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Citizenship Teaching & Learning - Current Issue
Volume 19, Issue 3, 2024
- Editorial
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Editorial: Reimagining citizenship and education in a changing world
By Yusef WaghidAny attempt to reimagine citizenship education in a changing world would be difficult to manifest if it fails to rethink the conception of citizenship education. Traditional approaches of citizenship education, often tied to national identity, seem to be inadequate for the contemporary global context, where interconnectedness and pluriculturalism play a significant role. In my work I accentuate the importance of deliberative democracy, which encourages active engagement, deliberation and responsible decision-making in education. A focus on ethical responsibility in relation to educational institutions is central to cultivate critical thinking, compassion and responsiveness among students. These values prepare them for active citizenship, not just within their immediate nation states but in a broader global society. It is argued that education must foster an inclusive environment where students are encouraged to challenge injustice and promote social cohesion across diverse communities. In this way, education becomes a necessary practice for cultivating a citizenship, whereby learners recognise their responsibilities to others across cultural and geographical boundaries. This transformative approach to citizenship education seems prudent in addressing the political, social and ethical challenges of the twenty-first century.
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- Articles
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Reimagining citizenship: Findings and conclusions of a critical literature review of scholarship on citizenship education
Authors: Catherine Broom and Julie PartridgeCitizenship and citizenship education are complex terms, understood in multiple and diverse ways. After a brief introduction to conceptions of citizenship, this article discusses a literature review of citizenship education scholarship. The article focuses on exploring how the field has evolved since the work on citizenship education in the 1990s, identifying the emergence of six major themes or areas of study. The article concludes with a discussion that synthesizes the findings and recommends a reimagining of citizenship in and for the twenty-first century.
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What motivates students to engage as global citizens?
Authors: Paul Sherman, Safa Ahmed and Ashley RodriguesThis article reports on research that investigated motivational factors for students to take prosocial actions that align with their global citizen identity. Comparing university and high school students from Canada and Japan who self-identified as global citizens with those who did not, the study found that global citizen students were more highly influenced by their normative environment, had greater global awareness, more strongly endorsed prosocial values and behaviours and were more significantly engaged in global citizenship activities than their non-global citizenship identity counterparts. Students were less likely to be motivated to engage in global citizenship activities by influences from the media and entertainment industries and more likely to be inspired by family, friends, classmates and other global citizens. These findings have relevance for global citizenship educators looking to develop curricula that can motivate their students to transform their knowledge about global citizenship into active engagement as a global citizen.
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The behavioural intention of student teachers for online learning after the COVID-19 pandemic: A survey
More LessDue to the COVID-19 pandemic, education has recently undergone a rapid digitalization, necessitating the simultaneous adoption of several technologies by educators for online learning and instruction. This study will build a model that predicts student teachers’ extensive technology acceptance by extending the technology acceptance model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. The survey (N = 870) will be used to collect the data for this study. The TAM has been shown to be a useful instrument for tracking the uptake of new technologies across a range of fields, including education. TAM, however, has been primarily used to gauge user acceptance of a certain technology deployment. With the development of numerous technologies, this study has expanded TAM to measure student teachers’ technology-enabled practice. The suggested model explains the behavioural purpose of student teachers to teach online. Our research identified the interrelated influences of TPACK, perceived utility (PU) and innovation on teachers’ behaviour and intention to teach online following the epidemic. In addition, the study found that student teachers’ TPACK and PU were significantly predicted by their training and institutional support. This study’s model conceptualization, which combines elements based on personal competence – including TPACK and innovativeness and information technology-based constructs – is original. Additionally, our work adds to the growing body of research on student teachers’ use of online instruction in the post-pandemic age.
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‘It’s better to just listen’: Three dichotomies regarding young citizens’ democratic self-confidence
Authors: Gitte Stald and Mette Løye BalleThis article focuses on the challenges of being young, well-informed, democratic citizens and distrusting one’s ability to develop democratic self-confidence. This notion is framed by intersecting conditions based on norms of democratic citizenship, information practices and democratic values. Empirically, the article draws on interviews with 16–24-year-old Danes. Three dichotomies frame the article’s contribution: (1) The informants are interested and well-informed. However, lacking confidence in their abilities to gain and understand enough information for engaged citizenship affects their democratic self-confidence. (2) The informants demonstrate trust concerning democracy and democratic engagement. Still, the lack of democratic self-confidence affects their actual and perceived democratic participation. (3) The third dichotomy demonstrates that informants orientate globally through online spaces, but democratic deliberation preferably takes place in offline, private safe gardens. These contextual factors impact the direction of potential democratic innovation. If young citizens are to be innovative agents in a democratic society, new fora and formats for civic engagement must evolve.
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How do young people understand the meaning of the assassination of Heydrich?
Authors: Karel Starý, Jana Stará and Veronika LaufkováWithin the national research on school education results, students completing compulsory schooling were asked about the meaning of the assassination of Reinhard Heydrich. Some of the students understood the meaning well, but a detailed analysis of the responses revealed that a considerable number were unable to understand the meaning of the act of the resistance movement even if they were provided with the basic facts. The answers reflected superficial presentism when the historical event was interpreted without regard to the historical context. Radical views also emerged that questioned and relativized the importance of national resistance.
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Social networks that matter: Explaining the social participation of university students
Authors: María Celeste Dávila, Anna Zlobina and Simone BelliYoung people’s social participation has numerous benefits, and universities can play an important role in promoting it. The aim of this study is to broaden our understanding of the impact of social relationships on the development of social participation among university students. We also aimed to determine to what extent previous social participation experiences may modulate said impact. A total of 827 undergraduate students completed a questionnaire assessing their previous experience with social participation, the likelihood of their engaging in social participation in the future and the composition of their social networks, distinguishing between contacts on the basis of the type of relationship and its context (on or off campus). Although a clear relationship was found between social networks and previous experience with social participation, the association with the likelihood of engaging in social participation in the future was weaker and more complex. Previous experience was not found to modulate this association, and relationships with friends seem to be the most important factor in predicting future participation. The differences between civic and political participation are analysed, along with the practical implications of the results in light of, among other things, the potential role played by social norms.
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Service children and barriers to higher education in the United Kingdom: How can service children be better supported in accessing university?
Authors: Spencer Swain and Lewis RitchieChildren from military families are underrepresented within higher education institutions in the UK despite achieving the necessary grades to attend. The article builds upon existing quantitative research that has sought to numerically document the lack of progression of service children into higher education and employs a qualitative methodology implemented through semi-structured interviews and thematic data analysis to unpack the lived experience of service children. Emergent themes from the study document how a lack of pastoral support offered to service children within the education system causes many to lack the reflexive insight needed to make informed choices about what careers to pursue post-18. It is suggested that this lack of reflexivity needs to be rectified if service children are to feel confident applying to university, something we argue should be addressed by implementing a pastoral support system for service children in schools.
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- Book Reviews
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Young People, Radical Democracy and Community Development, Janet Batsleer, Harriet Rowley and Demet Lüküslü (eds) (2022)
By Dan MoxonReview of: Young People, Radical Democracy and Community Development, Janet Batsleer, Harriet Rowley and Demet Lüküslü (eds) (2022)
Bristol: Policy Press, 256 pp.,
ISBN 978-1-44736-276-0, h/bk, £85
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Free and Equal: What Would a Fair Society Look Like?, Daniel Chandler (2023)
By Ian DaviesReview of: Free and Equal: What Would a Fair Society Look Like?, Daniel Chandler (2023)
London: Allen Lane and Penguin Books, 403 pp.,
ISBN 978-0-24142-838-2, h/bk, £25
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