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Journal articles on the topic 'Education for Democratic Citizenship Project'

Author: Grafiati

Published: 25 July 2024

Last updated: 31 July 2025

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1

Kim, Woo-Chul. "Exploration of Ways to Revitalize Democratic Citizenship Education in schools using the IB MYP Community Project." Regional Entrepreneurship Education Research Center 7, no. 1 (2025): 327–54. https://doi.org/10.23108/decrc.2025.7.1.327.

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Purpose: The purpose of this study was to discuss the possibilities and challenges of effective school democratic citizenship education by identifying the concept and implementation examples of MYP's Community Project (CP). Method: The correlation between democratic citizenship education and CP, and the CP operation process were analyzed according to the content analysis method and case study method. Results: CP was operated around the three stages of 'Investigating', 'Planning' and 'Taking action' such as goal setting, plan establishment, and concrete action. The purpose and strategy of CP wa

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Shin, Kyung Hee. "A Study on Democratic Citizenship Education in the 2022 Revision Curriculum in Social Studies." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (2022): 439–60. http://dx.doi.org/10.22251/jlcci.2022.22.15.439.

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Objectives The purpose of this study is to explore ways to revitalize democratic citizenship education emphasized in the general outline of the 2022 revised curriculum. To this end, the meaning, domain, and principle of democratic citizenship education were examined, and concrete practice cases were presented through the reorganization of the integrated social curriculum in the Department of Social Studies. Methods The concept, domain, and principle of democratic citizenship education, the goals and content elements of democratic citizenship education in the social studies curriculum, an

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Eun-Joo Chang. "Education for Democratic Citizenship as a Formative Project: The Basic Orientation and Focus of Education for Democratic Citizenship in South Korea." 한국학논집 ll, no. 67 (2017): 7–36. http://dx.doi.org/10.18399/actako.2017..67.001.

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Veloso, Letícia. "Private early childhood education and the democratic imagination: Projects, and paradoxes." Horizontes Antropológicos 23, no. 49 (2017): 311–37. http://dx.doi.org/10.1590/s0104-71832017000300012.

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Abstract: Based on ethnographic research in one private elite preschool in Rio de Janeiro in 2002 that sought to imprint citizenship notions on young children, this article discusses the relationship between educational practice, early childhood education, and the meanings, possibilities, and limitations of a critical and democratic pedagogy. I begin with a description of the school and its discourses of citizenship education. Next, I showhow the everyday practices through which children learned to become citizens through the production of a “citizenship habitus” focused on the importance of p

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Hasani, Luljeta, and Fatos Hasani. "The Impact of the Pandemic on the Quality of Education in our Country." Interdisciplinary Journal of Research and Development 9, no. 4. S2 (2022): 92. http://dx.doi.org/10.56345/ijrdv9n4s214.

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The outbreak of the pandemic, in the framework of isolation measures, and in the context of preserving health and life, had its negative impact on the field of education in our country. The pace of pandemic spread led the experts to decide on making education at all levels shift to the application of online methods. The application of teaching in the online format according to the studies of analysts and professionals of the field, has left the system 10 years behind, and there are many reasons why. Faced with such a situation, the Albanian government, like all governments of other countries,

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Boontinand, Vachararutai, and Sriprapha Petcharamesree. "Civic/citizenship learning and the challenges for democracy in Thailand." Education, Citizenship and Social Justice 13, no. 1 (2017): 36–50. http://dx.doi.org/10.1177/1746197917699413.

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After nearly a decade of political polarization and deepening conflicts, Thailand is embarking on yet another cycle of reform and democratization project. While one of the proposed reform and democratizing strategies is to strengthen civic education curriculum and value inculcation, there has been a limited critical understanding on how schools—as important sites for political and cultural socialization—play a role in contributing toward or hindering the construction of citizens for a democracy. This qualitative study examines citizenship learning that takes place through school routines, syst

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Pererva, Yulia. ""Learning and living democracy for all". Council of Europe Programme promoting Citizenship and Human Rights Education." CADMO, no. 1 (June 2009): 47–54. http://dx.doi.org/10.3280/cad2009-001007.

