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 13:03:37 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 13:03:37 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 13:03:37 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 13:03:37 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 13:03:37 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 13:03:37 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 13:03:37 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 13:03:37 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

Editorial

Thu, 29 Mar 2012 14:36:43 GMT

Title: Editorial
Author: Howard Gibson
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 69-71
ABSTRACT Not available

Values and Purposes in Citizenship, Social and Economic Education: from instrumentalism to argument

Thu, 29 Mar 2012 14:36:43 GMT

Title: Values and Purposes in Citizenship, Social and Economic Education: from instrumentalism to argument
Author: HOWARD GIBSON
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 72-82
ABSTRACT This article is intended to contextualise some of the ways in which values and purposes are embedded in facticity, and to provide a backdrop to the collection that follows. The first section examines some of the philosophical and social assumptions that underpin instrumental reasoning, a form that Horkheimer said presupposed 'the adequacy of procedures for purposes more or less taken for granted and supposedly self-explanatory'. The second section asks if the conceptual separateness of instrumental rationality from its substantive counterpart implies, therefore, a bifurcation of approaches to research that emerge from one or other of the forms of reasoning, and whether this infers a 'false dichotomy' between quantitative and qualitative research. The final section turns to the nature of argument that emerges as an epistemological necessity and as an 'ontological illusion' when contextualised in unequal social practices. The article concludes by suggesting that argument and engagement about values and purposes may be mandatory in the domain of citizenship, social and economic education, but that running alongside it are counter philosophical and cultural pressures which limit it - the growing predilection for instrumental reasoning, a preference for non-judgementalism, the separation of empirical from normative enquiry and so on, which penetrate deep into many aspects of education policy and practice today.

Global Social Capitalism: using enterprise to solve the problems of the world

Thu, 29 Mar 2012 14:36:43 GMT

Title: Global Social Capitalism: using enterprise to solve the problems of the world
Author: STEPHEN J. BALL; ANTONIO OLMEDO
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 83-90
ABSTRACT We are experiencing a global paradigmatic change in the relationships between government(s), education, philanthropy and business. The ways in which social and educational problems are being organised and addressed, nationally and globally, are changing in response to the methods of 'new' philanthropy and the privileging of 'market-based' solutions to these problems. The new sensibilities of giving and social 'investment' have led to increasing use of commercial and enterprise models of practice as a new generic form of philanthropic organisation, practice and language - venture philanthropy, philanthropic investments and portfolios, due diligence, entrepreneurial solutions, etc. New philanthropy is bringing new players into the field of social and education policy, repopulating and reworking existing policy networks. The first part of the article explores succinctly some key concepts involved in the ongoing changes in the roles and methods of philanthropy, configuring what the authors refer to as 'philanthropic governance'. The second part focuses on the identification of sets of new actors within new networks of policy, of which philanthropy is a part. More concretely, the authors analyse here specific 'generative nodes', such as the Clinton Global Initiative, which connect and facilitate the creation of partnerships between actors from the public and the private sector. The article concludes by highlighting how the shifts and moves involved here are made up of and driven by a complex set of advocacy networks, business interests, 'new' philanthropy, and changes in the form and modalities of the state.

Education for Global Citizenship: the cosmopolitan and the patriotic

Thu, 29 Mar 2012 14:36:43 GMT

Title: Education for Global Citizenship: the cosmopolitan and the patriotic
Author: PENNY ENSLIN
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 91-100
ABSTRACT Education for global citizenship is an ambitious goal. One of its ambitions lies in expectations that future global citizens will make sense of and reconcile complex, competing values and purposes. At the heart of the values and purposes of education for global citizenship lies a tension between a cosmopolitan imperative and what future role - if any - there might be for patriotism. Can both be accommodated in the conceptual underpinnings and the practices of citizenship education, especially in efforts to promote understanding and solidarity between citizens of rich and poor countries? This article considers recent competing arguments for a qualified place for both patriotism and cosmopolitanism. Reflecting on the example of global citizenship education in the Scotland Malawi Partnership, the author proposes an approach to educating for global citizenship that locates the cosmopolitan as educationally fundamental.

Students' Conceptions of Price, Value and Opportunity Cost: some implications for future research

Thu, 29 Mar 2012 14:36:43 GMT

Title: Students' Conceptions of Price, Value and Opportunity Cost: some implications for future research
Author: PETER DAVIES
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 101-110
ABSTRACT In comparison with the literature on students' conceptions of science and mathematics, the body of evidence on students' conceptions in social science appears rather small. Within this limited field, conceptions of price and opportunity cost have attracted a substantial proportion of researchers' attention. This article reviews the evidence generated from this research and suggests three pointers for future research: (1) relating to the methods used; (2) relating to conceptual structure; and (3) relating to the attention given to values and students' conceptions of how economic activity should be conducted.

The Common School and Intercultural Education: failed ideals and the parameters of curricular possibility

Thu, 29 Mar 2012 14:36:43 GMT

Title: The Common School and Intercultural Education: failed ideals and the parameters of curricular possibility
Author: DAVID COULBY
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 111-116
ABSTRACT This article assesses two educational ideals: the common school and intercultural education. It considers their implementation and achievement in several states, and concludes this to be far from successful. It then questions whether these two aims are themselves reconcilable. In particular, it examines the curricular overcrowding that would be exacerbated by the implantation of intercultural education. It concludes with questions that itemise the pragmatic difficulties of such implementation.

The Case for Values in Economics Education

Thu, 29 Mar 2012 14:36:43 GMT

Title: The Case for Values in Economics Education
Author: JACEK BRANT
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 117-128
ABSTRACT Milton Friedman, in his essay 'The Methodology of Positive Economics', states that positive economics is in principle independent of any particular ethical or normative judgements, and he further argues that economics is an objective science in the same way as the natural sciences. School economics has been taught in this way for a number of decades. This article argues for values in economics education and explains how school economics has been based on the discredited philosophy of positivism which is in contrast to social-constructivist understandings of knowledge. After two decades of falling numbers of students taking up economics at Advanced level in England, 2010 saw a rise of students sitting examinations in the subject. A possible explanation is students' desire to understand a fast-changing economic landscape. Teachers have the opportunity to challenge previously held assumptions and to critically explore explanations in a way that is of relevance to students' lives.

The Intersubjective Turn and its Consequences for Economics Education

Thu, 29 Mar 2012 14:36:43 GMT

Title: The Intersubjective Turn and its Consequences for Economics Education
Author: BERND REMMELE
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 129-139
ABSTRACT In some fields of social science research, there is evidence for an intersubjective turn. While, as a social science, economics was dealing with social phenomena which were expressions of intersubjectivity, it has often been interpreted in accordance with mainstream modern thinking in individualistic terms. Taking this intersubjective turn seriously, a normative dualism of intersubjective and individualistic attitudes shows up, which calls for a deeper analysis of situational, cultural and individual traits in order to explain social behaviour. This is not only because learning is influential in this respect, but also because economics education has - as a kind of value education - to reflect on the issue, and students have to be orientated towards this complex and dynamic field. This refers to the practical learning target of competent economic conduct as well as to theoretical learning targets of better general understanding with its socio-political implications.

The Erosion of the Public Good: the implications of neo-liberalism for education for democracy

Thu, 29 Mar 2012 14:36:43 GMT

Title: The Erosion of the Public Good: the implications of neo-liberalism for education for democracy
Author: CATHERINE BROOM
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 140-146
ABSTRACT This article describes the meaning, history and significance of the concept of the 'public good'. It begins by theorising the 'public good' in relation to literature in the field, particularly Dewey. The public good is understood as an imagined and communal space in which goods valued by society become collectively owned and shared through respectful and open contestation and negotiation. The argument is then made that schools are both part of the public good as well as involved in the development of this concept in students, but that the ability of schools to do this is being damaged by new discourses. Current research and literature in the field of education is used to demonstrate how neo-liberal ideology is eroding this democratic idea. For example, neo-liberal ideology incorrectly positions all goods (including education) as private goods, with damaging consequences for society generally. Its controlling policies negatively affect the ability of schools to educate students about and for the public good, within a democratic conception of society. The article concludes with recommendations that aim to reinvigorate education for the and as a public good in schools. These recommendations are focused on teaching pedagogies.

Developing Values and Purposes in Teachers for a Better World: the experience of the United Kingdom Teacher Education Network for Education for Sustainable Development/Global Citizenship

Thu, 29 Mar 2012 14:36:43 GMT

Title: Developing Values and Purposes in Teachers for a Better World: the experience of the United Kingdom Teacher Education Network for Education for Sustainable Development/Global Citizenship
Author: SALLY INMAN; SOPHIE MACKAY; MAGGIE ROGERS
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 147-157
ABSTRACT This article describes, analyses and evaluates the work of the United Kingdom Teacher Education Network for Education for Sustainable Development/Global Citizenship as a contribution to developing teachers who can promote a better world. The article outlines some of the rationales for educating new teachers in values and purposes in relation to education for sustainable development and global citizenship, particularly with respect to the global challenges we face now and in the future. The authors reflect on the role and effectiveness of the United Kingdom Teacher Education Network in developing and disseminating practice, policy and theory. They explore the challenges faced in developing and sustaining the network as a community of practice committed to developing a 'radical' practice underpinned by theory. In particular, the authors explore how the changing external climate nationally and internationally calls for strategic thinking on the part of educators committed to the values of education for sustainable development and global citizenship, and discuss how capacity may be built in the current era. Finally, the article discusses some of the findings of a United Kingdom-wide survey of education for sustainable development and global citizenship within initial teacher education undertaken on behalf of the network, and the implications of the findings for the best way to move forward.

Embedded Values in Reading Primers: the perceptions of student teachers

Thu, 29 Mar 2012 14:36:43 GMT

Title: Embedded Values in Reading Primers: the perceptions of student teachers
Author: ULLA DAMBER; ANN-KRISTIN GÖHL-MUIGAI
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 158-169
ABSTRACT In contrast to countries where citizenship is taught as a specific subject, Sweden has a curriculum stipulated in the Education Act stating that all school activities must respect fundamental values and that these values should be upheld in all subjects. The values transmitted in reading primers, therefore, constitute an important medium for conveying fundamental values. Twenty-four student teachers working in pairs were given the task of analysing some common reading primers as the object for analysis with the aim of discovering in what way the texts disclosed or embedded values, and how they reflected society's ideals of an individual's moral education. Simultaneously, the students' ability to perform critical analyses was explored through reference to what was interpreted as the 'ideal citizen' in such books. The student teachers' findings indicated prototypes of 'good behaviour', the predominance of monocultural settings, blurred descriptions revealing an underlying middle-class perspective and conservative gender roles. However, many analyses were based on quantification, absences were not analysed at all and reading methodology frequently overshadowed content. The authors' central conclusion is that text analysis and meaning-making needs further emphasis in Swedish teacher education.

Using a Fox to Guard the Geese? A German Debate on the Purposes of Economic Education in Relation to Sustainability and the Role of Values

Thu, 29 Mar 2012 14:36:43 GMT

Title: Using a Fox to Guard the Geese? A German Debate on the Purposes of Economic Education in Relation to Sustainability and the Role of Values
Author: GÜNTHER SEEBER; FRANZISKA BIRKE
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 170-181
ABSTRACT What is the purpose of economic education? What role do values play in economic education? These questions have been deliberated on in a German debate on the role of economic education within education for sustainability. The authors draw on this discussion in order to specify the purpose of economic education in the field of education for sustainability and to examine the role of values in economic knowledge. They claim, first, that values education is an important part of economic education; second, that values that are important for environmental sensitisation must be discussed as 'controversial'; and third, that economic knowledge is a basic requirement in this field.

Citizenship Education in New Zealand: we know 'what works' but to what extent is it working?

Thu, 29 Mar 2012 14:36:43 GMT

Title: Citizenship Education in New Zealand: we know 'what works' but to what extent is it working?
Author: CAROL MUTCH
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 182-198
ABSTRACT Citizenship education appears in the curricula of many nations. The aims of citizenship education are often based on the aspirations of society and supported by research and theory that describes what citizenship education is or should be. Seldom do we find links between these aspirational visions and actual societal outcomes. Citizenship education, in different guises, has been a goal of the New Zealand education system since formal schooling was established in 1877. This article sets out to ask whether this focus has had the intended outcome. The citizenship education goals of the current curriculum are matched against national and international studies that give an insight into what kind of society and what kind of citizens New Zealand has produced. The results show that overall New Zealand is a stable, democratic, safe and fair society but with areas of injustice and inequity still to be addressed.

Why Study Economics? Perspectives from 16-19-Year-Old Students

Thu, 29 Mar 2012 14:36:43 GMT

Title: Why Study Economics? Perspectives from 16-19-Year-Old Students
Author: SANJANA MEHTA; IRENKA SUTO; GILL ELLIOTT; NICKY RUSHTON
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 199-212
ABSTRACT In England and Wales, 16-19-year-old students are given considerable subject choice. Many follow Advanced (or A) level courses in three or four subjects and economics is a popular option. Within a wider study of A level teaching and learning, subject choice was explored. Two questions were considered: (1) Why do students choose to study A level Economics? (2) What skills and knowledge do students expect to gain which will help them when at university or in a job/career? Questionnaires were sent to 16-19-year-old students in a representative sample of 100 schools and colleges following a popular A level Economics course. Eighteen schools and colleges responded, returning 228 questionnaires. Additionally, four students were interviewed in-depth about their experiences. Quantitative analysis revealed that a large majority of students chose A level Economics because they thought they would enjoy it. At least half of the students believed they could gain an understanding of national and international economics which would help them subsequently. Only 15% identified more generic skills, such as decision making, as being of value later in life. The findings offer a useful overview of students’ motivations for studying economics in England and Wales.

Gender Differences in Value Systems Expressed by Russian and Swedish University Students

Thu, 29 Mar 2012 14:36:43 GMT

Title: Gender Differences in Value Systems Expressed by Russian and Swedish University Students
Author: ULLA DAMBER; LENA IVARSSON; GÖRAN BOSTEDT; VLADIMIR SHABES; TAMARA POTAPOVA; EKATERINA TROSHCHENKOVA
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 213-226
ABSTRACT In this study, the authors pinpoint the similarities and differences between students at a Russian university and a Swedish university regarding the students’ value systems. What similarities and what differences are there between male Swedish students and male Russian students, and what similarities and what differences are there between the female students in the two countries? The authors’ interest was directed towards the gender differences between the two countries. A method employing three phases was developed for analyses of the value systems in the two countries. Students, who, as a category, often challenge existing value systems, were chosen as informants. Student samples from each country, varying in number from 63 to 100 informants, provided data in the three sub-studies. The results indicated that similar national concepts, when translated into English, exposed significant differences in their connotations, a phenomenon which is discussed in relation to implications for intercultural communication. In particular, the concepts of democracy and gender equality are highlighted. Differences and similarities related to gender and nationality constitute the bulk of the discussion. A major finding was that concepts describing close interpersonal relations, such as friendship and love, were cross-nationally rated higher than values more distant from the individual’s private world, such as democracy and equal rights.

Behind the Mask: using arts-based learning to uncover, explore and improve action

Thu, 29 Mar 2012 14:36:43 GMT

Title: Behind the Mask: using arts-based learning to uncover, explore and improve action
Author: SHAUN HUGHES
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 2 Pages: 227-238
ABSTRACT This article reflects on a series of arts-based learning workshops that have enabled participants to reflect on their beliefs, values and purpose. The author argues that this approach, through creating what he has called here a 'leadership mask', offers a method of enhancing and deepening understanding through attending to both objective and subjective experience by putting the person in touch with the inner self. The article suggests that working with visual, emotional and aesthetic literacy can enable a fuller understanding and a more effective, authentic and, therefore, ethical leadership style. Achieving congruence between the inner and outer self can improve self-awareness, confidence, efficacy and a willingness to engage and contribute positively both as an individual and as a member of society.

Editorial

Fri, 21 Oct 2011 09:31:23 GMT

Title: Editorial
Author: Cathy Fagan
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 1 Pages: 1-2
ABSTRACT Not available

Has the Academic Performance of Low Socioeconomic Students and Students from Ethnic Minorities Improved in the Subject of Economics over the First Five Years of a Standards-Based Assessment Regime?

Fri, 21 Oct 2011 09:31:23 GMT

Title: Has the Academic Performance of Low Socioeconomic Students and Students from Ethnic Minorities Improved in the Subject of Economics over the First Five Years of a Standards-Based Assessment Regime?
Author: STEPHEN AGNEW
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 1 Pages: 3-13
ABSTRACT This article aims to establish whether the first five years of full implementation of the National Certificate of Educational Achievement (NCEA) has seen improvement in the achievement of students from low socioeconomic status (SES) schools, and from ethnic minorities, in the subject of economics. The findings show that the academic performance of low-SES students in economics has significantly worsened from 2004 to 2008. When data are stratified by ethnicity and SES status, Asian students have seen an increase in academic performance in economics across all SES groupings. Pacific Island students have seen no significant change in their academic performance in economics for low- and medium-decile school students, but a significant improvement in academic performance for students from high-decile schools. Maori students have seen significant improvement in academic performance in economics in medium- and high-decile schools, but have experienced a significant deterioration in academic performance in low-decile schools. There has also been a large decrease in the number of students from low-SES schools taking the subject of economics. This raises questions around the relevance and suitability of the current secondary school economics curriculum to low-SES students, as well as around its suitability for the new NCEA assessment regime.

Understandings of Retirement Concepts among Pre-service Teachers

Fri, 21 Oct 2011 09:31:23 GMT

Title: Understandings of Retirement Concepts among Pre-service Teachers
Author: THOMAS A. LUCEY; EDGAR A. NORTON
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 1 Pages: 14-26
ABSTRACT The purpose of this study was to interpret the retirement understandings and planning dispositions among the population of preservice teachers at a Midwestern institution of higher learning. Teacher education majors were surveyed about their knowledge of retirement topics and their attitudes towards retirement funding. There were approximately 4400 prospects, of which 303 responded and 211 completed all survey items. Respondents indicated that they had very little knowledge about retirement concepts. They trusted employer-sponsored advice more than information from other sources and feared that limited resources would prevent them from saving for retirement. The authors recommend further research that employs broader samples and focused methods to provide a fuller interpretation of related issues.

Poppies and Pedagogy: learning from the 'Great War'

Fri, 21 Oct 2011 09:31:23 GMT

Title: Poppies and Pedagogy: learning from the 'Great War'
Author: ALAN McMANUS
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 1 Pages: 27-36
ABSTRACT Teaching World War I as history, teachers can be forgiven for focusing on the facts. A wide-angle view of the 'Great War' will take in the assassination in Sarajevo; Nationalism, Imperialism, Militarism and Alliances; battle maps and artillery; strategy and bodycounts; and the Treaty of Versailles and the League of Nations. But it may leave out the emotion still evoked by the war itself today. Emotion is often considered anathema by academics anxious to demonstrate their objectivity. However, the author argues that where there is emotion, there are values and that as educators, we have a duty to provide opportunities for learning from those four years, 1914-18, so that this war can come into focus as a warning for the Nationalism, Imperialism, Militarism and Alliances of today. His reflections are therefore offered not only for the inspiration of teachers of history but also for those leading discussions on themes of citizenship and values.

Global Citizenship and Lingual Identity: the ability to perform in different lingual settings

Fri, 21 Oct 2011 09:31:23 GMT

Title: Global Citizenship and Lingual Identity: the ability to perform in different lingual settings
Author: ANN-CHRISTIN TORPSTEN
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 1 Pages: 37-45
ABSTRACT The aim of this article is to interpret second-language pupils’ encounter with the Swedish school regarding first- and second-language learning. An empirical context called experienced learning is investigated by interpreting student teachers’ oral and written narrated learning memories. Using a life-story approach, the interpretation focuses on lingual skills, lingual identity and citizenship. The study looks at participation in Swedish as a second language and mother tongue education when the subjects encountered the Swedish school system. Participating in those lessons is described as positive. Participating made it easier to improve skills in the second language and mother tongue. Mother tongue skills were transferred to the second-language improvement. It became much easier to continue developing the second language when skills in the mother tongue increased. Language skills were positive for continued learning, linguistic development, development of bilingualism and multilingualism. Through widened linguistic horizons it becomes possible to develop identity as multilingual persons. When skills increase in different languages such as Swedish as a second language and mother tongue, the subjects become aware of their identities as multilingual persons. They become aware of their possibilities of being active, multicultural, global citizens. Their ability to perform in different lingual settings becomes visible.

The Role of Perceived Self-Efficacy in the Development of Musical Ability: what can the study of successful musicians tell us about teaching music to able children?

