No abstract

This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of citizenship and how curricula allow students to tackle tensions surrounding national and global citizenship. We found that Singapore and Hong Kong have adopted depoliticized forms of citizenship as a means of inoculation against global ills. These types of citizenship are more nationalistic than global in nature; moral rather than political; and focused mainly on utilitarian goals to produce adaptable workers able to support national economic projects in the global economy. Although critical, transnational, and other emergent civic perspectives are apparent in both cities, the data yielded little evidence of curricular opportunities for students to become exposed to alternative discourses and reconcile discursive contradictions. The findings inform current literature by illuminating the nexus of local and global discursive practices, implicating the ability of curricula to accommodate both novel and established civic identities, and forwarding suggestions to bridge disconnections between theoretical and local curricular definitions of global citizenship.

Four classes of ninth‐grade students in an international school in East Asia used a set of web‐based technology tools to evaluate two competing webpages about the Taiwan Straits. The findings highlight the ways these students developed disciplinary literacy in social studies by drawing upon cultural resources and contextual knowledge as they responded to and evaluated the claims and evidence within the two texts. Implications of this work point to the potential benefits of educators being more explicit about the relationship between metacognitive reading strategies and the metadiscursive skills that are part of the social studies. A related implication for practice is the need to guide students in discussing, comparing, and contrasting the cultural and contextual knowledge they use to make sense of different texts. لقد استخدمت أربع غرف صف من طلاب الصف التاسع في مدرسة دولية في آسيا الشرقية مجموعة الأدوات التقنية على الشبكة العالمية لتحليل موقعين متنافسين بشأن مديق تاوان. وتسلط النتائج الضوء على الطرق التي طور من خلالها هؤلاء الطلاب معرفة القراءة والكتابة في مجال الدراسات الاجتماعية بواسطة استخدام الموارد الثقافية والمعرفة السياقية حين أجابوا وحللوا الادعايات والأدلة في النصين. وتشير أعقاب هذا العمل إلى الفوائد المحتملة في حالة يكون المعلمون أوضح تجاه العلاقة بين إستراتيجيات القراءة ما وراء المعرفة والمهارات ما وراء الخطاب التي تكوّن جزءاً من الدراسات الاجتماعية ويوجد هناك عاقبة متعلقة بالممارسة وهي الحاجة لتوجيه الطلاب في النقاش حول المعرفتين الثقافية والسياقية والقيام بمقارنتها ومفارقتها التي يستخدمونها كي يفهموا النصوص المختلفة. 在东南亚一所国际学校就读的四班九年级的学生，利用一套以网络为主的科技工具来评估两个有关台湾海峡的相互竞争网站。研究结果凸显出这些学生在回应与评估该两个网站文本所提出的声称与证据时，如何利用文化资源与语境知识来增强他们社会科的学科知识。这项研究的启示就是：教育工作者如果能以更明确的态度，去处理社会科所涉及的元认知阅读策略与元语篇技能之间的关系，学生便可得到其潜在的裨益。另一个相关的教学实践启示就是，教育工作者需要指导学生讨论、比较及对比他们用以理解不同文本的文化与语境知识。 Quatre classes de neuvième année d'une école internationale en Asie du Sud‐Est ont utilisé un ensemble d'outils technologiques basés sur la Toile pour évaluer des pages web traitant des détroits de Taïwan. Les résultats mettent en évidence de quelle façon ces élèves ont développé une littératie disciplinaire en sciences sociales en se basant sur des ressources culturelles et des connaissances contextuelles lorsqu'ils ont répondu en faisant face à la demande et aux données des deux textes. Les implications de ce travail montrent le bénéfice potentiel qu'il y aurait pour les enseignants à être plus explicites quant aux relations entre les stratégies métacognitives de lecture et les compétences métadiscursives qui sont partie intégrante des études sociales. L'implication pratique est la nécessité de guider les étudiants pour discuter, comparer, et contraster les connaissances culturelles et contextuelles qu'ils utilisent pour donner du sens à des textes différents. Четыре девятых класса в международной школе в Юго‐Восточной Азии провели оценку двух конкурирующих вебсайтов, посвященных Тайваньским проливам, используя для этого определенный интернет‐инструментарий. Авторы демонстрируют, как девятиклассники реагировали на содержание текстов и анализировали пр...

The development and use of a research tool to guide fourth‐grade students' use of information sources during a research project is described in this article. Over a period of five weeks, 21 fourth‐grade students in an international school in Singapore participated in a study investigating the extent to which the use of a “research resource guide” improved their independence in the research process. Findings indicate that students became more independent as a result of their use of the research guide. Students demonstrated greater consideration of a source's readability, trustworthiness, and usefulness when deciding whether to use it. The authors describe approaches to support students in making determinations about the readability, trustworthiness, and usefulness of sources of information.

No abstract