Educating for Citizenship: What Teachers Say and What Teachers Do

Evans, Mark

doi:10.2307/20054170

Cited by 61 publications

(47 citation statements)

References 17 publications

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“…Mhlauli (2010) de yaptığı araştırmada öğretmenlerin vatandaşlık kavramını ulusal öğelerle anlamlandırdıklarına, topluma karşı sorumluluklar, toplumsal değerleri sahiplenme ve yüceltme gibi boyutları öne çıkararak küresel boyutta bir vatandaşlık tanımı yapamadıklarına dikkat çekmiştir. Diğer yandan, Evans (2004) yaptığı çalışmada, öğretmenlerin, vatandaşlık eğitiminin amaçlarının ulusal öğelerin yanında küresel öğeleri de barındırması gerektiğini düşündüklerini ve hak ve sorumluluk, toplumsal katılım, güncel bilgiler gibi konuları ulusal ve küresel açılardan ele aldıklarını tespit etmiştir.…”

Section: Sonuç Tartişma Ve öNeri̇lerunclassified

Sosyal Bilgiler Öğretmenlerinin Küresel Sistem, Küresel Eğitim ve Çeşitlilik Kavramlarına İlişkin Algısı

Öztürk¹,

Günel²

2015

İlköğretim Online

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ÖZ. Bu araştırmanın amacı, Sosyal Bilgiler öğretmenlerinin küresel sistemler, küresel eğitim ve çeşitlilik gibi küreselleşmenin eğitime kazandırdığı yeni yaklaşım ve kavramlara ilişkin algısını ortaya çıkarmaktır. Nitel araştırma yöntemlerinden olgubilim yöntemiyle yapılan bu çalışmada, maksimum çeşitleme örnekleme tekniğine uygun olarak belirlenen Türkiye'de üç farklı devlet okulunda halen görev yapmakta olan dört farklı Sosyal Bilgiler öğretmeni ile çalışılmıştır. Katılımcılarla yarı-yapılandırılmış bireysel görüşmeler yapılmıştır. Araştırmanın verileri tümevarımsal analiz yoluyla analiz edilmiştir. Araştırma sonucunda, katılımcıların küresel sistemler, küresel eğitim ve çeşitlilik kavramlarını belirgin şekilde tanımlayamadıkları belirlenmiştir. Ayrıca Sosyal Bilgiler öğretmenlerinin küresel sistemler ve küreselleşme kavramlarının farklı kültürler, dinler, ırklar ve etnik gruplar arasındaki sosyal, politik ve ekonomik çatışmalarla ilgili olduğunu düşündükleri tespit edilmiş; bu nedenle de küresel eğitim hakkında bilgiden ziyade kişisel görüşlerine dayalı olumsuz bir algıya sahip oldukları bulunmuştur. Anahtar Kelimeler. Sosyal Bilgiler, Küresel Sistemler, Küresel Eğitim, Çeşitlilik ABSTRACT. This study aims to explore Social Studies teachers' perceptions of new approaches and concepts, which are introduced to field of education through globalization such as global systems, global education, and diversity. In this study phenomenology was used as a method to discover social studies teachers' perceptions of such concepts. Within the purposeful sampling the researchers used maximum variation sampling method in order to select participants. The participants were four social studies teachers who are currently employed in three different public schools in Turkey. Semi-structured individual interviews were conducted with the participants. Inductive data analysis method was used to analyze the data of this study. The study shows that social studies teachers had shallow and unclear perspectives on global systems, global education, and diversity. The teachers also pointed out that global systems and globalization were about social, political, and economic conflicts among different cultures, religions, races, and ethnic groups. Therefore, participants' negative view of global education was based on personal beliefs rather than knowledge. Keywords. Social Studies, Global Systems, Global Education, Diversity SUMMARY Purpose and Significance: The main purpose of global education is to promote crucial knowledge, skills, and attitudes for students in order to successfully co-exist in the global world in which political, social, and economical borders are rapidly diminished and different nations, states, and cultures are able to communicate with each other faster and easier than ever. Another purpose of global education is to provide students with both local and universal values, which would help them to make informed and effective decisions as citizens of the world. Since one of the purposes of social studies is also to help s...