Fri, 21 Oct 2011 09:31:23 GMT

Title: The Role of Perceived Self-Efficacy in the Development of Musical Ability: what can the study of successful musicians tell us about teaching music to able children?
Author: ANGELA JAAP; FIONA PATRICK
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 1 Pages: 46-55
ABSTRACT The role of perceived self-efficacy is important to human social development and to learning in general, but how it relates to music talent development is not well understood. This article explores the concept of perceived self-efficacy as it relates to the development of musical talent by considering what is meant by the concepts of high ability in music and self-efficacy, and by discussing the results of interviews with successful professional musicians. The interview data suggest the need for four aspects of self-efficacy to be present in order to fully develop talent: individual judgement of capability; a belief that outcomes are tied to individual actions; self-regulation of activities related to learning; and persistence in the face of difficulties. The implications of this for music teaching are also discussed.

The Democratisation Process and Classroom Teaching in Nigeria

Fri, 21 Oct 2011 09:31:23 GMT

Title: The Democratisation Process and Classroom Teaching in Nigeria
Author: OYELEKE OLUNIYI
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 1 Pages: 56-63
ABSTRACT Democratisation has become a household concept in Nigeria following the collapse of military rule. It is not out of place to link democracy in Nigeria to the wave of democratisation blowing across the globe, especially in Latin America, Africa and Eastern Europe following the end of the cold war, with the collapse and fragmentation of the former Union of Soviet Socialist Republics (USSR). This article looks at some of the difficulties for democratic action in Nigeria. The importance of teaching democratic values in schools is recognised, and some topics used to provide curricular support for learning about participatory democracy are outlined. An investigation into methods for classroom teaching is described and some advice offered for policy makers and curriculum planners.

BOOK REVIEWS

Fri, 21 Oct 2011 09:31:23 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2011 Volume: 10 Issue: 1 Pages: 64-68
ABSTRACT Not available

Editorial

Wed, 20 Apr 2011 16:04:33 GMT

Title: Editorial
Author: Cathy Fagan
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 3 Pages: 146-146
ABSTRACT As is customary for CSEE, this issue brings together articles from a diverse range of countries, provided by authors from Canada, the United Kingdom, Hong Kong, Japan, Oman, Sweden and the USA. There is variety in the topics, but also a common thread of the educator's aims of empowering learners through engaging with complex economic and social contexts and in many cases with the interstices of complex cultural domains.

Conceptualizing and Teaching Citizenship as Humanity

Wed, 20 Apr 2011 16:04:33 GMT

Title: Conceptualizing and Teaching Citizenship as Humanity
Author: CATHERINE BROOM
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 3 Pages: 147-155
ABSTRACT This article explores a conception of local and global citizenship as humanity framed within a post-structuralist, reintegrative stand. It begins by theorizing the elements of humanity by drawing connections to, and expanding upon, Nussbaum's work. After setting the theoretical foundations of humanity as citizenship grounded in an ethic of care and a 'thin' conception of a world community that includes the vital element of deliberation, practical teaching suggestions for developing it are given. These are drawn from the works of three well-known philosophers of education.

In Search of Understandings: knowledge of US history up to 1877 among preservice teachers at three universities

Wed, 20 Apr 2011 16:04:33 GMT

Title: In Search of Understandings: knowledge of US history up to 1877 among preservice teachers at three universities
Author: THOMAS A. LUCEY; DOUG HATCH; DUANE GIANNANGELO
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 3 Pages: 156-169
ABSTRACT This article concerns the results of an online survey that interpreted understandings of United States history, up to 1877, among early childhood, elementary, and middle level preservice teachers from three institutions in the United States. In literature, the authors observe associations between teaching methods and teacher conceptions of curricular content and that these relationships hold particular relevance to social studies (history) teaching. They conducted an online survey to interpret respondents' abilities to remember, speak about, and explain content for which they are responsible. The study found that respondents correctly answered less than one half of 25 multiple-choice questions. It also determined a modest percentage of responses to open-response items, with short comments provided.

Citizenship Education in Japan

Wed, 20 Apr 2011 16:04:33 GMT

Title: Citizenship Education in Japan
Author: IAN DAVIES; MITSUHARU MIZUYAMA; GILLIAN HAMPDEN
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 3 Pages: 170-178
ABSTRACT Japan is experiencing a period of fundamental debate about - and significant modification of - education. The authors argue that it is important to gain further understanding about citizenship education from a range of contexts. Their reflections are based on a long period of collaborative work between colleagues in Japan and England which has included analyses of literature, projects funded by various bodies, including the Japanese government, and ongoing work in the field of political literacy. They provide some descriptive material concerning the historical background, key terms and concepts and aspects of policy and practice relevant to developing an understanding of citizenship education in Japan. They critique citizenship education in Japan, drawing attention to current struggles over the characterisation of this curriculum subject and how it is perceived to resonate throughout schools. They suggest that citizenship education is in a state of flux, and conclude that there is a need for further investigation if we are to gain a proper understanding of how citizenship education is - and could be - perceived and practised. They describe and discuss a recently established research and development project focusing on 'public discourse' through which this further clarification could, in part, be achieved.

Addressing the Challenges of Cross-Cultural Understanding through Service Learning in Higher Education: the Oman experience

Wed, 20 Apr 2011 16:04:33 GMT

Title: Addressing the Challenges of Cross-Cultural Understanding through Service Learning in Higher Education: the Oman experience
Author: THUWAYBA AL BARWANI; ABDU AL MEKHLAFI; OTHERINE NEISLER
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 3 Pages: 179-192
ABSTRACT Globally, teachers need to expand their knowledge of other peoples and cultures. As a case in point, Oman is challenged by a problem of separation between national and expatriate populations. Expatriate students attend either international or expatriate community schools, whereas Omani children can only attend government schools or Arabic/English private schools. The teacher education program at Sultan Qaboos University (SQU) in Oman was able to implement a service learning project that helped students cross cultural boundaries while improving their own English language skills. Using a mixed-method approach in data analysis, this study discusses the experiences of thirty EFL student teachers involved in the experiment. Expatriate teachers and principals had expressed a need for their students to learn more about Omani culture. In response, student teachers prepared 45 cultural kits that included written reports, presentations and artefacts, which they presented to classes. Not only did expatriate teachers and K-12 students learn about Omani culture, but more importantly, student teachers developed new cultural awareness about the expatriate populations with whom they seldom have an opportunity to interact or exchange ideas and cultural values. The 'ELT [English Language Training] Multicultural Awareness Transaction Model' has application potential not only in teacher education, but also in EFL or ESL classes where cultural exchange is important.

Citizenship and Empowering Processes: a study of youth experiences of participation in leisure activities

Wed, 20 Apr 2011 16:04:33 GMT

Title: Citizenship and Empowering Processes: a study of youth experiences of participation in leisure activities
Author: LISBETH LINDSTRÖM
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 3 Pages: 193-208
ABSTRACT The current study seeks to enrich our understanding of citizenship behaviour in the setting of meeting places for youth such as youth clubs, by identifying the main factors that may enhance this behaviour among youth leaders. Of special interest is whether youth leaders' or similar staffers' empowerment can serve as a mediator between young people's expectations about influence and participation and the development of their citizenship. Of interest are both empowering processes as well as empowered outcomes. The method used was a questionnaire sent out to young people visiting youth clubs and similar meeting places for the young, followed up with interviews. In the study, it was found that in youth clubs and similar meeting places for youth, empowering processes take place and, furthermore, that the young people have the chance to develop their citizenship there. On one hand, the study indicates that youth clubs and similar meeting places can be environments for shared possibilities for citizens. On the other hand, it is possible to be critical of the positive responses from the youth in taking part in the study, because if they felt negative they would not come back, which indicates the necessity of further research. To conclude, citizenship and empowerment embrace aspects of youth transition and outcomes of youth development concurrently.

How an Advocacy NGO Can Contribute to Political Socialization: a case study in Hong Kong

Wed, 20 Apr 2011 16:04:33 GMT

Title: How an Advocacy NGO Can Contribute to Political Socialization: a case study in Hong Kong
Author: TIMOTHY WAI WA YUEN; YAN WING LEUNG
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 3 Pages: 209-220
ABSTRACT This article is based on a case study done on a Hong Kong advocacy non-government organization (NGO) that has worked as a civic educator. Civic education programmes of the NGO were observed. In-depth interviews were carried out with the personnel of the NGO. The participants in the programmes were also interviewed and questionnaires were conducted to study the impact of the programmes. This article discusses the changing nature of political socialization and explores, with the help of the case study in Hong Kong, how an advocacy NGO may contribute to political socialization by serving as a civic educator. It is hoped that this work can contribute to the literature about the possible role of advocacy NGOs in political socialization, particularly in augmenting other social institutions that are also active in this realm, such as schools and churches.

Trainee Teachers’ Perceptions of the Values behind the Primary Curriculum in England and the Potential Significance for Future Professional Development

Wed, 20 Apr 2011 16:04:33 GMT

Title: Trainee Teachers’ Perceptions of the Values behind the Primary Curriculum in England and the Potential Significance for Future Professional Development
Author: ANN JORDAN; DERVAL CAREY-JENKINS; SUE IRVING; ALAN PERRIGO; PAUL TAYLOR; SARAH WILKES
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 3 Pages: 221-236
ABSTRACT The aim behind this research was to investigate how one-year Postgraduate Certificate in Education Primary (PGCE) trainee teachers in England perceived the nature of the curriculum and the values inherent within it. A sample of 102 trainee teachers was asked to reflect through a detailed set of questionnaires on how they saw the issues facing them as they prepared to enter the teaching profession. The authors were keen not only to elicit the trainee teachers’ views and understanding, but also to place the research within a historical context, as well as analyse and evaluate the responses, to see what patterns and issues were emerging within the national and international context. This was a particularly pertinent time to undertake this study given that, once again, the Primary Curriculum is under review by a newly elected UK government. Therefore, through setting out the historical background, and providing details of a clear methodological approach, as well as the quantitative and qualitative analysis and evaluation, along with an evaluative summary, the authors seek to show to what extent continuity and change in terms of values in regard to the curriculum exist.

BOOK REVIEWS

Wed, 20 Apr 2011 16:04:33 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 3 Pages: 237-242
ABSTRACT Not available

Editorial

Tue, 7 Dec 2010 16:30:42 GMT

Title: Editorial
Author: Cathy Fagan
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 2 Pages: 8-8
ABSTRACT This issue contains articles from Mexico, the United Kingdom and the USA and takes us into the areas of philosophy, psychology, intercultural learning, economic awareness, values and ethics in terms of how we teach and in evaluations of service learning programmes. There are examples highlighting the interconnectedness of these disciplines within the contexts of social and economics education with common threads of human dignity and respect that underpin global citizenship education in its range of formats. It is this flexible and encompassing nature of global citizenship education that allows such diverse contexts to sit comfortably together.

Mexican Adolescents' Comprehension about Bank Functions: considerations regarding the development of school curricula

Tue, 7 Dec 2010 16:30:42 GMT

Title: Mexican Adolescents' Comprehension about Bank Functions: considerations regarding the development of school curricula
Author: EVELYN DIEZ-MARTINEZ; JUAN DELVAL
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 2 Pages: 84-93
ABSTRACT Mexican secondary and high school curricula do not include any economic or financial education. Furthermore, Mexico's actual banking infrastructure is not widely spread around all of the country, and several towns and villages still do not have banks. Hence it becomes difficult for adolescents to understand these institutions, which are important in the socio-economic organization of societies. In order to provide research data about levels of comprehension among adolescents of these topics, so that it can eventually be considered by Mexican authorities that produce school curricula, it was decided to develop a pilot study with a sample of 25 adolescents between 12 and 16 years of age from a middle-class socio-economic context, who were individually interviewed about bank functioning, interest rates and the difference between credit and debit cards. Subjects were tested individually in their schools by the researchers and the interviews lasted approximately 25 minutes. All interviews were audio taped and later transcribed. Results show that the majority of subjects understand interest rates on loans but cannot relate them to interest rates on deposits. They also confuse credit and debit cards. Data are discussed in terms of levels of comprehension and possible application to school curricula.

World Peace, Global Citizenship and the Metaphysics of Polity

Tue, 7 Dec 2010 16:30:42 GMT

Title: World Peace, Global Citizenship and the Metaphysics of Polity
Author: ALAN McMANUS
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 2 Pages: 94-103
ABSTRACT Barack Obama, in his State of the Union address to Congress in January 2010, stated that there are partisan divisions which are entrenched because they are based on philosophical difference. This difference was investigated by F.S.C. Northrop in 1946 in The Meeting of East and West (subtitled 'An Inquiry Concerning World Understanding'). Like the US President, Northrop recognises that political division is based on philosophical difference and sees this division as being irreconcilable unless both sides can agree on a common concept of reality: a shared metaphysics. Northrop's inquiry centres on the variations of a particular metaphysical concept, a three-term or two-term relation, and gives examples of the political use of these variations. He argues that differing political philosophies, which have always caused parties, countries, continents and hemispheres to part ways, are not as entrenched as they first appear - as analysis of their underlying metaphysics shows. This article clarifies, illustrates and discusses this argument by focusing especially on the public or private properties of the terms of this metaphysical relation - and their links to global citizenship. Northrop's argument - despite the orientalism typical of its time and the lack of informed discussion of Islam - is found not only to have inspired further eirenic investigation but also to be worthy of serious consideration today.

The Real Deal: how each child is first in education

Tue, 7 Dec 2010 16:30:42 GMT

Title: The Real Deal: how each child is first in education
Author: L. LAWRENCE RICCIO
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 2 Pages: 104-114
ABSTRACT Traditionally, educators have looked within the child for causes of learning difficulty and lack of compliance with social or cultural rules. We often do not ask ourselves whether what and how we teach and the way in which we organize and manage schools or community environments can be a major cause of a child's inability to acquire the same values and ethics as the wider community. The author presents numerous assumptions about the child and life - facts or realities that one instinctively knows as reliable and true - those that do not need to be validated, like breathing. And as part of the writer's basic assumption definition, there is minimal reliance on citations or references. The author's intent in this article is to discuss the obvious and the necessary when it comes to educating each child and not rehash the stipulated realities of life and education. Further, the role for the educator as a professional solely responsible for teaching in the classroom is questioned. Maybe educators should be called 'learning managers' and have a wider remit - one that serves the child in multiple settings - in school, and in all other situations outside of school. It is postulated that the learning manager should be an advocate for the child and manage the whole child's development in collaboration with others (family members, community members, school personnel, etc.). Finally, the question 'For what child am i teaching' is about the need for a paradigm shift. This article is a work in progress, since new definitions of school and education are evolving daily. It is hoped, therefore, that this article will contribute to the discussion and exchange of ideas about what educators need to know and appreciate about each child before they intervene in the child's life, and about how 'learning managers' might want to interpret the delivery of education for the whole child.

A Psychometric Study of the Community Service Self-Efficacy Scale for Evaluation of Service-Learning Programs

Tue, 7 Dec 2010 16:30:42 GMT

Title: A Psychometric Study of the Community Service Self-Efficacy Scale for Evaluation of Service-Learning Programs
Author: HAIYAN BAI; TRAE STEWART
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 2 Pages: 115-128
ABSTRACT This study cross-validated the psychometric properties of the 10-item Community Service Self-Efficacy Scale (CSSES) for evaluation of service-learning programs. Three independent samples consisting of undergraduate students and high school students were used to study the validity of the scale. An exploratory factor analysis on the scale yielded strong construct validity with a clear one-factor structure. The results from a confirmatory factor analysis indicated an excellent one-factor model fit. The internal consistency (>.89) and positive discrimination power of the scale also indicated that CSSES is a psychometrically reliable and valid instrument for evaluation of service-learning programs or research in this area for increasing community service engagement of both high school and college students.

Intercultural Professional Development within a Virtual Learning Community

Tue, 7 Dec 2010 16:30:42 GMT

Title: Intercultural Professional Development within a Virtual Learning Community
Author: MIKE CARROLL; ALAN BRITTON; IAN BARR
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 2 Pages: 129-143
ABSTRACT This article is an evaluation of the journey undertaken by participants on the Continuing Intercultural Professional Development in Europe (CIPDE) project, 2007-2009. The project provided participants with opportunities for online learning in order to facilitate reflection on practice and educational contexts. The contention is that the co-construction of shared meanings lies at the very heart of the process of intercultural learning, creating a shared culture of ideas. The article examines the participants' views on the impact of the project on their own learning. It also provides some insights as to the strengths and limitations of online learning across national boundaries.

BOOK REVIEW

Tue, 7 Dec 2010 16:30:42 GMT

Title: BOOK REVIEW
Author:
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 2 Pages: 144-145
ABSTRACT Not available

Editorial

Mon, 14 Jun 2010 17:05:32 GMT

Title: Editorial
Author: Catherine Fagan
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 1-2
ABSTRACT This issue of the relaunched, revitalised and enlarged Citizenship, Social and Economics Education (CSEE), now published by Symposium Journals, presents an opportunity to reflect on the historical development of the Journal, to consider the influences that have shaped it until now and to look to the future and the changing educational landscapes within which citizenship, social and economics educators teach. Originally conceived as a major component of the International Association for Children's Social and Economic Education (IACSEE) the Journal was launched with the corresponding title Children's Social and Economics Education: an international journal in 1996. A particular aim for the early issues of the Journal was to draw attention to aspects of concern for the education of children up to their middle years of schooling.

Schooling, Citizenship and the Myth of the Meritocracy

Mon, 14 Jun 2010 17:05:32 GMT

Title: Schooling, Citizenship and the Myth of the Meritocracy
Author: KEITH CRAWFORD
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 3-13
ABSTRACT This article is eclectic in its reach and on occasions polemical in its discussion and assumptions; it is written as a study of economic, social and citizenship socialisation. The article's origins are fairly atypical; it does not situate its arguments in the analysis of empirical data, qualitative or quantitative. Based upon a critique of the concept of meritocracy contained in Michael Young's (1958) satirical novel, The Rise of the Meritocracy, 1870-2033: an essay on education and equality, it attempts to remind us of some core principles that ought to govern our view of the aims of education and schooling in their cultural and socio-economic guises and in the manner in which they can contribute to the project of civic renewal in pursuit of a society that is truly equitable, socially just, democratic and meritorious.

Creating Identity and Culture in the Great White North

Mon, 14 Jun 2010 17:05:32 GMT

Title: Creating Identity and Culture in the Great White North
Author: KAREN RAGOONADEN
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 14-22
ABSTRACT This article raises the question of how the Canadian educational system can avoid the polemics of massive immigration from non-European countries and strive towards developing an equitable, fair and sustainable society based on socially just, cohesive principles. The discussion revolves around the concepts of culture and identity in a pluralistic society and how the educational system responds to these challenges. The focus is on understanding the multiple identities of Canadian students, including aboriginal epistemologies, by creating culturally responsive teachers, developing intercultural competence programmes and establishing the foundations of multicultural education. This multi-thematic study explores ways in which contemporary ways of teaching and learning can be transformed into a diverse, sustainable and global curriculum which is inclusive of all students, regardless of their multiple identities.

Leadership for Diversity, Inclusion and Sustainability: teachers as leaders

Mon, 14 Jun 2010 17:05:32 GMT

Title: Leadership for Diversity, Inclusion and Sustainability: teachers as leaders
Author: SABRE CHERKOWSKI
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 23-31
ABSTRACT Schools do not always reflect the diverse cultural reality of our global societies. Educational leadership is an essential component of establishing school culture. Ensuring school leaders reflect deeply on the issues of diversity, multiculturalism and how leadership plays a role in constructing cultures that inhibit or promote inclusion as a way of life is an essential component of creating sustainable changes in our schools. However, leadership is no longer the sole purview of the principal or vice-principal. This article provides new lenses for viewing the notion of educational leadership and argues that creating conditions for increased leadership capacity among teachers in a learning community is an essential component of developing learning cultures where issues of diversity, multiculturalism, sustainability, and inclusion are explored and addressed.

Influences on Teacher Education Majors' Interpretations of Financial Morality

Mon, 14 Jun 2010 17:05:32 GMT

Title: Influences on Teacher Education Majors' Interpretations of Financial Morality
Author: THOMAS A. LUCEY; ALAN B. BATES
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 32-42
ABSTRACT This article argues that narrow interpretations of financial literacy lack a valued moral component. Reviewing literature that defines financial literacy, morality, and financial morality, the authors present the results of a study that interpreted patterns of influence on agreement with financial morality. The study involved education majors at a public Midwest institution for higher learning. There were approximately 270 respondents. The study found that the set of variables significantly influenced only one of the subscales (identity issues). The authors call for additional research into this area that uses broader samples and which interprets relationships among other influential variables.

