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Journal articles on the topic 'Citizenship Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Afriadi, Bambang, Komarudin Komarudin, and Agus Dudung. "DEVELOPMENT OF CITIZENSHIP EDUCATION IN INDONESIAN." International Journal of Business, Law, and Education 4, no. 2 (2023): 435–47. http://dx.doi.org/10.56442/ijble.v4i2.188.

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This article tries to contribute to building judgments based on many important issues. This study is intended to evaluate comprehensively, in this case, citizenship education as part of the curriculum. Systematic reviews are used to examine this study, which refers to a methodological combination in which a literature review is an important component. At the same time, assessment is a matching technique. Matching approach compares quality with criteria to a particular result. This study reveals that citizenship education and civil engagement is based on the belief that citizenhood education is

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2

Kim, Jaegeun. "Exploring Financial Education as Citizenship Education." SNU Journal of Education Research 31, no. 2 (2022): 21–39. http://dx.doi.org/10.54346/sjer.2022.31.2.21.

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This study re-examines the current financial education initiatives from the perspective of social studies and citizenship education to provide suggestions for the new financial education subject which is to be introduced in the 2022 Revised National Curriculum. A critical review of the current financial education discovers that it is based on assumptions of ‘personally responsible citizen’, and ‘subject-oriented rational citizen’. It is also discussed that the current financial education is solely immersed in ‘personal money management.’ To be introduced as a legitimate social studies subject,

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3

Frazer, Elizabeth. "Citizenship education." Oxford Review of Education 35, no. 6 (2009): 775–85. http://dx.doi.org/10.1080/03054980903416610.

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4

Ryang, Sam-Seok. "Korean Citizenship Education through Citizenship Education in Singapore." Journal of Koreanology 73 (November 30, 2019): 283–310. http://dx.doi.org/10.15299/jk.2019.11.73.283.

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5

송용구. "What French Citizenship Education Suggests to Korean Citizenship Education." Theory and Research in Citizenship Education 42, no. 2 (2010): 83–118. http://dx.doi.org/10.35557/trce.42.2.201006.004.

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6

Davies, Ian, Mark Evans, and Alan Reid. "GLOBALISING CITIZENSHIP EDUCATION? A CRITIQUE OF ‘GLOBAL EDUCATION’ AND ‘CITIZENSHIP EDUCATION’." British Journal of Educational Studies 53, no. 1 (2005): 66–89. http://dx.doi.org/10.1111/j.1467-8527.2005.00284.x.

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7

Crick, B. "Education for Citizenship: The Citizenship Order." Parliamentary Affairs 55, no. 3 (2002): 488–504. http://dx.doi.org/10.1093/parlij/55.3.488.

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8

Han, Christine. "National Education and ‘Active Citizenship’: Implications for Citizenship and Citizenship Education in Singapore." Asia Pacific Journal of Education 20, no. 1 (2000): 63–72. http://dx.doi.org/10.1080/0218879000200106.

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9

Law, Wing-Wah, and Ho Ming Ng. "Globalization and Multileveled Citizenship Education: A Tale of Two Chinese Cities, Hong Kong and Shanghai." Teachers College Record: The Voice of Scholarship in Education 111, no. 4 (2009): 851–92. http://dx.doi.org/10.1177/016146810911100406.

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Background/Context For centuries, the notions of citizenship and citizenship education have been associated with the nation-state and civic elements. However, since the late 20th century, these traditional notions have been challenged by globalization. In the discourse of globalization, citizenship, and citizenship education, some scholars suggest a simplistic replacement or shift from national citizenship to global citizenship, regional citizenship, or local and group identities. Against these simplistic, single-leveled approaches is the argument for both the continuing importance of nation-s

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10

Paige, Carol A. "Education for citizenship: Implications for Christian education in Spain." International Journal of Christianity & Education 24, no. 1 (2019): 55–70. http://dx.doi.org/10.1177/2056997119879724.

