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Tesis sobre el tema "Citizenship Education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Endo, Chikako. "Autonomy and Citizenship : Implications for Citizenship Education." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504024.

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2

Pigkou-Repousi, Myrto. "Ensemble theatre and citizenship education : how ensemble theatre contributes to citizenship education." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56233/.

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This study examines the ways in which ensemble theatre making can contribute to citizenship education. A range of political theories construct the framework for democratic politics and active citizenship which, in turn, become the pedagogical basis for the ensemble model of theatre learning. Outstanding political theories, such as Castoriadis’ theory of the imaginary institution of society and Habermas’ model for communicative action, structure a theoretical basis which constitutes an ideal definition for democratic politics and active citizenship. This framework becomes the pedagogic ground o

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3

Burton, Shannon Lee. "Unwrapping citizenship : getting inside the nature of citizenship education." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43519.

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4

Kiwan, Dina Jane. "An inclusive citizenship : conceptions of citizenship in the citizenship education policymaking process in England." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020506/.

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5

Briks, Hilda. "Global citizenship and higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.

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6

Winkelman, Joel M. Lienesch Michael. "Citizenship education and American nationalism." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,904.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Political Science." Discipline: Political Science; Department/School: Political Science.

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7

Rennick, Stephanie (Stephanie Lisa) Carleton University Dissertation Political Science. "Political education and democratic citizenship." Ottawa, 1993.

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8

Ververi, Olga. "Citizenship education teachers' critical thinking in 'education for democratic citizenship' : the sociology of critical thinking." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559734.

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In this thesis I examine two citizenship education teachers' critical thinking in relation to the texts of "Education for Democratic Citizenship" (EDC) programme. I examine - how their critical thinking defines their teaching practice. Based on the relevant literature pertaining to the concept of critical thinking, I argue that critical thinking is an intersubjective and meaning making process which aims at the restoration of truth. I inform this view with the Critical Realist philosophy and its dialectics of truth according to which truth has a world reporting meaning and that knowledge compr

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9

Molina, Girón Luz Alison. "Educating Good Citizens: A Case Study of Citizenship Education in Four Multicultural High School Classrooms in Ontario." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20713.

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Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-relate

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10

Mammadova, Gunay. "Constructing the National Identity Discourse in Citizenship Education Policy: The Case of Citizenship Education in England." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21266.

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The thesis examines the governmental construction of national identity through its citizenship education policy in England, the country with heightened tensions in diversity and identity re-construction aligning with its mandatory citizenship classes since 2002. Theoretically framing the study on the Foucauldian post-structuralism, the thesis utilises Foucauldian-influenced ‘What is the problem represented to be?’ (WPR) method by Bacchi that presents the government as a problem-producer. Conducting qualitative research methods, the study analyses the current National Curriculum in England with

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11

Choi, Moonsun. "Development of a Scale to Measure Digital Citizenship among Young Adults for Democratic Citizenship Education." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437610223.

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12

Alteraifi, Rihab. "Disability, citizenship and education in England." Thesis, Oxford Brookes University, 2013. https://radar.brookes.ac.uk/radar/items/8c9dc5f6-7d91-485d-ae20-1737f6420993/1/.

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The purpose of this thesis is to examine the relationship between disability and the notions of citizenship, human rights and education. It aims to analyse the UK watershed 1978 Warnock Report on special education and its application and relate them to models of disability, citizenship and UN human rights law. Education in England serves as a case study to show how these models are expressed in theory and practice and their implication for full citizenship for disabled people. There are eight chapters in this thesis. Chapter One is the introduction and discusses the scope of this thesis. Chapt

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13

Reichart, Marion R. "Connecting disability equality to citizenship education." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/8202/.

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This thesis argues that the invisibility of disabled people in the Citizenship curriculum is no longer tenable. In analogue to race and sex discrimination, I use legal case analyses, together with empirically framed case studies within an international perspective, to systematically explore different aspects of citizenship. Citizenship elements range from ‘legal’, ‘constitutional context’, ‘political participation’, ‘human rights’, ‘community’, ‘socio-economic’ to ‘identity and belonging’. Through a mash up methodology of running voices of disabled people themselves over various themes of citi

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14

Jacobsen, Carey Mae. "Globalization, Global Citizenship, and Catholic Education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104047.

