What was Education For?

Stoddard, Isak

doi:10.4324/9781003033462-5

Cited by 3 publications

(8 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Prior research indicates context, perceived professional agency, and partisanship further influence teachers’ instructional decision-making (Clark et al, 2020; Stoddard, 2022). Within the US case, our study points to local school context as a powerful force in shaping teachers’ reasoning to teach January 6th.…”

Section: Discussionmentioning

confidence: 99%

“…Stoddard (2022, p. 383) conceptualized a media education across four dimensions: viewing media as “text and in context”; understanding the “ecosystems” of media; considering role of “affect and emotion”; and the importance of “critical consumption and production.” Analyzing media messaging as well as the context in which such messages are created is an essential step. Yet, evidence suggests that US learners are not particularly adept at it.…”

Section: Conceptual Framingmentioning

confidence: 99%

“…The ecosystems of media production include financial, political, and social influences. Stoddard (2022) noted that teachers “must help young people develop and understand the nature of political information and the information ecosystem they also inhabit” (p. 383). This form of conscientious consumption requires an awareness of how information is disseminated, and the choices content providers make in their messaging (Mason et al, 2018).…”

Section: Conceptual Framingmentioning

confidence: 99%

“…Navigating the complex internal and external influences on how individuals read, use, and produce media necessitates a level of criticality. Stoddard (2022) argued for a critical consumption and production; which includes interrogating the messaging of media and choices made by one’s own production of media. To this end, Krutka and colleagues (2019) have suggested that the teachers and students should confront the problematic issues facing social media (e.g., data-mining and privacy concerns)—recognizing that teachers and students alike are content creators in public and private spaces.…”

Section: Conceptual Framingmentioning

confidence: 99%

“…The US framing was undergirded by the context of teaching, both the individual and community factors that shape instructional decision-making for social studies teachers (Clark et al, 2020; Rogers et al, 2017). Additionally, US social studies education has a substantive scholarly foundation in media education (Lo et al, 2022; Stoddard, 2022). German concepts of multiperspectivity and historical consciousness also informed our study design and analysis (Salewski, 2022).…”

Section: Conceptual Framingmentioning

confidence: 99%

See 4 more Smart Citations

Documenting the January 6 attack on the US Capitol: A comparative case study on German and US perspectives for teaching the historical and the contemporary

Fitchett,

Hestler,

Rein

2023

Research in Comparative and International Education

View full text Add to dashboard Cite

The storming of the US Capitol on January 6th, 2021 shocked the world and challenged democratic norms. Considerations on how to teach the events of January 6th remains an open question, not just for the United States but for other democratic nations, including Germany. This comparative case study explored the similarities and differences in how US and German social studies/history teachers made meaning of the January 6th attack and their rationale for teaching (or in some cases not teaching) the event. The international comparison sheds light on how threats to democracy are perceived by educators and their pedagogical rationales for teaching them. Findings suggest that teachers’ analysis of media credibility and instructional decision-making were complicated by their social and cultural connections to the event. German participants expressed a greater willingness to teach the events of the insurrection compared to their US counterparts. This study offers recommendations beyond teaching January 6th for teacher educators and education stakeholders supportive of teaching difficult and controversial histories. Exploring these international comparisons also calls into question how events are remembered and taught, potentially impacting democratic education.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Conceptual Framingmentioning

confidence: 99%

Section: Conceptual Framingmentioning

confidence: 99%

Section: Conceptual Framingmentioning

confidence: 99%

Section: Conceptual Framingmentioning

confidence: 99%

See 3 more Smart Citations

Documenting the January 6 attack on the US Capitol: A comparative case study on German and US perspectives for teaching the historical and the contemporary

