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1.
Sport education (SE) is an instruction model developed amid concerns about the lack of authentic, legitimate opportunities for young people to experience sport through physical education and was designed to facilitate enhanced links between experiences in physical education and those in the wider world of sport. The paper discusses how one UK primary school delivered key citizenship education learning through the use of SE. The research reported here is based on interviews with teachers and students in Year 6 at one co-education, state-run primary school. The paper highlights the possibilities for teaching citizenship through the medium of sport while recognising the central importance of the creative teaching approach rather than the subject matter of sport in facilitating the development of active citizenship. The possibilities for citizenship education through sport to be celebratory and supportive of real-world discourses are highlighted. As a solution to the overcrowded curriculum in primary schools, SE has been embraced and developed by the teachers in ‘Forest Gate School’.  相似文献   

2.
In recent years the mathematics education research community has undergone a social turn towards a greater interest in the values and broader educational purposes of mathematics education, including issues of social justice and citizenship education. Building on these developing interests, this paper presents a conceptual framework that links the teaching of school mathematics with moral education. Then, in a case study involving two countries, England and Canada, this framework is used to explore the affordances and constraints faced by mathematics teachers in those countries if they want to intentionally practice moral education in the classroom.  相似文献   

3.
This paper examines media discourses in France and in Britain relating to young people, violence and disaffection in schools, setting these within the framework of the UN Convention on the Rights of the Child, which emphasises young people’s participation rights. It analyses policy initiatives developed since 1997 in each country to address concerns about young people, disaffection and violence, examining these in the light of research evidence. It considers how public policies are variously shaped by research findings and by media representations. In France, attempts to reduce violence in schools have been accompanied by recognition that schools structurally produce disaffection and violence. In England there has been a shift in policy discourses. In 1997 the primary emphasis was social inclusion, but greater weight has since been given to the need to combat crime. (Male) youth disaffection is linked to crime. Policies addressing standards and achievement have been prioritised over policies to combat social exclusion. In both countries researchers and the media give particular attention to urban communities where minority ethnic communities live. Individual schools are labelled as failing and large numbers of young people are excluded or marginalised. In both countries minority ethnic students are over‐represented among those formally excluded from mainstream education and in the least popular, most stigmatised, schools and classes. Violence and disadvantage are effectively institutionalised. Discourses in each country are racialised and disaffection is associated with minorities. Yet both countries offer universalist rather than targeted policy responses. Opportunities for student participation in school decision‐making are limited.  相似文献   

4.
Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school.  相似文献   

5.
In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of “active citizens”. Research evidence over the last 25 years paints a mixed picture regarding the extent to which the translation of policy intent has been successfully implemented within Australian schools. Exploring the new subject of Civics and Citizenship in Australia in the context of previous initiatives and existing research evidence, we explore the contested and complex nature of active citizenship around three key issues – the scope and form of action that constitutes citizenship in one’s communities, how young people themselves conceptualize and experience participation, the potential that active citizenship opportunities are interpreted as being synonymous with the use of active teaching and learning methods. On this basis we argue that the new curriculum provides some optimism for those committed to education for citizenship in Australian schools, but that this optimism needs to be tempered with a degree of caution.  相似文献   

6.
Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching.  相似文献   

7.
This paper reports on findings derived as part of a two-year project funded by the European Union's Daphne III scheme, involving collaboration between seven partner organisations across six European countries. The project involved an evaluation, using questionnaires and focus groups, of domestic abuse prevention education programmes delivered in schools in the UK, France and Spain. This paper presents the findings from the UK focus group discussions, conducted with young people aged 10–11 years, and 13–14 years to explore their opinions about the intervention delivered in their school. The focus groups revealed the following challenges for service providers in this area: young people can misunderstand issues related to domestic abuse, especially the role of power and control within relationships; there is a tension between educators giving young people free expression to share their opinions and challenging sexism and other prejudices; and boys can become disengaged with gender-based interventions. These issues point towards three key considerations when implementing a domestic abuse prevention education intervention: programme content (the what); the teaching methods used (the how); and whether teachers or external organisations should deliver the programme (the who).  相似文献   

8.
This article explores citizenship education's need to focus on both ‘political’ and ‘social’ literacy within a communitarian framework. The Crick Report (1998; see also Lahey, Crick and Porter, 1974), while recognizing that the social dimension of citizenship education was a precondition for both the civic and political dimensions, concentrated largely on ‘political’ literacy. This article examines the social dimension of citizenship education. Concern with the social dimension of the curriculum in schools is not a recent interest, but changes within society have accelerated the social demands made upon schools. At the very least, society expects schools to correct the behaviour of children and to teach them values which usually means insisting on ‘good’ behaviour. The social development of pupils has thus assumed a much greater place in the aspirations of schools. Programmes of personal and social education, together with citizenship education, invariably emphasize a range of social skills and these skills are introduced early and built upon throughout the years of schooling. An individual's sense and ability to make socially productive decisions do not develop by themselves; rather, they require knowledge, values and skills. Above all opportunities are required for children to experience social relations in such a way that they are able to operate critically within value-laden discourses and thereby to become informed and ethically empowered, active citizens.  相似文献   

