Citizenship, Social and Economics Education

Editorial. Conceptually and Developmentally Appropriate Education for Financially Literate Global Citizens

Fri, 19 Apr 2013 14:03:16 GMT

Title: Editorial. Conceptually and Developmentally Appropriate Education for Financially Literate Global Citizens
Author: Thomas A. Lucey; Alan B. Bates
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 160-162
ABSTRACT Not available

Financial Literacy Education for Citizens: what kind of responsibility, equality and engagement?

Fri, 19 Apr 2013 14:03:16 GMT

Title: Financial Literacy Education for Citizens: what kind of responsibility, equality and engagement?
Author: CHRIS ARTHUR
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 163-176
ABSTRACT Financial literacy education is often assumed to be a form of technical and/or hermeneutic training that assists citizens as well as consumers make responsible financial decisions. As a form of civic literacy education, financial literacy education is often framed as promoting civic responsibility, equality and engagement. This article calls into question the seemingly common-sense construction of financial literacy as personal money management for citizens and consumers and charges that many of the dominant financial literacy education initiatives support civic irresponsibility, inequality and disengagement. From a perspective informed by critical theory and pedagogy, the first three sections of this article analyse the character of the civic responsibility, equality and political engagement promoted in the dominant financial literacy education literature while presenting critical alternatives for each. The analysis in these sections supports the claim made in the fourth and final section of this article that a critical, emancipatory civic financial literacy is needed for a responsible, engaged citizenry who can extend and protect more robust conceptions of freedom and democracy.

One Size Does Not Fit All: conceptual concerns and moral imperatives surrounding gender-inclusive financial literacy education

Fri, 19 Apr 2013 14:03:16 GMT

Title: One Size Does Not Fit All: conceptual concerns and moral imperatives surrounding gender-inclusive financial literacy education
Author: LAURA ELIZABETH PINTO
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 177-188
ABSTRACT In the wake of the 2008 global economic crisis, financial literacy education received increased political attention worldwide as an important policy solution to achieve a variety of ends. Cloaked in the neoliberal language of value-neutrality, financial literacy education takes on a gender-blind character, presuming a level playing field. Through its naivety, financial literacy education perpetuates the false impression that men and women experience economic participation, decisions and outcomes in the same ways. This article explores how attention to gender justice is an important moral obligation if we are to achieve inclusive financial literacy education and recommends feminist pedagogies to counter dominant and uncritical approaches to financial literacy in classrooms.

Integrative Economic Education to Combine Citizenship Education and Financial Literacy

Fri, 19 Apr 2013 14:03:16 GMT

Title: Integrative Economic Education to Combine Citizenship Education and Financial Literacy
Author: BERND REMMELE; GÜNTHER SEEBER
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 189-201
ABSTRACT Financial markets grow more and more important for society and its members. People, including school students, should meet these current as well as future competence requirements relating to financial literacy. However, the conditions determining the requirements for financial education are highly dynamic and are becoming more and more complex. So a point exists when the learning results of school education as well as lifelong financial education will not be sufficient to solve the financial problems people are confronted with. It might thus be more effective to take care of legal conditions, which are easier to handle. Generating such conditions requires civic competences in order to establish political pressure. Civic power of judgement without core financial and general economic expertise is not convincing and effective, because to achieve one's political objectives in a democratic society it is necessary to be in possession of the relevant arguments. Further, financial literacy without civic competence remains just on a reactive competence level instead of providing students with political agency. These two dimensions, i.e. financial literacy and the corresponding civic competences, have thus to be understood as parts of an integrative concept of economic education.

Intergenerational Financial Literacy: the case for teaching sustainable financial decision making in schools

Fri, 19 Apr 2013 14:03:16 GMT

Title: Intergenerational Financial Literacy: the case for teaching sustainable financial decision making in schools
Author: CONNOR K. WARNER; MARY FRANCES AGNELLO
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 202-212
ABSTRACT This article examines national (US) educational financial literacy standards through the lens of sustainability and intergenerational responsibility. Linking financial literacy standards to important sustainability issues like the Bruntland Report, the American Indian seventh generation concept, and future ethics, the article recommends the addition of specific ethical, social, and environmental standards to current financial literacy standards. The example of water is used to illustrate the connection between sustainability and financial literacy, and implications for current educators are discussed.