Global Citizenship Education: politics, problems and prospects

Mon, 14 Jun 2010 17:05:32 GMT

Title: Global Citizenship Education: politics, problems and prospects
Author: MICHAEL A. PETERS
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 43-47
ABSTRACT In his book Global Citizenship Education (2008) the author noted that the modern concept of citizenship - a recent concept historically - implies the existence of a civil or political community, a set of rights and obligations ascribed to citizens by virtue of their membership in that community, and an ethic of participation and solidarity needed to sustain it. Most traditional accounts of citizenship begin with the assertion of basic civil, political and social rights of individuals and note the way in which the modern concept, as inherently egalitarian, took on a universal appeal with the development of the liberal tradition which is often understood as synonymous with modernity. Yet the concept has appealed to both conservatives and radical democrats: the former emphasize individual freedom at the expense of equality and see state intervention as an intolerable and unwarranted violation of the freedom of the individual while the latter stress the democratic potential of citizenship. Increasingly, on the Left the concept has been seen as a means to control the injustices of capitalism. For the Left, the most pressing question has been the status of citizenship in the modern state and what kind of political community best promotes it.

Youth Citizenship and the Millennium Generation

Mon, 14 Jun 2010 17:05:32 GMT

Title: Youth Citizenship and the Millennium Generation
Author: LISBETH LINDSTRÖM
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 48-59
ABSTRACT This article presents a theoretical review of the notion of citizenship using a critical analysis of published international research. A citizen may be described as a member of a political community or state who has certain legal, social and moral rights, duties and responsibilities. Based on the research, the author suggests the notion of citizenship must be seen in a broader perspective with aspects of both globalisation and local phenomena seen from a citizen's daily life experiences as well as of gender, race, sexuality, ability, ethnicity, religion and class. The notion of citizenship must also focus on cultural, demographic, political and socio-economic contexts of everyday life. The Marshall paradigm of citizenship and the various critiques of it are presented in the introduction. Widespread concerns about declining levels of political engagement and participation among young people in the entire Western world are discussed as well as more recent research that has questioned the view that young people are politically apathetic. Insights are presented about theories and perspectives of young people's citizenship, and those dimensions of citizenship that have remained invisible, such as young citizens' adoption of values of individualisation and globalisation, are highlighted.

Issues and Challenges for Secondary School Economics Education in South Korea: implications from five events since 2004

Mon, 14 Jun 2010 17:05:32 GMT

Title: Issues and Challenges for Secondary School Economics Education in South Korea: implications from five events since 2004
Author: KYUNGDONG HAHN; KYUNG MO KIM
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 60-68
ABSTRACT Since 2004, five events have led to issues and challenges for economics education in South Korea: economics education fever in 2004; a debate on the economics textbook in 2007; revision of the economics curriculum in secondary schools during 2005-2007; alternative trial of economics standards in and out of school economics education in 2008; and re-reformulation of the economics curriculum in secondary schools in 2009. These gave an opportunity for considering the effectiveness of the economics education curriculum in schools and the relationship between economics education and ideology.

Enquiry Skills in History: the Blitz and evacuation

Mon, 14 Jun 2010 17:05:32 GMT

Title: Enquiry Skills in History: the Blitz and evacuation
Author: FRANCIS O'HAGAN
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 69-80
ABSTRACT The aim of this article is to suggest the inclusion of the topic 'The Blitz during World War Two' as part of the curriculum in British primary and secondary schools with a view to developing enquiry skills in History. In writing the article, extensive use has been made of not only textbooks and secondary sources but also propaganda films, documentaries featuring primary sources in the form of first-hand accounts from people living at the time and web-based materials. From 1939 until 1945 the British population as a society was inescapably and deeply involved and immersed in one of the most significant events in British history, the Second World War. The concepts of change and continuity, cause and effect, time and historical sequence are all applicable to this topic but the purpose of this article is to determine through analysis of a variety of historical evidence whether or not the experience of wartime evacuation really created a sense of uniformity and solidarity in Britain. By doing this, it will become evident that studying aspects of the domestic consequences of the Blitz during World War Two is an effective method of developing enquiry skills in History.

BOOK REVIEW Learning To Be A Person in Society (Peter Jarvis)

Mon, 14 Jun 2010 17:05:32 GMT

Title: BOOK REVIEW Learning To Be A Person in Society (Peter Jarvis)
Author: Brian Jones
Journal: Citizenship, Social and Economics Education
Year: 2010 Volume: 9 Issue: 1 Pages: 81-82
ABSTRACT Not available

Editorial

Tue, 16 Feb 2010 15:28:47 GMT

Title: Editorial
Author: CATHY FAGAN
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 2 Pages: 72-72
ABSTRACT This double issue presentation of Numbers 2 and 3 of Volume 8 represents the end of one era for CSEE, as it is the last print issue, but marks the progression of the Journal to a new stage in its development. Since 2000 the journal has been published by John Price Consultants (JPC) and it has been this arrangement with John Price, a founder member of IACSEE and for many years Association Secretary, that has allowed CSEE to continue to exist and to develop in the way that it has done in recent times. John's last issue was 8(1) and as editor, and on behalf of all who have written for and read CSEE, I wish to thank John for all his efforts. We owe him a great debt of gratitude. From January 2010, CSEE will be published by Symposium Journals and will become an online-only publication (htttp://www.wwwords.co.uk/CSEE). This will ensure the future of the Journal within a stable of high profile educational publications and provide a stronger platform for the research and networking, not only of IACSEE members, but also of all educators and teacher educators who are working in our areas of interest. With our expanded editorial board, I am looking forward to growth of the Journal's impact and great opportunities to develop IACSEE's research generating potential.

Education, Citizenship and New Public Diplomacy in the UK: what is their relationship?

Tue, 16 Feb 2010 15:28:47 GMT

Title: Education, Citizenship and New Public Diplomacy in the UK: what is their relationship?
Author: ELEANOR J. BROWN; W. JOHN MORGAN; SIMON McGRATH
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 2 Pages: 73-83
ABSTRACT Global citizenship is a contested concept which is receiving attention in the United Kingdom as a means of contributing to students' understanding of global issues and the rights and responsibilities that they imply. Global citizenship education is criticised as indoctrination by some and considered the best route to global peace by others. This article provides a discussion of its relationship with the concept and practice of cultural relations and specifically the New Public Diplomacy. It is claimed that global citizenship education and the new public diplomacy have some shared objectives, and that a discussion of the one may benefit from a consideration of the other. Furthermore, the aims of the new public diplomacy cannot be met without a clear understanding of global citizenship education, and how it affects those aims. The article considers the relationship of both concepts and concludes that this relationship is important to the theory and practice of each.

Adolescents' Attitudes to Law and Law-related Issues: the case of Hong Kong students

Tue, 16 Feb 2010 15:28:47 GMT

Title: Adolescents' Attitudes to Law and Law-related Issues: the case of Hong Kong students
Author: KERRY J. KENNEDY; JOSEPH CHOW KUI-FOON
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 2 Pages: 84-98
ABSTRACT Psychologists have often been interested in the way individuals respond to and interact with the law. Socio-legal scholars have had a similar interest. This led to a stream of research that sought to identify the 'legal consciousnesses' of individuals as they experience legal ideas and situations. The study reported here sought to identify the 'legal consciousnesses' of a sample of Hong Kong adolescents in a unique socio-political context. The findings suggested that these young people possessed a 'bounded' legal consciousness indicated by their consistent support for obeying the law even when human rights were at stake. Nevertheless, they could envisage the possibility of questioning the law. Developmental and gender differences were identified in these attitudes.

Political Education: controversial issues, neutrality of teachers and merits of team teaching

Tue, 16 Feb 2010 15:28:47 GMT

Title: Political Education: controversial issues, neutrality of teachers and merits of team teaching
Author: TIMOTHY WAI WA YUEN; YAN WING LEUNG
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 2 Pages: 99-115
ABSTRACT This article examines political education, particularly regarding such matters as discussion of controversial issues, neutrality of teachers and the merits of team teaching. Data were obtained from a questionnaire survey and in-depth interviews with students who had completed a political education course taught by the authors. It is hoped that the paper will assist understanding of the complexities of political education on the one hand, and provide practical recommendations to educators working with political education on the other.

Exploring the Teaching of Values in Primary Education: theory into practice through a case study of living values in an English primary school

Tue, 16 Feb 2010 15:28:47 GMT

Title: Exploring the Teaching of Values in Primary Education: theory into practice through a case study of living values in an English primary school
Author: ANN JORDAN; ANNE SILVANUS-DAVIS; PAUL TAYLOR
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 2 Pages: 116-127
ABSTRACT This article considers how values education, and in particular the concept of Living Values, can be forwarded through a whole school approach within an English Primary School context. It specifically looks at how Living Values within the school has emerged from a consideration of the theory and practice of Values Education as this has developed over recent years. Given that the issue of Values is currently being discussed within the framework of the review of the Primary Curriculum within English Schools, this article seeks to show how the theoretical context and existing practice can play their part in the debate.

Development Education in School Curricula in Europe: global challenge for Estonian schools

Tue, 16 Feb 2010 15:28:47 GMT

Title: Development Education in School Curricula in Europe: global challenge for Estonian schools
Author: JOHANNA HELIN
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 2 Pages: 128-143
ABSTRACT This article examines the position of Development Education (DE) or Global Education (GE) in the Estonian formal education and presents a survey on the status of DE in school curricula in countries of the European Union (DEEEP, 2006 & 2009). The survey was conducted by the Curriculum Working group of the Development Education Forum (DEF) of CONCORD through national Non-Governmental Organisation platforms and networks working for the promotion of DE/GE in the different member states of the EU. The results of the study give a wealth of information about similarities and differences in the status, practice, and support for DE in the education sector in different nation states of the European Union, Estonia among the new member states. The survey and a look at the Estonian situation indicate a range of current priority issues for DE, and provide insights into the problems and weaknesses of an overloaded national school system struggling to keep up with contemporary global events and challenges. The paper is written from the perspective of an NGO offering support to teachers and schools in global education. Although education is not the core field of activity for most NGOs, many antecedents of global education - human rights education, environmental education, intercultural education etc. - are rooted in civil society movements and organisations. There is a long tradition of NGOs working with the formal education sector. In new member states of the EU the potential of NGOs in this field are further strengthened through the involvement in European level networks (like DEF) and European level funding (through European Commission/EuropeAid) and improved coordination in the national level (like through the Estonian Roundtable for Development Cooperation).

The Challenge of Developing Civic Activity Instruction in Finnish Teacher Education: a review of the results of the citizenship and civic activity project for teacher training

Tue, 16 Feb 2010 15:28:47 GMT

Title: The Challenge of Developing Civic Activity Instruction in Finnish Teacher Education: a review of the results of the citizenship and civic activity project for teacher training
Author: PETTERI HANSEN; JUKKA RANTALA
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 2 Pages: 144-151
ABSTRACT The objective of the 'Promoting Citizenship and Civic Activity in Teacher Education' project in the years 2004-2006 was to: (1) make social awareness a more prominent part of the teacher training programme, (2) evaluate and develop the culture of participation in teacher training units and (3) use training schools' procedures to develop alternative models for participation at school. Generally speaking, the project was successful. Although it did not reach the masses, it was considered a welcome recognition of the important educational work carried out in schools. The teacher trainers, students and stakeholder representatives who took part in the project found the topics and themes to be interesting and meaningful. The studies and events arranged within the scope of the project generated extensive and, at times, deep discussion about the teacher's role as a model and mentor for civic activity. However, if the project is assessed in light of the three objectives mentioned above instead of more general goals, it admittedly did not achieve all of its original objectives. Even now, after the project, the extent to which civic activity-related topics are discussed still depends on the interest shown by individual teachers and subject groups. Our subject-oriented school culture easily lumps civic activity in with the teaching of history or social studies. One future challenge is to make the notion of civic activity part of a broader interaction involving the individual, culture, environment and society. Civic activity should be an educational model for thought and action that reaches all teachers and teacher trainers irrespective of their educational level or discipline.

The Use of the Internet and Powerpoint in Promoting Student Teachers' Communication Competence within the English for Specific Purposes Course

Tue, 16 Feb 2010 15:28:47 GMT

Title: The Use of the Internet and Powerpoint in Promoting Student Teachers' Communication Competence within the English for Specific Purposes Course
Author: JELENA ZASCERINSKA
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 2 Pages: 152-163
ABSTRACT The development of foreign languages is a vital tool for communicating as global citizens. Using the Internet and PowerPoint Programmes within the English for Specific Purposes course gives opportunities for promoting student teachers' communication competence in foreign languages. This article considers the theoretical aspects of the problems of developing communication competence in foreign languages; analyses the findings for pedagogy in using the internet and PowerPoint programmes within the English for Specific Purposes course; applies successful experience of language teachers in the field to contribute to student teachers' communication competence in foreign languages. Communication competence in foreign languages is defined as a subject matter, as a structure, as a process. Three activities for use with the internet and three activities for use with Powerpoint programmes are explored, drawing conclusions about ways and means of promoting student teachers' communication competence in foreign languages.

BOOK REVIEWS

Tue, 16 Feb 2010 15:28:47 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 2 Pages: 164-167
ABSTRACT Not available

Editorial

Tue, 16 Feb 2010 15:28:47 GMT

Title: Editorial
Author: CATHY FAGAN
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 1 Pages: 1-3
ABSTRACT Welcome to the first issue of Volume 8 of Citizenship, Social and Economics Education. As educators and researchers into educational theory and practice, particularly in the areas of special interest to our Association and Journal, we find ourselves in an unprecedented climate of unexpected events that threaten the very existence of our contemporary fiscal, political and civic organisations. As always the onus on teachers to guide and support young people in efforts to make sense of what has been happening and to try to plot courses of action for themselves and their futures is clear. But if the onus is clear, the way forward still needs investigation and articulation and the articles in this issue tackle some contentious questions head on. As usual, in times of economic downturn, there are reports emerging of greater numbers seeking to join the teaching profession citing the joint aims of seeking more satisfying and meaningful service to society and of securing more stable prospects for continued employment. The solution to teacher shortages is welcome and hopefully it will not be short lived but teacher educators will need to place strong emphasis on the professional responsibilities of aspiring teachers so that their contribution to the education of our young people is recognised as a crucial task that is so much more that the technicist transmission of subject knowledge. The ability to reflect critically and to evaluate their knowledge and circumstances is necessary for school students and for teachers alike as they are thrust into communities of learning where there are no easy answers and each of our articles in this issue illustrate this pressing need.

The Teaching of Democracy: challenging the meaning of participation, discourse and dissent in the English school curriculum

Tue, 16 Feb 2010 15:28:47 GMT

Title: The Teaching of Democracy: challenging the meaning of participation, discourse and dissent in the English school curriculum
Author: HOWARD GIBSON
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 1 Pages: 5-18
ABSTRACT The teaching of democracy featured strongly in the Crick Report, the theoretical forerunner of the legislative framework, and is today an important element underpinning the citizenship curriculum in English schools. This article suggests, however, that democracy is a more complex and problematic term than the one assumed by these documents. It therefore approaches the term more critically with the aim of unearthing some of the assumptions by exploring in detail three of its central tenets, viz. democratic participation, debate or discussion and the link between law and justice. It concludes by suggesting that teachers, charged with energising and re-engaging students with the democratic process, are currently expected to work with a framework that is theoretically questionable and concerned more for the generation of social cohesion than education.

How Does Street Information Impact on Mexican Children's Economic Literacy? A Developmental Study

Tue, 16 Feb 2010 15:28:47 GMT

Title: How Does Street Information Impact on Mexican Children's Economic Literacy? A Developmental Study
Author: EVELYN DIEZ-MARTINEZ
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 1 Pages: 19-31
ABSTRACT The impact of everyday street floating information on children's knowledge about diverse aspects of their social world has hardly been studied in relation to their understanding about socio-economic knowledge. Though several studies have analyzed children's and adolescents' behavior related to the impact of socialization agents on their consumption habits, little is known about how and when they start analyzing several everyday communication situations concerning economic interchanges. Mexican children from different socioeconomic backgrounds were individually interviewed about diverse street information advertisings or written messages referring to economic interchanges in order to attempt understanding of an aspect of their cognitive social development. Subjects were shown a number of cards including photographs. Subjects were asked to describe the photograph and to explain its content and the type of information or communication situation that it involved. Some examples were a string with flags on the edge of a house on sale, an ATM machine, an exchange bureau, and written texts such as 'factory prices' on the front of a department store. Results show cognitive developmental trends as well as socioeconomic influences on subjects' answers. Discussion is made taking into account theories of children and adolescents socioeconomic development as well as social and cultural aspects involved in economic literacy.

New Skills for a New Century? Challenging the Orthodoxy: the role of citizenship and enterprise education in promoting effective learning

Tue, 16 Feb 2010 15:28:47 GMT

Title: New Skills for a New Century? Challenging the Orthodoxy: the role of citizenship and enterprise education in promoting effective learning
Author: JACEK BRANT; JENNY WALES
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 1 Pages: 32-41
ABSTRACT Citizenship and enterprise education are now compulsory in the English school curriculum; both offer challenges and opportunities for the development of effective learning. There is a long-standing problem of definition with enterprise education. One sees enterprise as teaching entrepreneurship, another sees it as more generic project development, and a final conceptualisation is the development of personal 'enterprising' dispositions, such as creativity, problem solving, and flexibility. These definitions have drastically different implications for teaching and the organisation of the curriculum. If the purpose of enterprise education is to prepare students to start businesses then enterprise education ought to develop the knowledge, understanding and skills that are relevant for running a company. In that case the link between enterprise education and business studies is close. However, if the purpose of enterprise education is to develop students' capacity to take the initiative in any situation, this could arguably be created in any part of the curriculum. Citizenship has more in common with the third definition of enterprise. While offering a body of knowledge, it also aims to develop skills and attitudes which can influence not only the individual student but the culture of the schools thus enhancing student's experiences and possibly attainment.

Revolution, What Revolution? Contextual Issues in Citizenship Education in Schools in England

Tue, 16 Feb 2010 15:28:47 GMT

Title: Revolution, What Revolution? Contextual Issues in Citizenship Education in Schools in England
Author: CLIVE HARBER
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 1 Pages: 42-53
ABSTRACT This article sets out some of the key obstacles facing the successful implementation of education for democratic citizenship in England in the light of claims about its radical potential. It argues that citizenship is indeed not like other subjects because it has wider implications for the purposes of schooling and the way that schools and classrooms are organised. It discusses evidence of progress on the implementation of citizenship education and then considers a series of serious structural impediments to its radical potential that exist within the wider education system - teacher supply and the nature of teacher education; curricular issues including the national curriculum, teaching controversial issues and the role of Personal, Health and Social education; school councils and racism. It concludes by noting that a curriculum innovation such as citizenship needs considerable time to become embedded and develop in an education system but that possible political change poses a significant threat to its continued existence.

Handicraft and Home Economics as Designers of Citizens Who Are Able to Cope in Society

Tue, 16 Feb 2010 15:28:47 GMT

Title: Handicraft and Home Economics as Designers of Citizens Who Are Able to Cope in Society
Author: ENE LIND; KAIE PAPPEL; KRISTI PAAS
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 1 Pages: 54-62
ABSTRACT Craft taught at comprehensive school is an integrative subject, which enables students to generalize the knowledge acquired in theoretical disciplines and connect it to everyday life, hence designing a self-managing citizen. In the Republic of Estonia the subject of Craft includes both Home Economics and Handicraft. A pilot study and two national surveys were conducted in order to clarify Estonian society's expectations and the readiness of schools to implement this contemporary approach of the subject at comprehensive school. The studies involved young people aged 20 to 29 years and teachers of Handicraft and Home Economics in basic schools. The outcome of the research revealed that both youngsters and specialist teachers were aware of the necessity to modernize the subject and its importance in managing independent lives. The means offered for increasing students' motivation in acquiring Craft were modernizing the subject, usage of various teaching methods, widening the choice of study materials and considering students' wishes. The results of the research formed the foundations for designing new syllabi for Home Economics and Handicraft.

BOOK REVIEWS

Tue, 16 Feb 2010 15:28:47 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2009 Volume: 8 Issue: 1 Pages: 63-71
ABSTRACT Not available

Editorial

Thu, 21 Jan 2010 10:36:53 GMT

Title: Editorial
Author: Cathy Fagan
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 3 Pages: 145-145
ABSTRACT Not available

Social Ethos and the Teaching of Politics in Post-1997 Hong Kong: a teachers' account

Thu, 21 Jan 2010 10:36:53 GMT

Title: Social Ethos and the Teaching of Politics in Post-1997 Hong Kong: a teachers' account
Author: TIMOTHY WAI WA YUEN
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 3 Pages: 147-159
ABSTRACT Government and Public Affairs (GPA), a political subject with public examinations, was founded in mid1980's. It was part of the attempt to prepare Hong Kong people for the development of representative government, which would be needed for self-rule after her reunification with China in 1997. This article reports GPA teachers' perceptions of the prevailing social ethos after the change of sovereignty. The teachers explain how they will teach politics amidst an increasingly difficult social environment, marked by conservatism and promotion of nationalistic sentiment on the one hand, and by political divisions and sensitivity towards political teaching on the other. The teachers' top priority becomes that of good public examination results and partly because of this a highly teacher-centred mode of teaching is commonly adopted. Teachers are aware of the risk of indoctrination in political teaching. However, this is only considered a problem relating to the government's attempt to influence people's mind, and the teachers never think of themselves as possible indoctrinators. Besides, many of them believe that they should share their beliefs with students. Though the teachers in general support democracy, paradoxically, excessive commitment to the belief is found in some cases to bring forth pedagogies of an authoritative nature.