9.
Academic co‐operation between higher education institutions in Hungary and those of western Europe, on the one hand, and those of the United States of America, on the other, are compared. Hungarian co‐operation with western European higher education, particularly the European Union countries, has been far more developed than that with the United States. The greater success and scope of co‐operation with western European higher education institutions is attributed to the comprehensiveness of the TEMPUS Programme of the European Union countries and its careful and well‐planned responses to the problems of the central and eastern European region. However, Hungarian higher education could gain a great deal from more intensive co‐operation with American higher education. Efforts should be made to encourage such co‐operation including the greater involvement of American higher education institutions in TEMPUS projects.  相似文献   

10.
Thirty-eight countries in Africa regard homosexuality as punishable by law with South Africa remaining a standout country advancing constitutional equality on the basis of sexual orientation. In the context of homophobic violence, however, concerns have been raised about schools’ potential to improve the educational, moral and social outcomes for young people. In examining how some South African teachers normalize heterosexuality the paper raises questions about moral education in addressing homophobia. By drawing on interviews conducted with teachers across different social contexts, the paper shows how rights are limited by dominant constructions of heterosexual privilege mediated by a range of interlocking social processes including gender, race and culture. The paper argues that attention to the social and cultural influences in teachers’ account of homosexuality must feature in local designs of moral education. The imperative of working with teachers is presented as a way forward to facilitate the broadening of moral education to include an interrogation of heteronormativity which has evaded the focus of South African moral education.  相似文献   

11.

Throughout England, young people in schools are entitled to a comprehensive programme of sex education as part of Personal, Social and Health Education (PSHE). Current debate about the content of such a programme is informed by new government guidance on sex and relationship education as well as pre-existing concerns about homophobic bullying, sexual health and mental health. In an English local authority, an externally funded Young Gay and Bisexual Men's Development Worker provided educational activities to address sexual orientation and identity issues to four schools. An evaluation sought to identify whether successes had been achieved and why. A further aim was to identify useful learning about the role of external professionals in carrying out effective education about sexual orientation with young people in schools. The evaluation was developed within the context of a number of 'real-world' limitations. Nevertheless, a significant number of project successes (and areas for development) were documented. Successes included raising awareness of key issues among pupils and supporting teachers engaged in PSHE. Key factors contributing to success included: adequate preparation of teachers and pupils in schools; an appropriately skilled and experienced project worker; and a considered approach to building partnerships with schools and working with young people.  相似文献   

12.

Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching.  相似文献   

13.
Judit Illes 《Sex education》2013,13(5):613-625
Sexually transmitted infections (STIs) pose a significant threat to the health and well-being of populations worldwide, and to young people in particular. Des]pite empirical evidence that comprehensive sex education is an important tool for prevention, the legitimacy and content of sex education in schools continue to be challenged by conservative narratives within society. This paper argues that sex education should be re-imagined as a form of civic training for children and recognised as an important corollary to public health efforts aimed at reducing the rate of STIs. The author's claim builds on notions of sexual citizenship, which consider sexuality to be an essential aspect of citizenship and a form of civic engagement. Sexual citizenship can make three important contributions to the advancement of sex education. First, the model can lead to greater acceptance of the idea of sex education by challenging conservative notions about children and sexuality, which are at the root of the classic objections to sex education. Second, it can help shape the content of sex education by eliciting parallels between civic participation and sex education. Finally, by emphasising how sex education can address some of the social phenomena underlying the spread of STIs, the model can be used to facilitate the incorporation of sex education into public health agendas. Although the author uses sex education in Canada as the principal case study, the paradigm may be equally helpful in other countries.  相似文献   

14.
The Internet has made sexually explicit media more accessible to young people. Online pornography is diverse, can be very graphic, and a large amount is available free of charge with restrictions varying by country. Many young people are accessing online pornography, intentionally or unintentionally, and there are fears that this could impact on their sexual development and future relationships. Current research into the effects of viewing pornography on attitudes and behaviours of young people is patchy and often contradictory. Via an anonymous survey of 218 young people and focus group discussions with 23 teaching professionals in outer London schools, this study examines whether young people and teaching professionals consider pornography use to have harmful effects, and if they feel schools should be incorporating teaching about online pornography in their educational programmes. Findings reveal that young people and teachers perceive there to be many negative effects of viewing pornography, particularly at a young age. Young people and teachers agree that schools should teach about the risks associated with online pornography viewing. Recommendations for schools about how to facilitate discussion of issues surrounding pornography use as part of the wider sex education programme are made, including the involvement of parents.  相似文献   