Ten Hypotheses about Tolerance toward Minorities among Latin American Adolescents

Fri, 19 Apr 2013 14:03:16 GMT

Title: Ten Hypotheses about Tolerance toward Minorities among Latin American Adolescents
Author: DANIEL H. CARO; WOLFRAM SCHULZ
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 213-234
ABSTRACT Discrimination on the grounds of sexual orientation, race, mental and/or physical disability, religious background, HIV/AIDS status, and ethnic origin affects the well-being of minorities and society in general. Recent research in North America underscores the importance of contact with diverse networks, intergroup discussions, a social dominance orientation, religious beliefs, and the school climate, among other factors, to explain tolerance for minorities. Theoretical and empirical work in Latin America is less extensive and has been limited by the lack of quantitative data. This article evaluates 10 different hypotheses about tolerance, using data from eighth-grade students in six Latin American countries that participated in the International Civic and Citizenship Education Study in 2009. Overall, the results provide support for most hypotheses. Notably, countries with relatively more positive views of minorities tend to exhibit very small differences in tolerance attitudes among students of varying socio-demographic characteristics and, apparently, also more effective mechanisms for promoting tolerance through schools.

Entrepreneurs in Kentucky: exploring secondary students' economic and entrepreneurial dispositions and knowledge

Fri, 19 Apr 2013 14:03:16 GMT

Title: Entrepreneurs in Kentucky: exploring secondary students' economic and entrepreneurial dispositions and knowledge
Author: KIMBERLY P. CLAYTON-CODE
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 235-249
ABSTRACT Entrepreneurship education has received increased attention at all levels of education. National content standards for entrepreneurship education have been developed that address content knowledge and attitudinal dispositions from kindergarten through university levels. In conjunction with this increased focus, one initiative that addressed the need for entrepreneurial and economic education at the secondary level was the Kentucky Council on Economic Education's Entrepreneurs in Kentucky curriculum program. This initiative aimed to develop economic and entrepreneurial knowledge and positive dispositions in secondary students. This article presents the dispositional and content knowledge results of students from 15 secondary schools, a total of 281 students, who participated in the initial Entrepreneurs in Kentucky curriculum initiative. Student responses to the project's pretest and posttest instrument were analyzed to examine if there was a significant difference between the mean pretest and posttest scores for student dispositions toward, and knowledge of, economic and entrepreneurial content. Results from the study indicated that there was a significant increase in secondary students' knowledge and attitudinal dispositions related to economic and entrepreneurial concepts as a result of their participation in the innovative curriculum program.

What Should Students Know about Money? Report of a Pilot Study of Proposed Research

Fri, 19 Apr 2013 14:03:16 GMT

Title: What Should Students Know about Money? Report of a Pilot Study of Proposed Research
Author: URVE LÄÄNEMETS
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 250-254
ABSTRACT As in all developed and developing countries, the current financial constraints have had an impact on Estonian students' financial circumstances and it is valuable to consider what curricular developments might realistically be introduced to provide support. This article is a report on a pilot study intended to inform future research into curriculum development in the area of financial literacy.

BOOK REVIEW

Fri, 19 Apr 2013 14:03:16 GMT

Title: BOOK REVIEW
Author:
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 255-256
ABSTRACT Not available

Editorial

Fri, 26 Oct 2012 13:03:36 GMT

Title: Editorial
Author: Cathy Fagan
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 2 Pages: 75-76
ABSTRACT Not available

Basic Values: are curriculum ideas being realised? A Metaphor Analysis

Fri, 26 Oct 2012 13:03:36 GMT

Title: Basic Values: are curriculum ideas being realised? A Metaphor Analysis
Author: MARGARETH DRAKENBERG; THERESE VINCENTI MALMGREN
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 2 Pages: 77-88
ABSTRACT The purpose of this study is to investigate how Swedish school principals understand basic ethical values, important in generating a fulfilment of the 1994 Swedish national curriculum (a new curriculum was launched in autumn 2011). Two rounds (1998 and 2009) of somewhat different interviews were conducted in the southern part of Sweden. A total of 25 school principals were interviewed. The data analysis techniques chosen are content analysis and metaphor analysis. The main results show that there have been few changes, and the authors ask themselves why. What might a metaphor analysis further expose?

