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Relevant bibliographies by topics / Civic education

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Academic literature on the topic 'Civic education'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 2025

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Journal articles on the topic "Civic education"

1

Blevins, Brooke, Karon LeCompte, and Sunny Wells. "Innovations in Civic Education: Developing Civic Agency Through Action Civics." Theory & Research in Social Education 44, no. 3 (2016): 344–84. http://dx.doi.org/10.1080/00933104.2016.1203853.

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BRAY, BERNARD L., and LARRY W. CHAPPELL. "Civic Theater for Civic Education." Journal of Political Science Education 1, no. 1 (2005): 83–108. http://dx.doi.org/10.1080/15512160590907630.

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Downs, Donald A. "Civic Education versus Civic Engagement." Academic Questions 25, no. 3 (2012): 343–47. http://dx.doi.org/10.1007/s12129-012-9302-y.

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Filonov, G. N. "Civic Education." Russian Education & Society 42, no. 10 (2000): 34–45. http://dx.doi.org/10.2753/res1060-9393421034.

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Dudley, Robert L., and Alan R. Gitelson. "Civic Education, Civic Engagement, and Youth Civic Development." Political Science and Politics 36, no. 02 (2003): 263–67. http://dx.doi.org/10.1017/s1049096503002191.

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Maiello, Carmine, Fritz Oser, and Horst Biedermann. "Civic Knowledge, Civic Skills and Civic Engagement." European Educational Research Journal 2, no. 3 (2003): 384–95. http://dx.doi.org/10.2304/eerj.2003.2.3.5.

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In this article the authors suggest that civic skills and civic knowledge are key components of the political information perception process and try to determine the differential effects of these variables on civic engagement. Starting from a model proposed by Torney-Purta, Lehmann, Oswald & Schulz, they developed an alternative model to explain the likelihood to vote in the International Association for the Evaluation of Educational Achievement Civic Education Study Standard Population of 14 year-olds tested in 1999. Results indicate that home environment and school-related factors predict civic knowledge and skills equally well. However, the direct effects of civic knowledge on likelihood to vote appear to be stronger than the corresponding effects of civic skills in 23 out of 28 countries. The evaluation of total effects highlights the meaning of an open classroom climate for discussion with reference to the likelihood to vote.

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Privodnova, Ekaterina Vladimirovna, and Vladimir Ivanovich Kuptsov. "The history of civic education in Russia." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2015): 59–69. http://dx.doi.org/10.51314/2073-2635-2015-4-59-69.

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The future of Russian society largely depends on what civic ideals, know-ledge, social beliefs will be guided by the younger generation in his life. Without full civic education it is impossible to build a civil society. Russia is particularly in need of modern educated, moral, enterprising people, the ability to make correct decisions in different situations, have a sense of responsibility for the fate of the country, to be full members of civil society. Appeal to the genesis of domestic experience of civic education appears therefore as one of the essential conditions for the effective construction of civil society in Russia.

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Smith, Robert M. "Adult Civic Education." Journal of Higher Education 63, no. 2 (1992): 238–40. http://dx.doi.org/10.1080/00221546.1992.11778360.

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Smith, Robert M., and David L. Boggs. "Adult Civic Education." Journal of Higher Education 63, no. 2 (1992): 238. http://dx.doi.org/10.2307/1982170.

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Wright, Ian. "Civic Education is Values Education." Social Studies 84, no. 4 (1993): 149–52. http://dx.doi.org/10.1080/00377996.1993.9958362.

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Dissertations / Theses on the topic "Civic education"

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Comber, Melissa Kovacs. "Civic skills and civic education an empirical assessment /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2418.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Public Affairs. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Meier, Lori T. "Episode 7: Civic Competence for Young Learners." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.

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In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.<br>https://dc.etsu.edu/social-studies-education-oer/1006/thumbnail.jpg

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Wiens, John Richard. "Hannah Arendt and education, educational leadership and civic humanism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0028/NQ51936.pdf.

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Walkuski, Christy B. "Civic Narratives: Exploring the Civic Identity of Community College Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1488979292765753.

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Huuskonen, S. (Susanna). "Teachers as civic actors: narratives on civic activity experiences." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201303121097.