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The concept of citizenship has changed and evolved over time. Spain, as part of the European Union, has been included in a paradigm shift from a focus on nationalism to the concept of global citizenship. This has spurred a national controversy over the way in which Spanish students should be educated about citizenship. This article provides a concise history of citizenship education in Spain. An overview of the Education for Citizenship and Human Rights (EfC) curriculum is also incorporated with a description of the controversy surrounding its implementation as a mandatory school subject. It c

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11

Moir, Stuart, and Jim Crowther. "Radicalising citizenship education." Andragoška spoznanja 23, no. 3 (2017): 17–34. http://dx.doi.org/10.4312/as.23.3.17-34.

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Democracy faces two key threats today. The first is evident in the growth of authoritarian, right-wing, populism which is evident in a number of European countries and beyond. The second has been the un- dermining of democratic life by neoliberalism. Liberal democracy has aided the latter by the separation of economics from politics and the focus on the individual at the expense of the public sector and the common good. At the same time, some of the virtues of liberal democracy – the separation of powers, for example – are threatened by authoritarianism. We argue the importance of a critical e

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12

Wulf, Christoph. "Global Citizenship Education." Vierteljahrsschrift für wissenschaftliche Pädagogik 97, no. 4 (2021): 464–80. http://dx.doi.org/10.30965/25890581-09703017.

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Abstract Global Citizenship Education. Building a Planetary World Community in the Anthropocene In the Anthropocene, what do we mean by global citizenship education, what do we mean by building a planetary world community? The paper explores these questions and uses the example of education for sustainable development, heritage education, human rights education, and peace education to show how a sense of belonging to the global community can be created. It also develops numerous viewpoints that play an important role in achieving a planetary consciousness.

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13

Astiz, M. Fernanda, and Gabriela Mendez. "Education for citizenship." Education, Citizenship and Social Justice 1, no. 2 (2006): 175–200. http://dx.doi.org/10.1177/1746197906064678.

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14

Van, Pham Thi Thuy. "GLOBAL CITIZENSHIP EDUCATION." Conhecimento & Diversidade 16, no. 43 (2024): 581–602. https://doi.org/10.18316/rcd.v16i43.11984.

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Global citizenship education has become an urgent requirement for all countries in the context of increasing globalisation. Global citizenship education helps students understand global issues and equips them with the necessary skills to live and work in a diverse and interconnected world. Many countries have implemented global citizenship education programs, offering valuable experience and lessons. This article focuses on studying global citizenship education in the general education curriculum of Singapore, South Korea. The article has established that in the four countries (Singapore, Viet

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15

RINGER, FRITZ. "EDUCATION AND CITIZENSHIP." Paedagogica Historica 29, no. 3 (1993): 677–87. http://dx.doi.org/10.1080/0030923930290302.

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16

Callan, Eamonn. "CITIZENSHIP AND EDUCATION." Annual Review of Political Science 7, no. 1 (2004): 71–90. http://dx.doi.org/10.1146/annurev.polisci.7.012003.104924.

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17

McLeod, Julie, and Katie Wright. "Education for citizenship." History of Education Review 42, no. 2 (2013): 170–84. http://dx.doi.org/10.1108/her-09-2012-0029.

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18

Carr, Wilfred. "Education for citizenship." British Journal of Educational Studies 39, no. 4 (1991): 373–85. http://dx.doi.org/10.1080/00071005.1991.9973898.

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19

Cantón, Alicia, and Brenda Ivonne Garcia. "Global Citizenship Education." New Directions for Student Leadership 2018, no. 160 (2018): 21–30. http://dx.doi.org/10.1002/yd.20307.

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20

van der Schee, Joop. "Geographical Education and Citizenship Education." International Research in Geographical and Environmental Education 12, no. 1 (2003): 49–53. http://dx.doi.org/10.1080/10382040308667512.

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21

Wuta., Rodwell Kumbirai. "Citizenship, Citizenship Education and Issues of Implementation in Zimbabwe." Indiana Journal of Humanities and Social Sciences 3, no. 10 (2022): 39–46. https://doi.org/10.5281/zenodo.7270620.

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<strong>Abstract:</strong> <em>The concept of ‘citizenship’ recognises the realisation of liberties balanced up with responsibilities and duties in a democracy, an arrangement deemed key to the development of a just society. Though a crucial aspect of education for Zimbabwe as a republic, citizenship education seems to be lagging behind in terms of implementation. Thus, this reflection preliminarily defines and dimensionalises citizenship. It thereupon explores the origin, evolution and internationalisation of citizenship. From both the progressive and quietist perspectives, this a

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22

Shin, Ho Jae. "From democratic citizenship education to global citizenship education - The extensibility of democratic citizenship education and its meaning in moral education -." Journal of Moral & Ethics Education 77 (November 30, 2022): 257–84. http://dx.doi.org/10.18338/kojmee.2022..77.257.