Pupils' Political Knowledge Regarding the European Union

Fri, 26 Oct 2012 13:03:36 GMT

Title: Pupils' Political Knowledge Regarding the European Union
Author: MONIKA OBERLE
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 2 Pages: 89-104
ABSTRACT Young people's competencies to be enhanced by civic education in order to enable them to take part in society as active citizens have been intensely discussed by the scientific community. While the specific way of integrating political knowledge into theoretical models of competency is debated as a controversial issue, its relevance is generally accepted. In spite of its widely accepted salience, the empirical investigation of political knowledge is less developed than one might expect, partially due to measurement difficulties. The study presented here focuses on the political knowledge of German pupils in secondary and grammar schools, looking at both their objective and subjective (perceived, self-evaluated) knowledge with regard to the European Union (EU). The potential influence of various predicators on both types of knowledge - such as gender, cultural capital, migration background, school grade, news consumption, class climate and attitudes towards the EU - is determined and analysed. Furthermore, the design of the study allows for investigation of whether some factors systematically affect the relation between objective and subjective political knowledge - in other words, whether members of certain subgroups evaluate their individual EU knowledge differently. Among other implications, this would put the adequacy of self-reported knowledge as a proxy indicator for objective political knowledge into question.

Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: a mixed-methods case study

Fri, 26 Oct 2012 13:03:36 GMT

Title: Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: a mixed-methods case study
Author: ANAND R. MARRI; MEESUK AHN; JEFFREY FLETCHER; TANG T. HENG; THOMAS HATCH
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 2 Pages: 105-120
ABSTRACT This study examined US high school social studies teachers’ self-efficacy in teaching the federal budget, national debt and budget deficit prior to and after implementing a pilot curriculum on these topics. The authors examined 24 teachers’ topical knowledge, inquiry-based instructional skills in democratic-dialogue-focused lessons and attitudes in civic engagement activities by using baseline and post-self-efficacy surveys, and interviews. The findings revealed that the implemented pilot curriculum had no effect on teachers’ confidence of topical knowledge in teaching the topics, while a positive effect was found in the confidence of teachers in facilitating democratic dialogue. Additionally, after using the curriculum, teachers showed an increase in their belief that citizens can make a difference in society. The qualitative data from interviews with the teachers confirmed the survey results, and the teachers’ positive perceptions of the curriculum experience suggested an overall success of the curriculum experience for teachers’ self-efficacy. The authors believe the findings are suggestive of a process of learning that teachers themselves undertake in mastering content knowledge. An understanding of how teachers confront economic and public policy teaching tools and increases in self-efficacy may result in more empowered teachers and informed students.

Education, Ethics and Religion: a case study

Fri, 26 Oct 2012 13:03:36 GMT

Title: Education, Ethics and Religion: a case study
Author: KEITH A. CRAWFORD
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 2 Pages: 121-132
ABSTRACT While many nations have abandoned religious proselytising within public schools, within Australia instruction in the doctrine of particular religious faiths is enshrined in laws dating from the late nineteenth century and remains for the majority of children attending primary schools a weekly part of their educational experience. However, recent years have seen a number of initiatives that have called into question the historically privileged hegemonic dominance enjoyed by religious instruction. This article analyses one such challenge - the controversy generated by the introduction of a secular-based ethics education course in New South Wales primary schools. Employing a Gramscian view of hegemony as an organising principle, the article aims to illustrate how ideological and political support for and against the ethics course is emblematic of hegemonic conflict centring upon the historical, ideological and political status of what is called Special Religious Education within New South Wales schools.

The Values of Empowerment and Citizenship and the Experience of Children and Adolescents with a Chronic Disease

Fri, 26 Oct 2012 13:03:36 GMT

Title: The Values of Empowerment and Citizenship and the Experience of Children and Adolescents with a Chronic Disease
Author: SOFIA C. PAIS; MARGARIDA GUEDES; ISABEL MENEZES
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 2 Pages: 133-144
ABSTRACT In spite of becoming progressively common, chronic diseases are quite invisible in modern societies, as these silent diseases are relatively absent from public socio-political debates. As a consequence, social agents and institutions seem to reveal significant difficulties in coping with the singularities of children and adolescents with a chronic disease and their parents. This article stresses the importance of recognising children and adolescents with a chronic disease as citizens who have both special needs and special rights, and emphasises the important role of support associations as mediators among various actors in the health sphere (private, public, political, medical institutions ...). This research focuses on the empowerment, well-being and participation behind the experience of chronic conditions as perceived by children and adolescents with chronic illnesses, their families, and health and educational professionals. The data collected includes interviews, focus group discussions, questionnaires and a family narrative. The results suggest that there is a strong need for alternative discourses about citizenship and participation in the life experiences of people with a chronic disease, especially because the quality of their life contexts appears to be a determinant factor for well-being and empowerment.