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This thesis researches teachers as civic actors. The thesis begins with defining civic activity with the help of related terms. Next civic education is discussed first from a historical perspective and then in today’s context. The roles of socialization and schools in civic education will be contemplated in order to situate the teacher as a civic actor to a surrounding context. Teachers as civic actors are then studied from the critical pedagogy point of view and lastly from a practical perspective. In the end of the theoretical part civic activity’s role in teacher education is discussed and two examples of previous studies on teachers as civic actors are presented. The aim of the research is to study the characteristics of teachers as civic actors both from the theoretical point of view and through empirical research. The methodological choice is analysis of narratives and as data there are narratives written by teachers who have been active during their studies. It can be concluded that teachers who are civic actors promote civic activity through being a role model to their students and other people around them. These teachers are, as Giroux would define, transformative intellectuals, who are critical thinkers and active agents of change. They believe in themselves, want to influence decision-making and voice their opinions in wide societal debate. Teachers as civic actors emphasize action through their example, and encourage their students to participate as well. In practice they accomplish this by creating opportunities for being active by introducing or generating arenas for influencing. Open discussion is another important tool; these teachers inspire their students to think critically and use their voice by hosting debates and using real life references that the students can relate to. Both the theoretical and the empirical part demonstrate that civic activity is important for the growth of teachers as civic actors. The civic activity experiences of the participants have transformed them as people, but also as teachers and organizational experts. They narrate that they undeniably are better teachers today because of being active and argue that the skills they acquired through organizational activities are in use every day as teachers as well. Today civic activity still has only a tiny role in teacher education even though it should prepare teachers that will raise children and youth to become future-oriented active citizens. Based on the theory and the findings of the research it can be concluded that teacher education should have a bigger effect on the future teachers in regards to being active. Teacher education should provide for the needs of future generations by ensuring that future teachers are well equipped civic actors. Teacher students need to be introduced to various arenas of influencing in and outside the faculty by their teacher educators. More importantly, they need to be encouraged to participate in action, think critically, and have belief in their ability to influence. Today’s active teacher students are tomorrow’s teachers as civic actors<br>Tämän tutkielman aiheena ovat opettajat kansalaistoimijoina. Tutkimus alkaa kansalaisvaikuttamisen määrittelemisellä lähikäsitteiden avulla. Seuraavaksi tarkastellaan kasvatusta aktiiviseen kansalaisuuteen ensin historiallisesta ja sen jälkeen nykypäivän näkökulmasta. Sosiaalistamisen ja koulujen roolia aktiiviseen kansalaisuuteen kasvattamisessa pohditaan, jotta saadaan käsitys siitä asiayhteydestä, missä opettaja kansalaistoimijana toimii. Sen jälkeen aiheeseen otetaan kriittisen pedagogiikan ja käytännön näkökulmat. Teoreettisen osan lopussa tarkastellaan kansalaisvaikuttamisen roolia opettajankoulutuksessa ja esitellään kaksi esimerkkiä aikaisemmista tutkimuksista. Tutkielman tavoitteena on tarkastella sekä teorian että empirian avulla, mitä ominaisuuksia on opettajilla, jotka ovat kansalaisvaikuttajia. Tutkimusmenetelmänä on narratiivinen analyysi ja aineistona sellaisten opettajien narratiiveja, jotka ovat olleet aktiivisia kansalaisvaikuttajia opintojensa aikana. Yhteenvetona voi sanoa, että opettajat, jotka ovat kansalaisvaikuttajia, innostavat esimerkkinsä kautta oppilaitaan ja muita ihmisiä ympärillään kansalaisvaikuttamiseen. Nämä opettajat ovat, kuten Giroux kuvaa, transformatiivisia intellektuelleja, jotka ajattelevat kriittisesti ja ovat aktiivisia muutoksen edustajia. Opettajat, jotka ovat kansalaisvaikuttajia korostavat käytännön toiminnan merkitystä ja kannustavat oppilaitaan osallistumaan. Käytännössä he luovat mahdollisuuksia aktiivisuudelle esittelemällä ja järjestämällä erilaisia vaikuttamisen kanavia. Avoin keskustelu on myös tärkeä työkalu; nämä opettajat inspiroivat oppilaitaan järjestämiensä väittelyiden avulla ajattelemaan kriittisesti ja ilmaisemaan mielipiteitään. Sekä teoreettinen, että empiirinen osa tutkielmaa osoittavat, että kansalaisvaikuttaminen on tärkeä osa kasvussa aktiivisuutta kannustavaksi opettajaksi. Osallistujien kansalaisvaikuttamiskokemukset ovat muokanneet heitä ihmisinä, mutta myös opettajina ja järjestötoimijoina. He kertovat olevansa epäilemättä parempia opettajia nyt aktiivisuutensa takia. He perustelevat, että ne taidot mitä he oppivat kansalaisvaikuttamisen kautta ovat olleet hyödyksi opettajan ammatissa. Nykyään kansalaisvaikuttamiselle on vain pieni rooli opettajankoulutuksessa, vaikka sen kuuluisi kouluttaa opettajia, jotka kasvattavat tulevaisuuden aktiivisia kansalaisia. Teorian ja tutkielman tulosten perusteella voi todeta, että opettajankoulutuksella pitäisi olla suurempi osa tulevaisuuden kansalaisvaikuttajien valmentamisessa. Opettajankoulutuksen tulisi esitellä erilaisia vaikuttamisen mahdollisuuksia ja kanavia opiskelijoille tiedekunnan sisällä ja sen ulkopuolella. Tärkeintä olisi, että opettajaopiskelijoita kannustetaan osallistumiseen ja kriittiseen ajatteluun ja saadaan heidät uskomaan, että he pystyvät vaikuttamaan. Tämän hetken aktiiviset opettajaopiskelijat ovat tulevaisuuden kansalaisvaikuttajia