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- Since 1997, the Council of Europe has supported a Project on Education for Democratic Citizenship and Human Rights (EDC/HRE) with the aim of complimenting its treaty related activities in the fields of Human and Social Rights. The article presents the programmes and the initiatives supported and developed by the Council of Europe both at an international and at the national levels as well as the most important adopted texts and publications. It outlines the principles on which partnership and networking are built by the Council of Europe in close cooperation with member states and other regi

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Sari, Herdian Tria Wulan, Dini Andreswari Prianbudi, Ade Irfan Maulana, Irawan Hadi Wiranata, and Hamidah Ulfa Fauziah. "Implementasi Pendidikan Kewarganegaraan Dan Citizenship Education Longitudinal Study (CELS) Dalam Pembentukan Warga Negara Demokratis." Jurnal Pendidikan Kewarganegaraan dan Politik 3, no. 1 (2025): 95–101. https://doi.org/10.61476/5y1g5a32.

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Civic Education in Indonesia plays a strategic role in shaping democratic, active, and responsible citizens. This study focuses on the implementation of Civic Education in the Merdeka Curriculum and conceptually compares it with findings from the Citizenship Education Longitudinal Study (CELS). Using a qualitative descriptive method with a literature review approach, the study analyzes key sources on civic education and recent curriculum documents. The findings reveal that the Merdeka Curriculum integrates democratic values and human rights through project-based learning, the reinforcement of

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Setiono, Panut, and Yuli Amaliyah. "Tinjauan Desain Pengembangan E-Modul Interaktif Project Citizen: Inovasi Peningkatan Keterampilan di Era 4.0." Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar 17, no. 1 (2024): 75–84. http://dx.doi.org/10.33369/pgsd.17.1.75-84.

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Learning materials that may bridge the understanding of intelligent and good citizenship in a global context are necessary for the majority of generation Z students enrolled in the University of Bengkulu's Elementary School Pre-Service Teacher Education program. Students who take the Global Perspective course are prepared to be globally aware and ready to adjust to the changing global landscape. The study employs a methodical Dick, Carey & Carey development model, which entails procedures such as learning objective identification, learning analysis, student characteristic analysis, formula

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Print, Murray. "Political socialization in a failed democracy: Civic education in Thailand." PCS – Politics, Culture and Socialization 8, no. 1+2-2017 (2020): 81–94. http://dx.doi.org/10.3224/pcs.v8i1-2.04.

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In 1932 Thailand became a constitutional democracy with a traditional monarchy. Since then the country has experienced twelve ‘successful’ military coups d’ etat to make it one of the most coup prone nations in the world and an unstable democracy. This paper analyses an opportunity for schools in Thailand to contribute significantly to the political socialization of young Thais as a means to address the persistent failure of the country’s democratic procedures. Non-school factors, such as authoritarian family characteristics, may negate school attempts to instill democratic behavior. Although

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Bustamante-Bohórquez, Borys, Fernando Aranguren-Díaz, and Maryori Chacón. "Towards a democratic education of the look." Comunicar 16, no. 31 (2008): 41–49. http://dx.doi.org/10.3916/c31-2008-01-005.

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This article is based on the research project titled «Pedagogical uses of a quality television for child and youth audiences», by an inter-institutional agreement between the National Commission of Television and the District University «Francisco José de Caldas» of Bogota, Colombia. Its goal is to study the look in our socio-cultural life to promote a critical education of the audiovisual area, starting from pedagogical proposals which entail citizenship. Este trabajo, basado en el proyecto de investigación «Usos pedagógicos de una televisión de calidad para audiencias infantiles y juveniles»

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Wolhuter, Charl, Jan Germen Janmaat, Johannes (Hannes) L. van der Walt, and Ferdinand J. Potgieter. "The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives." South African Journal of Education 40, Supplement 2 (2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1782.

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In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools c

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Lobzhanidze, Sofiko, Giorgi Urchukhishvili, and Marika Sikharulidze. "DIGITAL CITIZENSHIP IN GEORGIAN’S TEACHERS, STUDENTS AND PARENTS." Problems of Education in the 21st Century 81, no. 5 (2023): 667–86. http://dx.doi.org/10.33225/pec/23.81.667.

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The Council of Europe’s (CoE) model on Digital Citizenship Education (DCE) has at its basis the ‘Competencies of Democratic Culture’ model, which considers being an active and responsible citizen and implies the development of a set of lifelong competencies both online and offline at various levels, as well. Taking the ‘Competencies of Democratic Culture’ the CoE experts elaborated on the DCE domains, which are the appropriate way to develop democratic culture competences in the digital environment. Georgia, as a member country, signed the agreement on DCE to be applied at the K-12 curriculum

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GULLNER, BARBARA, OLGA TSARYK, URSULA MAURIČ, and NATALIYA YASHCHYK. "THEORETICAL FUNDAMENTALS OF CITIZENSHIP EDUCATION INTRODUCTION IN UKRAINE AND AUSTRIA." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (2021): 195–204. http://dx.doi.org/10.25128/2415-3605.21.2.25.