Citizenship Education in Kyrgyzstan: building a new democracy

Fri, 26 Oct 2012 13:03:36 GMT

Title: Citizenship Education in Kyrgyzstan: building a new democracy
Author: KAMILLA BAHBAHANI
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 2 Pages: 145-157
ABSTRACT This article reviews a country-wide citizenship education programme in Kyrgyzstan, exploring its reception within the context of an emerging democracy. Qualitative interviews with students, teachers and non-governmental organisation workers in three regions of Kyrgyzstan highlight the value given to particular aspects of the curriculum: new content and perspectives on citizenship; an engaging, content-rich textbook; and interactive instructional methods. These are all found to transform individual outlooks, self-efficacy, classroom dynamics and teacher-student relationships. Because the context is an unstable political, economic and social situation, the curriculum becomes positioned as revolutionary as students are encouraged to build a new system, albeit one that resembles Western democracy. Critical issues arising out of the programme include the meaning and purpose of consensus within a classroom; ways to value different types of participation; and how to indigenise the type of citizenship in the curriculum.

BOOK REVIEW

Fri, 26 Oct 2012 13:03:36 GMT

Title: BOOK REVIEW
Author:
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 2 Pages: 158-159
ABSTRACT Not available

Editorial

Tue, 10 Jul 2012 18:41:06 GMT

Title: Editorial
Author:
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 1 Pages: 1-1
ABSTRACT Welcome to the first issue in Volume 11 of Citizenship, Social and Economics Education (CSEE). The emphases in this issue are on matters relating to Citizenship Education and, in particular, values to be considered and fostered in various circumstances. Three of the articles (Silva, Öcal et al and Yuen and Chong) arise out of presentations made in June 2011 at our highly successful ninth international conference held at Bath Spa University, United Kingdom. The theme was 'Values and Purposes in Citizenship, Social and Economics Education' and this issue of CSEE continues and enhances some of the debates initiated in this area. We would be very happy to receive articles in response to those in this issue, as well as to the previous conference-related special issue, as it is our aspiration in the International Association for Citizenship, Social and Economics Education (IACSEE) to stimulate discussion in the areas that are central to our Association.

Education, Citizenship and Mediation

Tue, 10 Jul 2012 18:41:06 GMT

Title: Education, Citizenship and Mediation
Author: ANA MARIA COSTA e SILVA
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 1 Pages: 2-10
ABSTRACT In Portugal, as in other countries, questions regarding social mediation for promoting personal development and autonomy, citizenship and cohesion and as a methodology of communication, facilitation and interaction between people and groups, have developed in various areas of social organisations. Mediation practices have been strengthening their conceptual and empirical grounding for the following reasons: an increased recognition of their social and educational potential, and as a result of the high level of fragility regarding the stability, convenience, and social cohesion of current society. Mediation, as a qualification and empowerment of individuals, is centred on people, social groups, and communication skills for coping with multiple problems. Mediation is, therefore, recognised as a potential practice that increases the development of a desire in individuals and groups to construct the dynamics of non-violent and participatory interactions. Bearing in mind the relevance of mediation practices and mediator actions in social and educational contexts, Portuguese socio-educational mediators have been studied with the aim of characterising the Portuguese reality concerning elements and figures of socio-educational mediation, focusing on a perceived social and professional identity. This article presents and discusses the importance of mediation in education and the knowledge that mediators recognise as important for their activity.

A Comparative Study on Value Tendency of University Students: an international perspective

Tue, 10 Jul 2012 18:41:06 GMT

Title: A Comparative Study on Value Tendency of University Students: an international perspective
Author: ADEM ÖCAL; LAIMA KYBURIENE; SÜLEYMAN YIGITTIR
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 1 Pages: 11-21
ABSTRACT Today, the academic curriculum of any educational institution cannot stand apart from the formation of human values. ''Value' is a subjective concept that forms the basis of the private reasons on which individuals make choices between the available alternatives in their lives. In many countries, there exists a serious debate about how students acquire their values. In this regard, values are the decisive elements affecting the behaviour of individuals, thus, studies on people's value tendencies are important. This study aimed to identify and rank the importance given by students, in two different countries, to the values stated in the classification scales created by Rokeach and Schwartz. The study was carried out in the education departments of three universities: Kaunas University of Applied Sciences in Lithuania, and Aksaray University and Kahramanmaras Sütçü Imam University, both of which are in Turkey. In order to determine the level of importance given to the values by the pre-service trainee teachers, a Likert-type scale, consisting of 78 items, was used. The value scales of Rokeach and Schwartz were used as a basis for constructing the instrument for the identification and ranking of values. In addition, some universal and national value items were added to these classifications.

