Characterising citizenship education in terms of its emancipatory potential: reflections from Catalonia, Colombia, England, and Pakistan

Sant, Edda; González-Valencia, Gustavo A.; Shaikh, Ghazal; Fernández, Antoni Santisteban; Costa, Marta da; Hanley, Chris; Davies, Ian

doi:10.1080/03057925.2022.2110840

Cited by 3 publications

(7 citation statements)

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“…The model of citizenship education shows a strong correlation r = 0.7 (p < 0.001) between the factors child's trust in the school staff and participation in school self-government, between the factors child's relationship with community events and participation in school self-government r = 0.69 (p < 0.001); between the factors child's relationship with community events and child's interest in news r = 0.66 (p < 0.001), between the factors child's interest in news and participation in school self-government r = 0.63 (p < 0.001); an average correlation between the factors child's relationship with community events and teachers' respect for the child's opinion r = 0.56 (p < 0.001). Strong correlations between child's trust in the school staff and participation in school self-government, between child's relationship with community events and participation in school self-government reveal a slightly different relationship between the factors of citizenship education than was discovered after analyzing the statements of Davison (2000), Chawla & Heft (2002), Horwath et al (2012), Lansdown et al (2014), Lim (2015, Reichert & Torney-Purta (2018), Chia & Zhao (2020), Wolhuter et al (2020), Sant et al (2022). The 1 RMSEA -Root Mean Square Error of Approximation (RMSEA).…”

Section: Analysis Of the Research Resultsmentioning

confidence: 99%

“…Using the suggestions of Schugurensky & Myers (2008) for twenty-first century citizenship education, it was decided to analyze the citizenship of basic school students according to one dimension: from passive student to active student. This dimension predicts a movement from uncivil behavior towards citizenship, therefore, the factors identified by researchers (Davison, 2000;Chawla & Heft, 2002;Horwath et al, 2012;Lansdown et al, 2014;Lim, 2015;Reichert & Torney-Purta, 2018;Chia & Zhao, 2020;Wolhuter, et al, 2020;Sant et al, 2022) can be used to reveal the change:…”

Section: Methodsmentioning

confidence: 99%

“…Cleovoulou (2021), bringing to the fore the most common questions teachers have about what citizenship education is, why to teach it and how to teach it, explained the perspectives of citizenship education in primary school in order to strengthen civic awareness and a sense of responsible and active citizenship. The attention of researchers is drawn to the role of the school in developing citizenship values in individual countries, e.g., England (Moorse, 2019), China (Chia & Zhao, 2020), South Africa (Wolhuter, Janmaat, van der Walt, & Potgieter, 2020), the Netherlands (Duarte, 2021); a team of authors from different countries (Sant et al, 2022), using case studies from schools in Catalonia, Colombia, England, and Pakistan, inspires the discussion whether citizenship education manifests different conditions of emancipatory education. Generation Z is said to believe in diversity, social justice, and the ability to change the world.…”

Section: Introductionmentioning

confidence: 99%

“…, Horwath et al (2012),Lansdown et al (2014),Lim (2015),Reichert & Torney-Purta (2018),Chia & Zhao (2020),Wolhuter et al (2020),Sant et al (2022): adults' respect for the child's opinion is a middle factor intervening between the factors child's trust in the school staff, relationship with community events, child's interest in news and child's participation in school selfgovernment. In the extracted factor structure, adults' respect for the child's opinion does not have a dominant place emphasized byDavison (2000),Chawla & Heft (2002),Horwath et al (2012),Lansdown et al (2014), Lim (2015), Reichert & Torney-Purta (2018),Chia & Zhao (2020),Wolhuter et al (2020),Sant et al (…”

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confidence: 99%

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Social-Educational Factors of Children’s Citizenship Education in Basic School: the Context of Lithuania