Illicit Drug Use and Political Involvement Amongst Contemporary Young British Citizens: a psychological perspective

Thu, 21 Jan 2010 10:36:53 GMT

Title: Illicit Drug Use and Political Involvement Amongst Contemporary Young British Citizens: a psychological perspective
Author: PHILIP N. MURPHY; LISA D. RILEY; ABBIE R. KEMPSON; MICHELLE WAREING; LINDSAY C. JONES
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 3 Pages: 160-174
ABSTRACT It has been argued that the apparent alienation of young Britons from involvement in conventional politics, as seen by their low turn out in the 2001 general election, may be partly due to the mismatch between their experience of, and attitudes towards, illicit drugs, and the traditional policies of the mainstream parties which have favoured their continued prohibition (e.g. Lilley, 2001). In the absence of direct evidence for such a relationship. other evidence from both the illicit drug use and political literatures respectively was examined from the viewpoint of the psychological mediation of behaviour in both areas. It was concluded that illicit drug use might not be regarded as normal behaviour by young people to the extent argued by some researchers, and that given the range of personal social meanings which users have been found to attach to this behaviour, great caution was needed when inferring social and political attitudes in this population. Important future research could include an examination of locus of control and self-efficacy beliefs, especially with those involved in active campaigning on drug related issues. Until such research is conducted, the hypothesized relationship between illicit drug use and political behaviour remains a matter of conjecture.

Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland

Thu, 21 Jan 2010 10:36:53 GMT

Title: Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland
Author: CATHERINE FAGAN
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 3 Pages: 175-188
ABSTRACT There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly overtaken within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subject. The results of a survey of student teachers' levels of economic literacy are analysed and recommendations made for the preparation of teachers to deal effectively with embedded approaches to teaching about economics.

Acting Locally to have Global Impact: citizenship education in theory and practice in England

Thu, 21 Jan 2010 10:36:53 GMT

Title: Acting Locally to have Global Impact: citizenship education in theory and practice in England
Author: ANNE CONVERY; KIRSTIN KERR
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 3 Pages: 189-200
ABSTRACT Concepts of global citizenship, rather than citizenship per se, are gaining increasing currency in education (Alexiadou, 2005; Lundahl, 2005). There are specific structures-local, national and international-through which citizens' can act in order to have global impacts. Additionally, citizens can engage in both cooperative and integrative activities to work towards the same results. The question we pose is whether these structures and activities are informing citizenship education in England? To address this, we report data from an empirical study which suggests that while teachers recognise that local actions can have global impacts, they are less likely to engage with the specific political and legal intermediary contexts and structures available to them. We conclude that there are 'missing links' which citizenship educators need to address.

Ten Observations on High School Economics Textbooks

Thu, 21 Jan 2010 10:36:53 GMT

Title: Ten Observations on High School Economics Textbooks
Author: DON R. LEET; JANE S. LOPUS
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 3 Pages: 201-214
ABSTRACT This study focuses on the content of eleven high school economics textbooks currently being used throughout the United States. We reviewed them with regard to their attention to the Voluntary National standards in Economics developed under the auspices of the National Council on Economic Education. In the process of our analysis we made ten observations about these texts, including the statement that these books fall into one of two categories: large, encyclopaedic volumes which we label as 'Comprehensive' or shorter books aimed at a specific audience which we label as 'Speciality' textbooks. While many of the texts have specific shortcomings, we see that the majority of them include more material than the national standards require. Overall there is less variation in the quality of high school textbooks today than was seen in earlier generations of texts; and we argue that the majority of the current crop of comprehensive high school economics texts provides a solid introduction to the economics discipline.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:53 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 3 Pages: 215-223
ABSTRACT Not available

Editorial

Thu, 21 Jan 2010 10:36:53 GMT

Title: Editorial
Author: Cathy Fagan
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 2 Pages: 73-73
ABSTRACT Not available

Education for International Understanding: an examination of the Japanese approach in the period for integrated study

Thu, 21 Jan 2010 10:36:53 GMT

Title: Education for International Understanding: an examination of the Japanese approach in the period for integrated study
Author: MOHAMMAD REZA SARKAR ARANI; JAMES P. LASSEGARD
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 2 Pages: 75-89
ABSTRACT This article examines the Japanese program of Education for International Understanding (EIU) which has as one of its purposes the understanding of global issues and different cultures. This program, usually taught during the period for integrated study instruction at Japanese schools, gives teachers and students opportunities to learn about international issues through the study of geography and the natural environment, often with the direct participation of foreign guests or experts. To gain insight into the theoretical foundations for the Japanese interdisciplinary approach toward EIU, this study examines the actual content and classroom activity within two lessons of the period for integrated study in Ousu elementary school, a typical municipal elementary school in Nagoya, Japan. A case study method based on participant observation was the primary methodological approach for data collection. A detailed description and analysis of the lessons are provided, examining in particular the responses of students to the lesson plans, and to interactions and discussion taking place between teachers, students and international guests. Overall feedback received from participants was positive, suggesting a high level of effectiveness for this model of EIU. The article includes a discussion of the international applicability of Japanese EIU as well as potential areas of further research.

A Shared Humanity: using literature to develop the global dimension for Key Stage Four pupils (and above) in Northern Ireland - an investigation

Thu, 21 Jan 2010 10:36:53 GMT

Title: A Shared Humanity: using literature to develop the global dimension for Key Stage Four pupils (and above) in Northern Ireland - an investigation
Author: BRIAN R. HANRATTY
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 2 Pages: 90-103
ABSTRACT This article investigates the possibilities for teaching aspects of the global dimension to Key Stage Four pupils (and above) in schools in Northern Ireland by using carefully chosen literature and, importantly, by adopting a dialogical method of education. Three specific strands of the global dimension - conflict resolution, postcolonialism and related issues of diversity and interculturalism, and education for sustainable development -are focused on, and a range of appropriate literary texts is identified and analysed, with some pedagogical suggestions. The analysis is contextualised with reference to some government and curricular initiatives, especially in the context of Northern Ireland; some acknowledgement is made, too, of the somewhat contested role of schools, generally, within the overall global economy. In the concluding section, reference is made to the previous classroom field-testing of 'Troubles' literature similar to some of the texts in the present study, with positive outcomes observed, namely, a softening of sectarian attitudes among the sixth-form pupils targeted. Some suggestions are offered, finally, for widening the literary net to include materials focused on the global dimension which would be suitable for younger (Key Stage Two/Three) pupils.

Claiming Educational Rights: citizenship, youth and cultural identities

Thu, 21 Jan 2010 10:36:53 GMT

Title: Claiming Educational Rights: citizenship, youth and cultural identities
Author: FAZILA BHIMJI
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 2 Pages: 104-120
ABSTRACT This article discusses the ways in which high school students - primarily African-Americans, Africans and whites - demonstrate their civic knowledge, communitarian values, and independent decision-making skills in the course of their political activism in Philadelphia. The study demonstrates that as high school students engage with outsiders such as parent coalition groups, the media and legislators they effectively negotiate their varying positions with little intervention from adults. Much of the literature which discusses urban youth has focused on examining deviant behaviour among young people. There has been little attention given to cases where young people, particularly urban youth, may exhibit civic responsibility and communitarian ideologies. The study examines the ways in which high school students display such knowledge. Finally, the paper discusses reasons for students' civic participation. Data are based on twenty interviews and participant observation of African American, African, and white students who were in the course of campaigning against the privatization of Philadelphia public schools at the time of the author's field work.

The Conception of Quality as a Foundation for Curricular Analyses of Educational Programmes at Upper Secondary School

Thu, 21 Jan 2010 10:36:53 GMT

Title: The Conception of Quality as a Foundation for Curricular Analyses of Educational Programmes at Upper Secondary School
Author: FOLKE VERNERSSON
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 2 Pages: 121-135
ABSTRACT This article consists of two parts, one a theoretical background study based on related literature and the other empirical and exploratory findings from focus group interviews. The second part is a phenomenographic project describing the qualitative variation regarding how phenomena in the relevant field are perceived by professionals (headteachers/deputy headteachers and teachers) and users (pupils) at five different upper secondary schools and study programmes in the author's home city of Linkoping in Sweden. When studying the focus group interviews from an overarching perspective, the author has found three basic categories concerning the pedagogic work's requirements, didactic processes and results/outcomes. After analyzing his empirical material from both an enumerative and a relational perspective, the author among other things comes to the conclusion that it's highly fruitful to look upon the concept of quality from a more value-based and holistic approach.

Imovies, Pre-service Teachers and Economic History Themes

Thu, 21 Jan 2010 10:36:53 GMT

Title: Imovies, Pre-service Teachers and Economic History Themes
Author: VICKI GREEN
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 2 Pages: 136-140
ABSTRACT This article describes how pre-service teachers created imovies - digital photographic computer programs showing still and video pictures with music and voice - for use in elementary social studies. The project and the text of the imovies demonstrated a range of economic and technology outcomes. The Imovies depicted such themes from Canadian economic history as contact, immigration, settlement, and resource development taken from those stipulated in the elementary social studies guide for teachers in British Columbia schools.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:53 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 2 Pages: 141-144
ABSTRACT Not available

Editorial

Thu, 21 Jan 2010 10:36:53 GMT

Title: Editorial
Author: Cathy Fagan
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 1 Pages: 1-2
ABSTRACT Not available

New Zealand: social studies at a crossroads

Thu, 21 Jan 2010 10:36:53 GMT

Title: New Zealand: social studies at a crossroads
Author: WILLIAM STOW
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 1 Pages: 3-15
ABSTRACT This article comprises reflections on Social Studies in the New Zealand curriculum, written from the standpoint of a visiting researcher from the UK, attempting to reflect the variety of perspectives that are brought to this contested area. A series of interviews was undertaken with respondents selected to represent a range of educational practitioners and policy makers who have an interest and involvement in Social Studies. The study finds that Social Studies is a curriculum area continuing to generate much controversy, in particular in relation to its stated aim. It is clear that there is still a dearth of evidence on the realities of classroom practice in Social Studies and it is suggested that the discipline lies at a crossroads in its development, facing numerous barriers to its successful implementation, but also holding opportunities for a fuller achievement of its stated aim. However, questions are raised about the appropriateness of this aim, and whether a single curriculum area can ever aspire to such ends.

'Glocalising' Education: focusing in and focusing uut

Thu, 21 Jan 2010 10:36:53 GMT

Title: 'Glocalising' Education: focusing in and focusing uut
Author: GAY GARLAND REED
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 1 Pages: 16-25
ABSTRACT This article challenges the notion of globalization as a purely neo-liberal economic phenomenon that includes a unidirectional progression toward cultural 'macdonaldization'. On the contrary, it suggests that different conceptualizations of the relationship between globalization and education can lead to very different ends. This paper describes how focusing in on local (indigenous) ways of living and knowing facilitates the building of competencies that are crucial for global citizenship. This is a process that I call 'glocalizing' education. Schools are the primary social institution charged with fashioning social identities and cultivating citizens but they need to be attentive to their unique cultural settings by validating local knowledge and making connections between the local and the global. To illustrate how schools in Hawai'i are focusing in on indigenous knowledge and, at the same time fostering global competencies, we explore a curriculum that is common in many Hawai'i schools, the ahupua'a curriculum.

Mission Impossible? School Level Student Democracy

Thu, 21 Jan 2010 10:36:53 GMT

Title: Mission Impossible? School Level Student Democracy
Author: KJETIL BØRHAUG
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 1 Pages: 26-41
ABSTRACT Norwegian schools have for decades been obliged to organise student councils. The national curriculum requires that councils are included in decision-making concerning the management and development of the school as an exercise in democracy. This article examines to what extent these councils are democratic, by assessing council practice at five lower secondary schools in the light of different conceptions of democracy. The paper concludes that student councils function quite well but that they do so without adhering to democratic standards.

Influences Interpreting a Technology Component to Financial Education for Grades K-4: another dimension of the digital divide

Thu, 21 Jan 2010 10:36:53 GMT

Title: Influences Interpreting a Technology Component to Financial Education for Grades K-4: another dimension of the digital divide
Author: THOMAS A. LUCEY; MICHAEL M. GRANT; DUANE M. GIANNANGELO; JULIA A. HEATH; JEFFREY M. HAWKINS
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 1 Pages: 42-55
ABSTRACT The authors recognize that technology use within financial education prompts both distribution and moral challenges. Pointing out the importance of both technological presence and instructional methodology, the authors describe a study measuring whether socioeconomic elements influence educators’ agreement with a proposed technology component to financial education curricula in grades K-4. While they find that setting (e.g. urban or rural) affects agreement with technology items, they call for further studies to refine and clarify associated relationships.

History Learning Activities for Citizenship Education

Thu, 21 Jan 2010 10:36:53 GMT

Title: History Learning Activities for Citizenship Education
Author: YOSANNE VELLA
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 1 Pages: 56-64
ABSTRACT This article describes an attempt to include citizenship within history teaching. The author considers history an ideal context for citizenship education because the learning objectives of citizenship such as enquiry, participation, action and communication are all familiar to history teachers since historical enquiry, interpretations, analysis, explanation and appreciating different perspectives have long been compulsory elements in most history curricula. Here the author uses history as a platform and then moves on to higher order citizenship concepts, in particular human rights and the democratic process. The study was carried out with students from 12 to 14 years old in two classes from different schools, one a co-educational private school with mixed achievers and one a state girls' school with low achievers. Both classes participated separately on history tasks and activities on an historical site on the island of Malta. The main objective of the follow-up citizenship lessons was to debate whether torture should ever be used in a democratic society.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:53 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2007 Volume: 7 Issue: 1 Pages: 65-71
ABSTRACT Not available

The Prior Knowledge of Global Education of Pre-service Teacher Education Students

Thu, 21 Jan 2010 10:36:53 GMT

Title: The Prior Knowledge of Global Education of Pre-service Teacher Education Students
Author: MIKE HORSLEY; SANDRA NEWELL; BEV STUBBS
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 3 Pages: 137-155
ABSTRACT This article explores how pre-service student teachers, in New South Wales Australia, integrate new global education into their existing disciplinary knowledge frameworks. Student teachers learning to teach secondary history and geography or business studies, or primary student teachers learning to teach society and its environment bring with them existing knowledge schemas based on their undergraduate disciplinary study, prior experiences and skills. It was hypothesised that new global education knowledge will interact with existing knowledge schemas in complex and interrelated ways. The article reports on surveys of 204 pre-service students on the major understandings, concepts, skills and attitudes of global education. The paper finds that new global knowledge is additive to existing knowledge frameworks in various ways for secondary student teachers and integrative for primary student teachers. The article explores the community of practice lens of subject discipline prior learning and the role it plays in the way student teachers respond to new subject matter. The article discusses how disciplinary study integrates global education knowledge and identifies the implications of this for developing teacher education courses and for teacher professional development and learning.

Responsible Citizens? UK Primary School Children's Views of Germans and Germany

Thu, 21 Jan 2010 10:36:53 GMT

Title: Responsible Citizens? UK Primary School Children's Views of Germans and Germany
Author: KEITH CRAWFORD
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 3 Pages: 156-170
ABSTRACT There exists a variety of evidence to suggest that the views of English pupils of Germans and Germany are uniformly negative and are formed at an early age. Based upon data collected from a sample of primary school pupils, this paper explores the validity of this claim. IT describes elements of anti-German rhetoric at work in English popular culture and an analysis of pupil perceptions of Germans and Germany based upon interview responses. The conclusions analyse the data discussed in the paper and offers some thoughts regarding the development of a curriculum that might help combat the intercultural hostility reported in this article.

Children's Media Choices: a survey of Scottish 10-12 year-olds

Thu, 21 Jan 2010 10:36:53 GMT

Title: Children's Media Choices: a survey of Scottish 10-12 year-olds
Author: JOHN W. ROBERTSON; NEIL BLAIN; PAULA COWAN
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 3 Pages: 171-186
ABSTRACT Increased emphasis on celebrity and the growing cultural importance of the Internet help drive continuing anxiety about the influence of the media on the young. Though recent empirical studies of celebrity and media influence on adolescents have produced mixed findings, there has been a tendency by researches to test for celebrity and media influence on samples in a manner which precludes juxtaposing these influences with those produced by family, peer group, school or within other 'local' contexts. The media themselves continue to raise alarm about the impact of the Internet. An exploratory investigation was made of Scottish children's media choices, using a widespread questionnaire-based survey of 886 'Primary 7' pupils (10-12 year-olds) in 2002. This was a 'scoping' study, on the basis of which further qualitative research requires to be performed, but it produced evidence that parental and school influences remain strong. The influence of media personalities is visible in the responses but is comparatively weak. There is no evidence in the choices reported by the informants, in any of the media considered, of the salience of violence or sexuality. Much more common is interest in humour, in human relationships and personal drama, in sport and in science fantasy. The study notes, in passing, evidence of local cultural strengths, and also considerable diversity, along with American and other global influences.

Globalisation and Mobility: the changing idea of citizenship in the modern city-state of Singapore

Thu, 21 Jan 2010 10:36:53 GMT

Title: Globalisation and Mobility: the changing idea of citizenship in the modern city-state of Singapore
Author: TAI-CHEE WONG; PETER WATERWORTH
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 3 Pages: 187-199
ABSTRACT Citizenship is an identity-category which nation-states develop, both to define the rights and duties of their members, and to encourage social cohesiveness and loyalty. However, under the relentless impact of globalisation, conventional values of citizenship are being reinterpreted. This paper attempts to redefine citizenship within changing social and economic contexts. With intensifying globalisation and increasing mobility of its citizens who travel frequently beyond the state's borders, city-state Singapore provides an opportunity to examine the complexities it has faced, as it seeks to consolidate and globalise its economic operations. Citizens find their lives increasingly influenced by factors extraneous to their state. The resulting 'crisis of citizenship' is hence raised and evaluated.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:53 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 3 Pages: 200-205
ABSTRACT Not available

Who Decides? What Matters? Scottish Adolescents' Perceptions of the Importance and Influence of Media Personalities, Parents and Peers

Thu, 21 Jan 2010 10:36:53 GMT

Title: Who Decides? What Matters? Scottish Adolescents' Perceptions of the Importance and Influence of Media Personalities, Parents and Peers
Author: JOHN W. ROBERTSON; NEIL BLAIN; PAULA COWAN
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 2 Pages: 73-87
ABSTRACT To provide and up-to-date description of Scottish adolescents' perceptions of influences on them, a questionnaire-based survey of 427 secondary year 2 pupils (13-14 year old), spread across the country, was carried out in 2002. The results of this survey suggest that these adolescents perceive themselves to be quite autonomous and encouraged to be so by most adults. By contrast, few felt that they had much say in rule-making, beyond the context of the family. Around 90% agreed that parents, friends and teachers were influential, whereas only around 50% agreed that media personalities were an influence.

Helping Teachers to Make Sense of How Enterprise and Entrepreneurship May Be Defined

Thu, 21 Jan 2010 10:36:53 GMT

Title: Helping Teachers to Make Sense of How Enterprise and Entrepreneurship May Be Defined
Author: BRIAN J. CUMMINS; JOHN P. DALLAT
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 2 Pages: 88-100
ABSTRACT Recent curriculum review in Northern Ireland (CCEA, 2003) proposes introducing enterprise education initiatives within all post-primary schools. Traditionally enterprise education has existed as a fringe curricular activity. Consequently, therefore, understanding of the term within education is limited, and there is now a need to find a clear definition of enterprise (Davies, 2002). The Centre for Education and Industry (CEI, 2001) has also highlighted that despite more than twenty years of enterprise initiatives in the school curriculum, lack of clarity still prevails. Currently, the listing of a diverse range of 'soft' skills or attributes is employed all too frequently by institutions to define enterprising and entrepreneurial behaviour. However, this article argues that such listing is less than helpful, especially at a time of wider post-primary curriculum reform, in which the focus is shifting from prescriptive, content-based programs, to a pupil 'learning outcome' model. Based on a review of literature and the findings of a qualitative research study by Cummins (2003) into post-primary enterprise education in Northern Ireland, this article seems to provide readers with insights into how enterprise and enterpreneurship may be more concisely defined. The article concludes with the authors' own definitions for use in schools.

