Citizenship education in conflict-affected areas and nation-states: empowering teachers for sustainable reform

Akar, Bassel

doi:10.1080/14675986.2020.1794123

Cited by 6 publications

(7 citation statements)

References 26 publications

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“…Being confronted with particular challenges in conflict-affected settings, active CE may be reenvisioned as empowering young people to transform conflict into dialogue and advocacy by drawing on human rights, diversity, and problematising social injustices (Akar, 2020). Participants from the four schools engaged in discourses about the conflict and injustices, and some relied on rights discourses.…”

Section: Ce As Empowermentmentioning

confidence: 99%

Three-faced: The conflicting roles of citizenship education in conflict-affected societies – A comparison of Northern Ireland and Israel

Muff

Donnelly

2022

Research in Comparative and International Education

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The purpose of this article is to compare teachers’ and students’ interpretations of citizenship education (CE) across different communities in conflict-affected societies. By drawing on qualitative research that was conducted in four different schools in Northern Ireland and Israel (Catholic, Protestant, Jewish-Israeli and Arab-Palestinian), we show what may be universal and particular about teaching and learning CE in these different contexts and why variations occur. Despite being a compulsory subject with a common curriculum in both jurisdictions, CE was subject to multiple and competing interpretations by teachers and students. It was variously deemed to be an empowering subject that teaches critical thinking and is relevant to students’ lives, a political tool that both stirs and silences controversies, and a subject that focuses on performance and whose importance was routinely underplayed. The findings illustrate the complex entanglement of CE with the particular political and community context that shapes its interpretations.

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Section: Ce As Empowermentmentioning

confidence: 99%

Three-faced: The conflicting roles of citizenship education in conflict-affected societies – A comparison of Northern Ireland and Israel

Muff

Donnelly

2022

Research in Comparative and International Education

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Section: Hypothesis 3 (H3)mentioning

confidence: 99%

“…The state of the matter outlined high-impact academic works, including experiences across the five continents and the proposal of many ways to educate citizens in making cities more sustainable [28][29][30][31][32][33][34][35][36]. In the same way, it showed responsible sustainable education campaigns, on social networks and outside of them [23,30,36,38]. These investigations were considered to elaborate this hypothesis, which stood as one of the fundamental preconceptions for developing a mixed analysis that included the qualitative.…”

Section: Hypothesis 3 (H3)mentioning

confidence: 99%

“…Based on the results, future research also could focus exclusively on analyzing the Twitter accounts of a city by searching and analyzing neighborhood accounts and proposals, comparing them according to their nature: public, community, or private initiative. It would be important to detect whether these cities are more influenced by official entities (governments, parties, municipalities), by companies, by influencers, by education institutions [60][61][62], or by citizens who live in these cities and want to share their sustainable proposals with the rest of the world [34][35][36]51]. Other investigations could focus on studying in depth the proposals that have been promoted by the citizens and that, after reaching visibility on social networks, have gone on to become a public or official action.…”

Section: Conclusion Contributions Limitations and Future Avenuesmentioning

confidence: 99%

“…The coronavirus crisis has increased the importance of social responsibility in the ways of living, knowing, and relating to the city [23][24][25][26][27][28], the promotion of national and international tourism with sustainable perspectives [29][30][31], and the need to take care of cities, their public spaces, buildings, and monuments [32][33][34][35]. The empowerment of the youngest students in schools has been worked on in recent international research to achieve more sustainable cities in conflict areas [36]. Similarly, Lee [33] has worked with young people from Hong Kong to determine their definitions of sustainable consumption and how they take care of their way of consuming and living to end social inequalities.…”

Section: Introductionmentioning

confidence: 99%

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Twitter as a Tool for Citizen Education and Sustainable Cities after COVID-19

2021

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The social confinement resulting from the COVID-19 crisis temporarily reduced greenhouse gas emissions. Although experts contend that the decrease in pollution rates was not drastic, some surveys detect growth in social concern about the climate. In this new climate-conscious environment, municipalities and local governments are promoting a new way of living and caring for cities, even before they can regain national and international freedom of movement. This work analyzes the connections between new climate awareness arising from the COVID-19 crisis, proposals of sustainable citizenship around the world, and its communication on Twitter to educate the new eco-conscious audience. The methodology mixes quantitative and qualitative analysis, using the Twitonomy Premium tool and the Twitter research tool with data extracted at the end of December 2020. Among the top ten most influential and active accounts, the results show educational institutions, local institutions, companies, neighborhoods, associations, and influencers. The impossibility of living in the city has not prevented citizen education and commitment to make real change for when that city and its citizens return to normality. However, this new normality must be different: more ecological, more responsible, more sustainable, and practiced from early childhood.

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A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes

Jerome,

Hyder,

Hilal

et al. 2024

Review of Education

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This article reports on a systematic review of the evidence concerning the impact of citizenship education, specifically focusing on the effect of different teaching activities on a range of active citizenship outcomes. It provides a narrative synthesis of 109 articles in peer reviewed journals, representing a wide range of methodological approaches. The review was undertaken for a teacher audience and the research team identified four themes with practical implications. First, we discuss the significance of school ethos and distinguish between distinctive aspects of ethos in the literature including relationships between students and teachers, values and behaviours. Second, we explore some of the characteristics of successful projects, including detailed consideration of the type of projects selected for action by young people, the role of teachers, and the duration of projects. This discussion suggests that, whilst full project cycles (involving students identifying and researching areas for action and devising, implementing and reviewing action plans) are valuable, there is also evidence to suggest that short, partial projects may be easier to implement and still secure comparable benefits. Third, we consider the evidence about whether and how citizenship education can have some compensatory effect, closing the civic gap between different groups of young people. In the fourth theme we consider the wide range of teaching strategies which have been demonstrated to have some success in practice.Context and implicationsRationale for this studyThis literature review was undertaken on behalf of a teacher's organisation to consider the evidence base for citizenship education.Why the new findings matterThe review demonstrates the breadth of evidence for the positive impact of citizenship education and highlights several avenues for further exploration relating to school ethos, action projects and reducing inequalities.Implications for researchers and educational institutionsImplications for practice relate to the importance of how students perceive the ethos of the school as a whole, as well as their experiences when learning citizenship. This has specific implications for school leaders whose support is required to nurture a positive school ethos (beyond the formal curriculum). Implications for citizenship teachers include making use of short, partial active citizenship projects more routinely; and adopting strategies for closing the civic gap. Researchers are urged to move beyond large‐scale surveys to explore longitudinal studies in specific contexts to track impacts over time for different students.

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Citizenship education in conflict-affected areas and nation-states: empowering teachers for sustainable reform

Cited by 6 publications

References 26 publications

Three-faced: The conflicting roles of citizenship education in conflict-affected societies – A comparison of Northern Ireland and Israel

Three-faced: The conflicting roles of citizenship education in conflict-affected societies – A comparison of Northern Ireland and Israel

Twitter as a Tool for Citizen Education and Sustainable Cities after COVID-19

A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes

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