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In the context of globalization citizenship education issues are re-emerging in the international scope, including the discussion of the citizenship education concept and the role and goal formulations of citizenship education. The problem of political education has recently become increasingly important. For example, against the background of difficult political events in Ukraine over the past two decades, it becomes clear that maintaining and developing democracy requires critical citizens of society who understand the prospects of a democratic system for the country. In order to understand

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KENNERLEY, CATI MARSH. "Cultural Negotiations: Puerto Rican Intellectuals in a State-Sponsored Community Education Project, 1948–1968." Harvard Educational Review 73, no. 3 (2003): 416–48. http://dx.doi.org/10.17763/haer.73.3.e3851519q4m80842.

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The Estado Libre Asociado de Puerto Rico (autonomous commonwealth), established in 1952, redefined the political relationship between the United States and its colony. The ambiguous political status — autonomy without sovereignty, self-government without self-determination—created new social, political, and cultural contradictions. The island's first elected governor, Luis Muñoz Marín, was committed to promoting an essentialized Puerto Rican culture centered around the idealization of traditional rural life, while simultaneously creating a new democratic citizenship, both of which would bolste

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Прутченков, A. Prutchenkov, Болотина, Tatyana Bolotina, Павлова, and S. Pavlova. "Teacher Training in EDC/HRE: How to Develop Students’ Ability to Assess Information from Media and Social Networks." Profession-Oriented School 3, no. 3 (2015): 42–50. http://dx.doi.org/10.12737/11749.

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This article shows the main benefits of information and communication technologies (ICT)and introduces draft ICT classes developed during the pilot project of the Council of Europe “Training teachers to develop students’ ability to evaluate information in the media and social networks” within the program “Education for Democratic Citizenship and Human Rights”.

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Yulita, Leticia. "Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy." Language Teaching Research 22, no. 5 (2017): 499–516. http://dx.doi.org/10.1177/1362168817718579.

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This article reports on a pedagogical intervention in foreign language teaching in higher education. It analizes the competences developed by Argentinian and UK-based students as they used Skype to design a leaflet that addressed a real world issue: the Argentinian military dictatorship and its manipulation of the 1978 Football World Cup. The data consists of students’ discussions of this highly disturbing human rights issue. A first level of analysis focused on identifying evidence of competences using the Council of Europe’s conceptual model of ‘competences for democratic culture’ (2016). In

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Abduganisovna, Rustambekova Nigora. "Theoretical and Methodological Foundations of Socially Active Citizenship Competence." American Journal Of Social Sciences And Humanity Research 5, no. 5 (2025): 75–77. https://doi.org/10.37547/ajsshr/volume05issue05-15.

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This article explores the theoretical and methodological foundations of socially active citizenship competence in the context of modern education. It defines the key components of this competence—including civic knowledge, skills, values, and behavior—and examines various theoretical frameworks such as constructivism, critical pedagogy, and civic republicanism that support its development. Methodological approaches, including experiential learning, project-based learning, and digital citizenship, are discussed as effective tools to foster engagement and responsibility among learners. The paper

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Deceur, Evelyne, Griet Roets, Kris Rutten, and Maria De Bie. "Shaping a ‘pedagogy of interruption’: Theorizing the role of educational agents in democratic education in urban contexts." European Journal of Cultural Studies 23, no. 4 (2018): 515–30. http://dx.doi.org/10.1177/1367549418786410.

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This article theorises the role of educational agents in democratic education in urban contexts by engaging in the discussion about the relationship between citizenship, democracy and education. Therefore, we confront Gert Biesta’s conceptualisation of a ‘pedagogy of interruption’ with the empirical insights that emerge from a qualitative research project on democratic education in a particular urban context in Ghent (Belgium). We elaborate on the historical developments and origins of the educational practices and interventions in this urban context and reveal three contemporary educational s

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Simó-Gil, Núria, Antoni Tort-Bardolet, Montse Barniol, and Teresa Pietx. "Learning democracy in a new secondary school." Power and Education 10, no. 2 (2018): 166–80. http://dx.doi.org/10.1177/1757743818756912.