15.
Three decades of neo-liberal education in western countries, particularly English-speaking countries, have not served most children well. The evidence is mounting that the neo-liberal experiment has been a failure on many grounds, not least because of its deprofessionalizing effect on teachers. The disciplinary effects of neo-liberal policy frameworks on education remain powerful, but there are numerous teachers and schools who have resisted the regime of managerialism and accountability. This paper celebrates such activists. It argues that the internal focus on the delivery of instruction and test-taking inside schools ignores the point that the major influences on the school performance of children exist outside rather than inside the school. The paper argues that young people who have been ‘othered’ and put at a disadvantage by the neo-liberal education system deserve to be treated in a more dignified, engaged and respectful manner than seems to be the case within the ideology of accountability and top-down managerialism.  相似文献   

16.
This article, written by Leda Kamenopoulou of Roehampton University, reports a research project on deafblindness and inclusion in education. Deafblindness is a rare and therefore significantly under‐explored disability. Even less systematic research has focused on deafblind young people enrolled in mainstream schools. The study presented here used a multiple case study and mixed methods design to explore the social inclusion and participation of four deafblind pupils in mainstream placements. Interviews were conducted with the pupils, their parents and selected teachers regarding their peer interactions and relationships. Semi‐structured observations of peer interactions during school breaks were also conducted to complement interview data, but due to space constraints, these are not discussed here. Findings from the interviews suggest that the young people were socially present in their schools, but all faced certain issues in terms of being fully included. Both barriers to and facilitators of social inclusion and participation are discussed with reference to implications for research and practice.  相似文献   

17.
Issues concerning children and young people are of interest for the educational field as question about fostering, up-bringing, learning and socialisation are core topics for academic researchers in education. Today many young people in Sweden and around the world spend an increasing amount of their time in online communities or social networking sites. This article aims to investigate whether it also is highlighted by the education researchers. Is it an area to which educational researchers currently contribute? The goal for this article is to present research that is done regarding these issues. My findings show that few academic studies deal with youth and their online environments. Foremost is the research about Information and Communication Technology (ICT) in formal learning situations: in higher education, in schools and classrooms, among professional groups such as teachers and about more general computer use rather than on questions about the fostering or up-bringing of children online. This study implies that online activities for children and young people is a topic currently lying outside the educational research field, resulting in a discussion on why that can be. My work consisted of three parts: a manual search in Swedish research journals at a university library and by searching one Swedish (Libris) and one international (ISI Web of Science) online database. This activity took place in 2009 and covered research conducted between 2003 and 2008. I conclude that this area is one where educational expertise is lacking; hence further research is strongly required.  相似文献   

18.
This article reviews the current state of the debate about the political orientation and social attitudes of young people. After cautioning against a pessimistic view of moral decline, the article reports the results from a survey of 1249 young people in Hertfordshire. While showing evidence of low levels of political knowledge, interest, trust and efficacy, the findings do not confirm a lack of engagement with the wider social world. They show that young people contribute to social capital, by volunteering, for example, and that young people have broadly developed moral awareness. We explore students' engagement in citizenship-type activities both within and outside school; the extent to which they have covered the citizenship National Curriculum in school; and the degree to which they are active participants in their school. Our findings are generally positive, identifying reasonably high levels of engagement and integration. In short, there is a base from which to develop curricular reforms to promote political education.  相似文献   

19.
CITIZENSHIP EDUCATION AND YOUTH PARTICIPATION IN DEMOCRACY   总被引：2，自引：0，他引：2  
ABSTRACT:  Citizenship education in established democracies is challenged by declining youth participation in democracy. Youth disenchantment and disengagement in democracy is primarily evident in formal political behaviour, especially through voting, declining membership of political parties, assisting at elections, contacting politicians, and the like. If citizenship education is to play a major role in addressing these concerns it will need to review the impact it is making on young people in schools.
  This paper reviews a major national project on youth participation in democracy in Australia set in the context of a national citizenship education programme. The Youth Electoral Study found that citizenship education in Australian schools has at best been marginally successful and substantially more is required to raise levels of democratic engagement. The paper explores many opportunities available to education systems and schools to address these issues through reconceptualising aspects of the formal and the informal curriculum.  相似文献   

20.
Civic learning: moving from the apolitical to the socially just   总被引：1，自引：1，他引：0  
This study examines the knowledge and skills that characterize civic learning for young people. Building on a literature review, it reports an exploratory case study with students and teachers in four secondary schools in the Ottawa, Canada region. The perspectives of researchers co‐operating with educators and students against a backdrop of provincial government curricula and secondary literature on youth citizenship engagement provide an enriched understanding of the state and potential of civic learning. It concludes that current civic learning is primarily characterized by procedural knowledge and compliant codes of behaviour that do not envelope students in collective action for systemic understandings of political issues. This study argues for renewed efforts to put social justice at the heart of student learning. To present a convincing civic educational programme, schools should prepare students to analyse power relationships, investigate the ambiguities of political issues, and embrace opportunities for social change.  相似文献   

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