Students Doing Conflict Resolution? A Case Study in a Free School

Tue, 10 Jul 2012 18:41:06 GMT

Title: Students Doing Conflict Resolution? A Case Study in a Free School
Author: MARC-ALEXANDRE PRUD'HOMME
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 1 Pages: 22-33
ABSTRACT While the challenges of improving young people's citizenship skills seem to lie in the hands of schools, studying alternative ways of teaching conflict resolution could benefit current educational systems. Judicial committees - a democratic approach to conflict resolution - like those practiced in free schools - schools where students and teachers are largely entitled to similar rights and obligations - represent such an alternative. The present inquiry is an ethnographic case study that draws upon complexity thinking. It aims at understanding students' experiences during free school judicial committees. It argues that, in a school where students enjoy a significant amount of freedom, students interacted in many ways. This gave rise to some conflicts. To tackle them, students followed various procedures inherent to judicial committees. During these activities, students mostly experienced a combination of feelings while engaging in conflict resolution processes and modifying their conflict resolution skills. The study ends by arguing that conventional schools can draw upon the principles associated to judicial committees to further how they teach conflict resolution.

Teaching Human Rights and Rule of Law in Class: a case study of two secondary schools in Hong Kong

Tue, 10 Jul 2012 18:41:06 GMT

Title: Teaching Human Rights and Rule of Law in Class: a case study of two secondary schools in Hong Kong
Author: TIMOTHY W.W. YUEN; ERIC CHONG
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 1 Pages: 34-44
ABSTRACT Choosing two schools as a case study, the article reports how teaching approaches can differ and explains how teacher style, school ethos, and student expectation can shape pedagogical choice. Impact of the teaching and the difficulties teachers encountered are also reported. Whilst this article is probably one of the first to explore the issue of human rights and rule of law teaching in Hong Kong, the fact that it is a small case study needs to be noted when reviewing the outcomes and conclusions of the study. The writing of this article was supported by the findings obtained from a Quality Education Fund project which aimed at assisting Hong Kong teachers to teach human rights and rule of law as part of Liberal Studies, which is a new senior secondary subject.

Competition between Politicized and Depoliticized Versions of Civic Education Curricula: the case of Hong Kong

Tue, 10 Jul 2012 18:41:06 GMT

Title: Competition between Politicized and Depoliticized Versions of Civic Education Curricula: the case of Hong Kong
Author: YAN WING LEUNG; TIMOTHY WAI WA YUEN
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 1 Pages: 45-56
ABSTRACT This article discusses the influence of Confucianism on civic education, focusing on Hong Kong as a particular case of concern. The development of Hong Kong's civic education is sketched, highlighting the competitions between the politicized and depoliticized versions of the civic education curriculum. The notion that a depoliticized civic education, supported by Confucian ideals, is necessarily a distinctive feature of Asian civic education, is then critiqued. Finally, the article argues that an eclectic version of civic education, comprising both political and moral components, is warranted. This is what Confucian tenets really mean. It is hoped that the discussion here will help reflect whether Confucian tenets justify depoliticization of education and civic education. This is important given the growing aspiration for democracy and citizens' participation in civil societies, particularly those whose cultural roots are in the Confucian tradition. Moreover, the authors hope that the dialogues between Confucian traditions and the Western traditions discussed in the article can shed light on some thought-provoking issues of interest to an international readership, particularly as China is becoming more influential globally.

The Potential of History within the School Curriculum in England for Developing and Enhancing the Understanding of being a Citizen in the Twenty-First Century, with an Emphasis on the Later Primary Experience and the Start of Secondary Education

Tue, 10 Jul 2012 18:41:06 GMT

Title: The Potential of History within the School Curriculum in England for Developing and Enhancing the Understanding of being a Citizen in the Twenty-First Century, with an Emphasis on the Later Primary Experience and the Start of Secondary Education
Author: ANN JORDAN; SARAH ROBINSON; PAUL TAYLOR
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 1 Pages: 57-68
ABSTRACT The aim behind this research was to investigate how pupils in an English middle school between the ages of 9 and 12 were beginning to understand the term 'Citizenship' within the context of their taught History sessions. The authors were keen to not only elicit their views and understanding, but also to see what patterns and issues were emerging which shed some light on how the teaching of Citizenship through History, in particular, was impacting on their perceptions. This was a particularly pertinent time to undertake the study given that the curriculum for schools in England was being reviewed by the Government at the same time. Therefore, through some exploration of the historical background, a clear methodological approach, and use of quantitative and some qualitative analysis, the authors have sought to show some of the possibilities, as well as some of the difficulties, of addressing the concept of 'Citizenship'.

BOOK REVIEWS

Tue, 10 Jul 2012 18:41:06 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 1 Pages: 69-74
ABSTRACT Not available