Can schools teach citizenship?

Merry, Michael S.

doi:10.1080/01596306.2018.1488242

Cited by 30 publications

(26 citation statements)

References 43 publications

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“…CSH distinguishes four pillars for action, teaching and learning, social and physical environments, health school policy, and partnerships and services, that collectively improve the school culture including school connectedness and psychological well-being ( Roberts et al, 2016 ; Veugelers & Schwartz, 2010 ). For example, schools can teach principles of good citizenship, with the aim to increase the likelihood that a student will see a point of view other than his or her own ( Merry, 2020 ) which contributes to a school culture of tolerance. Schools could also address their social and physical environments such that good citizenship is promoted and re-enforced in their classrooms, schoolyards, hallways, and communities.…”

Section: Discussionmentioning

confidence: 99%

Income Inequality and Bullying Victimization and Perpetration: Evidence From Adolescents in the COMPASS Study

et al. 2022

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Previous research indicates that the disproportionate distribution of income within society is associated with aggression and violence. Although research has been conducted identifying the relationship between income inequality and bullying victimization and perpetration, little is known about possible mediators. We investigated the association between income inequality and bullying perpetration and victimization among adolescents participating in the Cannabis, Obesity, Mental health, Physical activity, Alcohol use, Smoking, and Sedentary behavior (COMPASS) study. We identified whether school connectedness and psychosocial well-being mediated the relationship between income inequality and bullying behavior. This study used pooled cross-sectional data from 147,748 adolescents aged 13 to 18 from three waves (2015–2016, 2016–2017, 2017–2018) of the COMPASS study from 157 secondary schools in British Columbia, Alberta, Ontario, and Quebec (Canada). The Gini coefficient was calculated based on the school Census Divisions (CD) using the Canada 2016 Census and linked with student data. We used multilevel modeling to investigate the relationship between income inequality and self-reported bullying victimization and perpetration, while controlling for individual-, school-, and CD-level characteristics. A standard deviation increase in Gini coefficient was associated with increased odds for bullying victimization and perpetration. Findings were observed among girls; however, inequality was only associated with perpetration among boys. We identified social cohesion and psychosocial well-being as potential mediators. To counter the adverse effects of income inequality, school-based interventions designed to increase school connectedness and student psychosocial well-being should be implemented to protect against bullying.

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Section: Discussionmentioning

confidence: 99%

Income Inequality and Bullying Victimization and Perpetration: Evidence From Adolescents in the COMPASS Study

et al. 2022

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“…Future research could, for instance, start from the current gap between general and vocational education concerning the attention that is awarded to curricula and practices of CE (Council of Europe, 2017, European Commission/EACEA/Eurydice, 2017). More generally, the ways in which schools and curricula of CE seem to function as confirming inequalities, disadvantages and the existing ‘status quo’, rather than promoting equality, dissent, or emancipation (Merry, 2020), deserve further investigation in order to improve policymaking concerning CE.…”

Section: Discussionmentioning

confidence: 99%

Citizenship-as-competence, what else? Why European citizenship education policy threatens to fall short of its aims

Joris

Simons

Ağırdağ

2021

European Educational Research Journal

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The topic of citizenship education and the promotion of democratic citizenship in schools has risen to the top of educational policy agendas in Europe over the past three decades. This rise in attention, however, appears to be accompanied by an apparent lack of attention to the specific manner in which citizenship, education and the assumed relationship between both are currently conceptualised and understood in this policy context. The currently dominant notions of citizenship education centre around a concept of citizenship-as-competence, illustrating a certain assumption of equivalence between citizenship and formal education in schools, without further elaborating on this assumption. By means of a critical re-reading of key European educational policy texts referring to citizenship education, and their use of the key concepts of citizenship and education, our analysis shows how the competence-based approach to citizenship education in European educational policymaking entails tensions with its own assumptions, therefore falling short of its own proclaimed purpose of emancipating young people in Europe to become autonomous, engaged and critical democratic citizens.

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“…The findings of this study are incompatible with other studies that have demonstrated the weakness and failure to include citizenship values in curricula and textbooks. Also, learning of language textbooks drive learners away from the goals of citizenship education, and learning of citizenship in the school is still traditionally and need to suitable alternatives (Al-Humaidi, 2012; Al-Kandari and Abdul Rahim, 2013; Al-Otaibi, 2010; Ersoy, 2013; Collado and Atxurra, 2006; Darak, 2018; Losito, 2003; Davies, 2006; Merry, 2018; Roumi, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, other studies have also demonstrated the weakness and failure to include citizenship values in curricula and textbooks (Al-Otaibi, 2010; Collado and Atxurra, 2006; Ersoy, 2013; Losito, 2003; Al-Kandari and Abdul Rahim, 2013; Roumi, 2012; Al-Humaidi, 2012; Davies, 2006). In addition, new studies (Darak, 2018; Merry, 2018) the results showed that learning of language textbooks drive learners away from the goals of citizenship education, and learning of citizenship in the school is still traditionally and need to suitable alternatives.…”

Section: Introductionmentioning

confidence: 99%

The citizenship values included in intermediate stage Arabic-language textbooks and teachers’ awareness of them in the UAE: A case study

Al-Qatawneh

Alsalhi

Eltahir

2019

Heliyon

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This study aimed to identify the extent to which Citizenship values are included in Arabic-language textbooks for the intermediate stage, and teachers' awareness of them in the United Arab Emirates (UAE). In this study, the researchers used a descriptive-analytical approach. Study tools consisted of a list of citizenship values, the presence of which values these textbooks were analyzed for, in addition to a 20-item questionnaire that was administered to 140 teachers. The results showed that a total of 214 instances of citizenship values were contained in the Arabic-language textbooks, with representation of various values. The results also showed that Arabic-language teachers’ awareness of the citizenship values included in those textbooks are at a high level, with an average ±standard deviation of 3.67 ± 1.18. The study recommends that citizenship values should be included as an independent subject textbook in the educational curriculum.

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Can schools teach citizenship?

Cited by 30 publications

References 43 publications

Income Inequality and Bullying Victimization and Perpetration: Evidence From Adolescents in the COMPASS Study

Income Inequality and Bullying Victimization and Perpetration: Evidence From Adolescents in the COMPASS Study

Citizenship-as-competence, what else? Why European citizenship education policy threatens to fall short of its aims

The citizenship values included in intermediate stage Arabic-language textbooks and teachers’ awareness of them in the UAE: A case study

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