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Littérature scientifique sur le sujet « Education for Democratic Citizenship Project »

Auteur : Grafiati
Publié le 25 juillet 2024
Mis à jour le 19 juillet 2025

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Articles de revues sur le sujet "Education for Democratic Citizenship Project"

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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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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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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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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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Thèses sur le sujet "Education for Democratic Citizenship Project"

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Eoh, Myung Ha. "The evaluation of the democratic citizenship education project of the Korean Educational Development Institute /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7884.

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Sanches, Ydeliz Coelho de Souza. "A formação do aluno para a participação: uma utopia da escola pública?" Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-155623/.

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Este trabalho foi realizado em uma escola da rede municipal de ensino da cidade de São Paulo entre o segundo semestre de 2005 e o primeiro semestre de 2006. Ele tem a finalidade de discutir o processo de formação de crianças e adolescentes para a participação em processos decisórios em uma escola pública municipal. Tal objetivo se justifica por estar determinado constitucionalmente à educação a formação para a cidadania, sendo a participação um de seus elementos fundamentais. A nossa referência é o conceito de cidadania ativa (Benevides), que implica a interferência intencional dos cidadãos no
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Rennick, Stephanie (Stephanie Lisa) Carleton University Dissertation Political Science. "Political education and democratic citizenship." Ottawa, 1993.

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Caria, Alcir de Souza. "Projeto político-pedagógico: importância histórica de uma prática em crise." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-26012011-135146/.

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Esta dissertação reflete sobre as possibilidades da escola no cumprimento das determinações da atual Lei de Diretrizes e Bases da Educação Nacional (LDB) nº 9394/96, que a reconhece como núcleo gestor responsável pelo seu próprio projeto político-pedagógico. Problematiza em que medida essa prática escolar tem influenciado os resultados obtidos pelas escolas públicas e viabilizado, localmente, a implementação das políticas educacionais desenvolvidas no âmbito dos sistemas de ensino. Caracteriza as concepções estruturantes sobre projeto político-pedagógico por meio de uma análise bibliográfica,
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Mullins, Jr Ricky Dale. "Dewey, Disability, and Democratic Education." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89091.

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This dissertation is comprised of three manuscripts that coalesce around the topics of Dewey, Disability, and Democratic Education. Each manuscript is formatted for publication and the dissertation itself is prefaced by information that explains my background and how it connects to my current research. As such, the work contained in this dissertation is a product of my experiences as a social studies teacher, special educator, and administrator. Henceforth, my work focuses on Dewey, Disability, and Democratic Education. My research interests culminate in a three-article dissertation. The first
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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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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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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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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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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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Livres sur le sujet "Education for Democratic Citizenship Project"

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Waghid, Yusef, and Nuraan Davids, eds. African Democratic Citizenship Education Revisited. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67861-0.

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European Society for Research on the Adult Education. Conference. Adult education and democratic citizenship. Wrocław University Press, 1995.

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Davids, Nuraan, and Yusef Waghid, eds. University Education, Controversy and Democratic Citizenship. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56985-3.

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European Society for Research on the Education of Adults. Conference. Adult education and democratic citizenship II. Impuls Publisher, 1995.

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European Society for Research on the Adult Education. Conference. Adult education and democratic citizenship IV. Impuls, 2001.

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Jane, Junn, and Stehlik-Barry Kenneth, eds. Education and democratic citizenship in America. University of Chicago Press, 1996.

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Seminar, European Teachers'. Interdisciplinary approach to education for democratic citizenship. Council of Europe, 1997.

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Michael, Byram, ed. Re-shaping education for citizenship: Democratic national citizenship in Hong Kong. Cambridge Scholars Pub., 2012.

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Ben-Porath, Sigal R. Citizenship under fire: Democratic education in times of conflict. Princeton University Press, 2006.

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Harkavy, Ira Richard. Higher education and democratic culture: Citizenship, human rights, & civic responsibility. Edited by Council of Europe. Council of Europe, 2007.

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Chapitres de livres sur le sujet "Education for Democratic Citizenship Project"

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Tóth, Judit, Éva Szirmai, Norbert Merkovity, and Tamás Pongó. "Promising or Compelling Future in Hungary?" In Young Adults and Active Citizenship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_7.

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AbstractAdult education, employment and integration strategies have been characterised by somewhat fragmented and uncoordinated implementation practices in the context of CEE (Central and Eastern Europe) region. Some relevant data (OECD, EUROSTAT) on socio-economic factors may provide partial explanation for this. Additionally, this could be explained through considering some examples of Roma and young people with disabilities, in terms of how they can access adult education. Specifically, these examples demonstrate how the national and European reform goals, capacity building projects and financial supports remain isolated and incomplete. In this chapter, we outline how these factors undermine the opportunities for independent and democratic thinking and participatory citizenship. Low skilled and low educated young Roma from underprivileged family backgrounds (e.g. long-term family unemployment), living in poor rural areas, and youngsters with disabilities living in difficult environments are facing similar barriers to becoming active, responsible and educated European citizens. This chapter brings attention to the significance of the development and implementation of appropriate prevention strategies as well as regular evaluation and monitoring of relevant programs. Some cross-cutting characteristics and implications will be identified and considered, and future directions of adult education will be discussed, including its needs, demand and supply in the context of this region.
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Castro, Antonio J., and Ryan T. Knowles. "Democratic Citizenship Education." In The Wiley Handbook of Social Studies Research. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768747.ch13.

