Social studies and beyond: attending to informal citizenship education in schools

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Although social studies teachers are charged with explicitly teaching about citizenship, all teachers in a school implicitly teach about citizenship. That is, in their daily interactions with students, whether specific to subject area content or not, teachers impart lessons to their students about what citizenship is and what it means to be a citizen. The paper aims to discuss these issues. Design/methodology/approach -Examining the "powerful" stories of three teachers, only one of whom teaches social studies, this paper focuses on "informal citizenship education" across schools. Findings -It concludes with implications for workers in and beyond the field of social studies education. Originality/value -Ultimately, it suggests that as notions of citizenship education expand to include informal citizenship education, teachers will better teach students to be effective citizens.

Correlating the Perceptions of Preservice Elementary Teachers and Social Studies in the Elementary Curriculum

“…To further help elementary preservice teachers acquire positive dispositions and build confidence in what they already know or will learn (Jones & Saye, 2018), preservice teachers can be taught how to incorporate citizenship education in the K-6 social studies curriculum. This endeavor involves teaching preservice teachers how to informally thread the concepts of rights, responsibilities, participation, voting, collaboration, and decision-making into every lesson (Kissling, 2018). By incorporating real-world activities that center on students learning about themselves, then diversity, then transitioning to the conceptualization of justice/injustice and social movements (Picower, 2012) (not limited to one specific grade or as a step-up per grade-level process-different variations of the concepts should be taught continuously in every grade), students will establish a well-rounded understanding of the subjugation people face which could ultimately give them the power to become participatory citizens.…”

Learning from, through and about Differences: A Multiple Case Study on Schools as Practice Grounds for Citizenship

“…Within the school students learn what being part of a community means, what the consequences and implications of their membership in that community actually are, and how they can best deal with the differences they encounter between themselves and others (Flanagan 2003). Many opportunities for citizenship learning that present themselves within schools are unintentional, not consciously linked with citizenship education (Kahne and Sporte 2009;Kissling 2018). The practice of citizenship happens in relation to others: their fellow students, their teachers, and other members of the professional community (Veugelers 2011).…”

La vivencia de la ciudadanía en un sistema escolar segregado: Experiencias curriculares en ciudadanía de jóvenes que estudiaron en colegios chilenos de distintas dependencia y modalidad

“…La primera corresponde a los contenidos manifiestos de la enseñanza, que se transmiten a través de las actividades pedagógicas y discursos instruccionales de los y las docentes y las instituciones escolares. Mientras que la dimensión implícita, refiere a los conocimientos, comportamientos y valores que se socializan de manera cotidiana a través de las normas y ritos y, sobre todo, a través de las relaciones sociales que se producen al interior de las escuelas (Erickson et al, 2008;Johnson-Mardones, 2015;Kissling, 2018).…”

“…Es decir, sobre lo que es la ciudadanía y lo que un ciudadano o ciudadana debe hacer (Westheimer, 2015). Refieren a la experiencia subjetiva de los conocimiento y expectativas puestos a su disposición por medio de la enseñanza explícita de ciertos contenidos, pero también, de manera implícita, a través de las normas, ritos y relaciones sociales que se producen dentro de ellas (Apple, 2019;Au, 2020;Kissling, 2018). Estas experiencias ocurren en contextos curriculares, en los que confluyen, entre otros elementos, las políticas educativas, los contextos socioeconómicos de los establecimientos, sus proyectos educativos, y las concepciones y prácticas de educadores y pares (Au, 2020).…”