DOI: 10.3990/1.9789036540056
|View full text |Cite
|
Sign up to set email alerts
|

Citizenship education: social science teachers' views in three European countries

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1

Citation Types

0
2
0
2

Publication Types

Select...
2
1

Relationship

0
3

Authors

Journals

citations
Cited by 3 publications
(4 citation statements)
references
References 88 publications
0
2
0
2
Order By: Relevance
“…García (2019) highlighted the need for teachers to use these curricular contents with methodological designs that are amenable to the development of democratic competencies. Other studies (Hoge, 2002;Jeliazkova, 2015;Reynolds et al, 2019) highlighted the possibilities offered by the curriculum to develop education in democratic competencies in various educational contexts.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…García (2019) highlighted the need for teachers to use these curricular contents with methodological designs that are amenable to the development of democratic competencies. Other studies (Hoge, 2002;Jeliazkova, 2015;Reynolds et al, 2019) highlighted the possibilities offered by the curriculum to develop education in democratic competencies in various educational contexts.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…Although we contrasted views, intermediate views are often possible. For developing the framework of views on citizenship education, we referred to literature about views on good citizenship and citizenship education (e.g., Guérin, 2018;Jeliazkova, 2015;Van der Ploeg, 2020;Veugelers, 2011), the goals of citizenship education (e.g., Eidhof, 2020;Hodson, 2020;Van der Ploeg & Guérin, 2016), citizenship and democracy (Biesta, 2021), and about the contexts for citizenship education (Biesta et al, 2009). The complete framework of views on citizenship education, as used for our analysis, can be found in the appendix.…”
Section: Contemporary Views On Citizenship Educationmentioning
confidence: 99%
“…Deze benadering van burgerschapsonderwijs wordt wel de participatieve benadering genoemd (Guérin, 2018). Bij deze benadering hoort een idee van goed burgerschap dat wordt gekenmerkt door: politieke geletterdheid, kritische denkvaardigheden, bepaalde waarden, houdingen en gedragingen (zoals vrijheid, gelijkheid, respect, tolerantie, en solidariteit), actieve participatie en betrokkenheid bij de gemeenschap (Eidhof et al, 2016;Guérin, 2018;Jeliazkova, 2015;Van Rees, 2021b).…”
Section: Participatieve Benadering Van Burgerschapsonderwijsunclassified
“…Een andere optie is om juist de diversiteit aan opvattingen over burgerschap het onderwerp van burgerschapsonderwijs te maken en kinderen en jongeren zelf te laten nadenken over wat goed burgerschap is (Joris, 2021;Van der Ploeg, 2015Veugelers, 2011). Guérin, 2018;Guérin et al, 2021;Jeliazkova, 2015;Joris, 2021;Van der Ploeg, 2015Van Rees, 2021a, 2021bVan Waveren, 2020;Veugelers, 2011Veugelers, , 2015 en van literatuur over de doelen van burgerschapsonderwijs (Eidhof, 2020;Hodson, 2020;Nieuwelink, 2021;Van der Ploeg & Guérin, 2016), burgerschap en democratie (Biesta, 2021) en contexten voor burgerschapsvorming (Biesta et al, 2009).…”
Section: Doordacht En Onderbouwd Burgerschapsonderwijsunclassified