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Enslin, Penny, and Patricia White. "Democratic Citizenship." In The Blackwell Guide to the Philosophy of Education. Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch7.

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Menthe, Jürgen. "Education for Democratic Citizenship." In Schools, Curriculum and Civic Education for Building Democratic Citizens. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-167-2_6.

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Veugelers, Wiel. "Teaching for Critical-Democratic Citizenship." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_184-1.

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Veugelers, Wiel. "Teaching for Critical-Democratic Citizenship." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_184.

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Zgaga, Pavel. "Higher Education and Democratic Citizenship." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9553-1_14-1.

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Zgaga, Pavel. "Higher Education and Democratic Citizenship." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_14.

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Vally, Salim, and Enver Motala. "Employment, Democratic Citizenship and Education." In Effects of Globalization on Education Systems and Development. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-729-0_2.

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Veugelers, Wiel. "Education for Critical-Democratic Citizenship." In Beyond Bystanders. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-026-4_4.

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Actes de conférences sur le sujet "Education for Democratic Citizenship Project"

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Gigante, Cláudia. "DEMOCRATIC EDUCATION AND ACTIVE CITIZENSHIP: PATHS TO FORMING PARTICIPATORY SOCIETIES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0040.

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Kalogirou, Evangelia, and Aikaterini Michalopoulou. "DEMOCRATIC CITIZENSHIP AND ETWINNING EDUCATIONAL CONTEXTS: EXPLORING AN EMPIRICAL PRACTICE PARADIGM." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1742.

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Muzi, Antonella. "HISTORY OF ART AND ACTIVE CITIZENSHIP, AN EDUCATIONAL PROJECT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0232.

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MÎSLIȚCHI, Valentina, and Aliona ISACOVA. "Aspects of preschool children education for society." In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p67-81.

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The paper highlights some aspects of preschool children’s social education, aimed at optimizing relationships with adults and peers; applying the rules of prosocial behavior in various social contexts, demonstrating responsibility towards oneself and others; formation of attitudes of appreciation and respect towards popular traditions and customs; respecting cultural diversity, promoting the values of national culture. The article defines the concepts: education for society, civic education, patriotic education, education for democratic citizenship, education for traditions, intercultural educ
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Dezan, Talisia Burns, Hudson Lupes Ribeiro de Souza, and Vanessa Yumi Kanezaki de Souza. "Tela Cidadã project: Public transparency, democratic access and citizenship." In 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975864.

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Drita, Suela Kusi, and Zyhrada Kongoli. "Democratic Citizenship in the Formal Civic Education in Albania: Assessment of Curriculum and Teaching of Democratic Citizenship in Pre-University Education." In The Barcelona Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2435-9467.2022.42.

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Buzzacchi, Chiara. "CITIZENSHIP AT SCHOOL BETWEEN DESIRE, CIVIC ENGAGEMENT AND DEMOCRATIC COMPETENCES." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1778.

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Albulescu, Ion. "Education For Democratic Citizenship In Adults. Policies And Strategies Of Implementation." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.89.

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EL ASRI, Fatima. "CITIZENSHIP EDUCATION: FUTURE CITIZEN FORMATION PROJECT." In VI. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress6-6.

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Today, no one denies that the progress and prosperity of nations is linked to the effectiveness of their educational system and its ability to keep pace with the accelerating tide of knowledge, and the large and rapid transformations in the technical and technological field. As well as its ability to open up to its social and economic environment. To achieve the desired development within the framework of democracy, which requires granting every member of society the competencies and capabilities that guarantee him, and qualify him to participate effectively in building society, and to exercis
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Staples, Megan. "Advancing Mathematics for Democratic Citizenship as a Foundation for a Mathematics Education." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1585122.

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Rapports d'organisations sur le sujet "Education for Democratic Citizenship Project"

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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and
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Jaramillo, Rosario, Fernando Reimers, and Cristián Cox. Education for Democratic Citizenship in the Americas: An Agenda for Action. Inter-American Development Bank, 2005. http://dx.doi.org/10.18235/0006703.

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The combined challenges of poverty and governance urgently require active, politically informed and educated citizens, aware of their capacity to influence community events and government, at all levels.
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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra
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Marchais, Gauthier, Cyril Brandt, Diego de la Fuente Stevens, et al. BRiCE Project DRC and Niger: Endline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.053.

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This report presents the final results of the Building Resilience in Crisis through Education (BRiCE) research project, which is led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). The research project is part of the BRiCE education programme funded by the European Commission’s Directorate-General for International Partnerships and led by Save the Children in Niger and the Democratic Republic of the Congo (DRC). This report presents the results of the endline evaluation of two components of the BRiCE education programme: Teacher Prof
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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Student Wellbeing in Contexts of Protracted Violent Conflict. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.055.

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In contexts of protracted violent conflict, school environments play a key role in children’s psychological, social, and emotional wellbeing. Research by the REALISE education project in the Democratic Republic of the Congo (DRC) provides a better understanding of how violent conflict penetrates schools; the relationship between school staff, students, parents, and the local community; and the role of children’s social entourage. It identifies key considerations for education projects operating in these contexts and how they can best support the wellbeing of children, including those who are e
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