Education for Democratic Citizenship

Menthe, Jürgen

doi:10.1007/978-94-6209-167-2_6

Cited by 4 publications

(5 citation statements)

References 1 publication

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“…However, in contrast to the restrictive visions of teaching democracy and participation which are conceived as content related to one or several subjects (i.e. Citizenship Education) and aim to teach about democracy rather than through democracy (Maitles & Ross, ), we propose that participation has to do with individuals and their contexts, and furthermore support the idea that ‘encouraging democratic practice is the most promising way to introduce democracy and democratic values and attitudes’ (Menthe, , p. 77). We therefore understand that citizenship is not a goal to be achieved after taking a specific syllabus successfully, but a progressive growth a person makes by actively participating in public affairs—citizenship as practice (Biesta & Lawy, ).…”

Section: Introductionmentioning

confidence: 65%

‘I think we are still very directive’: Teachers’ discourses on democratic student participation

Saiz-Linares

Hoyos

Rada

2018

British Educational Res J

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The objective of this study [Susinos, T. (Dir.), ‘Schools moving towards inclusion: Learning from the local community, the student voice and educational support’ (I+D+I, EDU2011‐29928‐C03‐03)] is to gain a deeper understanding of the analysis of the discourses that different education professionals in the Spanish education system have on student participation in schools, based on the premise that they tacitly reflect different models of democracy and advance very diverse school practices. The study is based on the Student Voice Movement, which is defined by its commitment to deliberative democratic education and its role in the development of inclusive schools. In this article, we have conducted a qualitative analysis of the data from 31 in‐depth interviews carried out with teachers and other education professionals from nine schools. These teachers’ discourses are summarised in four dimensions, which we have named individual, pedagogical, organisational and socio‐political. Some conclusions of this work demonstrate a predominance of discourses linked to an individual and pedagogical dimension of participation, based on the idea that this fundamentally depends on the personal dispositions that some students have. It is less common to appeal to the socio‐political dimension, which refers to participation as a citizen's right to debate and make decisions regarding common and public affairs. This suggests that teachers still see their work from a technical point of view, rather than envisaging the school as a space for democratic participation and practice. In short, with this study we aim to contribute to normative theories on participation and democracy in order to expand their empirical and practical support in schools.

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Section: Introductionmentioning

confidence: 65%

‘I think we are still very directive’: Teachers’ discourses on democratic student participation

Saiz-Linares

Hoyos

Rada

2018

British Educational Res J

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“…This article started by approaching the concepts of active and democratic citizenship, and we found that civics and citizenship education which aims at promoting citizens that actively participate in social, political and community life may be best advised by supporting this through democratic experiences, although the pedagogical approach will influence the kind of citizen that emerges (Westheimer and Kahne, 2004;Menthe, 2012). Schools are key agents in this regard because they often provide both formal citizenship learning and, more importantly, informal opportunities to learn for active and democratic citizenship (Print, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Yet we may agree that own experiences of democracy are especially powerful to promote active and democratic citizens. Or as Menthe (2012) concludes, 'encouraging democratic practice is the most promising way to introduce democracy and democratic values and attitudes' (p. 77). Hence, schools are significant socialisation agents when it comes to their contribution to education for active and democratic citizenship.…”

Section: Education For Active and Democratic Citizenship And The Role Of Schoolsmentioning

confidence: 99%

Learning for active citizenship: Are Australian youths Discovering Democracy at school?

Reichert

2016

Education, Citizenship and Social

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For democratic societies to sustain, it is important to educate young people for active and democratic citizenship. This article examines the long-term yields of temporary civics and citizenship educational policies with respect to student participation at school as a precursor of political participation in adult life. The focus is on the Australian Discovering Democracy initiative and whether it improved education for active and democratic citizenship at Australian schools and, thus, contributed to actively engaged citizens. Based on the Australian National Assessment Program -Civics and Citizenship, the analysis suggests that policy initiatives can support schools in the development of experiential civics and citizenship learning in school life, especially if national governments, states and teachers cooperate. The article identifies some gains in improving active and democratic citizenship among secondary school students and concludes that Australian schools laid the foundation of prospectively increasing numbers of active democratic citizens during the past two decades.

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“…The news articles were analyzed based on the guidelines outlined in the Manual on Proper Writing (MMP), which consists of seventeen (17) sections/rules on spelling and writing in the Filipino language. The researcher only utilized ten (10) sections/rules from the MMP in analyzing the news articles written by tabloid writers.…”

Section: Methodsmentioning

confidence: 99%

Filipino in Periodismo: Analyzing the Common Practices of Tabloid Writers in News Writing Using Filipino Language

Luza

2023

IJMRA

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This study is about the Filipino language in the field of journalism. The issue of spelling and guidelines in writing poses a great challenge to the National Language, which is why this study focuses on spelling in Filipino in writing news articles in tabloids. Using the Structuralism and Formalism concepts, 60 news articles from six (6) tabloids were analyzed based on the guidelines set in the Manwal sa Masinop na Pagsulat (MMP) (Manual on Proper Writing) by the Commission on the Filipino Language (Komisyon sa Wikang Filipino (KWF)) to determine the spelling and writing techniques used in tabloid news articles. In order to achieve the main objective of this paper, the researcher considered these steps: first, the news articles were analyzed through coding analysis based on the existing guidelines in the MMP; second, organized the coded data according to the MMP rules; lastly, six journalists were interviewed to determine the foundations of their practices in using Filipino language when writing news articles. In the researcher's analysis, it was found that almost all of the corpora used in tabloids conform to the guidelines recommended by the KWF's MMP. Although there are some words that do not fully conform to the guidelines, particularly those related to consonant clusters, substitution of E with I, O with U, and the use of hyphens. In the interviews conducted, it was revealed that the bases of the six journalists in using Filipino in writing news articles in tabloids is based on the readers' knowledge and familiarity in selecting and spelling words. Even tabloid editors still have the final decision on whether or not to accept the selected spellings of words. After getting the result, it is recommended to have a set of guidelines that all writers should follow to promote uniformity and standardization in writing in Filipino. This way, readers, especially students, will have a better understanding of proper spelling and writing in Filipino.

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Education for Democratic Citizenship

Cited by 4 publications

References 1 publication

‘I think we are still very directive’: Teachers’ discourses on democratic student participation

‘I think we are still very directive’: Teachers’ discourses on democratic student participation

Learning for active citizenship: Are Australian youths Discovering Democracy at school?

Filipino in Periodismo: Analyzing the Common Practices of Tabloid Writers in News Writing Using Filipino Language

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