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23

Ramadhona, Agustian. "CITIZENSHIP EDUCATION (CIVIC EDUCATION) IN THE ERA OF DEMOCRATIZATION." Academy of Education Journal 14, no. 2 (2023): 749–56. http://dx.doi.org/10.47200/aoej.v14i2.1899.

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This paper discusses about the linkage of democracy and civic education. Civic education is a vehicle to sustain and develop democracy. It is important to create democratic citizens and to support democracy. In response to the process of democracy in Indonesia, civic education should be reformed in order to prepare students to be good citizens. Effective civic education for democratic citizenship treats three basic components; knowledge of citizenship and government in democracy, cognitive skills of democratic citizenship, disposition and development characteristics of democratic citizenship

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24

Krzywosz-Rynkiewicz, Beata, Anna M. Zalewska, and Despina Karakatsani. "Does citizenship education matter?: Young people’s citizenship activity in countries with different citizenship education experience." Citizenship Teaching & Learning 12, no. 2 (2017): 171–88. http://dx.doi.org/10.1386/ctl.12.2.171_1.

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25

Ancheta-Arrabal, Ana, and Miriam Preckler Galguera. "Education for Global Citizenship Towards the New European Education Area." Social Sciences 14, no. 2 (2025): 73. https://doi.org/10.3390/socsci14020073.

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Over the last decades, many European educational systems have been reviewing the citizenship education model that they have been developing, trying to deepen the meaning of democratic citizenship practice today or the social demand inspired by the creation of adequate conditions for its exercise. Thus, it is challenging for educational systems to face education for global citizenship, and international organizations have been promoting the development of citizenship education and conducting research in this field. New research and educational practices are expected for global citizenship, and

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26

Bražienė, Nijolė, and Skaistė Kovienė. "Citizenship education in Lithuanian preschool education : The teachers’ view." Journal of Pedagogy 15, no. 2 (2024): 1–19. https://doi.org/10.2478/jped-2024-0005.

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Abstract In Lithuania, citizenship education for preschool children was not regulated until 2022, and consequently the related issues have not yet received much attention from Lithuanian researchers. However, based on the insights of scientists from other countries it can be argued that in order for children to be active citizens when they grow up, it is important to develop their civic attitudes and behaviour in early childhood. The aim of the research presented in the article is to find out teachers’ attitudes towards citizenship education for young children in Lithuanian preschool education

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27

Baker, Will, and Fan (Gabriel) Fang. "Intercultural citizenship and the internationalisation of higher education: the role of English language teaching." Journal of English as a Lingua Franca 11, no. 1 (2022): 63–75. http://dx.doi.org/10.1515/jelf-2022-2067.

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Abstract The expanding internationalisation of higher education (HE) has resulted in the inte rcultural dimensions becoming a core aim of many institutions. This is frequently represented though the concept of intercultural or global citizenship with students expected to engage with academic, professional and social communities across multiple scales from the local to the global. The language though which both the internationalisation of HE and intercultural citizenships is expected to take place is often English, or more precisely ELF, epically in English medium education (EME). Therefore, gi

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28

Sears, Alan. "Global citizenship education: An understanding of citizenship education around the globe." Citizenship Teaching & Learning 13, no. 2 (2018): 163–65. http://dx.doi.org/10.1386/ctl.13.2.163_2.

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29

Xing, Jun. "Global Citizenship Education in Hong Kong." International Journal of Information and Education Technology 5, no. 2 (2015): 136–39. http://dx.doi.org/10.7763/ijiet.2015.v5.490.

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30

Danju, Ipek, and Huseyin Uzunboylu. "A content analysis of citizenship education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 2 (2016): 170–76. http://dx.doi.org/10.18844/gjhss.v2i2.440.

