebec). Education appears as one of the strong indicators of "enlightened citizenship" in many scientific publications. On average in OECD countries, there is a civic and social engagement (ECS) higher among educated individuals (Putnam 2000) ; (OCDE 2007; OCDE 2010). Understanding the world in which we are living and the challenges of the society in charge of its management are central to civic reflection. Our research aims to identify the salient points of each system, any tensions and their impact on the "citizenship construction" of the individual. The comparative results should confirm our reflections about the relevance of the role of computer science in the educational curricula of secondary school education