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According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Because Catholic school systems are "among the largest and most significant" religious educational institutions (Marshall, 2018, p.185), Catholic educational leaders should be part of a dialogue to improve the quality of education. Furthermore, it is vital that these dialogues address phenomena impacting the quality of 21st century education. Among critical phenomena impacting 21st century education is globalization (Darling-Hammond, 2010; Friedman, 2005;

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15

Harley-McClaskey, Deborah K., and S. Cockerham. "Educating for Global Citizenship." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4072.

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16

Galloway, Greta Marie Mandy. "Cultivating democratic citizenship education in schools :implications for educational leaders." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.

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Dissertation (PhD)--University of Stellenbosch, 2007.<br>On t.p.: Doctor of Philosophy in Education Policy Studies.<br>ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal

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17

Darden, Vicki. "Educator Perspectives on Incorporating Digital Citizenship Skills in Interpreter Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7627.

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Appropriate digital citizenship skills are considered essential for modern professionals, including signed language interpreters. However, little is known about the experiences and practices of interpreter educators regarding digital citizenship. This exploratory qualitative interview study was conducted to examine the experiences and practices of interpreter educators related to incorporating opportunities for digital citizenship skill-building in their teaching practice. A conceptual framework based on digital citizenship theory guided development of this study. Data were collected from inte

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18

Jenkings, Patricia Anne Bernadette. "Australian political elites and citizenship education for "New Australians" 1945-1960." Connect to full text, 2001. http://hdl.handle.net/2123/815.

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Thesis (Ph. D.)--University of Sydney, 2002.<br>Title from title screen (viewed Apr. 24, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Degree awarded 2002; thesis submitted 2001. Includes bibliography. Also available in print form.

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19

Guzman, Gloria. "American Students' Perspectives on Global Citizenship." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976886.

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<p> This qualitative study examined the perspectives of American students, focusing on the factors and characteristics that frame an individual as a global citizen. The study focused on nine American students who were enrolled in a California State University. This population of students brought knowledge of their personal perspectives and experiences, pertaining to their own ideals of global citizenship, as well as to how they believed it was integrated in their educational experience. Key themes from the participants included: the importance of a period of self-realization, individual effect

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20

Lwin, Thein. "Education for citizenship : how citizenship education is taught in a British primary school and its implications for Burma." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341779.

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21

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 o

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22

Stevens, Vanessa Jane. "Governing education : the ethical spaces of primary school citizenship education." Thesis, University of Exeter, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522269.

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23

Heathcote, Julie E. "Pupils' perceptions of citizenship education and good citizenship : an empirical case study and critical analysis of one interpretation of citizenship education in an 'outstanding school'." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/25480.

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Citizenship education has been a statutory part of the National Curriculum in English Secondary Schools since 2002. The majority of research papers that have examined citizenship education, plus a key report from Ofsted (2010), have examined it from the perspective of teachers, policy makers or academics. The empirical research seeks to address this imbalance by accessing the views of the pupils themselves, views that I would argue were crucial to the shaping of future educational policy pertaining to citizenship education, in the context of a case study in one particular school. This research

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24

Karsgaard, Carrie Anne. "Literary study for critical global citizenship education." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54545.

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This thesis examines the role of literary studies in critical global citizenship education (GCE) within a Canadian high school context. Grounded in recent educational literature, which argues for more critical approaches of GCE (Andreotti 2006; Andreotti et al. 2010; Marshall 2009; Pashby 2011; Pike 2008; Richardson 2008; Schultz 2007; Tallon 2012; Taylor 2011), I will explore how to implement critical GCE within the concrete lessons and practices of English literature classrooms. Drawing primarily on Stone-Mediatore’s literary theory of reading for enlarged thought, I will propose a new frame

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25

Ploszajska, Teresa Susan. "Geographical education, empire and citizenship 1870-1944." Thesis, Royal Holloway, University of London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243581.

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26

Zhang, Chong. "Cultural citizenship and its implications for citizenship education : Chinese university students' civic experience in relation to mass media and the university citizenship curriculum." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7387/.

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A growing body of research has argued that university citizenship curricula are inefficient in promoting civic participation, while there is a tendency towards a broader citizenship understanding and new forms of civic engagements and citizenship learning in everyday life. The notion of cultural citizenship in this thesis concentrates on media practices’ relation to civic expression and civic engagement. This research thus argues that not enough attention has been paid to the effects of citizenship education policy on students and students’ active citizenship learning in China. This thesis exa

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27

Freathy, Robin James Kenneth. "Religious education and education for citizenship in English schools, 1934-1944." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414031.

