Teachers’ Constructions of Democracy: Intersections of Western and Indigenous Knowledge in South Africa and Kenya

Kubow, Patricia K.

doi:10.1086/518479

Cited by 29 publications

(23 citation statements)

References 16 publications

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“…Respect for others is an important feature of citizenship, allowing better integrating of individuals into a diverse community where social interactions occur on a daily basis. In other words, showing respect towards others is an important feature of citizenship (Waghid, 2009;Kubow, 2007). Only 27.8% students showed respect towards other people in a community, suggesting that they do not have information about the rights of other people.…”

Section: Findings and Discussionmentioning

confidence: 99%

Promoting active participation of children with intellectual disabilities in social activities through citizenship education in disability centers in Tabuk, Saudi Arabia

Alkahtani¹,

Al-Qahtani²

2017

Educ. Res. Rev.

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This study evaluates the positive impact of citizenship education in students with an intellectual disability in disability centers in Saudi Arabia. The understanding of citizenship rights is widely perceived to be helpful for the successful integration of disabled students in a diverse society. A qualitative close-ended questionnaire was used as a data collection tool to evaluate the citizenship knowledge of 6-12-year-old students who were randomly recruited from the disability centers in Tabuk, Saudi Arabia. The study revealed an average level of citizenship knowledge among the students with intellectual disabilities. The results of the present study are statistically significant and suggest the importance of reforms in the educational institutes of disabled students, in order to ensure the development of citizenship knowledge in these students and help them to be a part of a diverse society.

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Section: Findings and Discussionmentioning

confidence: 99%

Promoting active participation of children with intellectual disabilities in social activities through citizenship education in disability centers in Tabuk, Saudi Arabia

Alkahtani¹,

Al-Qahtani²

2017

Educ. Res. Rev.

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“…asking students to reflect on their teacher preparation program and the political context of their teaching. Kubow (2007) suggests that as a multi-party dialogue, focus groups "enable both participants and researchers to see how the individual responses contributed during the discussion differ from or reinforce those of peers" (p. 307). A focus group allowed for the greater freedom of expression and more support from the group to participate than individual interviews.…”

Section: Methods and Data Collectionmentioning

confidence: 99%

Examining social political contexts in teacher preparation in Palestine

Nasser

Wong

2013

Teaching Education

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This study explores teaching English as a foreign language in the West Bank, Palestine. It investigates the perspectives of a group of faculty, preservice, and in-service teachers about teaching and learning English in the primary grades under the overarching harsh realities of political conflict and instability. The study demonstrates the importance of addressing socio-political contexts to make teaching meaningful and to set pedagogical strategies that correspond to the context of the students in teacher preparation programs. Participants interviewed responded to open-ended questions about teaching English as a foreign language and discussed major issues and challenges they face.

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“…Researchers who study the roles of teachers in post-conflict and African societies stress the transformative but troublesome nature of this position (Freedman et al 2008;Kirk 2004;Kubow 2007;Ndura 2006). At the same time that some scholars advocate for the ability of teachers to act as social activists to promote peace and critical consciousness (Johnson 2007;Kirk 2004;Ndura 2006;Yogev 2013), an empirical study from Rwanda suggests that teachers may prefer to focus on ensuring a single, 'true,' classroom narrative in order to prevent future conflict (Freedman et al 2008).…”

Section: Citizenship Education In African Contextsmentioning

confidence: 99%

‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

Quaynor

2014

Journal of Peace Education

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Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to produce engaged, effective citizens, teachers should have pedagogic support to confront the differences between the implemented curriculum and students' lived experiences. Peace education in such contexts must include equipping students to seek justice. Furthermore, because possibilities for civic education are embedded in students' local and national contexts, current global civic education initiatives must be adaptive to local realities.

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Teachers’ Constructions of Democracy: Intersections of Western and Indigenous Knowledge in South Africa and Kenya

Cited by 29 publications

References 16 publications

Promoting active participation of children with intellectual disabilities in social activities through citizenship education in disability centers in Tabuk, Saudi Arabia

Promoting active participation of children with intellectual disabilities in social activities through citizenship education in disability centers in Tabuk, Saudi Arabia

Examining social political contexts in teacher preparation in Palestine

‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

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