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Section: Sonuç Tartişma Ve öNeri̇lerunclassified

Sosyal Bilgiler Öğretmenlerinin Küresel Sistem, Küresel Eğitim ve Çeşitlilik Kavramlarına İlişkin Algısı

Öztürk¹,

Günel²

2015

İlköğretim Online

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“…With respect to global citizenship education practice, it is our view that the challenge for teacher educators and educational administrators is to create the conditions that move global education from the periphery into the mainstream, while creating a comfort zone in which teachers feel confident in tackling what many see as controversial issues (Davies, 2006;DfID, n.d.;Evans, 2006). In circumstances where creative teachers are developing their own "eclectic and distinctive" global education practices, it is important to learn what works from these practitioners.…”

Section: Methodsmentioning

confidence: 99%

“…We contend that most practitioners and teacher educators are failing to "mainstream" global citizenship education (Ibrahim, 2005). Furthermore, notwithstanding what Evans (2006) identifies as "eclectic and distinctive tendencies" (p. 410) among global citizenship educational practitioners, in the absence of formalized guidelines and authorized resource materials, it is the initiatives and the developing skills of elementary school teachers that are reshaping the practice of global citizenship education in elementary classrooms.…”

Section: Introductionmentioning

confidence: 95%

Teacher-Initiated, Student-Centered Global Education in a K to 8 School

O'Sullivan

Vetter

2007

Journal of Teaching and Learning

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Despite a growing recognition that established notions of democracy, nationhood, citizenship, and ethnicity are giving way to emerging notions of democratic, multicultural, global citizenship, there are few curricular guidelines to achieve this expectation. This is especially the case at the elementary level where there isn't even a consensus that such an approach is appropriate. Faced with this lack of consensus and the resulting lack of curricular leadership and driven by the need to respond to the needs and interests of their students, elementary teachers, influenced by the particularities of their local circumstances, follow their instincts and rely on each other with respect to how to teach what is variously called global education, global citizenship education, or education from a global perspective. Elementary teachers are reshaping the practice of what is referred to in this paper as global (citizenship) education at the classroom level. While such innovations can frequently lead to creative results, they can also result in highly idiosyncratic interpretations of what constitutes the most effective approach to teaching from a global perspective or what constitutes global citizenship. This paper is a case study of the efforts of the staff of one small-town Ontario elementary school to infuse a global perspective throughout the grades from K to 8 and across the curriculum.

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“…¿El licenciado que enseña ese tipo de contenidos debe poseer alguna formación específica para hacerlo? Diversos autores (Evans, 2006;Bolívar, 2007) resaltan que, más allá de poseer una formación inicial, "el éxito de la materia depende, junto a otros factores, de la capacidad de su profesorado para enseñar los contenidos [pero también] de ser capaz de promover enfoques más activos fundados en la participación en el aula y centro, y más ampliamente Universidad de La Sabana | Facultad de Educación en la vida social" (Bolívar, 2007, p. 41). Dentro de los criterios en el momento de elegir o designar quién enseña este tipo de asignaturas o configura los procesos, la formación inicial debe aparecer como uno de los criterios, pero no el único de ellos.…”

Section: El Profesorado Y La Formación Políticaunclassified

La formación ciudadana en la educación obligatoria en Colombia: entre la tradición y la transformación

González-Valencia¹,

Fernández²

2016

Educ.Educ.

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Para citar este artículo / To reference this article / Para citar este artigo González-Valencia, G. A. y Santisteban-Fernández, A. (2016). La formación ciudadana en la educación obligatoria en Colombia: entre la tradición y la transformación. Educ. Educ., 19(1), 89-102. DOI: 10.5294/edu.2016.19.1.5 La formación ciudadana en la educación obligatoria en Colombia: entre la tradición y la transformación ResumenISSN 0123-1294 | Educ.Educ. Vol. 19. No. 1 | Enero-Abril de 2016 | pp. 89-102. 91La formación ciudadana en la educación obligatoria en Colombia: entre la tradición y la transformación

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Educating for Citizenship: What Teachers Say and What Teachers Do

Cited by 61 publications

References 17 publications

Sosyal Bilgiler Öğretmenlerinin Küresel Sistem, Küresel Eğitim ve Çeşitlilik Kavramlarına İlişkin Algısı

Sosyal Bilgiler Öğretmenlerinin Küresel Sistem, Küresel Eğitim ve Çeşitlilik Kavramlarına İlişkin Algısı

Teacher-Initiated, Student-Centered Global Education in a K to 8 School

La formación ciudadana en la educación obligatoria en Colombia: entre la tradición y la transformación

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