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28

O'Sullivan, William F. "Citizenship education : an investigation of Crick's model and citizenship coordinators' perceptions of the subject's purpose." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2130/.

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In 2002 the delivery of Citizenship Education, at Key Stages Three and Four, became compulsory in English Schools. The National Curriculum Order (QCA, 1999), which defined the nature of this new subject, drew heavily on the report by the Advisory Group on Education for Citizenship and the Teaching of Democracy (The Crick Report) (QCA, 1998). This thesis examines Crick’s model of citizenship education and the way that it is perceived by citizenship coordinators, those teachers most directly responsible for its delivery. The research methodology involved two major components; a literature based

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29

Hanna, H. L. "Citizenship education in Northern Ireland and Israel within an educational rights framework." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676509.

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This thesis explores how international education rights obligations are reflected in the contested curricular subject of citizenship education in the two divided jurisdictions of Northern Ireland and Israel. Given the difficulties faced in developing and delivering a common citizenship curriculum to a diverse group in each jurisdiction, where conceptions of citizenship vary, this empirical research explores the unifying potential of an approach to citizenship education based on internationally agreed human rights law on education. The research builds upon the citizenship education typology of

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30

Acuna, Victor. "Environmental citizenship in Chilean school textbooks : a case study on environmental citizenship education in Chilean basic-education textbooks of 2012." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54147.

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The role of education in the formation of citizens, particularly from the perspective of sustainable development, has strongly influenced the Chilean environmental-education curriculum since Chile’s educational reform of the 1990s. The school textbooks provided by the Chilean Ministry of Education (MINEDUC) are an important resource for teachers and students in Chilean public and private-subsidized education. This study explores how Chilean school textbooks for basic-education (elementary years) appear to convey relationships between citizens and the environment. Apart from the Chilean contex

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31

Webster, Anne. "Citizenship education : a study of citizenship education in the school curriculum with exemplars from the USA, Europe and the UK." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388402.

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32

Richardson, Mary. "Testing citizens : models of assessment for citizenship education." Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/testing-citizens(0521f2a5-2fb9-42e3-a35e-b5799552c0f6).html.

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The notion of some kind of civic education providing a solution to English society’s problems is nothing new and Citizenship Education is perceived as one means of addressing so-called social deficits. There are issues relating to curriculum delivery and training which have arisen from the decision to make citizenship a mandatory subject in maintained secondary schools. Citizenship presents a challenge because it is not a ‘conventional’ subject and teachers have to construct meaningful assessments which relate to discussions of beliefs and values. Philosophical and sociological literatures inf

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33

Novis, Joshua L. "Citizens and selves : rethinking education for democratic citizenship." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19392.

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This thesis is a critical examination of the history of philosophies governing public education in the United States. The first half, chapters one through six, outlines American conceptions of the role of the school in relation to the state and to democracy. The second half is an account of critical progressive philosophies that have challenged the American status-quo since the independence. The main argument that I propose here is that the creation of an education system in America has followed the philosophies of federalism and private democracy. These philosophies are economically centered

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34

Peterson, Andrew. "Civic Republican Thought and Citizenship Education in England." Thesis, Canterbury Christ Church University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499670.

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35

Wai, Kit-lan Anita, and 衛潔蘭. "Citizenship education in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27594154.

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36

Lomas, Barbara. "Education for citizenship : comparative lessons for Northern Ireland." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287442.

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37

Hopkins, Neil. "Citizenship and democracy in further and adult education." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020662/.

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This thesis takes as its title, Citizenship and Democracy in Further and Adult Education. Currently, citizenship and democracy in English education is focused almost exclusively on the school sector. There is very little in the educational or philosophical literature that deals with citizenship or democracy from the perspective of either further or adult education. I have used key texts from political philosophy to identify the theoretical underpinnings necessary to citizenship education and deliberative democracy in the post-compulsory sector. Alasdair Maclntyre's After Virtue (1981) offers i

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38

Jerome, Lee Paul. "Citizenship education : a case study of curriculum policy." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020664/.

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In this thesis I argue that citizenship education was one of a range of domestic policies through which New Labour politicians imagined and sought to create the ideal citizen. It follows that in order to fully understand what happened to citizenship education policy under New Labour, it is essential to assess it within the broader political context. This is the first study to explore the connections between the political context of New Labour, the model of citizenship education which was promoted and the provision that developed in schools. Whilst most analyses of this area have characterised

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39

Sardoc, Mitja. "Citizenship, diversity and education : an egalitarian pluralist approach." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020663/.