Education in a Restoration Democracy: the case of Estonia

Thu, 21 Jan 2010 10:36:53 GMT

Title: Education in a Restoration Democracy: the case of Estonia
Author: MARK B. LAPPING
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 2 Pages: 101-115
ABSTRACT Estonia regained its independence in 1991 with the collapse of the Soviet Union, into which it was annexed in 1939. The renewal of education as the centrepiece of a revived civic culture became a national priority with the principles of human rights and participatory democracy driving the process. Important strides have been achieved but many obstacles and problems remain to be addressed and resolved. As Estonia consolidates its democracy, an educational system which supports democratic values and principles, including that of multiculturalism to reflect demographic realities, has emerged. Pursuing the development of 'critical thinking' skills and also the development of a new national narrative are understood to be essential for full national development.

Nationalistic Education and Indoctrination

Thu, 21 Jan 2010 10:36:53 GMT

Title: Nationalistic Education and Indoctrination
Author: YAN WING LEUNG
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 2 Pages: 116-130
ABSTRACT The Guidelines on Civic Education in School (1996) for Hong Kong recommend that there should be five foci in school civic education, namely education for democracy, human rights education, education for the rule of law, nationalistic education and global education. After the return of sovereignty to the People's Republic of China in 1997, Hong Kong became the Hong Kong Special Administration Region (HKSAR) and the SAR government has singled out nationalistic education as the sole focus of civic education. This paper is a report of case studies focusing on the understanding and practice of nationalistic education of three civic educators whose understanding is inclined towards education for totalitarian nationalism in Hong Kong secondary schools, using the concepts of indoctrination. The findings show that because of the teachers' inability to separate the nation from the ruling party and their strong mission of sending a positive image of the party to their students, they have tended to adopt particular teaching strategies, which might suppress the students' ability to reflect critically. According to the criteria of indoctrination, namely relationship, intention, content and teaching method, their teaching approaches tend to be indoctrinatory, rather than educational. This is certainly unacceptable to those who believe education is concerned with the development of independent, critically thinking individuals. Hopefully, this paper will enhance the awareness of the potential indoctrinatory nature of nationalistic education of teachers and shed light on the development of school-based nationalistic education aiming at the cultivation of the 'critical patriot'.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:53 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 2 Pages: 131-135
ABSTRACT Not available

The Rise and Rise of Early Childhood Education in New Zealand

Thu, 21 Jan 2010 10:36:53 GMT

Title: The Rise and Rise of Early Childhood Education in New Zealand
Author: CAROL MUTCH
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 1 Pages: 1-11
ABSTRACT In 1996, the early childhood curriculum for New Zealand was released. Until the education reforms of the 1980s, education for the 'under-fives' and for children of compulsory school aged children (5-16+ year olds) followed separate paths. In the 1980s, the reforms of educational and social services provided an opportunity for the development of a coherent and distinctive statement of the aims and practices of the early childhood movement. This paper outlines the process of development of this statement, describe the final outcome-'Te whariki: He whariki matauranga mo nga mokopuna o Aotearoa. Early childhood curriculum' (Ministry of Education, 1996)-and discusses the impact that it was to have on both early childhood and compulsory education. The author argues that this statement gave credibility to an already vibrant early childhood movement and provided a model of an integrated curriculum that was to stand tall against the trend towards more structured and prescriptive curriculum documents.

Young People's Ignorance about the Topic of Taxation

Thu, 21 Jan 2010 10:36:53 GMT

Title: Young People's Ignorance about the Topic of Taxation
Author: ADRIAN FURNHAM; RICHARD RAWLES
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 1 Pages: 12-23
ABSTRACT Two hundred and forty university applicants for a premier British university (mean age 18.83 years) completed an anonymous fourteen-item, open-response questionnaire concerning knowledge of, and attitudes to, taxation. Responses suggested considerable ignorance of facts (such as different types of taxation and the amount paid on fixed incomes) but general acceptance of taxation systems. Most knew about the governments role in taxation and what taxation revenue was spent on. They were in favour of income tax but few could list other taxes or knew precisely the percentage of taxation people at different income levels paid. Various direct quotes from the free-response items are listed to illustrate the range and richness of response. Results suggest that university students remain fundamentally ignorant about the purpose, functions and legislation concerning taxation. Implications for both education and politics are considered.

The Unbearable Lightness of European Citizenship

Thu, 21 Jan 2010 10:36:53 GMT

Title: The Unbearable Lightness of European Citizenship
Author: MAARTEN VINK
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 1 Pages: 24-33
ABSTRACT Ten years after the Maastricht Treaty came into force, it is still unclear what we should make of the so-called 'Citizenship of the European Union. Some commentators have celebrated it as an unmistakable step away from the nation-state paradigm: European citizenship as 'postnational' membership in its most elaborate form. Others, however, point towards the largely symbolic nature of the new status and argue that it was only introduced to cover up the Union's legitimacy problems. Creating too high expectations could even run the risk of only strengthening the prevalent scepticism about the ongoing process of European integration. After a brief historical introduction, this paper deals with symbolic aspects and identity, with the practical meaning of European citizenship for people's daily lives, and concludes with some tentative remarks on the outlook for the future.

'Just Because They Don't Speak English Doesn't Mean They're Thick'

Thu, 21 Jan 2010 10:36:53 GMT

Title: 'Just Because They Don't Speak English Doesn't Mean They're Thick'
Author: ROB FOSTER; JEAN GROVES
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 1 Pages: 34-50
ABSTRACT This article explores how asylum seeker children can benefit both socially and academically from being placed in mainstream education even in a monocultural, white environment. The research presents a case study of one school and investigates the perspectives and experiences of teaching staff, asylum seeker pupils and the school's other pupils. The main findings are that for almost all the teachers, working with asylum seeker pupils was a new and unfamiliar challenge. Most had most strong, positive efforts to develop their understanding and skills, leading to increased confidence in their capacity to include asylum seeker pupils in lessons and thereby support the social and academic progress of these pupils. Consequently, asylum seeker pupils felt included in the school as they were being helped to develop their communication skills and were progressively able to participate as learners in lessons. The school's other pupils were generally welcoming and supportive towards the asylum seeker pupils (notwithstanding some instances of hostility and bullying). The experience of helping and supporting asylum seeker pupils and the insights gained from the contact with pupils from different countries and cultures has provided valuable learning in what it is to be a responsible citizen.

Educating Citizens in a Post 9/11 Era: rebuilding community in civil society

Thu, 21 Jan 2010 10:36:53 GMT

Title: Educating Citizens in a Post 9/11 Era: rebuilding community in civil society
Author: JOHN J. COGAN
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 1 Pages: 51-67
ABSTRACT In attempting to develop approaches to fostering in young people greater participation in civil society, both nationally and internationally, educators and those with an interest and commitment to citizenship education face enormous challenges. Educators are working within contexts where the politicisation of the curriculum and the promotion of simple solutions to complex global problems have the potential not to promote democratic participation but to undermine it. This paper explores the development of a multidimensional approach to citizenship education as a way of reclaiming a sense of community, nationally and internationally. Against the background of the terrorist attack on the USA in September 2001, the paper presents findings from three international studies on citizenship education which lead to the presentation of a model for multidimensional citizenship which challenges narrow, nationalistic approaches to dealing with global issues and suggests that what is necessary is an approach to citizenship education which offers the potential to solve global problems.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:53 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2004 Volume: 6 Issue: 1 Pages: 69-72
ABSTRACT Not available

Story Sacks, Children's Narratives and the Social Construction of Reality

Thu, 21 Jan 2010 10:36:53 GMT

Title: Story Sacks, Children's Narratives and the Social Construction of Reality
Author: IAN BARRON; JOHN POWELL
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 3 Pages: 129-137
ABSTRACT Early literacy development and parental partnership and involvement have become key priorities in the United Kingdom. The two could be seen to be brought together in the use of 'story sacks' as a vehicle for developing the literacy skills of both parents and children. The present small-scale study is concerned with the use of story sacks by parents and young children in a government-recognised Early Excellence Centre in the North West of England, which provides services for children below the age of five, when statutory schooling begins for British children, and their families. The evidence from observing children and their parents engaging with story sacks and from interviews with both children and parents suggests that story sacks are powerful vehicles for allowing children to be involved in adult-supported exploration of language and literacy, whilst allowing them a space in which to voice how they see and understand the world.

A Study of Economic Socialisation: financial practices in the home and the preferred role of schools among parents with children under 16

Thu, 21 Jan 2010 10:36:53 GMT

Title: A Study of Economic Socialisation: financial practices in the home and the preferred role of schools among parents with children under 16
Author: ALAN LEWIS; ADRIAN J. SCOTT
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 3 Pages: 138-147
ABSTRACT 205 male and female parents with children under 16 years of age from a national UK quota sample, completed questionnaires about financial interaction with their children in the home, and the preferred role for schools in enhancing practical economic competencies. Altogether respondents were asked about 19 finance-related activities: most parents engage children in the home by providing pocket money and piggy banks to promote saving, as well as opening bank accounts for them. Financial activities were more common in professional families with older children. Large majorities felt that schools should not only be providing careers advice but also how to manage personal finances, to teach how a bank operates and the appropriate use of credit and debit cards. Parents in semi-skilled and unskilled manual occupations saw less need for schools to provide finance education. These results are discussed in connection with previous literature and with regard to future research and educational practice.

Mexican Children's and Adolescents' Development of Occupational Hierarchy Related to Consumption and Saving

Thu, 21 Jan 2010 10:36:53 GMT

Title: Mexican Children's and Adolescents' Development of Occupational Hierarchy Related to Consumption and Saving
Author: EVELYN DIEZ-MARTINEZ; AZUCENA OCHOA
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 3 Pages: 148-163
ABSTRACT Various development studies interested in children's and adolescents' comprehension of social organisation and social inequality, have investigated their conceptions about occupations and the social hierarchy and class levels they imply. Nevertheless, little is known concerning their comprehension about occupational hierarchy related to what adults in distinct occupations are able to consume and save. The aim of this study was to analyse this comprehension in order to understand the development of concepts that interweave in children's and adolescents' societal and economic knowledge. 210 subjects between 6 and 16 years of age from urban and rural social backgrounds were sampled. They were individually interviewed with a task about what four persons with distinct occupations consume and save. Subjects' arguments were analysed and from them, types of answers and categories were elaborated and quantified. The results show age and social background differences related to what subjects think about types of consumption and saving for the occupations that were studied.

Citizenship Education in New Zealand: inside or outside the curriculum?

Thu, 21 Jan 2010 10:36:53 GMT

Title: Citizenship Education in New Zealand: inside or outside the curriculum?
Author: CAROL MUTCH
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 3 Pages: 164-179
ABSTRACT Notions of what it meant to be a citizen of New Zealand have mirrored the social and political changes as the country's identity moved from a British colony, through independence to a bi-cultural country with a more global outlook. Citizenship ideals were originally taught through history, geography, moral education and social studies. Although some countries, such as the United Kingdom, have moved to an explicit citizenship education programme, citizenship in New Zealand is currently taught through an integrated curriculum approach supported by participatory pedagogical practices. This article reports on research undertaken to investigate the inter- and extra-curricular opportunities for teaching and learning citizenship in New Zealand schools.

The Role of Education, Community Integration and Arts Enterprise in Developing Entrepreneurial Skills in Adolescent At-Risk Populations

Thu, 21 Jan 2010 10:36:53 GMT

Title: The Role of Education, Community Integration and Arts Enterprise in Developing Entrepreneurial Skills in Adolescent At-Risk Populations
Author: L. LAWRENCE RICCIO; CHRISTOPHER L. HANNON
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 3 Pages: 180-192
ABSTRACT WVSA arts connection, a non-profit arts-in-education organisation located in Washington, DC, serving children and youth with special needs for over 20 years, has developed the ARTiculate Employment Training Program, a community-based learning program that combines arts-based instruction and a unique environment with the elements of education, community inclusion and enterprise to promote participant achievement in the transition from school to the world of work. These components form the bases for teaching vocational, social and entrepreneurial skills. This article focuses on the interaction of these components and shows how the arts connect with 'real learning' using an innovative, non-traditional approach-a paradigm-shifting view of employment and social skills development in relation to youth with special needs.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:53 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 3 Pages: 193-197
ABSTRACT Not available

Anticipating the Citizenship Curriculum Order in Secondary Schools in England: a snapshot of teachers' preferred purposes and curriculum practices

Thu, 21 Jan 2010 10:36:53 GMT

Title: Anticipating the Citizenship Curriculum Order in Secondary Schools in England: a snapshot of teachers' preferred purposes and curriculum practices
Author: MARK EVANS
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 2 Pages: 67-78
ABSTRACT This article is based on a small-scale study that explored how a sample of 'specialist' secondary school teachers in England characterise 'educating for citizenship' on the eve of its inclusion into the National Curriculum. This study was carried out between September 2000 and January 2001. Data was gathered from a group of 'specialist' secondary teachers through postal self-completion questionnaires, interviews and classroom observations. Relevant documents, e.g. school-based curriculum documents, Department for Education and Employment (DfEE), and Qualifications and Curriculum Authority (QCA) documents, were also considered. Teachers' thinking about essential learnings, curriculum practices, and contextual concerns are described and analysed. Findings suggest general support for the purposes of the Citizenship initiative, preferred yet divergent curriculum practices, and scepticism about implementation. They also suggest a need for a more critical examination of the interconnections among curriculum intentions, pedagogical practices and contextual considerations.

UK and Romanian Students' Perceptions of Democracy and Political Issues: a cross-cultural comparison

Thu, 21 Jan 2010 10:36:53 GMT

Title: UK and Romanian Students' Perceptions of Democracy and Political Issues: a cross-cultural comparison
Author: ROBERT FOSTER; KATHERINE STRAKER
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 2 Pages: 79-93
ABSTRACT This article compares UK and Romanian students' perceptions of the concept of democracy and their attitudes to politics and political issues. One of the aims of the study was to compare the students' different levels of political literacy and to explore some of the possible contributory factors to young people's alienation and disengagement from politics. This analysis develops the view that, if citizenship education is to make a genuine contribution to the creation of a vibrant, participatory democracy in which young people are fully involved, then careful consideration needs to be taken account of how the subject is implemented and delivered. The research suggests that the Romanian students' greater political literacy has evolved through experiences that were relevant and personal to them. This highlights the importance of engaging students' interest and enthusiasm in teaching through citizenship education and not just teaching about citizenship.

Delivering Citizenship through the History National Curriculum in England: a practical approach in a primary school context

Thu, 21 Jan 2010 10:36:53 GMT

Title: Delivering Citizenship through the History National Curriculum in England: a practical approach in a primary school context
Author: ANN JORDAN; PAUL TAYLOR
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 2 Pages: 94-100
ABSTRACT This article considers how citizenship education can be forwarded through the curriculum in a primary school context. It specifically looks at how History teaching through a module of work in the National Curriculum (England and Wales) can be used as a vehicle for developing the concepts inherent within citizenship. It focuses on work with upper Key Stage Two pupils (aged 10 to 11 years) in a state primary school with a view to seeing how far they can comprehend the necessary knowledge and understanding required to effectively discuss citizenship-related issues. Given that citizenship has been given growing attention by government through the Department for Education and Skills at both primary and secondary level, it was appropriate to undertake a practical approach to questions of delivery.

Enterprise and Entrepreneurship in Higher Education: building bridges and creating networks

Thu, 21 Jan 2010 10:36:53 GMT

Title: Enterprise and Entrepreneurship in Higher Education: building bridges and creating networks
Author: NORMA IREDALE
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 2 Pages: 101-114
ABSTRACT This article describes a Canadian/European Community exchange programme between a number of higher educational institutions in Atlantic Canada, Finland, Sweden and the UK. The project, which aimed to promote Enterprise and Entrepreneurship Education in Teacher Education, was undertaken over a three-year period. The principal aim was to share good practice and expertise relating to Enterprise and Entrepreneurship Education at all levels and to promote opportunities for further interaction. The programme involved student and practising teachers and teacher educators. The introduction of Enterprise and Entrepreneurship Education requires elements of change on the part of the teacher and the curriculum. Attention is drawn to some of the difficulties that have been raised in relation to such change and describes how similar issues were highlighted by the project. It considers what means might be used to overcome the challenges that are presented in order to engage teachers in Enterprise and Enterpreneurship Education for the benefit of young people.

The Production of TV Lessons in Economics Education for Primary School Children: principles and practice

Thu, 21 Jan 2010 10:36:53 GMT

Title: The Production of TV Lessons in Economics Education for Primary School Children: principles and practice
Author: YULIYA N. LELYUK
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 2 Pages: 115-121
ABSTRACT This article is an attempt to generalise and analyse the experience of producing TV lessons in economics education for primary school children. A series of such lessons was broadcast on the commercial television channel in the Poltava Region of Ukraine. This article deals with the peculiarities of the production process of the economics lessons, their usefulness and their role in the whole system of school economic education.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:53 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 2 Pages: 122-126
ABSTRACT Not available

Editorial

Thu, 21 Jan 2010 10:36:53 GMT

Title: Editorial
Author: Keith Crawford
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 1 Pages: 1-4
ABSTRACT Not available

Education for Human Rights and Citizenship in a Multicultural Society: making a difference

Thu, 21 Jan 2010 10:36:53 GMT

Title: Education for Human Rights and Citizenship in a Multicultural Society: making a difference
Author: AUDREY OSLER
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 1 Pages: 5-16
ABSTRACT British society is infused with institutional racism, according to the 1999 Stephen Lawrence Inquiry report. The report's findings and recommendations, which place considerable emphasis on the role which education can play in preventing and addressing racism, were acknowledged and largely accepted by the British Government. Schools face a number of challenges if they are to address institutional racism and meet the needs of all children as citizens in a multicultural society. This paper draws on a human rights framework to consider the potential of citizenship education for enabling race equality internationally. It reflects on the importance of leadership in achieving human rights and racial justice in and through education. In particular, it considers the role of headteachers and other key education professionals in enabling greater race equality and proposes a way forward in which schools can respond positively to external inspection and develop tools for self-evaluation.

Exploring Citizenship and Enterprise in a Global Context

Thu, 21 Jan 2010 10:36:53 GMT

Title: Exploring Citizenship and Enterprise in a Global Context
Author: WALTER HUMES
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 1 Pages: 17-28
ABSTRACT This article is in three parts. The first part looks in fairly broad terms at national and international trends that help to explain the current interest in citizenship and enterprise. Here reference is made to globalization, social capital theory and the knowledge economy. It is argued that these trends can be interpreted both positively and negatively. Similar ambivalences are evident in the second part of the analysis which examines the discourses of citizenship and enterprise in their applications to education. Both terms are shown to be subject to various interpretations and this malleability is an important part of their attraction to policy makers. Examples of different approaches to the promotion of economic literacy, as one aspect of enterprise, are discussed. In the third part, consideration is given to the overlapping concerns of groups variously involved in citizenship education, enterprise education, education for personal and social development, civics education and values education. It is suggested that the policy agendas of these various groups, while complicating the work of teachers in the short term, contain the possibility of opening up discursive territory that has been closed off in recent years. Exploring this territory leads to encounters with fundamental questions of meaning and purpose in education. This can serve as a starting point for a challenge to the narrow instrumental approaches to educational policy, which have dominated since the 1980s.

Instilling the Spirit - Learning Strategies for the New Millennium: the Bachelor of Education in Enterprise Education Program

Thu, 21 Jan 2010 10:36:53 GMT

Title: Instilling the Spirit - Learning Strategies for the New Millennium: the Bachelor of Education in Enterprise Education Program
Author: EUGENE LUCZKIW
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 1 Pages: 29-43
ABSTRACT The mental models, learning styles and world views that people internalized in last century's industrial era no longer serve the demographic, economic, environmental, and social needs of the 21st Century. New learning methodologies and strategies are needed to connect each individual's distinct essence of being with emerging opportunities in today's highly disruptive environment. The Institute for Enterprise Education (IEE) has developed such a curriculum that seeks to connect the learner and facilitator with learning opportunities that enhance their capability and connection with emerging opportunities in the external environment. This paper: provides a global context for the need to instil the entrepreneurial spirit into every subject field of the educational spectrum; evaluates entrepreneurship as an effective process for interacting with today's highly disruptive global environment; identifies scientific paradigms that provide a systems approach to understand the new rules and the nature of interaction (Science of Complexity);synthesizes the theory behind complexity sciences and the practice of entrepreneurship to provide a learning strategy for each individual (Human Factor);develops an evolutionary path for the Bachelor of Education in Enterprise Education program for new student teachers, a symbiotic partnership between IEE and Brock University's Faculty of Education.

