Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and ...educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The book ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy. Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, as well as international and comparative education and citizenship.
This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations ...reflected in much of the literature on GCE - neoliberal, liberal, and critical - and their interfaces, we created a social cartography of how nine journal articles categorise GCE. We found the greatest confluence within the neoliberal, greatest number within the liberal, and a conflation of different 'types' of GCE within the critical orientation. We identified interfaces between neoliberal-liberal and liberal-critical orientations as well as new interfaces: neoconservative-neoliberal-liberal, critical-liberal-neoliberal, and critical-post critical. Despite considerable diversity of GCE orientations, we argue GCE typologies remain largely framed by a limited range of possibilities, particularly when considered as implicated in the modern-colonial imaginary. In a gesture toward expanding future possibilities for GCE, we propose a new set of distinctions between methodological, epistemological, and ontological levels.
The aim of this study is to reveal the experiences and opinions of primary school teachers with the title of head teacher about citizenship education. Qualitative method was used in this study. The ...participants of the study consisted of 25 classroom teachers with the title of head teacher working in 14 primary schools. Data were obtained through semi-structured interviews with the participants. The data were analyzed by content analysis. As a result of the research, it was seen that teachers defined citizenship education as establishing social rules, giving individuals a sense of duty, gaining necessary responsibilities, and understanding rights. They stated the purpose of citizenship education as fulfilling citizenship duties, raising desirable citizens, raising individuals who are beneficial to their family and nation, and ensuring social order. In addition, it was concluded that citizenship education is mostly given in life science, social studies, and Turkish lessons. Furthermore, it was concluded that citizenship education was mostly given with the subjects of national values and citizenship duties. While conducting citizenship education, teachers use activities such as making sample choices, assigning duties and responsibilities, using visuals such as movies, videos, and drama in the classroom, while organizing institutional visits outside the classroom. According to teachers, citizenship education should help students acquire values such as respect, obeying rules, patriotism, morality, honesty, and responsibility. Teachers see the lack of application of the information learned in citizenship education, the lack of practical training, and social media as problems.
The article analyzes the scientific research on the coverage of aspects and the content of social education of student youth in Christian denominations in the Northern Azov region.
The essence and ...structure of the peculiarities of the formation of social education of the student youth in the Christian confessions of the peoples of the North Azov region, in particular, in the global system of development of the inter-religious environment are determined.
It is considered in the article, that there is a great necessity to study the social environment, in which the social education of student youth is formed, and its interaction with various subjects of educational influence.
The basic concepts that make up the conceptual sphere are identified and the strategies of interaction between the state and religious organizations on the issues of social education of student youth are considered, which should be taken into account in the development of social programs, which should be extended to the social education of students as a whole and its individual aspects, as well as to find new opportunities to improve the social education of students.
This open access publication outlines the underlying framework for gathering data on civic knowledge, attitudes, and engagement as well as contextual information, and it describes the assessment ...design for the International Association for the Evaluation of Educational Achievement’s (IEA) International Civic and Citizenship Education Study 2022. The IEA International Civic and Citizenship Study (ICCS) investigates how young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2022 is a continuation of two earlier IEA studies, ICCS 2009 and ICCS 2016, and, for the first time, this survey includes the option of a computer-based assessment. Responding to enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change, the study addresses issues related to young people’s engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Over the past 50 years, IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, IEA conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second one in 1999, third in 2009 and fourth in 2016. ICCS 2022 data will allow education systems to evaluate the strengths of educational policies, both internationally, and in a regional context, and to measure progress in achieving critical components of their educational policy agendas.
In the last two decades, global citizenship education (GCE) has become a catchphrase used by international and national educational agencies, as well as researchers, to delineate the increasing ...internationalisation of education, framed as an answer to the growing globalisation and the high values of citizenship. These developments, however, have created issues, due to the presence of two conflicting discourses. While the discourse of critical democracy highlights the importance of ethical values, social responsibility and active citizenry, a neoliberal discourse privileges instead a market-rationale, focused on self-investment and enhanced profits. These two discourses are not separated; they rather appear side by side, causing a confusing effect. This article aims to analyse GCE as an ideology, unveiling not only its hidden (discursive) content but also the role played by non-discursive elements in guaranteeing the coexistence of antagonistic discourses. It will be argued that not only the critical democratic discourse does not offer any resistance or threat to the neoliberal structuring of higher education, but also this discourse can function as an apologetic narrative that exculpates all of us who still want to work in universities, notwithstanding our dissatisfaction with their current commodification.
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