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This article presents, first, the theoretical framework developed in a three-year research project that was designed to enable the authors to analyse the characteristics and quality of democracy in 10 centres (five primary schools for children aged from 3 to 12 and five secondary schools for children aged from 12 to 16). Second, students and teachers of one of the participating schools in the region of Barcelona explained their experience of participation as a way of living democratic citizenship education. Last, the article analyses what the authors have learned from this secondary school, as

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FORRESTER, KEITH. "Leaving the academic towers: the Council of Europe and the Education for Democratic Citizenship Project." International Journal of Lifelong Education 22, no. 3 (2003): 221–34. http://dx.doi.org/10.1080/02601370304840.

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McLaren, Peter, and Emiliano Bosio. "Revolutionary critical pedagogy and critical global citizenship education: A conversation with Peter McLaren." Citizenship Teaching & Learning 17, no. 2 (2022): 165–81. http://dx.doi.org/10.1386/ctl_00089_1.

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This article presents a remarkable conversation on revolutionary critical pedagogy and critical global citizenship education between Peter McLaren, one of the leading scholars of contemporary critical pedagogy, and Emiliano Bosio, guest editor of Citizenship Teaching & Learning. McLaren’s copious work as a distinguished professor in critical studies at the Donna Ford Attallah College of Educational Studies (Chapman University), as co-director and international ambassador for Global Ethics and Social Justice (Paulo Freire Democratic Project), as co-founder of the Instituto McLaren de Pedago

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Vachruddin, Vrisko Putra, Nashrullah Nashrullah, Evi Fatimatur Rusydiyah, and Annisa Marcheli. "Students’ Perceptions of Project Based Learning in Democratic Voice : Interdisciplinary Approach in Citizenship Education and Islamic Religious Education." Jurnal Pendidikan Progresif 14, no. 3 (2024): 1548–59. https://doi.org/10.23960/jpp.v14.i3.2024106.

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Iliichuk, Liubomyra, and Lilia Verezhak. "DEVELOPMENT OF CIVIC COMPETENCIES OF STUDENTS: NEW APPROACHES AND PRACTICES UNDER NUSH." Mountain School of Ukrainian Carpaty, no. 24 (June 1, 2021): 104–7. http://dx.doi.org/10.15330/msuc.2021.24.104-107.

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The article emphasizes that the formation of civic competence of students is one of the key tasks of the New Ukrainian School. The need to form a citizen of Ukraine, for whom a democratic civil society is a center for the disclosure of his abilities and capabilities, the satisfaction of personal and public interests, is emphasized. An analysis of modern approaches to the formation of civic competence of students, in particular through the introduction of education fordemocratic citizenship (EDC) and human rights education (HRE) in the educational process of GSEI. It is noted that this is a new

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Sultana, Nayyar, Aleena Chaudhry, and Amna Afzal. "A Phenomenological Analysis of Social Studies Students' Lived Experiences Teachers: Building Concepts of Democratic Citizenship and Education." Journal of Education and Social Studies 5, no. 1 (2024): 92–100. http://dx.doi.org/10.52223/jess.2024.5109.

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The purpose of the study was to explore how social studies teachers conceptualised democracy, developed ideas about democratic citizenship and implemented their perspectives and experiences into teaching. The study used a phenomenological approach to qualitative research design. Total 528 students and 50 teachers were selected using a purposive sampling method with data analysed by Moustakas’s transcendental approach. The participants conceptualised democracy as a political system, civic participation and influence of government decision-making. They developed ideas about democratic citizenshi

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Blevins, Brooke, Michelle Bauml, Nate Scholten, Victoria Davis Smith, Karon N. LeCompte, and Kevin Russel Magill. "Using inquiry to promote democratic citizenship among young adolescents during summer civics camps." Citizenship Teaching & Learning 15, no. 3 (2020): 271–95. http://dx.doi.org/10.1386/ctl_00035_1.

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The purpose of this study was to examine how participation in small-group inquiry projects at a summer civics camp contributed to middle schoolers’ beliefs about themselves as citizens and influenced their general and individual conceptions of citizenship. Using an action civics model for their projects, participants worked in small groups to identify an issue in their community, study its root causes and propose solutions. This study utilized a convergent mixed-methods approach involving the collection of both pre- and post-surveys and qualitative data (exit tickets, advocacy projects and sem

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Bickmore, Kathy, Yomna Awad, and Angelica Radjenovic. "Voices of Canadian and Mexican youth surrounded by violence: Learning experiences for peace-building citizenship." Research in Comparative and International Education 12, no. 1 (2017): 26–45. http://dx.doi.org/10.1177/1745499917699046.

