Citizenship Education

Aly, Soha

doi:10.1007/978-94-6351-206-0_4

Cited by 3 publications

References 4 publications

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Employing a visual representation technique to understand undergraduates’ perceptions of civic engagement across countries

Feeney

Hogan

2020

JIEB

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Purpose This paper aims to present an interpretation of freehand drawings produced by a sample of final year degree level learners in response to the question: “What is civic engagement”? The aim in using this approach, with final year degree learners from different countries, but pursuing the same degree, was to compare and contrast their understanding of civic engagement. Design/methodology/approach Learners completed their drawings and then discussed their drawings in small groups. All of their drawings were initially examined quantitatively before a sample of six drawings were selected for in-depth qualitative examination. Findings Using learner-generated drawings enables learners convey visually what can be challenging to verbalise. After the exercise, some learners discovered that they had a good basic appreciation of civic engagement. Research limitations/implications Describing civic engagement pictorially forced participants to think about what the essence of civic engagement was for them. Originality/value This study shows how a collaborative learning experience, rather than a competitive comparison of performance, facilitates learners readily demonstrating their level of understanding and appreciation for civic engagement.

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Employing a visual representation technique to understand undergraduates’ perceptions of civic engagement across countries

Feeney

Hogan

2020

JIEB

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Challenges and Opportunities in Implementing Global Citizenship Education within the Indonesian Scout Movement A Qualitative Literature Review

Suratman,

Kasih,

Ruslaini

2024

SSRN Journal

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A Comparative Analysis of Educational Policy for Citizenship Following Political Transitions

Galegher

Park

Cheng

et al. 2019

Handbook of Research on Education for Participative Citizenship and Global Prosperity

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This chapter provides a comparative policy analysis of education for citizenship in Egypt, Nepal, and Hong Kong. Having undergone significant political transitions, these countries provide useful case studies for examining the policy borrowing process for citizenship education before and after significant regime change. Using comparative policy discourse analysis framed by Phillips and Ochs's policy borrowing model, the authors examine the intersections between international expectations with national policy around citizenship education in countries which experienced drastic political transitions. This comparative policy analysis seeks to answer the following questions: How has national level policy on education for citizenship changed before and after shifts in regime governance? How are the examples of Egypt, Nepal, and Hong Kong reflective of global trends in citizenship education?

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Citizenship Education

Cited by 3 publications

References 4 publications

Employing a visual representation technique to understand undergraduates’ perceptions of civic engagement across countries

Employing a visual representation technique to understand undergraduates’ perceptions of civic engagement across countries

Challenges and Opportunities in Implementing Global Citizenship Education within the Indonesian Scout Movement A Qualitative Literature Review

A Comparative Analysis of Educational Policy for Citizenship Following Political Transitions

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