Entrepreneurship Education in the 'Period of Integrated Study' in Elementary and Lower Secondary Schools in Japan

Thu, 21 Jan 2010 10:36:53 GMT

Title: Entrepreneurship Education in the 'Period of Integrated Study' in Elementary and Lower Secondary Schools in Japan
Author: EIJI YAMANE
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 1 Pages: 44-52
ABSTRACT Following a revision of the curriculum in 1998, a new curriculum area, the Period for Integrated Study (PIS), was introduced from April 2002 in elementary and lower secondary schools in Japan. The PIS is the most prominent aspect of the new national curriculum. Based on the statements of the Curriculum Council, the PIS aims to help children develop the capability and ability to discover problems by themselves and to solve those problems properly, to learn how to learn and reason, to develop independent thinking and to cope creatively with problem-solving activities and inquiring activities, and to deepen their understanding of their own lives. The author believes entrepreneurship education should be practised in the PIS and this paper illustrates the possibilities based on research into some schools' trial projects. The discussion also covers the present position of entrepreneurship education in Japanese schools.

Implementing Citizenship Education: issues from higher education in Europe

Thu, 21 Jan 2010 10:36:53 GMT

Title: Implementing Citizenship Education: issues from higher education in Europe
Author: IAN DAVIES; MÁRTA FÜLÖP; THOMAS BAUER; EDGAR KRULL; RUDOLF RAUBIK; CHRISTINE ROLAND-LÉVY
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 1 Pages: 53-61
ABSTRACT Following some brief introductory remarks that make clear the data and literature that have been used to write this paper, there are four main sections. Firstly, there is a description of the courses relevant to citizenship education that are provided in a range of European institutions of high education. Secondly, there is a discussion about what those courses seem to suggest that students following courses in higher education need to know about citizenship. Thirdly, an argument is made for those who work within institutions of higher education to be particularly aware of the significance of two key issues: access to courses and the process which is appropriate for teaching and learning about citizenship. Fourthly, some recommendations are made about what could be done in a cross-European context so as to improve the possibilities of strengthening the potential of citizenship education. The paper concludes with a brief discussion of a number of tensions that may affect the development of citizenship education in Europe.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:53 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2002 Volume: 5 Issue: 1 Pages: 62-65
ABSTRACT Not available

Experiencing and Learning Politics by Acting

Thu, 21 Jan 2010 10:36:54 GMT

Title: Experiencing and Learning Politics by Acting
Author: F. KLAUS KOOPMANN
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 3 Pages: 129-141
ABSTRACT Various social and political developments and conditions seem to result in a process of 'de-civilization' which impedes - rather than facilitates - the project of a human and democratic society. In order to make this project a successful one it is necessary to reclaim citizens as politically acting subjects. The ability to act as enlightened and autonomous citizens will be sustainably acquired by experiencing extensive participation in society and in politics. Public educational efforts, especially civic education, should foster this process of 'revitalization of citizenship' by offering young people meaningful participatory experiences of social and political relevance. The effects of experiential learning presumably depend upon the extent to which the integration of components like subject-, action-, problem-orientation as well as authenticity and political relevance can be accomplished.

Teachers' Perception of the Role of Competition in their Country: Hungary, Japan and the USA

Thu, 21 Jan 2010 10:36:54 GMT

Title: Teachers' Perception of the Role of Competition in their Country: Hungary, Japan and the USA
Author: MÁRTA FÜLÖP
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 3 Pages: 142-158
ABSTRACT This article focuses on how teachers in different societies, namely a post-socialist society in Europe, an Asian democracy and a Western democracy, perceive and understand the role of competition. Teachers from Hungary, Japan and the USA were asked to answer an open-ended questionnaire. The qualitative analysis of the answers revealed those dimensions and categories of thinking teachers apply when describing the role of competition in their respective societies: the area of competition, the intensity of competition, the emotional evaluation of competition and the consequences of competition (positive and negative). According to the results, American teachers are the most neutral towards competition, they concentrate rather on the directly perceivable aspects of competition, like area and intensity and they do not tend to elaborate on the consequences of competition, especially not on the negative ones. Both Japanese and Hungarian teachers are rather emotional and deep in their approach, referring more often to consequences and the relationship between competition and other social phenomena. While Japanese teachers are rather elaborate in terms of the positive consequences, Hungarian teachers are elaborate in terms of the negative ones. The results are explained by the historical and cultural differences among the three societies.

Mexican Children's and Adolescents' Understanding of Unemployment

Thu, 21 Jan 2010 10:36:54 GMT

Title: Mexican Children's and Adolescents' Understanding of Unemployment
Author: EVELYN DIEZ-MARTINEZ; MARTIN SÁNCHEZ; SILVIA MIRAMONTES
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 3 Pages: 159-169
ABSTRACT Many psychological studies have shown how adults behave when faced with unemployment but few studies have undertaken research concerning children's and adolescents' understanding of the problem. The research presented here addresses this issue. Written questionnaires were completed by 227 subjects, from 12 to 17 years of age, sampled from public and private schools in the city and rural areas of the state of Querétaro in Mexico. Ninety of these subjects were also individually interviewed. Both experimental devices included aspects on the individual and social causes that allow people to get a job, the individual and social causes that are involved in people loosing their jobs, and the consequences and actions that individuals may display under these circumstances. The data shows that the comprehension of individual and social causes for employment and unemployment are related to the age, the cognitive level and the social origin of the subjects. Older subjects were able to understand individual and social causes better than younger subjects, who mainly understood individual and concrete causes. In certain cases differences were found among subjects of city and urban origins because of social variables. The results are discussed in terms of cognitive development related to economic socialization.

Education for Citizenship in Romania and the UK: a comparison

Thu, 21 Jan 2010 10:36:54 GMT

Title: Education for Citizenship in Romania and the UK: a comparison
Author: KEITH CRAWFORD; ROB FOSTER
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 3 Pages: 170-182
ABSTRACT The article compares the development of Citizenship Education in the United Kingdom and Romania since 1989, the year when Communism was overthrown in several Eastern European countries including Romania (and when, coincidentally, Citizenship made its first formal appearance in the English National Curriculum as a cross-curricular theme). Findings are presented from two case study high schools, one in the UK and one in Romania. Staff and students offer views on the nature of citizenship, on how Citizenship Education might be taught in school and on issues influencing the development of a programme to help students become effective individuals with a commitment to community participation in its broadest sense. The analysis develops the view that, if Citizenship Education is to make a genuine contribution to the creation of a vibrant, participatory democracy in which young people are fully involved, the structures and processes via which Citizenship Education is devised and delivered should themselves reflect the principles of democratic participation.

Do They Know Who They Are? A Survey of Informed Opinion on the Identity Foundation of Scotland's Schoolchildren

Thu, 21 Jan 2010 10:36:54 GMT

Title: Do They Know Who They Are? A Survey of Informed Opinion on the Identity Foundation of Scotland's Schoolchildren
Author: JOHN W. ROBERTSON
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 3 Pages: 183-191
ABSTRACT The notion that there is a crisis of identity formation in the young people of Western Europe and North America has attracted a great deal of attention and speculation from academics, politicians and journalists. Relatively absent from the debate have been the voices of key professionals - head teachers in schools, local authority advisers with remits in personal and social developments, curriculum agency officers and teacher educators. A series of intensive semi-structured interviews with 22 of these informed observers, working across Scotland, produced data that suggests considerable diversity of opinion but, critically, a more relaxed view of the current situation. Few respondents perceived a crisis as such, locating problems in a minority of young people from problematic backgrounds. Most identified areas of concern with regard to the effectiveness of curricula aimed at personal and social development but in many cases these may have reflected the professional standpoints or interests of interviewees rather than any more widely accepted problem.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:54 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 3 Pages: 192-195
ABSTRACT Not available

Bridging the Gap Between the Act of Invention and Creating a Business Venture: an empirical investigation

Thu, 21 Jan 2010 10:36:54 GMT

Title: Bridging the Gap Between the Act of Invention and Creating a Business Venture: an empirical investigation
Author: MAHTASH ESFANDIARI; MARILYN L. KOURILSKY
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 2 Pages: 65-74
ABSTRACT This study investigated the effects of Entrepreneur Invention Society - an experienced-based instructional intervention - on children's knowledge of entrepreneurship and on their perceptions of business locus of control. 193 sixth-grade students, randomly assigned to eight classes, participated in the study; there were 95 males and 98 females. 101 of the participants were in the experimental group and 92 were in the control. The experimental group experienced the curriculum for a total of 30 hours over three months. The goal of the intervention was to integrate the process of invention with the knowledge, skills, and attitudes of entrepreneurship. The control group spent an equivalent amount of time participating in science education units on inventors and the invention process. The experimental and control groups were post-tested on knowledge of entrepreneurship and business locus of control, both of which were impacted positively by Entrepreneur Invention Society. No significant gender differences were found. The discussion highlights the importance of instructional interventions that appear to be effective in enhancing entrepreneurship concept acquisition as well as internal locus of control.

The Role of Parental Involvement on Adolescents' Money Management

Thu, 21 Jan 2010 10:36:54 GMT

Title: The Role of Parental Involvement on Adolescents' Money Management
Author: EIRINI FLOURI
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 2 Pages: 75-82
ABSTRACT Based on data from 2,722 adolescents aged 14-18 years in Britain, this study explored whether parental involvement can be associated with adolescents' money management. Multiple regression analysis showed that low parental involvement contributed significantly and independently to poor money management. Furthermore, the association between parental involvement and money management was the same for sons and daughters. Boys and adolescents from lower socio-economic backgrounds tended to report better money management. The association between parental involvement and money management was weaker when offspring experienced family disruption than when offspring grew up in continuously intact two-parent families.

The New Zealand Technology Education Curriculum: a critical analysis of theoretical contributions

Thu, 21 Jan 2010 10:36:54 GMT

Title: The New Zealand Technology Education Curriculum: a critical analysis of theoretical contributions
Author: WENDY TURNBULL
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 2 Pages: 83-91
ABSTRACT Technology education was formally introduced into the New Zealand Curriculum Framework in 1993. In 1995, the curriculum document Technology in the New Zealand Curriculum was published, becoming compulsory in schools from Year 1 to 13 in 1999. The development of the curriculum was preceded by the development of a definition and rationale for technology education. The whole curriculum development process involved consultation with many people from a variety of fields. Many learning theories informed the development of the document and these are clearly evident in the philosophy of the curriculum statement and its implementation in the classroom. As with the implementation of anything new, issues have arisen. The nature of authenticity in technology education and the associated implications for the professional development of teachers are issues that need to be addressed.

Take the Toys from the Boys? An Examination of the Genesis of Policy and the Appropriateness of Adult Perspectives in the Area of War, Weapon and Superhero Play

Thu, 21 Jan 2010 10:36:54 GMT

Title: Take the Toys from the Boys? An Examination of the Genesis of Policy and the Appropriateness of Adult Perspectives in the Area of War, Weapon and Superhero Play
Author: PENNY HOLLAND
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 2 Pages: 92-108
ABSTRACT This article considers the genesis of a zero tolerance approach to war, weapon and superhero play in early years settings in the UK over the last 30 years. This exploration is located in the development of anti-sexist perspectives and concerns about effective early intervention in the spiral of male violence and it is suggested that this has resulted in the 'Othering' of young boys in settings where this policy is enforced. Research challenging assumptions about the connection between war, weapon and superhero play and aggressive behaviour is discussed and the possible benefits of a more relaxed approach to these areas of play, which are more consistent with Scandinavian notions of gender pedagogy, are highlighted.

Early Childhood: too important to get it wrong

Thu, 21 Jan 2010 10:36:54 GMT

Title: Early Childhood: too important to get it wrong
Author: IAN BARRON; CAROL CALCUTT
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 2 Pages: 109-120
ABSTRACT Early years issues are high on the political agenda. Recent months have seen a growing awareness that the United Kingdom faces considerable challenges in ensuring that it has sufficient early years workers with appropriate education and training if it is to meet the planned targets for expansion of early childhood provision. Yet many questions still remain in relation to how the country views its children, the values of the education and care that the country provides, and the type and level of qualifications and training that are considered appropriate for early years workers. This paper explores these issues in some detail and closes with a call for attention to a new construction of childhood and a reconsideration of the qualifications and training deemed necessary for early years workers.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:54 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 2 Pages: 121-126
ABSTRACT Not available

Values Education in New Zealand: old ideas in new garb

Thu, 21 Jan 2010 10:36:54 GMT

Title: Values Education in New Zealand: old ideas in new garb
Author: CAROL MUTCH
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 1 Pages: 1-10
ABSTRACT In the new social studies curriculum in New Zealand, values exploration is one of the three prescribed ways to approach social studies teaching and learning. This paper provides background discussion of approaches to values education and sets the renewed interest in New Zealand into the historical, social and political context before outlining the particular approach selected by the New Zealand curriculum writers.

Teachers' Didactic Work: compulsory school teachers' conceptions of their own civics teaching

Thu, 21 Jan 2010 10:36:54 GMT

Title: Teachers' Didactic Work: compulsory school teachers' conceptions of their own civics teaching
Author: FOLKE VERNERSSON
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 1 Pages: 11-21
ABSTRACT This article summarises and discusses a new research report about Swedish compulsory school teachers' conceptions of their own civics teaching. This empirical and exploratory study looks upon and presents as problems a variety of didactic questions from a teacher perspective. The main purpose of this work is to increase our knowledge of how compulsory school teachers (grades 1-9) verbalise their own thoughts around their choices concerning the civics' goals, contents, processes, methods, possibilities and obstacles, and other relevant organisational, planning, evaluation and in-service questions. The results of this study can, hopefully, also constitute some fruitful starting points for professional reflections, discussions and further investigations among teachers and researchers in teacher education.

New Labour, New Citizenship?

Thu, 21 Jan 2010 10:36:54 GMT

Title: New Labour, New Citizenship?
Author: DAVE LANDRUM
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 1 Pages: 22-33
ABSTRACT In this article New Labour's commitment to developing a citizenship curriculum will be reviewed. Characterised by a determination to affect cultural change through the introduction of citizenship education in schools in England from 2002, the Government's citizenship agenda has been developed in the policy process by the Advisory Group on Citizenship (AGC). An explanation of the work of the AGC and the final report Education for Citizenship and the Teaching of Democracy in Schools will be followed by an analysis of how it dealt with the issue of defining the values to be taught in the citizenship curriculum. The ambiguous text of the report reflects the political sensitivity that the subject demands. An investigation of the main reasons and political appeal of invoking the citizenship ideal will precede a review of the inherent contradictions within the New Labour agenda. The paper seeks to describe the dichotomous position of New Labour's explicit commitment to implementing a citizenship curriculum, and the present lack of a clear ideology from which to inform the moral basis of such a venture.

The Economic Awareness, Knowledge and Pocket Money Practices of a Sample of UK Adolescents: a study of economic socialisation and economic psychology

Thu, 21 Jan 2010 10:36:54 GMT

Title: The Economic Awareness, Knowledge and Pocket Money Practices of a Sample of UK Adolescents: a study of economic socialisation and economic psychology
Author: ALAN LEWIS; ADRIAN J. SCOTT
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 1 Pages: 34-46
ABSTRACT 179 male and female UK adolescents in full-time education, aged 16-18, answered open-ended questions about basic economics and closed questions about pocket money practices; pertinent background variables were also recorded. There was widespread ignorance about 'interest rates' and 'inflation' and only 34% knew what the letters 'APR' stood for. The results suggest that greater education in economic competency is required. Pocket money practices may indeed have an influence on economic socialisation as those who received pocket money regularly during childhood were economically more competent at the age of 16-18. Adolescents in wealthier, middle class homes were more likely to receive pocket money regularly; payments to boys were more regular than to girls. Suggestions are made for further research.

Designing and Developing a Constructivist National Social Studies Curriculum: an example from New Zealand

Thu, 21 Jan 2010 10:36:54 GMT

Title: Designing and Developing a Constructivist National Social Studies Curriculum: an example from New Zealand
Author: HUGH BARR
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 1 Pages: 47-56
ABSTRACT This article describes the design and development of an integrated national social studies curriculum for all New Zealand primary and secondary school students. The development process began in 1995 and the final version of the curriculum was issued to schools at the end of 1997. Design problems were both ideological and pedagogical. Those who favoured a traditional liberal education lobbied for a return to history and geography; post modernists advocated a reconstructionist curriculum which emphasised process rather than product. The design teams needed to satisfy both groups and design a curriculum which emphasised ideas rather than facts, and incorporated thinking, valuing and decision-making in a way which made it easy for teachers to implement these skills in their classrooms.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:54 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 1 Pages: 57-60
ABSTRACT Not available

OBITUARY

Thu, 21 Jan 2010 10:36:54 GMT

Title: OBITUARY
Author:
Journal: Citizenship, Social and Economics Education
Year: 2000 Volume: 4 Issue: 1 Pages: 61-62
ABSTRACT Not available

Teaching Values Education in Schools: the attitudes, beliefs and practices of teachers in schools in the Republic of Ireland and the United Kingdom - pointers for the future

Thu, 21 Jan 2010 10:36:54 GMT

Title: Teaching Values Education in Schools: the attitudes, beliefs and practices of teachers in schools in the Republic of Ireland and the United Kingdom - pointers for the future
Author: JOAN STEPHENSON; MAUREEN KILLEAVY
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 3 Pages: 115-126
ABSTRACT This article, arising from a larger research project (Stephenson, et al., 1998), carried out, through questionnaire, interview and observation, with practising teachers, explores their attitudinal dispositions to the values dimensions of teaching and their actual practice with regard to Values Education in their schools and classrooms. Essential principles underpinning their beliefs and attitudes are categorised, stated sources for these are explored and compared and contrasted with the methods they most commonly use in the teaching of Values Education. Differences and similarities between the two contexts are discussed and conclusions as to the relative importance and influence of teachers to the development and delivery of Values Education within present and future teacher education curricula are drawn.

Citizenship Education in Europe

Thu, 21 Jan 2010 10:36:54 GMT

Title: Citizenship Education in Europe
Author: IAN DAVIES
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 3 Pages: 127-140
ABSTRACT Following some contextual remarks about the nature of Europe and citizenship, there is consideration of the ways in which teachers and learners are developing the knowledge, skills and dispositions needed for effective citizenship in Europe. Some attention is given to the different levels of citizenship education which can occur and the choices that educators can make when developing relevant programmes.

Education for Citizenship: the contribution of social, moral and cultural education

Thu, 21 Jan 2010 10:36:54 GMT

Title: Education for Citizenship: the contribution of social, moral and cultural education
Author: C. HOLDEN
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 3 Pages: 141-150
ABSTRACT Education for citizenship will be a new subject for children in England and Wales from September 2000. It will be mandatory for all pupils in secondary schools from 2002 and recommended for pupils in primary schools. This curriculum will focus on social and moral education, which is well-established in schools, and the newer aspects of community involvement and political literacy (QCA, 1998, 1999). The success of this innovation will depend on the extent to which schools are able to build on work currently undertaken in schools in social and moral education, whilst introducing the two new elements. We know little of what teachers think about these three aspects of education for citizenship, what parents want or indeed how children will respond. We also know little about the work that is currently done in schools in the name of social and moral education, the foundation of education for citizenship. This article sets out to review the various interpretations of education for citizenship, including that recommended by the Qualifications and Curriculum Authority, and to report on a small-scale research project into teachers' current beliefs and practices in social and moral education. Discussion follows as to whether such practice is an adequate foundation for education for citizenship, and the implications for research and continuing professional development.

Service-learning as Social Education

Thu, 21 Jan 2010 10:36:54 GMT

Title: Service-learning as Social Education
Author: JOHN FREESE
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 3 Pages: 151-158
ABSTRACT Service-learning is a pedagogical process that actively involves students in social analysis, social criticism and social participation. This effort is not community service - which all too often conveys the impression of rather forcefully providing cheap, low-skill, manual labour for less-than-affluent communities (Institute for Justice, 1994). This effort is not charity - which all too often appears to perpetuate stereotypes, to provide the elite with a false sense of altruism, and to inflict upon the disenfranchised a reinforced sense of despair (Freire, 1964). Rather, service-learning encourages students to speak in their own voice, to research authentic social needs, to be advocates for their social interests, and to serve their communities in the pursuit of social justice. This article examines one methodology that links service-learning to social education.

Mental Accounting in Childhood

Thu, 21 Jan 2010 10:36:54 GMT

Title: Mental Accounting in Childhood
Author: PAUL WEBLEY; ZARREA PLAISIER
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 2 Pages: 55-64
ABSTRACT The purpose of this study was to investigate the development of mental accounts. Of particular concern was how mental accounts function in the everyday life of children and how children deal with money matters. Sixty children from three age groups (5-6, 8-9 and 11-12) were individually interviewed about their financial situation (e.g. sources of money, storage of money, expenditure patterns) and were presented with various financial scenarios. Some of these were children's versions of scenarios devised for adults by Thaler and by Kahnemann & Tversky; others (on windfalls, on money 'lumping', on buying for self versus buying for others) were devised especially for this study. No compelling evidence was found for mental accounting in childhood though there was some indication that the 11-12-year-olds responded in a similar fashion to adults whilst the younger children did not.