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How do young people living in high-violence contexts express a sense of democratic agency and hope, and/or frustration and hopelessness, for handling various kinds of social and political conflict problems? The management of conflict is a core challenge and purpose of democracy, severely impeded by the isolation and distrust caused by violence. Publicly funded schools can be (but often are not) part of the solution to such challenges (Bickmore, 2014; Davies, 2011). This article is drawn from a larger on-going project probing the (mis)fit between young people’s lived citizenship and conflict ex

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Hegenbart, Sarah. "Meleko Mokgosi's Democratic Intuition : Decolonizing History Paintings as Democratizing Exercise." ASAP/Journal 9, no. 3 (2024): 501–30. https://doi.org/10.1353/asa.2024.a957249.

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ABSTRACT: Meleko Mokgosi's series, Democratic Intuition (2013–2019), is a six-year project consisting mainly of a diversity of paintings and several sculptures, which surface several challenges democracies on a global scene are currently facing. In this article, I argue that Mokgosi does not only work through the challenges contemporary democracies face—such as structural racism ingrained in democratic institutions, unequal access to education, which impedes democratic participation and the exercise of one's citizenship, the (neo)-colonial entanglement between democracy and capitalism and the

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Hassan Warsame, Mr Burhan, Mr Abdinasir Abdullahi Mohamed, and Mr Sharmarke Abdullahi Yusuf. "AN EXPLORATORY STUDY FOR THE ROLE OF CIVIC EDUCATION IN PROMOTING STUDENTS' PUBLIC PARTICIPATION AT UNIVERSITIES (CASE STUDY ON SOMALI NATION UNIVERSITY) MOGADISHU SOMALIA." International Journal of Education Humanities and Social Science 06, no. 05 (2023): 207–19. http://dx.doi.org/10.54922/ijehss.2023.0589.

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This exploratory study investigates the role of civic education in promoting students' public participation at Somali Nation University in Mogadishu, Somalia. The study aims to understand how civic education initiatives enhance students' engagement in public affairs, foster active Citizenship, and nurture democratic values within the university context. By conducting a case study at Somali Nation University, this research examines the effectiveness of civic education programs in developing students' knowledge, skills, and attitudes toward public participation. Utilizing a mixed-methods approac

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Maulana, Muhammad Yunus, and Ajeng Ayu Milanti. "A systematic literature review on civic engagement program through citizenship education." Jurnal Civics: Media Kajian Kewarganegaraan 20, no. 2 (2023): 341–58. http://dx.doi.org/10.21831/jc.v20i2.66024.

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Essentially, project-based learning, currently referred to as a method for citizenship education in higher education, is rooted in the concept of civic engagement, which is the most critical determinant of success in transitioning to adult citizenship. Given the limited involvement of the younger generation in public life, which often remains tokenistic and lacks significant impact on change. With their current capacity, young citizens are considered insufficiently equipped to address the challenges of Indonesia's democratic transition, including the dissemination of disinformation and diminis

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Bulhões, Larissa Figueiredo, Sophia Miranda de Paula Assis, Alberto Borges Valente Neto, Carolina Terruggi Martinez, and Flávia da Silva Ferreira Asbahr. "Formação de grêmios estudantis em escolas municipais: desafios e possibilidades." Revista Ciência em Extensão 14, no. 2 (2018): 97–113. https://doi.org/10.23901/1679-4605.2018v14n2p97-113.

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This work presents the extension project “Formation of student associations in Bauru municipal schools” carried out through a partnership between the Department of Psychology at São Paulo State University "Júlio de Mesquita Filho" (UNESP), Bauru- SP, and the Municipal Secretary of Education of Bauru-SP (SME). The project was carried out with elementary students in sixteen schools of the municipal system. The aim of this project was to equip students with ways to actively exercise their citizenship and construct democratic and participative school management through the implementation of studen

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Nichols, Christopher McKnight. "EDUCATION, EXPEDIENCY, AND DEMOCRATIC DILEMMAS IN WAR TIME: INSIDE THE DEWEY-BOURNE DEBATE." Journal of the Gilded Age and Progressive Era 16, no. 4 (2017): 438–55. http://dx.doi.org/10.1017/s1537781417000329.

