Teachers’ views on students’ experiences of community involvement and citizenship education

Hampden‐Thompson, Gillian; Jeffes, Jennifer; Lord, Pippa; Bramley, George; Davies, Ian; Tsouroufli, Maria

doi:10.1177/1746197914568854

Cited by 12 publications

(6 citation statements)

References 14 publications

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“…This included a broad remit of knowledge, processes and skills required for community and civic engagement in order to: advocate for change, influence and educate others, raise awareness and communicate information and ideas, and lobby those in power. Similar to findings from citizenship education research in England (Hampden-Thompson et al, 2015), we also found that while students occasionally had picked up some civic engagement skills from extra-curricular encounters, these had rarely been the focus of school learning. In our study, an even more concerted effort was needed to nurture such skills with young people from low income communities who often had fewer prior civic experiences (Kahne & Middaugh, 2009) and frequently lower levels of political efficacy.…”

Section: Authentic Skills For Engagement In the 'Real' Worldsupporting

confidence: 80%

“…Our research interest was whether students' social action within this initiative had the potential to be critical and transformative. Prior international research has highlighted the tendency for participatory youth initiatives to occur within community and after-school programmes and only much more rarely within the formal classroom curricula in mainstream schooling (Hampden-Thompson et al, 2015;Levinson, 2012;Rubin, Ayala, & Zaal, 2017). When integration in mainstream schooling does occur, school-based programmes to stick to 'safe ', 'acceptable' and 'minimal' (McLaughlin, 1992) forms of civic action, such as 'fundraising, fasting and having fun' (Bryan, 2011), recycling, planting trees or supporting established community organisations (such as a Foodbank).…”

Section: Introductionmentioning

confidence: 99%

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Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

Wood

Taylor

Atkins

et al. 2018

Teaching and Teacher Education

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This paper reports on a two-year study that explored teachers' pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transforma tive citizenship learning. We define critical and transformative social action through a fusion of critical pedagogy and Dewey's notion of democratic education. Data included teachers' classroom-based research as well as classroom observations and intervie ws with students. Our study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement.

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Section: Authentic Skills For Engagement In the 'Real' Worldsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

Wood

Taylor

Atkins

et al. 2018

Teaching and Teacher Education

View full text Add to dashboard Cite

show abstract

“…However, the existence of infrastructure and facilities that help them in carrying out their roles need to be consideration in implementing roles and responsibilities. Based on the findings of a national survey of school coordinators and leaders on citizenship and community cohesion, the results of the study showed that teachers analyze their students skills for effective participation (Hampden-Thompson et al, 2015). Students act as intellectuals with the ability to realize their knowledge in the society.…”

Section: Discussionmentioning

confidence: 99%

Does reviving organizations serve an advantage for college students?

Hidayah

Trihastuti²,

Halimah³

et al. 2022

BAERJ

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Student organizations are very essentials in developing basic qualities of students and share interests, talents, and potential in extracurricular activities in the organizations. In Indonesia, student organizations play an important role of developing the student potential. The purpose of this article therefore is to review, describe, and explore the benefits of student organizations. Data were collected from eight Student Executive Board (BEM) in eight different campuses located in the Special Region of Yogyakarta. The phenomenological approach is carried out to uncover the usefulness of student organizations. In general, this article establishes that student organizations support the mastery of citizenship skills. The results show that there are 5 benefits students gain, including (1) Increasing civic awareness, (2) Increasing civic engagement, (3) enhanced the level of professionalism, (4) Instilling creativity, and (5) improved critical thinking. This article concludes that there is a need to carry out activities related to the management of skills in the planning work programs of the Student Executive Board (BEM), participating in scientific meetings, seminars, conferences, or training. This leads to a harmonious work atmosphere and wise decision making.

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“…In community participation management the principal does not work alone, the principal can form a team or assign teachers who have the ability in the field of public relations to assist the deputy headmaster of the public relations sector under the coordination of the principal. A conducive climate is needed to support the success of community participation in school [28].…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Development of Planning and Organization Model of Community Participation in the Pesantren Based Junior High School

Mustiningsih¹,

Maisyaroh²,

Kusumaningrum³

2019

Proceedings of the 5th International Conference on Education and Technology (ICET 2019)

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The purpose of this study was to formulate a model for planning and organizing community participation in Islamic boarding schools based on creating effective schools. This research was designed as development research. The locations in this study were Darul Ulum Jombang Middle School, As Sa'adah Gresik Middle School, and Probolinggo Integrated Insan Small School. In this study the design used was a modification of the R2D2 model (Reflective, Recursive, Design and Development Model). The results of the study include: (1) the planning and organizing model of community participation in boarding schools-based Junior high school has its own characteristics by combining the renewal of the digital era by not abandoning religious values and obedience to kyai; (2) community participation planning model, including the mechanism for preparing work programs; funding sources for activities; and (3) the organizing model, including the parties invited to cooperate; parties involved in managing the activity program; duties and roles of the program manager; fostering and enhancing the role of program managers; and how to activate members to carry out program activities.

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Teachers’ views on students’ experiences of community involvement and citizenship education

Cited by 12 publications

References 14 publications

Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

Does reviving organizations serve an advantage for college students?

Development of Planning and Organization Model of Community Participation in the Pesantren Based Junior High School

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