Citizenship education: social science teachers' views in three European countries

Jeliazkova, Margarita I.

doi:10.3990/1.9789036540056

Cited by 3 publications

(4 citation statements)

References 88 publications

(109 reference statements)

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“…García (2019) highlighted the need for teachers to use these curricular contents with methodological designs that are amenable to the development of democratic competencies. Other studies (Hoge, 2002;Jeliazkova, 2015;Reynolds et al, 2019) highlighted the possibilities offered by the curriculum to develop education in democratic competencies in various educational contexts.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Educating for Participatory Citizenship in the Social Sciences Classroom: A Practical Experience

Corrales Serrano

2023

RIMCIS

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Within the competences developed in the social sciences classroom in secondary education, one of the most influential in shaping society is social and civic competence. In this context, educating for citizen participation and democracy is one of the main tasks in this stage since it lays the foundations for personal development, and it is the last stage in which competencies are developed globally. This exploratory type of research carries out a qualitative analysis of the results of a didactic intervention whose purpose is this task. It was carried out with a sample of 143 students, chosen by convenience procedure, not probabilistic, under the necessary conditions to participate in the intervention during the 2020/2021 and 2021/2022 academic years. Its objective is to analyze the training of secondary education students in Spain from the areas of social sciences and philosophy for democratic participation in society. The analysis methodology was qualitative and was carried out with the help of WEBQDA software. The results show an evolution in the knowledge about the concepts of "democracy" and "participation" and the disposition for citizen participation in the students included in the sample.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Educating for Participatory Citizenship in the Social Sciences Classroom: A Practical Experience

Corrales Serrano

2023

RIMCIS

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“…Although we contrasted views, intermediate views are often possible. For developing the framework of views on citizenship education, we referred to literature about views on good citizenship and citizenship education (e.g., Guérin, 2018;Jeliazkova, 2015;Van der Ploeg, 2020;Veugelers, 2011), the goals of citizenship education (e.g., Eidhof, 2020;Hodson, 2020;Van der Ploeg & Guérin, 2016), citizenship and democracy (Biesta, 2021), and about the contexts for citizenship education (Biesta et al, 2009). The complete framework of views on citizenship education, as used for our analysis, can be found in the appendix.…”

Section: Contemporary Views On Citizenship Educationmentioning

confidence: 99%

Montessori’s Perspective on Citizenship Education

De Brouwer,

Klaver,

Van der Zee

2023

JMR

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The purpose of this study is to synthesize Montessori’s writings on citizenship education to support the implementation of a Montessorian view. This synthesis demonstrates that Montessori was of the explicit conviction that a better world can be achieved through citizenship education, as it strives for a peaceful and harmonious society. We approach this topic through the Dutch context. Although schools in the Netherlands are required by law to promote active citizenship and social cohesion, this law does not stipulate which of the many different views on citizenship education schools must adhere to. Schools have the liberty to devise their own citizenship curricula if they can substantiate their views and choices. For Montessori schools, this requires insight into Montessori’s view on citizenship education. Although Montessori’s views are still largely appropriate in our time, an ongoing dialogue about citizenship education is required, as Montessori lived and worked in a specific geopolitical context. Based on our analysis, we have identified seven themes that characterize Montessori’s view on citizenship education: one common citizenship goal; preparation for independent thinking and action; image of the future citizen; adapted and critical citizens; humanity for harmony; knowledge as prerequisite, personality development as goal; and an ever-expanding worldview. The results of this study provide valuable insights for designing and teaching citizenship education through a Montessorian lens.

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“…Deze benadering van burgerschapsonderwijs wordt wel de participatieve benadering genoemd (Guérin, 2018). Bij deze benadering hoort een idee van goed burgerschap dat wordt gekenmerkt door: politieke geletterdheid, kritische denkvaardigheden, bepaalde waarden, houdingen en gedragingen (zoals vrijheid, gelijkheid, respect, tolerantie, en solidariteit), actieve participatie en betrokkenheid bij de gemeenschap (Eidhof et al, 2016;Guérin, 2018;Jeliazkova, 2015;Van Rees, 2021b).…”

Section: Participatieve Benadering Van Burgerschapsonderwijsunclassified

“…Een andere optie is om juist de diversiteit aan opvattingen over burgerschap het onderwerp van burgerschapsonderwijs te maken en kinderen en jongeren zelf te laten nadenken over wat goed burgerschap is (Joris, 2021;Van der Ploeg, 2015Veugelers, 2011). Guérin, 2018;Guérin et al, 2021;Jeliazkova, 2015;Joris, 2021;Van der Ploeg, 2015Van Rees, 2021a, 2021bVan Waveren, 2020;Veugelers, 2011Veugelers, , 2015 en van literatuur over de doelen van burgerschapsonderwijs (Eidhof, 2020;Hodson, 2020;Nieuwelink, 2021;Van der Ploeg & Guérin, 2016), burgerschap en democratie (Biesta, 2021) en contexten voor burgerschapsvorming (Biesta et al, 2009).…”

Section: Doordacht En Onderbouwd Burgerschapsonderwijsunclassified

Montessori en burgerschapsonderwijs: Balanceren tussen toerusten en ruimte geven

Brouwer¹,

Klaver²,

Zee³

2022

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In de publicatie “Montessori en burgerschap: balanceren tussen toerusten en ruimte geven” worden verschillende opvattingen over hedendaags burgerschapsonderwijs en de opvattingen van Maria Montessori Besproken. Daarnaast worden Montessori’s inzichten verbonden met hedendaagse opvattingen. Uiteindelijk mondt het stuk uit in concrete ontwerpprincipes om als school zelf vorm te geven aan montessoriaans burgerschapsonderwijs.

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Citizenship education: social science teachers' views in three European countries

Cited by 3 publications

References 88 publications

Educating for Participatory Citizenship in the Social Sciences Classroom: A Practical Experience

Educating for Participatory Citizenship in the Social Sciences Classroom: A Practical Experience

Montessori’s Perspective on Citizenship Education

Montessori en burgerschapsonderwijs: Balanceren tussen toerusten en ruimte geven

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