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In one of the most significant debates in U.S. intellectual history, John Dewey and Randolph Bourne attempted to redefine the relationship between democracy and war in the midst of World War I. This essay argues that the Dewey-Bourne debate is not just a vital dispute over the United States’ role in the war and the world, but that it also must be seen as a crucial moment for understanding fractures in progressive politics and debates over projects that presume to cultivate an educated citizenry. Focusing on Dewey and Bourne's developing ideas from 1914 through 1918, with an emphasis on concept

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Anditasari, Rizqi Dian, Sutrisno Sutrisno, Khoirunnisa Nabila Nur’aini, and Andella Aristyowati. "Actualization of Civic Literacy in the Learning of Citizenship in High School." International Journal of Educational Qualitative Quantitative Research 2, no. 1 (2023): 7–11. http://dx.doi.org/10.58418/ijeqqr.v2i1.36.

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Citizenship literacy is an essential thing in shaping the character of students. The low literacy of students regarding civic literacy will have a significant impact and cause various national problems. This study aims to determine the actualization of civic literacy in the learning process of citizenship education in schools. Qualitative research methods with a case study approach. Data collection techniques with observational interviews, notes, and documentation as the primary source of information. The research was conducted at SMA N 1 Babatan, Ponorogo, Indonesia. The results of this study

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Fadhila Az Zahra and Dea Nabila. "Pendidikan Demokrasi Sebagai Alat Penguat Kebhinekaan Dan Toleransi Di Sekolah." JURNAL ILMIAH PENELITIAN MAHASISWA 2, no. 4 (2024): 157–68. http://dx.doi.org/10.61722/jipm.v2i4.259.

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Democratic education is an important element in forming a just and inclusive society, especially in a country with high diversity like Indonesia. This research aims to explore the role of democratic education in strengthening diversity and tolerance in schools. The research method used is a qualitative approach with a focus on case studies in several junior high schools in Indonesia. The research results show that although democracy education has been integrated into the curriculum through Citizenship Education (PKN) subjects, its implementation is often still theoretical and does not facilita

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Nuzzaci, Antonella, Andrea Natalini, and Paola Rizzi. "Democracy between Spaces of Citizenship and Civic Competences: Two Explorations with Privileged Witnesses in Italian Context." Politeja 19, no. 1(76) (2022): 147–56. http://dx.doi.org/10.12797/politeja.19.2022.76.08.

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The contribution analyses the results of two surveys carried out by the Italian team within the international project #ShareEU – Shaping of the European Citizenship in the Post-Totalitarian Societies. Reflections after 15 Years of EU Enlargement, on aspects of citizens’ beliefs and attitudes towards European integration, citizenship and civic competences, including the exploration of concepts such as totalitarianism/authoritarianism, democracy and “democratic life”. The results show that adults are concerned with equipping young people with skills and attitudes that will help them to think and

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Jang, Eun Young, and Yong Lyun Kim. "The Design of the Integrated Curriculum for Ecological-oriented ESD." Association of Global Studies Education 16, no. 1 (2024): 31–66. http://dx.doi.org/10.19037/agse.16.1.02.

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The purpose of this study is as follows. First, it is to examine the theoretical background of the integrated curriculum for ecological-oriented ESD practice. Second, in order to revitalize ESD, it is to design integrated curriculum activities for ESD practice. To this end, the theoretical background of the integrated curriculum for ESD practice was presented in three aspects: ecological-oriented education, complexity education, and community-based learning. Next, an integrated curriculum activities for ESD practice were designed for the 2022 revised high school curriculum, and examples of act

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Drerup, Johannes. "Global Citizenship Education, Global Educational Injustice and the Postcolonial Critique." Global Justice : Theory Practice Rhetoric 12, no. 01 (2020): 27–54. http://dx.doi.org/10.21248/gjn.12.01.230.

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This contribution develops a defence of a universalist conception of Global Citizenship Education (GCE) against three prominent critiques, which are, among others, put forward by postcolonial scholars. The first critique argues that GCE is essentially a project of globally minded elites and therefore expressive both of global educational injustices and of the values and lifestyles of a particular class or milieu. The second critique assumes that GCE is based on genuinely ‘Western values’ (e.g., in the form of a conception of human rights or conceptions of rationality or the self), which are ne

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Rennie, Naidoo. "Reinventing South African Management Students as Stewards of Democratization: A Critical Pedagogy Perspective." International Journal of Management and Sustainability 2, no. 9 (2013): 150–55. http://dx.doi.org/10.18488/journal.11/2013.2.9/11.9.150.155.