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The terms of debate over the civic purposes of public education in a plurally diverse polity have been centred on the educational significance of engagement with forms of diversity that are both plural and heterogeneous. Central to these discussions have been various challenges, problems and difficulties related to the status, scope and justification of a citizenship education that would educate students so as to recognise and respect one another as free and equal members of a polity that is plural in its cultures, values and traditions. Yet, existing conceptions of citizenship education, I ar

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40

Hudson, Anne. "Implementing citizenship education in a secondary school community." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/293/.

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This thesis uses a case study to investigate the impact on a whole school community of a special focus on citizensbip. It begins by exploring conflicting meanings attributed to citizenship and citizenship education. It goes on to adopt an understanding of citizenship as involving a set of relationships between rights, duties, participation and identity. The discourse about globalisation and the debate as to whether it represents a new reality or a continuation of existing trends is explored. The thesis contends that globalisation. poses important challenges and threats which make citizenship e

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41

Silvane, Charles Busani. "A plural moral philosophical perspective on citizenship education." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22000.

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The thesis explores the plausibility of grounding citizenship education in a plural moral philosophical perspective without the danger of relativism. This is meant to enrich and allow citizenship education to reach its full potential of developing responsible and participatory citizens. Most societies require education to develop responsible citizens who have a questioning attitude as well as willing to contribute to the general welfare of society and the environment. However, citizenship education often fails to reach its full potential because it is theorised on a single moral philosophical

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42

Hammer, Dana P., Leigh Ann Bynum, Jean Carter, et al. "Revisiting Faculty Citizenship." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5586.

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This commentary describes the significance of faculty citizenship in the broader context of institutional culture and defines faculty citizenship for use across all aspects of faculty roles in the Academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the Academy’s understanding and use of the concept.

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43

Davidson-Harden, Adam. "Education, globalization and citizenship, toward an additional component of citizenship based on problematizing economic globalization." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63287.pdf.

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44

Anderson, V. A. "Educational broadcasting between 1923 and 1950 with particular reference to education in citizenship." Thesis, Open University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235357.

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Leal, Tejeda Paula Alejandra. "Students' understandings of citizenship and citizenship education in selected public and private secondary schools in Chile." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/81412/.

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This study is justified by a renewed interest in citizenship in both the international and the Chilean education context. Throughout history, it has often been difficult to conceptualise citizenship, but there is a consensus that it is a desirable status and condition, and that education plays a crucial role in the development of citizenship. Approaches from which to understand and implement citizenship education are also diverse. Research on civics and citizenship education has been conducted worldwide and in Chile, especially in the last decades. These studies and the revived importance of c

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46

Marroquin, Vanessa. "Latino mixed citizenship status families and access to higher education." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708288.

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<p>While research on undocumented students and access to higher education is of growing concern, it is equally important to examine mixed citizenship status families. Mixed citizenship status families are families that consist of both documented and undocumented members. Passel and Cohn explain that the number of U.S.-born children in mixed citizenship status families has shown significant growth in recent years, from 2.7 million children in 2004 to 4 million in 2008. </p><p> This study utilizes Bronfenbrenner' s Ecological Systems Theory as a lens to examine the different experiences that m

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47

Overguard, Gregory Martin. "Citizenship under construction : student ideologies and social studies education." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23594.

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Social studies education has always had an emphasis on citizenship, a role that grows increasingly important as our society falls under the hegemonic control of neoliberal ideology. As elite interests become embedded and misrepresented in the collective consciousness as collective interests, it becomes imperative to explore the nature of ideological development. Accountability schemes that employ standards-based reforms and high-stakes testing further entrench hegemonic social control by narrowing the curriculum, discouraging critical thinking, and eroding teachers’ autonomy. These effects are

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48

Stead, Katerina Bokova. "Education for global citizenship : an intercultural and cosmopolitan perspective." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/803.

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In response to the changes brought about by globalization, colleges and universities around the \Vorld are increasingly developing and expanding the 4 internationalization programs on their campuses. One important aspect of these programs that is often highlighted by institutions in their mission statements is the development of global citizenship among graduates. However, despite the rhetorical claims and apparent intemationalization activity aimed at producing global citizens, many recent reports suggest that most institutions in North America and elsewhere have not been successful in this g

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49

Kakos, Michalis. "The interaction between students and teachers in citizenship education." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/9916/.

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50

Essa, Fatima. "Do values in education create spaces for democratic citizenship?" Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52808.

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Thesis (MEd)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in E

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