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Stockden, Eric W. A. "Democracy, civic virtue and liberal education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0032/NQ38509.pdf.

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Ravert, Brian P. "Protecting America Through Better Civic Education." Thesis, Monterey California. Naval Postgraduate School, 2013. http://hdl.handle.net/10945/37698.

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CHDS State/Local<br>How does civic education affect homeland security? A civic education curriculum that provides for the foundations of our youths individual and collective identity may significantly contribute to the preservation of our democracy and enhance homeland security. Through a civic education, students can enhance their grasp of the concepts of our American representative democracy and learn the tenets of good citizenship, critical thinking, and the ability to self-govern. Presidential Directive Number Eight (8) clearly indicates the need for national preparedness using a whole of nation approach. The plan requires robust citizen engagement. To have an informed engaged citizenry and for a democracy to thrive, the populace must be educated. But there is no guidance or mention of the education of American youth or how such education may play a role in achieving the goals of national preparedness. The National Assessment of Educational Progress (NAEP) reported in 2010 that only 27 percent of the nations fourth-grade students were proficient in civics. Only 22 percent and 24 percent of eighth-grade and twelfth-grade students, respectively, were proficient in the area. Civic education must provide youth with a personal and collective identity.

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Chiang, Pui-yee, and 蔣佩儀. "The role of civic education in strengthening civic identity among HongKong adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27724074.

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MAN, Kit. "Citizenship education in post-1997 Hong Kong : civic education or nationalistic education?" Digital Commons @ Lingnan University, 2013. https://commons.ln.edu.hk/soc_etd/35.

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This study investigates citizenship education policy under the “One Country, Two Systems” model in Hong Kong. A number of studies have analyzed the Hong Kong-China national unification from the political, legal, economic, socio-cultural perspectives. This study approaches Hong Kong-China integration from the hotly contested issue of nationalistic education, attempted to be implemented by the Hong Kong government in the official school curriculum. I use as my data sources official documents issued by government agencies including the Chief Executive’s annual Policy Address, an internal report of the Commission on Strategic Development, and curriculum guides of the Curriculum Development Council to tease out the citizenship qualities desired by the Hong Kong government for the younger generation. Historians and social scientists distinguish between civic and ethnic types of citizenship or nationalism. While the civic model is often perceived as intrinsically liberal, voluntarist, universalist and inclusive, its ethnic “blood-and-soil” counterpart is usually associated with illiberal, authoritarian, ascriptive, particularist and excusive connotations. The widely discussed civic/ethnic dichotomy in citizenship and nationalism literature is used as the analytical framework to examine elements proposed by the government in its citizenship education documents. My research points out that the citizenship education policy in post-1997 Hong Kong under the dual process of state and national building is a hybridization of the civic/ethnic conceptions, in which the ethnic components dominate over the civic ones. I further argue that the “One Country, Two Systems” model is about the struggle between the civic and ethnic conceptions of citizenship rather than capitalism and communism. I also discuss the implications of the government’s pro-ethnic conception of citizenship education on political culture and rights of ethnic minority in Hong Kong, and the implication on the literature of sociology of citizenship.