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This paper challenges orthodox higher management education provided in South Africa. The reflections explored here are of a democratic and ethical nature: Democratic as it promotes a more inclusive concept of management education; and ethical because the new principles informing management action should explicitly address the welfare of the disenfranchised. Drawing from Freire’s critical pedagogy, this paper proposes a reorientation of managers as an integral part of citizenship and by implication custodians of our democracy. Five recommendations for future management education are offered: (1

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Noula, Ioanna. "Critical Thinking and Challenges for Education for Democratic Citizenship: an ethnographic study in primary schools in Greece." Educação & Realidade 43, no. 3 (2018): 865–86. http://dx.doi.org/10.1590/2175-623674799.

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Abstract: This article reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standa

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Gozálvez-Pérez, Vicent, and Paloma Contreras-Pulido. "Empowering media citizenship through educommunication." Comunicar 21, no. 42 (2014): 129–36. http://dx.doi.org/10.3916/c42-2014-12.

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This article analyses the different meanings of the citizenship concept (political, legal, social, economic, ecological and intercultural) in order to justify the current media citizenship concept, which is particularly useful and valid for media education. The ultimate goal is to rebuild the social, ethical and political dimension of educommunication on a practical and philosophical foundation. With this in mind, we have analysed two very powerful and current ap proaches, the ethics of dialogue and ability, mainly because of their links to communication and their contribution to the human dev

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Lawler, Peter Augustine. "On the Partisanship of Political Science." News for Teachers of Political Science 48 (1986): 8–9. http://dx.doi.org/10.1017/s0197901900003366.

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Political scientists, whatever skeptical pretensions they have in theory, cannot help but believe that political knowledge is good for human beings. This belief is based on another: well-informed citizens are better citizens. Scientific enlightenment makes citizens better. Political scientists cannot help but be concerned with the education of citizens.Consider the early survey research that seemed to show American citizens are mostly ignorant and apathetic. Its purpose was not to undermine responsible citizenship by showing that such citizenship is not possible. Instead, its purpose was to ma

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Santos, Manuel J. S., Vânia Carlos, and António A. Moreira. "Building the Bridge to a Participatory Citizenship: Curricular Integration of Communal Environmental Issues in School Projects Supported by the Internet of Things." Sensors 23, no. 6 (2023): 3070. http://dx.doi.org/10.3390/s23063070.

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Generally, there is much to praise about the rise in acknowledging the need for young citizens to exercise their rights and duties, but the belief remains that this is not yet entrenched in young citizens’ overall democratic involvement. A lack of citizenship and engagement in community issues was revealed by a recent study conducted by the authors in a secondary school from the outskirts of Aveiro, Portugal, during the 2019/2020 school year. Under the umbrella of a Design-Based Research methodological framework, citizen science strategies were implemented in the context of teaching, learning,

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Parejo, José-Luis, María-O. Corton-Heras, Alba Nieto-Blanco, and Cristina Segovia-Barberan. "Plastics as an Educational Resource for Sustainable Development: A Case Study in Ghana." Sustainability 13, no. 12 (2021): 6727. http://dx.doi.org/10.3390/su13126727.

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The world is going through a climate crisis that is severely impacting the environment and the well-being of the population. The increased consumption of plastics, especially in developing countries, is generating an exponential rise in plastic waste. This article introduces a qualitative investigation in the form of a case study, with data derived from an educational project focused on plastics as a vehicle for environmental education. This project was implemented with a group of 50 children from a Ghanaian school. Our results reveal that the students acquired a high level of knowledge of pla

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Moreno-Fernández, Olga, María Puig-Gutiérrez, and José González-Monteagudo. "Good Practices in School to Educate Critical Citizens. The Youth Parliament programme from the perspective of secondary school teachers in training*." SHS Web of Conferences 48 (2018): 01011. http://dx.doi.org/10.1051/shsconf/20184801011.

