Towards Understanding of Social Capital and Citizenship Education

Print, Murray; Coleman, David

doi:10.1080/0305764032000047522

Cited by 56 publications

(42 citation statements)

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“…Typical elements of this approach, which we refer to as an 'educating for citizenship' perspective, are first and foremost the accent on social participation and on the democratic and multicultural character of society (see also Boyd & Arnold, 2000;Naval, Print, & Veldhuis, 2002;Print & Coleman, 2003;Rychen & Salganik, 2003;Gordon, 2003). 'Adequate participation' does not mean behaving according to a fixed set of norms, but being able to deal flexibly with differences and other choices and possibilities.…”

Section: Developing Into a Social Competent Citizenmentioning

confidence: 99%

Educating for Adulthood or for Citizenship: social competence as an educational goal

Dam

Volman

2007

Euro J of Education

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In this article we discuss the social competence students should acquire to participate in society in an adequate manner. The focus is on social competence as an educational goal and on the question of how to evaluate the efforts of schools in enhancing the social competence of their students. First, a review study is presented of research on the social competence or pro‐social development of students. Two perspectives figure in the literature on the meanings of social competence in modern society: an ‘educating for adulthood’ perspective and an ‘educating for citizenship’ perspective. Each emphasises different aspects of the social competence youngsters need to develop and follows a different line of thought in considering the task of education in enhancing social competence. In the second part of this article we select the components of social competence that should form part of the development of children and young people in a democratic society. We question what instruments are necessary to assess educational results in the field of social competence. On the basis of the review study we also analyse what type of instruments are currently available and what problems have been identified in measuring educational results in the field of social competence. The article concludes with a discussion of the normative character of the concept of social competence.

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Section: Developing Into a Social Competent Citizenmentioning

confidence: 99%

Educating for Adulthood or for Citizenship: social competence as an educational goal

Dam

Volman

2007

Euro J of Education

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“…From the present data, it might be argued that the activities developed and implemented by the students helped them develop (1) knowledge on problems related to human rights and democracy, (2) skills to work together and develop creative solutions to the problems in their community, and (3) attitudes and values that motivate them to willingly participate and take actions for improving the conditions in their community. These characteristics are considered to be necessary for an active citizen as reported by many researchers (Hoskins & Deakin Crick, 2010;Jansen et al, 2006;Print & Coleman, 2003;Stubbs, 1995). CRELL Research Network on Active Citizenship for Democracy also listed similar characteristics such as making creative and critical reflections, communicating and working with others, solving problems, being open and respecting others' ideas, advocating human rights and democracy, showing political interest, being responsible, autonomous, and independent, valuing equity and involvement (Hoskins & Deakin Crick, 2010) which largely comply with the findings of this study.…”

Section: Discussionmentioning

confidence: 96%

Students as Change Agents in the Community: Developing Active Citizenship at Schools

2017

EDUC SCI-THEOR PRACT

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Promoting active citizenship is seen as invaluable for educational practices in schools particularly in existing social, political, economic, and cultural context of Turkish society. The present study is part of a European Union project that aimed to help students develop knowledge, skills, attitudes and values to actively participate in democratic life, mainly by learning and exercising their rights and responsibilities as citizens both at school and also in their community. The study explored the knowledge, skills, attitudes and values developed by students through the project which are considered to be necessary for active citizenship.Employing qualitative multiple case research design, the sample consisted of 82 eight-grade students and 3 social studies teachers from three different middle schools in Ankara. The data were collected during and after the implementation of activities through observation, formative evaluation forms, student focus group discussions, teacher interviews, and the project evaluation form. The data were analyzed by content analysis method. The findings portrayed that the project activities were conducive to develop the characteristics of active citizenship in students in terms of the knowledge, skills, attitudes and values.

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“…Ogbu, 1993Ogbu, , 2003 about the importance of the interpretation of cultural differences). Young people must acquire insight into the social structure of the multi-ethnic society and learn to deal with social tensions (see also Boyd & Arnold, 2000;Naval, Print, & Veldhuis, 2002;Print & Coleman, 2003). This 'critical approach to the multi-cultural society' (Leeman & Ledoux, 2003) is less accepted in society than the liberal form of multi-culturalism mentioned earlier (Gutman, 1994).…”

Section: Social Competence and The School Contextmentioning

confidence: 99%

Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school

Zwaans

Veen

Volman

et al. 2008

Teaching and Teacher Education

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Download date: 09 May 2018This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. AbstractThis article concerns the relationship between social-educational goals and the school context. We used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal. We did not find a relationship between the context the teachers work in and the social-competence goals they aspire to in their subject. However, teachers working in a more complex school environment, in terms of both the ethnic heterogeneity of the student population and the urban environment of the school, did consider a number of social-competence goals to be less attainable for their students. The results are discussed in the light of research on the competences young people need to participate in a multi-cultural society and the implications for teachers and teaching. r

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Towards Understanding of Social Capital and Citizenship Education

Cited by 56 publications

References 0 publications

Educating for Adulthood or for Citizenship: social competence as an educational goal

Educating for Adulthood or for Citizenship: social competence as an educational goal

Students as Change Agents in the Community: Developing Active Citizenship at Schools

Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school

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