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van, den Berg Ryan James. "Canadian civic education, deliberative democracy, and dissent." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59094.

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This thesis develops two normative standards for the evaluation of secondary-level Canadian civic education curricula, and evaluates British Columbia (B.C.)’s Civic Studies 11 and Ontario’s Civics (Politics) curricula accordingly. Both standards are concerned with the models of democracy that inform each curriculum and, more specifically, how these models open or close curricular spaces to prepare students to dissent in civic and political life. These standards are also sensitive to policymakers’ desire to increase Canadian youths’ civic engagement. Chapter One outlines the author’s agonist and semi-archic theoretical framework, positionality, research questions, and literature review. Chapter Two employs qualitative thematic analysis and determines that deliberative models of democracy inform both curricula. Chapters Three and Four use philosophical inquiry to develop normative evaluative standards based on critiques of deliberative democracy. Chapter Three makes the case that civics curricula should teach dissent as a positive right. Chapter Four argues that curricula should give critical attention to the passionate demands of civic life, especially as civic and political passions prepare students to exercise dissent. Chapter Five applies these standards to B.C.’s and Ontario’s civics curricula, and offers concluding thoughts.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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Books on the topic "Civic education"

1

Hirst, Terry. Civic education. Mazingira Institute, 1999.

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Peterson, Andrew. Civic Republicanism and Civic Education. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306752.

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Adult civic education. C.C. Thomas, 1991.

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Civic republicanism and civic education: The education of citizens. Palgrave Macmillan, 2011.

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Ransungule, Michelo. Civic education or human rights education? WFC, 1999.

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Takis, Poulakos, and Depew David J. 1942-, eds. Isocrates and civic education. University of Texas Press, 2004.

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Olson, Gary A., and Lynn Worsham, eds. Education as Civic Engagement. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137021052.

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National Cohesion and Constitutional Affairs Kenya. Ministry of Justice. Curriculum for civic education. Ministry of Justice National Cohesion and Constitutional Affairs, 2012.

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Some glimpses of civic education. Sabita Gautam, 2003.

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Branson, Margaret Stimmann. The role of civic education. Communitarian Network, 1998.

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Book chapters on the topic "Civic education"

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Resnick, David. "Civic Education." In Representing Education in Film. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59929-2_7.

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Lange, Dirk. "Civil Society and Civic Education." In International Encyclopedia of Civil Society. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99675-2_135-1.

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Franco, Raquel Campos, Lili Wang, Pauric O’Rourke, et al. "Civil Society and Civic Education." In International Encyclopedia of Civil Society. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-93996-4_135.

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Chapman, Amy L. "Introduction: Reclaiming Civic Education." In Palgrave Studies in Educational Media. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_1.

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AbstractOne of the original purposes of schools in the United States was to prepare students to inherit democracy (Mann, An oration, delivered before the authorities of the City of Boston, July 4, 1842. WB Fowle and N. Capen, 1842; Krutka, 2014). Given the trends in youth civic participation over the last few decades, civic education is not effectively working to support this goal. Research has shown effective civic education practices (e.g., participatory pedagogies, an open classroom climate, service learning), but little civic education follows these suggestions (Torney-Purta et al., Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. IEA Secretariat, 2001). Further, most teachers report not having sufficient time, preparation, or resources to teach civics effectively (Hahn, Challenges to civic education in the United States. In J. Torney-Purta, J. Schwille, & J. A. Amadeo (Eds.), Civic education across countries: Twenty-four national case studies from the IEA civic education project (pp. 583–607). IEA Secretariat, 1999). Social media could provide a way for teachers to deepen their teaching of civics by making it more accessible and more relevant, and by having students engage in civic participation in real time.

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Jackson, Liz. "Rethinking civic education." In Questioning Allegiance. Routledge, 2019. http://dx.doi.org/10.4324/9780429435492-9.

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Peterson, Andrew. "Civic Virtue." In Civic Republicanism and Civic Education. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306752_5.