Current Perceptions of the New Social Studies Curriculum in New Zealand

Thu, 21 Jan 2010 10:36:54 GMT

Title: Current Perceptions of the New Social Studies Curriculum in New Zealand
Author: CAROL MUTCH
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 2 Pages: 65-80
ABSTRACT In 1993 The New Zealand Curriculum Framework outlined the key areas of study for all New Zealand schools. One by one curriculum guidelines for the implementation of these key areas were released. The development of the social studies guidelines was a strongly contested process and led to three quite different versions being worked through before the final one was released in late 1997. A recent qualitative study shows that this elongated process was not to the detriment of social studies but rather led to a clarification of what is meant by social studies in the New Zealand context. It also raised the profile of social studies and cemented its place in the New Zealand school curriculum.

Developing Young Children's Understanding of Work as a Social Institution

Thu, 21 Jan 2010 10:36:54 GMT

Title: Developing Young Children's Understanding of Work as a Social Institution
Author: NIGEL HALL; ANNE ROBINSON
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 2 Pages: 81-93
ABSTRACT In the UK very young children's experience of 'work' (as in adult paid activity) in school is usually restricted to activities which focus on the more concrete manifestations of a task: the police officer arrests, the baker bakes and the nurse takes temperatures. Learning about work as a socially situated activity is usually felt to be too difficult for children aged as young as five years. However, recent studies in childhood and literacy are showing that young children are able to exert agency and understanding in many complex situations. This papers details part of a case study focusing on five-year-olds in which through a series of activities related to sociodramatic play experiences they gained experience of work and bureaucracy, work and community, and work and economic transaction. Instead of finding these too difficult it was clear that the complexity fully engaged the children and that they began to understand that work was not simply a physical activity but was a social phenomenon which involved regulation, community relationships, and economic understanding.

Entrepreneurship Education in the Fifth Grade's Social Studies Unit in Japan

Thu, 21 Jan 2010 10:36:54 GMT

Title: Entrepreneurship Education in the Fifth Grade's Social Studies Unit in Japan
Author: EIJI YAMANE
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 2 Pages: 94-100
ABSTRACT As a part of the national curriculum in Japanese elementary schools, there is a social studies unit entitled 'manufacturing industries in Japan' in the fifth grade. This unit is mandatory as are other units in this subject. There is a nationwide non-government educational group, which is pursuing problem-solving social studies education. Some teachers from a prominent elementary school who belong to the group have developed and practised lessons teaching 'manufacturing industries in Japan'. They commonly stressed the entrepreneurship of a manager of a medium-size manufacturing company in the school district. They also stressed that the manager adopted innovative management strategies and industrial technologies. In the lessons students learned entrepreneurship and gained economic awareness. The author shows the processes and the economic educational meanings of the lessons.

New Labour, New Policies: constructing a discourse of citizenship

Thu, 21 Jan 2010 10:36:54 GMT

Title: New Labour, New Policies: constructing a discourse of citizenship
Author: KEITH CRAWFORD
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 2 Pages: 101-114
ABSTRACT The purpose of this paper is to examine the development of citizenship education as a curriculum priority within the UK. Employing Habermas' theory of legitimation crisis, the paper places the contemporary enthusiasm for citizenship education within a socio-economic, cultural and political context. The paper argues that current preoccupations with citizenship education contained in Education for Citizenship and the Teaching of Democracy in Schools (DfEE, 1999), stem from the impact of Neo-Liberal concerns with individualism, economic and technological globalisation and the potential fragmentation of contemporary society. The paper explores the principles of education for citizenship and the teaching of democracy in schools and suggests that, as part of New Labour's developing conception of British society, citizenship education asks some fundamental questions of that society.

National Identity: a question of choice?

Thu, 21 Jan 2010 10:36:54 GMT

Title: National Identity: a question of choice?
Author: KEITH CRAWFORD; MARION JONES
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 1 Pages: 1-16
ABSTRACT The purpose of this article is to critically explore the traditional image of national identity and to question its validity as a dominant narrative through which individuals define their sense of belonging. The claim is made that children's notions of national identity reflect this narrowness and superficiality and that what is required is a curriculum focus which supports the development of 'intercultural citizenship' as a focus for the development of multiple identities in a postmodern world.

Citizenship: a challenge to teacher education

Thu, 21 Jan 2010 10:36:54 GMT

Title: Citizenship: a challenge to teacher education
Author: VAL FRIEL; CATHY FAGAN
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 1 Pages: 17-27
ABSTRACT This article considers issues of democracy and citizenship firstly as they can be historically situated as part of 'Scottish consciousness'. Whilst recognising Scotland's membership of the unitary state which currently characterises the United Kingdom, it goes on to point up more recent divergences in relation to the political, social and economic contexts of education in Scotland. The course process within which the research was pursued is outlined, and the salient features described. It is argued that in terms of reported behaviour in relation to a range of indices, for example voting behaviour and factual knowledge of policy processes and the machinery of government, the cohort described might legitimately be considered as less than active citizens, and to that extent dubious educators of young citizens. However, a more process oriented approached revealed more hopeful findings at the level of principle and values. Differences in the citizenship debate as between Scotland and England are noted, and implications of the research for teacher education and citizenship education in Scotland are suggested.

Citizenship Education Without a Textbook

Thu, 21 Jan 2010 10:36:54 GMT

Title: Citizenship Education Without a Textbook
Author: HUGH BARR
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 1 Pages: 28-35
ABSTRACT It has always been acknowledged that a free society is dependent on the knowledge, skills and virtues of its citizens and those they elect to office. For this reason, civic education has always been regarded as an essential component of any education system. A new enthusiasm for citizenship education has recently seen the revision, or re-introduction of civics programmes into the schools of Western Europe, North America and Australasia. This article suggests that while facts are undoubtedly an essential ingredient of any civic education programme, formal instruction in civics and government may not be the best way to teach effective citizenship. In a world that demands confident, informed and responsible citizens, citizenship may be taught best through programmes which develop appropriate skills and encourage appropriate attitudes and values.

Teaching Controversial Issues: the attitudes of student primary teachers

Thu, 21 Jan 2010 10:36:54 GMT

Title: Teaching Controversial Issues: the attitudes of student primary teachers
Author: JOHN ROBERTSON
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 1 Pages: 36-49
ABSTRACT Guidelines for Scottish schools have little to say on the value or otherwise of controversy as a criterion for the selection of topics for teaching. By contrast, the authors of the recently published advisory report on citizenship education for schools in England and Wales and many writers in academic and pedagogical journals are enthusiastic about the importance of such topics as a means to developing democratic citizenship. This study sought to establish the views of beginning teachers in south-west Scotland. Eighty-seven final-year student teachers for the 5-12 age range took part in the study over a period of two years. The data gathered reveal considerable variety in responses but a clear rejection of issues involving personal, face-to-face violence by contrast with zealous enthusiasm for teaching using issues of perhaps equally tragic consequences but of a more impersonal nature such as famine or pollution-associated diseases. The potentially explanatory variables - chronological and spatial or geographic distance - were helpful in understanding some choices but the presence of other variables made interpretation extremely complex and uncertain.

BOOK REVIEW

Thu, 21 Jan 2010 10:36:54 GMT

Title: BOOK REVIEW
Author:
Journal: Citizenship, Social and Economics Education
Year: 1998 Volume: 3 Issue: 1 Pages: 50-54
ABSTRACT Not available

Civic Education in Cyprus - Issues in Focus: a curriculum research study

Thu, 21 Jan 2010 10:36:54 GMT

Title: Civic Education in Cyprus - Issues in Focus: a curriculum research study
Author: MARY KOUTSELINI; CONTANTINOS PAPANASTASIOU
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 3 Pages: 113-129
ABSTRACT This article presents a curriculum research study aiming at investigating how citizenship in primary schools of Cyprus is constructed. First, the central issues, concepts and attitudes imported by civic education textbooks are identified and their relationship with the unresolved political problem of Cyprus is examined. Furthermore, the way in which civic education textbooks may affect the roles of the citizens is investigated. Content analysis of the civic education textbooks is performed on the basis of twelve factors which were the issues, concepts and institutions identified from the general aim of education in Cyprus as well as from the aims of civic education in primary schools. Findings are discussed in the light of the citizenship, social cohesion, conflict resolution and multiculturalism debate.

Evaluation of the 'Exercise Your Options' Programme

Thu, 21 Jan 2010 10:36:54 GMT

Title: Evaluation of the 'Exercise Your Options' Programme
Author: RONALD UNRUH; RIC BROWN
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 3 Pages: 130-135
ABSTRACT The 'Exercise Your Options' (EYO) programme was designed to help middle school make healthy food and activity choices on a daily basis. The following are intended student outcomes for EYO: (1) Students will recognise that they are unique and will apply their individual perspective to the decisions they make every day that influence their health, specifically their food and activity choices. (2) Students will organise and analyse their food choices and make a personal plan for improvement utilising the Food Guide Pyramid. (3) Students will identify the connection between physical activity, food choices, and good health and then make a plan to include activity in their choices each day. The overall results of this study indicate that students who complete the EYO programme reported changes in their food consumption that were consistent with the goals of the EYO programme. These results suggest that the EYO programme was effective in changing students' reported food use.

Self-efficacy in the Classroom: developing the skills of citizenship

Thu, 21 Jan 2010 10:36:54 GMT

Title: Self-efficacy in the Classroom: developing the skills of citizenship
Author: ALISON M. SEWELL; ALISON M. ST. GEORGE
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 3 Pages: 136-144
ABSTRACT This article reflects on a social studies intervention where Creative Problem Solving (CPS) was taught in a class of seven- and eight-year-old children in New Zealand. CPS was used as a framework to develop the skills required for effective citizenship, a key goal in social studies education. This intervention also looked at the important role of self-efficacy in learning to solve and act on social problems. It will be shown that the use of CPS can have positive effects on self-efficacy for problem solving in social studies, and that it can be a valuable framework to involve children in social action. Implications for learning and teaching in the classroom are considered.

How Well Do the US Standards Work Together? An Analysis of the Economic Content of Four National Standards for Social Studies

Thu, 21 Jan 2010 10:36:54 GMT

Title: How Well Do the US Standards Work Together? An Analysis of the Economic Content of Four National Standards for Social Studies
Author: STEPHEN BUCKLES; MICHAEL WATTS; MARK C. SCHUG
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 3 Pages: 145-157
ABSTRACT The standards movement in the United States - a movement, which is roughly analogous to the National Curriculum movement in the United Kingdom, has now produced national standards for several subject areas. Social studies educators in the United States now possess a set of five national standards. But will these standards make reforming the curriculum more or less difficult? We used the economics content standards published by the National Council on Economic Education as the basis for examining the economic content in the social studies, history, civics and geography standards. Our analysis suggests that important economics content is absent in places where it should be prominent; it is presupposed in places where it should be explicitly identified, and it is sometimes represented inaccurately. If our analysis is correct, then efforts to use the national standards as the basis of curriculum improvement - especially as efforts relate to improving economic understanding - face an uphill task.

History, Civics and National Consciousness

Thu, 21 Jan 2010 10:36:54 GMT

Title: History, Civics and National Consciousness
Author: YVELINE FUMAT
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 3 Pages: 158-166
ABSTRACT To the question - 'What is the purpose of History?' - the author of this essay replies that for a long time its main aim has been to pass on 'une conscience nationale' (a national consciousness), an awareness of nationhood, and that this is what was meant by 'éducation civique', i.e. the creation of good, patriotic citizens. This 'patriotism in the French past', in conjunction with 'Morale et Instruction Civique' (Ethics and Civics), is then put under the microscope and is indeed found to be present but no more so, the author suggests, than can be found in other countries during these times. So what is the answer, especially, in the light of present attempts to create a united Europe? A distinction has to be made, she insists, between 'le sentiment national' (the national feeling), which is not far removed from base, animal instincts and 'une conscience nationale' (a national consciousness), which, while it gives the pupil - from his history lessons - a better, more controlled, understanding of his own culture, must also try to connect him to a broader, more objective view of surrounding countries, and ultimately, the whole world, thereby helping to bring about 'a European and even a global consciousness'.

BOOK REVIEW

Thu, 21 Jan 2010 10:36:54 GMT

Title: BOOK REVIEW
Author:
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 3 Pages: 167-169
ABSTRACT Not available

Editorial

Thu, 21 Jan 2010 10:36:54 GMT

Title: Editorial
Author: Alistair Ross
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 2 Pages: 61-62
ABSTRACT Not available

Education for Democracy: some notes on the Swedish case in a Piagetian epistemology tradition

Thu, 21 Jan 2010 10:36:54 GMT

Title: Education for Democracy: some notes on the Swedish case in a Piagetian epistemology tradition
Author: PETER EKLUNDH
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 2 Pages: 63-79
ABSTRACT Almost all Swedish politicans since 1960 honestly believe in the necessity to give pupils real influence over their schools. The first aim with this paper is to give them some sound theoretical support for their conviction that experience of democratic processes is one important precondition for the survival of democracy. The theoretical support is drawn from researchers inspired by Piaget's epistemology. The second aim is to summarise, in spite of the politicians' strong support, the lack of progress and interest in giving more influence to the pupils from the different professional groups inside the school system. Finally the consequences for the concept of democracy is discussed with emphasis on the cognitive dissonance between the politicians' explicit goal and the implicit experiences made by pupils. Ought this to be an invitation to political scientists to politicians - that even if there is strong theoretical support for their standpoint - that it is a mission impossible? Or is it an invitation to political scientists to explore approaches for convincing headmasters and teachers that democracy has to be introduced, since we otherwise cheat our youth?

Tomorrow's Citizens: the differing concerns of girls and boys

Thu, 21 Jan 2010 10:36:54 GMT

Title: Tomorrow's Citizens: the differing concerns of girls and boys
Author: CATHIE HOLDEN
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 2 Pages: 88-92
ABSTRACT The visions that young people hold for their personal futures and the concerns they have for their community and the wider world are indicators of the values held by today's boys and girls. By documenting such concerns we can begin to understand the kind of society young people wish for and are prepared to work towards for the next century. This article describes recent work with children aged 7, 11, 14 and 18. It looks at their hopes and fears for the future, the kind of future they envisage for themselves and for the world, and the action they take towards creating a better future. Its specific focus is the differences in response between boys and girls which were most evident in relation to environmental concern, political awareness, social and family relationships and the advent of new technology.

Models from Research as Structuring Aids in Civics Teaching and Primary Social Studies

Thu, 21 Jan 2010 10:36:54 GMT

Title: Models from Research as Structuring Aids in Civics Teaching and Primary Social Studies
Author: TORSTEN MADSÉN; FOLKE VERNERSSON
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 2 Pages: 93-105
ABSTRACT This article discusses some empirical findings from the use of models in civics teaching and primary social studies. The nature of the models used in research is compared to the usefulness of similar models in the planning of teaching processes. A set of empirical studies, conducted by student teachers using models in primary and secondary schools, are summarised. A more detailed description is given of David Easton's systems analysis model, which has been used as a structuring device for teaching in primary school during an in-service education course. The results are mostly encouraging with regards to the effects on all the groups investigated. The authors argue that models derived from research can be useful even in early primary education, if they are used with care, and serve mainly as a structuring tool for teachers. They also present two models for teachers planning, both based on the use of models and concepts from research as a point of departure for decision-making both before and during the teaching process.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:54 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 2 Pages: 106-111
ABSTRACT Not available

Allocation of Allowances and Associated Family Practices

Thu, 21 Jan 2010 10:36:54 GMT

Title: Allocation of Allowances and Associated Family Practices
Author: M. KAYE KERR; TANNIS CHEADLE
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 1 Pages: 1-11
ABSTRACT This study presents information on general family practices of providing family allowances or pocket money to children, parental reasons for the provision of allowances, the parental requirements of children for receipt of allowances, and the frequency of conflicts generated around them. Eighty-one parents of elementary school children in a midwest Canadian city completed questionnaires. The respondents used a Likert scale to indicate the importance of parents' reasons for allowances, requirements for allowance allocation and the frequency of conflict over allowance. The factor analyses of these parental reasons for providing allowances were compared to the factors generated by Feather's Australian investigation (1991). In both countries the factor analyses generated three major factors that included similar items. Parental statements of conflict formed two factors based on parental disagreements and children's comparisons with their friends and other families.

Pulling up the Longest Roots: extending the role of Scottish teacher education in undermining notions of ethnic primacy, exclusivity and superiority

Thu, 21 Jan 2010 10:36:54 GMT

Title: Pulling up the Longest Roots: extending the role of Scottish teacher education in undermining notions of ethnic primacy, exclusivity and superiority
Author: JOHN ROBERTSON
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 1 Pages: 12-22
ABSTRACT The process of constructing a national, ethnic or other group identity takes place over long periods of time and typically against a background of other comparable processes. This results in myths of origin and achievement, the denial of internal diversity, the sharpening of external distinctions and the development of negative comparative definitions. These hardened and definitive models of identity reduce group adaptiveness to change, stifle cultural and economic activity and create recurring opportunities for conflict. More sophisticated models which highlight, for example, settlement prior to the arrival of the current group defining itself as indigenous or aboriginal, the continuity of population movement over longer periods, the borrowing of cultural and technological developments from groups whose descendants are now perceived as a threat, may play an important part in countering the negative consequences of simplistic versions. Teacher education, especially in preparation for the education of 5-14-year-olds, who remain highly susceptible to attitudinal change, has a crucial role. This role extends beyond the more obvious areas of professional studies, religious, moral and history where there are significant opportunities to contribute to the development of sophisticated, positive and fluid models of group identity.

The Riddle of Technology and Social Education

Thu, 21 Jan 2010 10:36:54 GMT

Title: The Riddle of Technology and Social Education
Author: JOHN FREESE
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 1 Pages: 23-32
ABSTRACT Heroic stories, legends, and myths have existed, and indeed exist to this very day, in diverse civilisations and within multitudes of cultures. These heroic stories, hereafter referred to as myths, are historically important. People have used the basic elements of myth to structure social interactions, to model civic expectations, and to provide cultural unity. A key element within such myths has been the riddle. For millennia riddles have provided a creative mechanism in which to entertain, while at the same time, and perhaps more importantly, to educate. While numerous myths regarding education currently exist, and vary tremendously from one culture to another, in many ways, regardless of geography or society, very real riddles that transcend culture lie before educators of this very young, particularly social educators of the very young. The purpose of this article is to question, and begin to consider, the role technology should play within social education. To what extent should technology be incorporated within social education? Is technology a neutral concept, in and of itself, or does technology, by its very nature, so impact any society and educational process that it inherently influences social constructs? This article seeks to examine the riddle of technology and social education.

Attempts at Intercultural and Multicultural Education in Estonia

Thu, 21 Jan 2010 10:36:54 GMT

Title: Attempts at Intercultural and Multicultural Education in Estonia
Author: EDGAR KRULL
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 1 Pages: 33-46
ABSTRACT This study deals with the problems of multiculturalism created by Russian immigration to Estonia during the period of Soviet annexation. The attempt to preserve the idea of a nation, and the need for the integration of immigrants into Estonian society have set a very difficult and ambiguous task for Estonian schools. Before the problems specific to multiculturalism in Estonia are examined, analyses of the historical background and of the concepts of intercultural and multicultural education are provided. An examination of the goals and needs for intercultural and multicultural education shows that the uncertainty of both Estonians and of Russians concerning their future is a key factor interfering with the development of a normal relationship between them. It is concluded that the European ideology of intercultural education is the most suitable way to integrate the Russian population into Estonian society. Furthermore, the difficulties related to the reluctance of Russian immigrants to learning Estonian are more easily surmounted if language acquisition is more tightly related to, and supported by, the development of their national identity.

