One world in schools: an evaluation of the human rights education programme in the Republic of Georgia

Činčera, Jan; Skalik, Jan; Binka, Bohuslav

doi:10.1080/0305764x.2018.1427216

Cited by 4 publications

(2 citation statements)

References 27 publications

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“…It may be assumed that the program influenced some of the students, but not the majority. The issue of gender differences, i.e., educational programs' higher impact on girls compared with boys also has been found in other studies [51][52][53][54]; similar patterns were revealed in studies comparing the level of sustainability consciousness between boys and girls [55], while Goldman, Pe'er, and Yavetz [56] found these differences to be more complex. It could be assumed that the findings were affected by the low number of respondents in the control group, which has definitely been one of the limitations of the study.…”

Section: Discussionsupporting

confidence: 73%

Active Citizens: Evaluation of a Community-Based Education Program

et al. 2019

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This study analyses the Active Citizens program conducted in seven Czech elementary schools in 2017/2018. The data were obtained in a mixed-design research study containing pre/post experimental/control groups (N = 114), eight focus groups with selected students (N = 56), and group interviews with teachers (N = 14). The mean age of the students was 13.8 years. The study focuses on the students' and the teachers' perception of the process, the program's barriers and benefits, and on the impact of the program on the students' self-efficacy and on perceived democratic school culture. The analysis revealed that while the participants felt empowered because of their experience, they started to perceive their school environment as less democratic than before the program. The program also likely influenced girls more than boys as the latter seem to have been unaffected. Finally, the implications of the findings for the practice are discussed.

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Section: Discussionsupporting

confidence: 73%

Active Citizens: Evaluation of a Community-Based Education Program

et al. 2019

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“…Solution-directed collective action refers to the voluntary behavior of a group of people that is aimed at a common goal. Results from research evaluating a program for promoting action taking for human rights, equally found that participating students themselves were more inclined to take collective than individual action (Činčera , Skalík, & Binka, 2018). This needs a collective literacy and competence, i.e.…”

Section: [Table 1 Near Here]mentioning

confidence: 99%

Redefining action competence: The case of sustainable development

Sass

Pauw

Olsson

et al. 2020

The Journal of Environmental Education

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The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (ESD), and discuss the approach as predominantly being a subjectification model of education.Furthermore, we offer an updated and refined generic definition of action competence as a competence of people. To this end, we develop an ecology of psychological concepts that underpin AC. We present a theoretical perspective based on the concepts of "action" and "competence", for stronger consideration of AC as a competence of people. We relate this generic concept of AC to concepts such as commitment, passion, knowledge, and selfefficacy for solving controversial problems. Finally, we introduce the specific concept of "Action Competence in Sustainable Development" (ACiSD) to articulate the competence of people to engage in solving sustainability issues.

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