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This paper refers to the European project Erasmus + ELEF (European Learning Environment Formats for Citizenship and Democracy, Reference number 580426). The aim of this project is to develop, implement, evaluate and replicate democratic and innovative learning environments (good practices) in both educational institutions and informal and community learning environments. In this context, over the course of a year, a number of experiences considered relevant have been selected, which constitute the sample of this research on good practices. This contribution presents the educational programme “

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Janks, Hilary. "Critical literacy and the social justice project of education." English Teaching: Practice & Critique 16, no. 2 (2017): 132–44. http://dx.doi.org/10.1108/etpc-09-2016-0111.

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Purpose This paper aims to problematise the notion of social justice and the moral project that underpins critical literacy education. In plural societies, do we all have a shared understanding of what social justice is or how education, currently a dividing practice, might contribute to a better social order? Do we know what “better” looks like and for whom? Design/methodology/approach This is a conceptual paper which examines some of the complexities involved in the constitution of a shared moral order for the creation of social justice in a plural society. Findings There are no findings as

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Espejo Villar, L. Belén. "Las políticas de mercado en la construcción pública de la ciudadanía." education policy analysis archives 26 (October 22, 2018): 137. http://dx.doi.org/10.14507/epaa.26.2864.

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The aim of this study is to show the existence of two differentiated lines of action underlying the bases of citizenship according to how it takes place in the social context, or as a point of interest in education, in both cases promoting different organizational models that lead to divergent constructions of citizenship. Analysis of a set of selected elements shows a plural idea of citizenship that in some cases responds to political paradigms of educational governance that insist on reinforcing the governing capability of the actors by shaping a citizenry more competent in terms of employab

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Oravecz, Adrienn. "ASCEND PROJECT: THE HUNGARIAN RESARCH REPORT OF AN INTERNATIONAL EXAMINATION." Különleges Bánásmód - Interdiszciplináris folyóirat 8, no. 4 (2022): 43–52. http://dx.doi.org/10.18458/kb.2022.4.43.

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Our experience was that the social participation and active citizenship of young people with disabilities were low in Hungary. It was difficult to involve young people with disabilities in advocacy work at the national or EU level, because they did not recognize discrimination. The other problem was that they were not aware enough of the anti-discrimination systems that protect them. In many cases, they were skeptical about the effectiveness of anti-discrimination systems. We wished to explore and expand their knowledge of the democratic and anti-discrimination systems operating in their count

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ABEL SOUTO, MIGUEL. "Criminal Law, valuation rule, legal good and teaching of values in the EHEA." Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), no. 2 (July 1, 2010): 93–100. http://dx.doi.org/10.24310/rejie.2010.v0i2.7932.

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In the present contribution the author analyzes the norm as a state and as a value. Moreover this research emphasizes the legally protected interest importance, that is to say, crime only exist if essential values were in danger or damaged. Learning of values in the european space for higher education calls for a critical perspective, de lege ferenda, in Criminal Law, education as the practice of freedom, group projects and learning active citizenship and diversity, student motivation and discussion as a way of teaching for democratic classrooms.

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Vasileiadis, Konstantinos N., Evdoxia D. Kompiadou, Konstantinos A. Tsioumis, and Konstantinos Petrogiannis. "A Multicultural Citizenship Education Program Through a Virtual Learning Environment Platform: A Greek Study Under the EU ISOTIS Project." International Journal of Learning and Development 10, no. 1 (2020): 52. http://dx.doi.org/10.5296/ijld.v10i1.16041.

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The article presents the activities taken place to design and implement activities that meet the criteria, aims and goals of ISOTIS project that aims to contribute to effective policy and practice development at different system levels in order to effectively combat early arising and persisting educational inequalities. We focus on the procedures and theoretical framework that the Greek team, as partner of ISOTIS project adopted to support diverse families both linguistically and culturally, to create effective and inclusive curricula and moreover to develop educational policy to combat educat

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Parejo, José Luis, María O. Cortón-Heras, Alba Nieto-Blanco, and Cristina Segovia-Barberan. "Plastics as an Educational Resource for Sustainable Development: A Case Study in Ghana." Sustainability 13, no. 12 (2024): 6727 (1–22). https://doi.org/10.3390/su13126727.

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The world is going through a climate crisis that is severely impacting the environment and the well-being of the population. The increased consumption of plastics, especially in developing countries, is generating an exponential rise in plastic waste. This article introduces a qualitative investigation in the form of a case study, with data derived from an educational project focused on plastics as a vehicle for environmental education. This project was implemented with a group of 50 children from a Ghanaian school. Our results reveal that the students acquired a high

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