Teaching the Economics of the Environment

Thu, 21 Jan 2010 10:36:54 GMT

Title: Teaching the Economics of the Environment
Author: MARK C. SCHUG
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 1 Pages: 47-45
ABSTRACT This article addresses what is currently taught about the environment in the school curriculum and explains how an economics approach can change it. A recent study in the United States provides evidence supporting the suspicions of many economists that the environmental education in schools is often flawed. The Independent Commission on Environmental Education (1997) concluded that most curriculum materials would be improved by recognising the importance of economic forces. For example, markets provide incentives that influence people's environmental actions and market approaches - as opposed to government command and rule systems - foster co-operation between groups and individuals. The primary contribution of economics to environmental education is recognition of the tragedy of the commons. The tragedy of the commons states that people take better care of things they own and tend to overuse things they do not own. This simple but powerful lesson holds important meaning for environmental education. In contrast non-market solutions leave us only with solutions involving force, expense and guilt. The author concludes by describing a middle-level curriculum published by the National Council on Economic Education, which strives to use market forces to analyse environmental problems.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:54 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 1997 Volume: 2 Issue: 1 Pages: 56-60
ABSTRACT Not available

Work, Income and Human Capital: beliefs and knowledge of urban elementary Schoolchildren

Thu, 21 Jan 2010 10:36:54 GMT

Title: Work, Income and Human Capital: beliefs and knowledge of urban elementary Schoolchildren
Author: BARBARA J. PHIPPS
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 3 Pages: 175-193
ABSTRACT This is a descriptive study of the beliefs and knowledge that eighty 8- to 11-year-old US urban school children from low- to moderate-income households hold about the economic concepts of work, income and human capital. A structured 15-minute, one-on-one interview was used to gather data. The researcher found that by the 3rd grade, the majority of children in the sample visualise themselves in careers often requiring advanced education and training, and even the most economically disadvantaged children optimistic about their futures. While their reasoning about the set of economic concepts was not fully developed, it could be characterised as emerging. Although most of the children did not fully understand the relationship between human capital acquisition and economic success, many showed understanding of the work-income relationship. Curricular implications for reinforcement of these concepts at the elementary school levels is discussed.

Another Framework for the Scope and Sequence of Economic Education in Elementary Schools

Thu, 21 Jan 2010 10:36:54 GMT

Title: Another Framework for the Scope and Sequence of Economic Education in Elementary Schools
Author: EIJI YAMANE
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 3 Pages: 194-207
ABSTRACT This article, firstly, introduces and investigates various important frameworks for the scope and sequence of economic education in the USA and Japan. The author concludes that economic educators in the USA have never made a systematic economic education curriculum at the elementary schools. To the contrary, there were some unofficial economic education curricula at the elementary schools in Japan particularly in the 1960s. However, these unofficial curricula have some ideological biases and are exclusively based on Marxist economics. Secondly, this paper introduces the author's planning framework for the scope and sequence of economic education from the 1st grade to the 6th grade, based on the USA's scope and sequence of the basic economic concepts and the Japanese economic education curriculum theories.

Neo-Conservative Perspectives on Culture and Nationhood and their Impact Upon the School Curriculum in England and Wales

Thu, 21 Jan 2010 10:36:54 GMT

Title: Neo-Conservative Perspectives on Culture and Nationhood and their Impact Upon the School Curriculum in England and Wales
Author: KEITH CRAWFORD
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 3 Pages: 208-222
ABSTRACT This article explores the ideological perspectives of Neo-Conservatism discourse in England and Wales and the manner in which it has shaped notions of culture and nationhood. The paper presents a critical analysis of recent writing by a coalition of politicians, educators and social commentators who have taken as their themes cultural relativism, the abandonment of a dominant historical narrative and a claimed decline in the spirit of nationhood. The paper attempts to place this debate within a wider context by linking it to similar debates in mainland Europe and the USA.

Economic Education: an effective vehicle for making international connections

Thu, 21 Jan 2010 10:36:54 GMT

Title: Economic Education: an effective vehicle for making international connections
Author: ROBERT W. REINKE; LYNNE ROACH; ROBERT W. WOOD
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 3 Pages: 223-235
ABSTRACT This article describes and evaluates an international educational project involving K-12 and higher education faculty, students and administration from South Dakota and Costa Rica. This project was implemented in order to create an economic education infrastructure in Costa Rica, link the new infrastructure to South Dakota schools, and develop a technology-based curriculum to be piloted in K-12 schools in South Dakota and Costa Rica. The article includes a project history, project description, evaluation of impact, and 'lessons learned'. The project builds a model that has potential to be used in other countries, states and subject areas.

School/Industry Links at the Primary Level: engaging the small business

Thu, 21 Jan 2010 10:36:54 GMT

Title: School/Industry Links at the Primary Level: engaging the small business
Author: NORMA IREDALE
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 3 Pages: 236-249
ABSTRACT Over the years greater stress has been placed in the UK upon industry links and the work-related curriculum in schools with the emphasis moving away from aspects that are purely vocational. More importantly, this area of work is seen as providing a focus for the encouragement of knowledge and understanding of business and industry, as well as how they operate. More recently there has been a move to encourage partnerships between education and industry. This feature has become common not only in the UK but in a number of other countries in the West which are experiencing the effects of post-industrialism. The links that are encouraged are considered to be of benefit to all those involved, and indications are that participation in activities of this type has increased. This paper considers how industry links with education have evolved over the years and to determine the way in which primary schools have become involved in these activities*. The impact these activities have made and how they stand today in the light of recent curriculum changes is discussed. Information gained from the survey is disclosed and particular attention is drawn to the responses from primary schools. While the return rate overall was relatively low, placing some doubt on the results, the indications are that the data reflects the prevalent situation.

Planning for a Guided Primary Social Curriculum: early stages, featuring TAXIS

Thu, 21 Jan 2010 10:36:54 GMT

Title: Planning for a Guided Primary Social Curriculum: early stages, featuring TAXIS
Author: ALAN BLYTHE
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 3 Pages: 250-265
ABSTRACT Social education for young children, with a moral component, can be achieved by means of a Guided Primary Social Curriculum. The earliest years give most opportunity for work of this kind, before official curricula become more prescriptive. This social curriculum involves starting from children's own experience but proceeding by means of interactive guidance. In an approach of this kind, teachers extend children's perceptions by leading them towards subjects as perspectives, through a sequence of themes of increasing complexity of understanding. An example is suggested: TAXIS. Subsequent age-groups, and implications for teachers are considered.

BOOK REVIEW

Thu, 21 Jan 2010 10:36:54 GMT

Title: BOOK REVIEW
Author:
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 3 Pages: 266-268
ABSTRACT Not available

OBITUARY Dorothy Skeel

Thu, 21 Jan 2010 10:36:54 GMT

Title: OBITUARY Dorothy Skeel
Author:
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 3 Pages: 269-269
ABSTRACT Not available

Economic and Public Affairs: an education for citizenship in Hong Kong

Thu, 21 Jan 2010 10:36:55 GMT

Title: Economic and Public Affairs: an education for citizenship in Hong Kong
Author: PUI-KAI CHAN
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 2 Pages: 97-104
ABSTRACT Economic and Public Affairs (EPA) has been an integrated study of social, economic and political education for the junior secondary classes in Hong Kong since 1984, the year in which the Sino-British Joint Declaration on the Question of Hong Kong was signed. The Hong Kong students could, from then onwards, have an opportunity to receive an education for citizenship, in preparation for the post-Joint-Declaration era from 1984 till the end of June, 1997. The scope of content in the three-year curriculum was analysed to have covered mainly the aspect of social education, while that for economic and political education was surprisingly insufficient, if a balanced 'education for citizenship' was intended. A revised syllabus with a set of new and rearranged topics in social, economic and political education was proposed, to cater for the needs of Hong Kong students from 1996 to the beginning years of the new Hong Kong Special Administrative Region (HKSAR). It is extremely important and urgent for Hong Kong teachers to commit themselves more actively than at any other time in Hong Kong history since 1841, to facilitate an education for citizenship in schools.

Mini-society and YESS! Learning Theory in Action

Thu, 21 Jan 2010 10:36:55 GMT

Title: Mini-society and YESS! Learning Theory in Action
Author: MARILYN L. KOURILSKY; SHEILA R. CARLSON
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 2 Pages: 105-117
ABSTRACT This analysis endeavours to demonstrate the mechanism by which incorporation of validated learning principles into a curriculum can maximise its potential effectiveness and impact on both cognitive and affective outcomes. The intent of this demonstration is to highlight for prospective curriculum innovators the importance of having a solid learning theory infrastructure in their target curricula. First, the article describes the experience-based Mini-Society framework and its embedded entrepreneurship curriculum, YESS! (Youth Empowerment and Self-sufficiency). The analysis which follows explores how four research-informed learning theories were incorporated into the foundation of Mini-Society and YESS! and how their incorporation influenced the impact of these programmes.

Children's Talk in Interviews about Gender Discrimination in Adult Occupation

Thu, 21 Jan 2010 10:36:55 GMT

Title: Children's Talk in Interviews about Gender Discrimination in Adult Occupation
Author: BECKY FRANCIS
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 2 Pages: 118-130
ABSTRACT This article focuses on primary school children's constructions of adult occupation in relation to gender, investigating whether or not they construct gender as a source of discrimination in the adult workplace. In order to do so, children were questioned about hypothetical scenarios concerning gender and adult work. By analysing their responses this paper investigates which gendered constructions appeared to prevail, and the ways in which children explained their ideas. Thus, having described the methodology used and research approach taken, the first section of the article begins by providing a figurative overview of children's responses to the different questions. This demonstrates the large number of children, particularly girls, that constructed gender as a potential source of discrimination in some aspects of adult work. The second section examines the various discourses children drew upon in their explanations, and the ways in which they explained their responses. It is argued that children could apply their knowledge of gender issues to that of adult work, and that many drew on discourses of equal opportunity to present discrimination in adult work as unfair.

Local, National and International Constructions of Social and Economic Worlds

Thu, 21 Jan 2010 10:36:55 GMT

Title: Local, National and International Constructions of Social and Economic Worlds
Author: JEFF VASS; CAROL DAVIS
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 2 Pages: 131-145
ABSTRACT In this article the authors draw together several recent debates which have a bearing on the development of children's socio-economic understanding. Firstly, socialisation: we indicate the problem of defining the development of children's understanding as the progressive disembedment of one area of child's thought from another (e.g. social from economic understanding). We provide examples of how and why socio-economic knowledge has to remain undifferentiated in order for people to carry on with daily life. Secondly, we want to suggest that Western, ideal views of what is meant by 'the social' and 'the economic' have become enshrined at international national levels of policy-making. This has had a profound effect on local social life and particularly on how people understand their transactions with one another. We begin by outlining problems concerning socialisation and introduce the model of discourse translation to examine connections between social worlds. American and Indonesian ethnographic material is reviewed examining the 'embeddedness' of socio-economic thought; the latter additionally draws attention to the effects of international national discourses on local social and economic understanding.

PSE: fostering a sense of community in a new school

Thu, 21 Jan 2010 10:36:55 GMT

Title: PSE: fostering a sense of community in a new school
Author: PATRICIA MACPHERSON
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 2 Pages: 146-151
ABSTRACT This article outlines the measures put in place by the headteacher of a newly established school in order to ensure that all in the school - new pupils, teachers and other staff - began to share a sense of community. The development of the school's hidden curriculum was at the forefront of the school's whole curriculum planning. To support this, newly appointed teachers were expected to have a grounding in and commitment to the role of personal and social education in the primary school, and one member of staff received a responsibility allowance (and accompanying curriculum budget) for the promotion of Personal and Social Education (PSE) throughout the school. The paper details the work done through circle time and the impact of this strategy on the children's behaviour.

Primary Priorities and Economics Education

Thu, 21 Jan 2010 10:36:55 GMT

Title: Primary Priorities and Economics Education
Author: SHEILA LAWLESS
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 2 Pages: 152-161
ABSTRACT The attitudes towards economic and industrial understanding of 58 primary student-teachers who had taken a business placement in their final year of training is explored through questionnaires, interviews and assignments. An analysis showed that economic and industrial understanding did not rank highly in their priorities for Primary pupils, confirming the findings of Ross, Ahier & Hutchings (1991). They were, however, interested in business links and industrial simulations as a context for their priorities in teaching of active learning, co-operation and other personal and social skills. Another of their priorities, linked particularly to environmental protection and conservation, was a sense of responsibility and social conscience. A way forward may be to provide teachers with a conceptual framework for economic concepts which is consonant with those priorities and to take advantage of the current interest in moral education and citizenship to refocus economics education on using economic concepts as a tool to extend children's thinking on a wide variety of issues in those areas.

Experimental Economics Applied in the Classroom: engaging students in active learning

Thu, 21 Jan 2010 10:36:55 GMT

Title: Experimental Economics Applied in the Classroom: engaging students in active learning
Author: THOMAS R. McKINNON
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 2 Pages: 162-165
ABSTRACT Experimental economics was developed originally for research purposes, but was found to enhance the learning of students engaging in the experiments. This outcome is consistent with learning theory that suggests that active learning is more effective in achieving long-term cognitive gains. Two experiments that actively engage students are described. In the first experiment, students participate in a double oral auction. Each student is a given a card directing him to buy or sell a fictional commodity at a price below a maximum for buyers or above a minimum for sellers. Students then interact in a simulated market seeking to complete a transaction. Deals are recorded and the data is used to construct demand, supply and equilibrium price. Understanding of how markets work results. A second experiment focuses on the free-rider problem of public goods. Students allocate a given fund between a public good for which the return is equally divided and a private good in which all the return goes to the individual. Contributions to the public diminish in successive rounds of allocation even though the percentage return on it is greater. The necessity of taxes to support public goods becomes apparent.

BOOK REVIEWS

Thu, 21 Jan 2010 10:36:55 GMT

Title: BOOK REVIEWS
Author:
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 2 Pages: 166-173
ABSTRACT Not available

Editorial

Thu, 21 Jan 2010 10:36:55 GMT

Title: Editorial
Author: Alistair Ross
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 1-3
ABSTRACT Not available

New Zealand Social Studies, 1961-1995: a view of curriculum change

Thu, 21 Jan 2010 10:36:55 GMT

Title: New Zealand Social Studies, 1961-1995: a view of curriculum change
Author: CAROL MUTCH
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 5-13
ABSTRACT The development, nature and role of social studies within the curriculum of New Zealand's primary and intermediate schools between 1961 and 1995 is analysed to show the way in which the particular historical circumstances of the country and the broader changes in society have been formative factors. It is argued that changes in New Zealand's economic and political international relationships have led to a reorientation that has been reflected in the design of the curriculum, while changes in the perceptions of the relationship between the descendants of the original Maori population and the newer European immigrant population have led to a re-evaluation of both the social content of the curriculum and of its overall purposes.

What Will You Do When You Grow up?: the social construction of children's occupational preferences

Thu, 21 Jan 2010 10:36:55 GMT

Title: What Will You Do When You Grow up?: the social construction of children's occupational preferences
Author: MERRYN HUTCHINGS
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 15-30
ABSTRACT Children's occupational preferences can provide insights into the ways in which they learn about adult work in the society in which they live. While in traditional societies occupational knowledge and occupational identity can be seen as developing hand in hand, and children can be seen as legitimate peripheral participants (Lave & Wenger, 1991) in adult work, in industrialised societies children's opportunities to observe and participate in adult work are limited. This article examines the resources which children in such societies use in constructing ideas about their future occupations, and considers whether these ideas can be seen as occupational identities. Finally, implications for the curriculum are examined.

Social and Economics Education in the Japanese Elementary School National Curriculum

Thu, 21 Jan 2010 10:36:55 GMT

Title: Social and Economics Education in the Japanese Elementary School National Curriculum
Author: EIJI YAMANE
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 31-44
ABSTRACT If we define 'economic education' as being identical to 'teaching economics', then economic education cannot be said to be included in the elementary school curriculum in Japan. However, pupils do learn about economic activities, industries, and economic institutions in social studies. In this article, the meaning of economic education is interpreted in the broad sense, in which pupils think about and understand economic reasoning and consider how people behave in an economic manner. In this sense, economic education is very much practised in Japan's elementary school social studies. The nature of this economic education can be understood from an examination of the national Course of Study. The present Course of Study was announced in 1989 and was put into effect in 1992 for elementary schools. This paper describes both the objectives and the content for each grade in the Course of Study, and illustrates these with examples of economic concepts in the present social studies textbooks and teaching material. It also outlines the new perspectives for economic education that arises through the study of economic globalisation and the conservation of the global environment, and suggests that these will require new forms of economic and social understanding.

Expanding Economic and Industrial Understanding Through History and Technology in an English Primary School

Thu, 21 Jan 2010 10:36:55 GMT

Title: Expanding Economic and Industrial Understanding Through History and Technology in an English Primary School
Author: DAVID COATES; PAUL TAYLOR
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 45-50
ABSTRACT This article describes a joint History-Technology project undertaken with 10- and 11-year-old pupils in an English primary school with a view to developing the cross-curricular theme of Economic and Industrial Understanding. It involved lecturers from higher education, teachers from primary schools and employees of the Rover Car Company co-operating to produce materials for use in the classroom setting on the topic of the Car Industry. There is a discussion of the principles of the EIU, the project in operation, the links to the specific aims of EIU and the role of EIU in relation to History and Design and Technology in the new National Curriculum.

Values and the Teaching and Learning of European History: a focal point for education for European citizenship

Thu, 21 Jan 2010 10:36:55 GMT

Title: Values and the Teaching and Learning of European History: a focal point for education for European citizenship
Author: IAN DAVIES
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 51-59
ABSTRACT Education for European citizenship is increasingly discussed by policy makers and educationalists. It is often assumed that the form of education for citizenship that would be promoted relates directly to values education, and that the mode of implementation would be through History. It is argued in this article that the meaning attached to the key terms are unclear, and that if positive action is to take place research is needed into the problems and possibilities that are currently posed. Some of the key issues are raised in this article and a way ahead is suggested by describing the sort of research agenda that could assist in the clarification of key terms and in the promotion of good practice.

Children's Ideas about Selected Art and Economic Concepts Before and After an Integrated Unit of Instruction

Thu, 21 Jan 2010 10:36:55 GMT

Title: Children's Ideas about Selected Art and Economic Concepts Before and After an Integrated Unit of Instruction
Author: JAMES D. LANEY; PATRICIA A. MOSELEY; LUKE K. PAK
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 61-78
ABSTRACT The problem of this study was to explore fifth-graders' (i.e. eleven-year-olds') ideas about selected art and economic concepts before and after an integrated art-economics unit. Seventy children within three classrooms participated in the study. The unit, taught by regular classroom teachers but designed by university-based economic educators in co-operation with university-based art educators, was built upon principles of discipline-based art education (DBAE) and shared curricular integration. Using both written and oral measures, students were pre-tested and post-tested on their understanding and application of art and economic concepts. Pre- and post-unit data were analysed by (a) identifying categories of responses post facto using constant comparison methods, and (b) tallying the number of responses in each category. Results indicated that students increased their understanding of both art and economic concepts. Some misconceptions identified at pre-test were still present at post-test, but these misunderstandings were not directly addressed during instruction. The economic concepts were learned somewhat better than the art concepts, and higher-achieving students learned somewhat more than lower-achieving students. When shown familiar and unfamiliar works of art and asked to state what ideas were expressed, students gave more inferential-interpretive and integrative-applied responses at post-test than at pre-test. The findings support the claim that the coupling of disciplines can facilitate the deep learning of concepts for transfer.

Teaching Economic Reasoning to Children

Thu, 21 Jan 2010 10:36:55 GMT

Title: Teaching Economic Reasoning to Children
Author: MARK C. SCHUG
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 79-88
ABSTRACT The author discusses the differing perspectives which the social sciences offer to young people to analyse problems. Perspectives from history, political science and geography are briefly discussed. The author stresses that the child's perspective of the social world differs from the ones offered by social scientists. Following a summary of the economic thinking of children and adolescents, the author stresses that economics also presents student with an important perspective through the application of economic principles involving choice, costs, incentives, rules, trade and future consequences. These economic principles are explained by reference to an example of why the buffalo population in the United States nearly became extinct and why it is now recovering. The author concludes with suggestions for how teachers can bring an economic perspective into the classroom. Readers are provided with three 'economic mysteries' as examples of classroom activities.

Developing Your Own Integrated Art-social Studies Lessons Using the Discipline-based Art Education Model: a procedural guide for classroom teachers

Thu, 21 Jan 2010 10:36:55 GMT

Title: Developing Your Own Integrated Art-social Studies Lessons Using the Discipline-based Art Education Model: a procedural guide for classroom teachers
Author: JAMES D. LANEY
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 89-92
ABSTRACT This articles serves as an addendum to the previous article, 'Children's Ideas About Selected Art and Economic Concepts Before and After an Integrated United of Instruction'. It is addressed to preservice and inservice teachers and provides a seven-step procedural guide for developing integrated art-social studies lessons using the discipline-based art education model. The seven steps in the process include (1) choosing a social studies concept, (2) locating a work of art, (3) researching the content and context of the image, (4) developing guided discussion questions, (5) developing an art production activity, (6) developing an activity to reinforce the social studies concept, and (7) planning a variety of assessments. Explanations and helpful tips are provided by the author for each step. By following the seven steps, meaningful teaching and learning in both disciplines, art and social studies is assured.

Book Reviews

Thu, 21 Jan 2010 10:36:55 GMT

Title: Book Reviews
Author:
Journal: Citizenship, Social and Economics Education
Year: 1996 Volume: 1 Issue: 1 Pages: 93-96
ABSTRACT Not available