“…Surprisingly often someone will tell that they have never thought of the possibility of a better future. (Gidley, 2016;Nordensvärd, 2014;Schneider-Mayerson & Leong, 2020) For the reasons above, we must give attention to weak signals. In the last few years, the global megatrends have been the transformation between the relationship of work and income, eroding democracy and constant technological change.…”
<p style="text-align: justify;">Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work.</p>
“…Surprisingly often someone will tell that they have never thought of the possibility of a better future. (Gidley, 2016;Nordensvärd, 2014;Schneider-Mayerson & Leong, 2020) For the reasons above, we must give attention to weak signals. In the last few years, the global megatrends have been the transformation between the relationship of work and income, eroding democracy and constant technological change.…”
<p style="text-align: justify;">Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work.</p>
“…This threefold frame is based on multiple philosophical and pedagogical authors and ideas, presenting the idea that good upbringing and education should never limit themselves to forms of learning that solely contribute to reproducing existing socio-political orders, or to the adaptation or insertion of individuals into these orders. This vision adheres to the idea that in democratic societies, education’s goals can (and should) both support and sustain existing society, and help create critical citizens aiming for change, while acknowledging that there is always a tension between these goals (Nordensvärd, 2014).…”
The topic of citizenship education and the promotion of democratic citizenship in schools has risen to the top of educational policy agendas in Europe over the past three decades. This rise in attention, however, appears to be accompanied by an apparent lack of attention to the specific manner in which citizenship, education and the assumed relationship between both are currently conceptualised and understood in this policy context. The currently dominant notions of citizenship education centre around a concept of citizenship-as-competence, illustrating a certain assumption of equivalence between citizenship and formal education in schools, without further elaborating on this assumption. By means of a critical re-reading of key European educational policy texts referring to citizenship education, and their use of the key concepts of citizenship and education, our analysis shows how the competence-based approach to citizenship education in European educational policymaking entails tensions with its own assumptions, therefore falling short of its own proclaimed purpose of emancipating young people in Europe to become autonomous, engaged and critical democratic citizens.
“…Its purpose also includes a dimension of emancipation, of helping young people to become autonomous and independent, unique subjects (subjectification). This view on the aims of education as both reproducing and preserving the existing and making change possible is still present in current educational research and policymaking on citizenship education (Nordensvärd, ). For instance, the Council of Europe, one of the main European citizenship education policymakers that ICCS aims to inspire, also refers to these three aims of good (citizenship) education:Education has many purposes, including preparing individuals for the labour market, supporting personal development and providing a broad advanced knowledge base within society.…”
Section: Aims Of Citizenship Educationmentioning
confidence: 99%
“…These issues include terrorist threats and extremism, loss of social cohesion, increasing individualism, intolerance, racism, populism, etc. Moreover, citizens, and mostly young people, are seen to be losing interest in and becoming increasingly apathetic to political and societal affairs (Brooks & Holford, ; Holford, ; Nordensvärd, ). Citizenship education is then promoted as an answer by equipping young people with the right set of knowledge, competencies, attitudes and values to become active democratic citizens (Council of Europe, ; Naval, Print, & Veldhuis, ; Toots, De Groof, & Kavadias, ).…”
In the last two decades, calls to place citizenship education (CE) at the top of national and European educational policy and research agendas have been gaining in prominence. Large‐scale comparative studies, such as the International Civic and Citizenship Education Study (ICCS), are often considered the main evidence base for setting these agendas and improving CE policies and practices. This article therefore considers the ICCS study as an inherent part of the process of translating general, educational aims into curricular policies and practices of CE. However, while critical voices about comparative educational studies have become paramount, a detailed analysis of their contents, of what and how they measure and what they promote as the aims of education is often lacking. This article aims to fill this gap by analysing the main research documents, design and items of the 2009 ICCS study. To find out what ICCS promotes as the goals of citizenship education, we examined its normative assumptions in terms of qualification, socialisation and/or subjectification. Our analysis shows that the qualification and socialisation functions are dominantly validated in all aspects of the study, whilst there is only marginal attention to subjectification. This implies that ICCS misses an important potential to document and/or promote pupils becoming autonomous and critical democratic citizens, whilst this is often considered a central aim of citizenship education by policymakers, practitioners and teachers.
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