Fitchett,

Hestler,

Rein

2023

Research in Comparative and International Education

View full text Add to dashboard Cite

show abstract

Understanding the aims of education from a perspective of social ecology

Rakhinsky,

Panasenko,

Melnikova

et al. 2024

Prof. obraz. sovrem. mire

View full text Add to dashboard Cite

Introduction. The article discusses the features of approaches to understanding issues in the philosophy of education, based on the principles and data of social ecology. Such environmentalist approaches, anticipated in E. Haeckel’s works, are actively developing today, which is reflected, in particular, in the existence of specialized periodicals and the formation of special thematic spaces for discussion.Purpose setting. The authors attempt to identify the socio- philosophical foundations of environmentalist approaches to education. At the center of the discussion presented in the article are environmentalist judgments regarding the question of the goals of education.Methodology and methods of the study. To solve this problem, the authors carry out a content-critical and comparative analysis of environmental solutions presented in domestic and foreign literature.Results. It is shown that from a socio-philosophical point of view, the environmentalist understanding of the relationship between the spheres of public life is not without interest. Many of the supporters of this direction make critical judgments regarding the influence of economic social institutions on the functioning of society and its development. Environmental problems, for which the educational transformations proposed by environmentalists are aimed at finding solutions, are determined from their point of view by social factors. In fact, environmental themes are used by environmentalists to argue for different views on education, based on differing attitudes not only of a theoretical but also of a political nature.Conclusion. The analysis carried out shows that it is advisable to consider environmentalism and social ecological philosophy of education as a thematically homogeneous complex of substantively different solutions. Such approaches are the result of reflection on the classical problems of philosophy of education with the help of «ecological» values and cognitive attitudes.

show abstract

Undervisning och lärande för hållbarhet i högre utbildning: Rapport om ett utvecklingsarbete med några praktiska exempel

Bladh,

Holmqvist

2024

View full text Add to dashboard Cite

I högre utbildning ligger kurs- och programplaner till grund för undervisningen som organiseras och bedrivs (Biggs, 2003; Whetten, 2007), inte minst eftersom det är i dessa som lärandemål stipuleras – alltså vilket lärande undervisningen ämnar bidra till. Vad som formuleras som ett lärandemål, samt hur lärandemål är formulerade, är således helt centrala i formella utbildningssamhang såsom högre utbildning (se t.ex. Person m.fl., 2023). Att arbeta med hållbarhetsfrågor i undervisning på ett relevant och meningsfullt sätt förutsätter också pedagogisk skicklighet och didaktisk medvetenhet hos lärare (Vare, Lausselet & Rieckmann, 2022). Här krävs det stöd i form av resurser och utrymme för kompetensutveckling, exempelvis när det kommer till didaktiska val av innehåll och undervisningsmetoder (Person m.fl., 2023; Öhman & Sund, 2021). Mot denna bakgrund, är vårt syfte med denna rapport, att utifrån ett didaktiskt perspektiv, synliggöra undervisningens olika delar, deras sammanlänkning, samt de val som lärare kan och behöver göra för att stödja studenters lärande för hållbarhet. Vi gör detta på två vis. Dels presenterar vi ett enkelt stöd som vi tagit fram och använt oss av vid Avdelningen för pedagogik och vuxnas lärande i vårt arbete med hållbarhetsintegrering i relation till vårt utbildningsuppdrag. Den enkla modellen är inte ämnes- eller utbildningsnivåbunden, utan kan användas för att inventera, utvärdera och stärka arbetet med undervisning och lärande för hållbarhet i en bredd av utbildningssamhang. Vidare ger vi några exempel, där vi visar hur olika hållbarhetskompetenser kan inbegripas i lärandemål och vilka under-visningsmetoder som kan vara lämpliga. Genom att illustrera vårt angrepps-sätt med konkreta exempel hoppas vi kunna inspirera andra universitets-lärare i sitt praktiska arbete och bidra med verktyg som innebär att fler kan gräva där de står. Nedan redogör vi för de hållbarhetskompetenser som forskning om lärande för hållbarhet lyfter fram som avgörande för att svara på de hållbarhetskriser vi befinner oss i och står inför. Därefter beskriver vi vårt utvärderings- och utvecklingsarbete i projektet och ger fyra exempel på hur undervisning och lärande för hållbarhet kan operationaliseras i högre utbildning. Rapporten avslutas med en övergripande diskussion med basis i några lärdomar som vi gjort under vårt arbete med projektet och författandet av denna rapport.

show abstract

What was Education For?

Cited by 3 publications

References 1 publication

Documenting the January 6 attack on the US Capitol: A comparative case study on German and US perspectives for teaching the historical and the contemporary

Documenting the January 6 attack on the US Capitol: A comparative case study on German and US perspectives for teaching the historical and the contemporary

Understanding the aims of education from a perspective of social ecology

Undervisning och lärande för hållbarhet i högre utbildning: Rapport om ett utvecklingsarbete med några praktiska exempel

Contact Info

Product

Resources

About