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31

Sely, Jainabu, Fatimah Sialana, and Titus Gaite. "Application of Character Education Values in Citizenship Education Courses." JETISH: Journal of Education Technology Information Social Sciences and Health 2, no. 2 (2023): 1239–42. http://dx.doi.org/10.57235/jetish.v2i2.958.

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Character education is lifelong education, as a process towards a perfect human being. Value is something abstract and ideal. application of Character Values in Citizenship Education courses to students, because universities have an important role in the process of strengthening character in the souls and individuals of the younger generation on campus. The research method used in this research is descriptive qualitative. A qualitative approach is an approach that aims to describe what is currently in effect by examining the relationship between the implementation of Pancasila values in streng

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32

Siregar, Hotma, and Vinna Dinda Kemala. "Citizenship Education as Legal Education in Schools." EDUCTUM: Journal Research 2, no. 1 (2023): 30–34. http://dx.doi.org/10.56495/ejr.v2i1.319.

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Currently there are many cases of law violations committed by a student. This is considered as low legal knowledge possessed by students. Legal education in Citizenship Education basically plays a role in teaching law to students so they have legal awareness. Through this legal education, students have legal will, so they are able to control and filter out acts that violate the law, and have the ability to obtain legal protection. This also has implications for fulfilling the role of students in carrying out their rights and obligations as part of society in carrying out social control. Substa

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33

Pogrebnyak, Volodymyr. "Ideas of Citizenship and Citizenship Education in Canada." Annales Universitatis Mariae Curie-Sklodowska, sectio N, Educatio Nova 2 (February 2, 2018): 129. http://dx.doi.org/10.17951/en.2017.2.129.

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34

Kennedy, Kerry J. "Re-shaping education for citizenship – democratic national citizenship." Educational Studies 39, no. 3 (2013): 369–70. http://dx.doi.org/10.1080/03055698.2012.761767.

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35

Sigauke, Aaron T. "Young people, citizenship and citizenship education in Zimbabwe." International Journal of Educational Development 32, no. 2 (2012): 214–23. http://dx.doi.org/10.1016/j.ijedudev.2011.02.014.

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36

Li, Jun. "Citizenship and citizenship education in a global age." Asia Pacific Journal of Education 33, no. 1 (2013): 127–29. http://dx.doi.org/10.1080/02188791.2012.738855.

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37

KOUKOUNARAS LIAGKIS, MARIOS. "Democratic Citizenship Education through Religious Education." Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση (ΕλΘΕ)/Greek Journal of Religious Education (GjRE), no. 1 (2021): 1. http://dx.doi.org/10.30457/040120211.

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38

Lim, Ki Hwan. "History Education or Democratic Citizenship Education." Korean History Education Review 168 (December 31, 2023): 359–83. http://dx.doi.org/10.18622/kher.2023.12.168.359.

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39

Sahli, Naima, and Louiza Belaid. "The incarnation of global citizenship education in an Algerian secondary education textbook." Global Journal of Foreign Language Teaching 12, no. 1 (2022): 01–10. http://dx.doi.org/10.18844/gjflt.v12i1.6489.

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This research examines the extent to which the Algerian secondary education textbook represents the ideals of global citizenship education. It targets the textbook coverage of GCE themes, and if the tasks’ objectives tackled global citizenship competency respectively. The present study is built on content analysis in which second-year English language textbooks are scanned. The study employs a combination of Sharma’s framework for value-creating global citizenship education and UNESCO’s (2015) framework. It also relies on the PISA framework for the evaluation of global competency. The findings

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40

Park, Hyoungbin. "Reconsidering the Academic Identity of Reunification Education: Focusing on Its Relationship with Peace Education, Multicultural Education, Democratic Citizenship Education, and Global Citizenship Education." Korean Association for Reunification Education 21, no. 2 (2024): 35–59. https://doi.org/10.59135/kare.2024.21.2.35.

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Reunification education should not merely pursue political integration but should take an educational approach that equips future generations, who will lead a reunified Korea, to adapt to the changing dynamics of the Korean Peninsula and the international environment, while fulfilling their roles as global citizens. This study aims to redefine the academic characteristics of reunification education by examining its connections with peace education, multicultural education, democratic citizenship education, and global citizenship education. Reunification education plays a pivotal role in enabli

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41

Davies, Ian. "Citizenship Education in Europe." Citizenship, Social and Economics Education 3, no. 3 (1998): 127–40. http://dx.doi.org/10.2304/csee.1998.3.3.127.