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Peterson, Andrew. "A Civic Republican Theory of Civic Education?" In Civic Republicanism and Civic Education. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306752_8.

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Finley, Ashley, Linda Major, and Nancy Mitchell. "Civic Engagement." In Further Wellness Issues for Higher Education. Routledge, 2016. http://dx.doi.org/10.4324/9781315657271-11.

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Peterson, Andrew. "The Expression of Civic Republicanism in Civic Education." In Civic Republicanism and Civic Education. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306752_7.

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Neufeld, Blain, and Gordon Davis. "Civic Respect, Civic Education, and the Family." In Toleration, Respect and Recognition in Education. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444391589.ch7.

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Conference papers on the topic "Civic education"

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Susanto, Erwin, and Nadya Putri Saylendra. "Civic Education as Empowerment of Civic Activism." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.4.

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Komalasari, Kokom. "Living Values Education in Civic Education Learning to Develop Students’ Civic Disposition." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.27.

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Nurdin, Encep Syarief, and Asep Dahliyana. "Civic Education as Patriotism Education in Indonesia." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007099604270431.

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Alrakhman, Riza, Dasim Budimansyah, and Sapriya Sapriya. "Distant Education: Online Learning for Civic Education." In Annual Civic Education Conference (ACEC 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.070.

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Sulkipani, Umi Chotimah, and Emil El Faisal. "Contextual Learning in Civic Education." In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.094.

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Cherepanova, Ekaterina Sergeevna. "GERMAN VERSION OF CIVIC EDUCATION." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-57.

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Halimi, Muhammad. "Religion, Beliefs, and Civic Education." In 2nd Annual Civic Education Conference (ACEC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.090.

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Camellia, Kurnisar, and Novemy Dhita S. Aulia. "Problem-Based Civic Education Textbook." In International Conference on Progressive Education (ICOPE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.140.

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Гаязов, Альфис, and Внера Вагилова. "CIVIC EDUCATION IN MODERN CONDITIONS." In Международная национальная научно-практическая конференция "Педагогическая наука и педагогическое образование в классическом университете (с проведением школы молодого педагога в классическом вузе)". Baskir State University, 2021. http://dx.doi.org/10.33184/pnpoku-2021-11-26.4.

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Adawiah, Rabiatul. "Pancasila and Civic Education Teacher Organization Role in Improving Professionality of Civic Education Teachers." In 2nd Annual Civic Education Conference (ACEC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.079.

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Reports on the topic "Civic education"

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Dee, Thomas. Are There Civic Returns to Education? National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w9588.

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Carr, Jane. Re-engaging Individual Capacities in Service of Civic Capacity: A Model of Holistic Civic Engagement Education for the University. Portland State University Library, 2020. http://dx.doi.org/10.15760/etd.7326.

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Kwauk, Christina. Transforming Education for Climate Action: Report to Commonwealth Ministers of Education. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4068.

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The climate crisis presents an unprecedented global challenge, which can also be an opportunity for Commonwealth ministers of education to demonstrate what science-driven, justice-centred, and civic-minded climate leadership can do to help put small island developing states and climate-vulnerable countries on a path to climate resilience and climate justice. This report provides a road map for how ministers of education can climate-proof education systems, implement a green learning agenda that builds skills for blue and green economies, and promote education for climate action through policy development, resource allocation and effective implementation. The recommendations also focus on the important issues of quality, equity and justice.

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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.

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Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.

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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.

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Haertel, Kateryna. ECMI Minorities Blog. Ukraine’s National Minorities Trapped by the War: The Cases of Ethnic Romanians and Hungarians. European Centre for Minority Issues, 2022. http://dx.doi.org/10.53779/cmxx5297.

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In this blog entry, the author continues looking into the effects of the war against Ukraine on its minority communities, by highlighting the cases of two minorities with traditional residence areas in the western part of the country - ethnic Romanians and Hungarians. The author concludes that both minorities, either through the engagement of their civil society, religious, and educational institutions or individuals, have become a well-integrated part of an overall civil society architecture in western Ukraine emerging during the war. Moreover, all-Ukrainian civic identity features prominently in relation to both communities.

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Robinson, Kimberly. Protecting Education as a Civil Right: Remedying Racial Discrimination and Ensuring a High-Quality Education. Learning Policy Institute, 2021. http://dx.doi.org/10.54300/407.455.

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.

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