Malinauskienė,

Vaitkevičienė,

Bražienė

et al. 2023

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Citizenship education is a relevant issue of education and international policy in many countries, including Lithuania, especially due to the current tense geopolitical situation. In 2022-2023, after updating general education curricula, citizenship education competence is included in all subjects of general education. According to the updated Fundamentals of Citizenship programme for grades 9–10, students can develop citizenship competences by participating in nonformal education and engaging in other activities related to citizenship education. To achieve the aim of the research presented in the article – to analyze the social-educational factors of children’s citizenship education in basic school – an empirical study was carried out, for which the Diagnostic Questionnaire for the Situation of Citizenship Education by Valuckienė et al. (2017) was used. The study made it possible to distinguish the social-educational factors important for citizenship education: the child’s trust in the school staff, the child’s relationship with community events, adults’ respect for the child’s opinion, the child’s interest in news and the child’s participation in school self-government. The results of the empirical study confirmed the hypotheses: 1) respect for the child’s opinion is moderately positively related to the child’s involvement in the life of the school community, participation in school self-government and 2) adults’ respect for the child’s opinion is weakly positively related to the child’s trust in the school staff.

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Section: Analysis Of the Research Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Social-Educational Factors of Children’s Citizenship Education in Basic School: the Context of Lithuania

Malinauskienė,

Vaitkevičienė,

Bražienė

et al. 2023

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“…No obstante, es de gran importancia incorporar temas enfocados a la ciudadanía global para educar a los alumnos en nuevos contextos encaminados a la globalización y modernización. Estos temas pueden ser abordados por medio de las competencias ciudadanas, que involucran el acompañamiento al proceso de participación pacífica, responsable; a la inserción crítica y respetuosa en contextos de diversidad; así como a la trascendencia de dicha cultura en cuanto los límites comunitarios, locales y nacionales, de manera que se forme un verdadero ciudadano del mundo (González-Valencia et al, 2020;Sant et al, 2022).…”

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The state of citizen abilities in university students of Chile, Colombia, and Mexico

Cantón Balcázar

2024

Reg Cient

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The educational field proposes to develop the most qualified professionals in all senses, not only academically. This includes the formation of citizenship skills that students must possess in order to train the professionals of the future. To measure civic engagement in university students, three Latin American higher education institutions joined forces. These were the Universidad de los Andes (Colombia), the Pontificia Universidad Católica de Chile (Chile), and the Tecnológico de Monterrey (Mexico); through these joint efforts, a citizenship laboratory was created. This article was descriptive in scope, and the general objective was to describe the state of citizenship skills in university students. The methodology consisted of formulating an instrument, specifically a survey, which integrated 42 items; it was divided into socioemotional, citizenship and global skills. Subsequently, the data were processed using the statistical program R. The most relevant findings are that there is an area of opportunity, especially in terms of their participation in student organizations, in order to exploit their abilities as much as possible.

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Fail to plan, plan to fail. Are education policies in England helping teachers to deliver on the promise of democracy?

Sant,

Weinberg,

Thiel

2024

British Educational Res J

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This paper examines three questions: (1) (How) Is democracy promoted in secondary schools in England? (2) How is the promotion of democracy understood in education and teacher education policy? and (3) To what extent does existing education policy benefit the promotion of democracy in schools in England? To explore these questions, we first discuss the policy landscape surrounding democratic education in England. We then outline our data collection and analysis methods, which comprised (a) the coding of ten different policy documents, including curriculum specifications, teaching standards and inspection frameworks, and (b) the utilisation of an original survey of more than 3000 teachers working in approximately 50% of all secondary schools in England. Together, our data allow us to raise three important points. First, education and teacher education policy neglects to specify ‘how’ democracy should be promoted and by ‘whom’. Second, schools are offering scant provision of democratic education. Third, the majority of teachers feel fundamentally underprepared to teach democracy. We conclude this paper by arguing that, if policymakers do wish to promote democracy, there is a need for a cohesive policy and teacher education approach that guarantees democratic education for all.

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Characterising citizenship education in terms of its emancipatory potential: reflections from Catalonia, Colombia, England, and Pakistan

Cited by 3 publications

References 38 publications

Social-Educational Factors of Children’s Citizenship Education in Basic School: the Context of Lithuania

Social-Educational Factors of Children’s Citizenship Education in Basic School: the Context of Lithuania

The state of citizen abilities in university students of Chile, Colombia, and Mexico

Fail to plan, plan to fail. Are education policies in England helping teachers to deliver on the promise of democracy?

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