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Following some contextual remarks about the nature of Europe and citizenship, there is consideration of the ways in which teachers and learners are developing the knowledge, skills and dispositions needed for effective citizenship in Europe. Some attention is given to the different levels of citizenship education which can occur and the choices that educators can make when developing relevant programmes.

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42

Kenioua, M. "The citizenship and its relationship with the social responsibility among physical education teachers." Pedagogy of Physical Culture and Sports 24, no. 2 (2020): 59–63. http://dx.doi.org/10.15561/26649837.2020.0202.

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Purpose: The study aimed to know the level of citizenship and the level of social responsibility among the teachers of physical education and examine the relationship between the citizenship and the social responsibility. Material: The participants were 49 physical educations teachers’ (male) from middle schools. The citizenship and the social responsibility scales were used as search tools. Results: the level of citizenship and social responsibility is high among teachers of physical education, and there is a positive correlation between citizenship and social responsibility. Conclusion: To e

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43

Shi, Yudan, Eric King Man Chong, and Baihe Li. "Chinese civic education being globalised." Social Transformations in Chinese Societies 15, no. 1 (2019): 37–63. http://dx.doi.org/10.1108/stics-11-2018-0016.

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Purpose The purpose of this paper is to compare the curriculum developments of civic education in three emerging Chinese societies: China and two Special Administrative Regions of Hong Kong and Macao, which are increasingly under the impacts of globalisation in this information world. Design/methodology/approach The analytical method is used and the following are identified: active and global civic education-related learning units and key themes and main contents in official curriculum guidelines and updated textbooks related to civic education. Findings A major finding is that elements of bot

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44

Nanggala, Agil. "Citizenship Education as a Democracy Learning for Students in Higher Education." IJECA (International Journal of Education and Curriculum Application) 3, no. 1 (2020): 69. http://dx.doi.org/10.31764/ijeca.v3i1.2067.

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Citizenship Education is a form of learning democracy both theoretically and practically because the scientific structure is very supportive in forming democratic and Pancasila students. This study uses a qualitative approach with the method of literature study because it is in the form of an analysis of the concepts and dynamics of Citizenship Education as learning democracy in college students. There are also the results of research, are as follows: 1) The implementation of learning democracy, through Citizenship Education is highly dependent on the curriculum of each college, 2)Contextual l

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45

Hughes, Conrad. "Operationalising Global Citizenship Education." L’éducation en débats : analyse comparée 10, no. 1 (2021): 122–38. http://dx.doi.org/10.51186/journals/ed.2020.10-1.e370.

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This article describes the Universal learning Programme, an innovative curriculum framework designed by the International School of Geneva’s La Grande Boissière campus and UNESCO’s International Bureau of Education. The design, scope and reach of the programme operationalises Global Citizenship Education through the development of deep conceptual understanding of relevant domains, the assessment of life-worthy competences and the creation of authentic social impact. It is through this balanced synthesis of learning and innovative task design that all the precepts of Global Citizenship Educatio

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46

Kury, Karla Aguiar. "Enviromental education and citizenship." Boletim do Observatório Ambiental Alberto Ribeiro Lamego 3, no. 1 (2009): 107–15. http://dx.doi.org/10.5935/2177-4560.20090005.

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47

Puig Gutiérrez, María, and Juan Antonio Morales Lozano. "Citizenship Education from Schools." Educational Research eJournal 1, no. 1 (2012): 17–32. http://dx.doi.org/10.5838/erej.2012.11.02.

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48

Mamlok, Dan, and Kathleen Knight Abowitz. "Education for Digital Citizenship." Philosophy of Education 73 (2017): 336–50. http://dx.doi.org/10.47925/73.336.

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49

Appiah, Kwame Anthony. "Education for Global Citizenship." Teachers College Record: The Voice of Scholarship in Education 110, no. 13 (2008): 83–99. http://dx.doi.org/10.1177/016146810811001308.

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50

Matthews, Nathan. "Māori cultural citizenship education." set: Research Information for Teachers, no. 3 (December 1, 2016): 10–14. http://dx.doi.org/10.18296/set.0051.

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