“Citizenship Education” instruction into a dialogic and participatory process
Published:
Jul 24, 2021
Keywords:
Citizenship Education Senior High School action-research transformation of teaching participation democratic educational practices
Abstract
Citizenship Education, as a teaching subject in the Senior High School curriculum, aims to teach practices that enhance young people’s abilities to participate actively in the democratic life (Birzea, 2000) rather than simply transfer knowledge. The purpose of the present study is to investigate the factors that influence students' participation in the lesson of Citizenship Education and show the results of an educational intervention that utilized pupils’ proposals to transform educational practice and their participation in co-shaping its course. The research question of this action research was how to engage pupils actively in the formation of the content and educational process of the school subject Citizenship Education and thus practice their role as democratic citizens in action. A seven month collaborative action-research was selected to accomplish the study’s goals. Research techniques were comprised of a student questionnaire, administered at the beginning and at the end of the action research, an observation protocol completed by a critical friend, the teacher's reflective diary and the reflective dialogues with the facilitator. The results show that both students' and teacher's experience was transformed during the lesson of Citizenship Education through the co-formation of educational practice by all participants.
Article Details
- How to Cite
-
Σιδηροπούλου Σ., & Αυγητίδου Σ. (2021). “Citizenship Education” instruction into a dialogic and participatory process. Hellenic Journal of Research in Education, 10(1), 161–180. https://doi.org/10.12681/hjre.26715
- Issue
- Vol. 10 No. 1 (2021)
- Section
- Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-NC-SA that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
References
Ελληνόγλωσση
Αυγητίδου, Σ. (2014). Οι εκπαιδευτικοί ως ερευνητές και στοχαζόμενοι επαγγελματίες. Υποστηρίζοντας την επαγγελματική μάθηση για μία συνεργατική και συμμετοχική εκπαίδευση. Αθήνα: Gutenberg.
Αυγητίδου, Σ. (2011). Η αξιοποίηση των ημερολογίων στην εκπαιδευτική έρευνα-δράση: προϋποθέσεις και διαδικασίες. Action Researcher in Education, 2, 29-48.
Altrichter, H., Posh, P., & Somekh, B. (2001). Οι Εκπαιδευτικοί ερευνούν το έργο τους: μια εισαγωγή στις μεθόδους της έρευνας-δράσης (Μ. Δεληγιάννη, μτφ.). Αθήνα: Μεταίχμιο.
Γεωργουλοπούλου, Ε. (2006). Ο ρόλος του εκπαιδευτικού στο σύγχρονο σχολείο. Το Ελληνικό Σχολείο και οι προκλήσεις της σύγχρονης κοινωνίας: 1ο Εκπαιδευτικό Συνέδριο, Ιωάννινα, 12-14 Μαΐου 2006, 2-12.
Δημητριάδου, Κ. (2014). Το μοντέλο της μικτής μάθησης ως πλαίσιο επιμορφωτικών δράσεων: ένα παράδειγμα εφαρμογής. Στο: Ζ. Παπαναούμ & Μ. Λιακοπούλου (Επιμ.), Υποστηρίζοντας την επαγγελματική ανάπτυξη των εκπαιδευτικών. Εγχειρίδιο επιμόρφωσης, (σ. 201-218). Θεσσαλονίκη: Εκπαίδευση Αλλοδαπών και Παλιννοστούντων Μαθητών (ΕΣΠΑ).
Δημητριάδου, Κ. (2016). Νέοι προσανατολισμοί της Διδακτικής. Προσαρμογή της διδασκαλίας στις εκπαιδευτικές προκλήσεις του 21ου αιώνα. Αθήνα: Gutenberg.
Καλαϊτζοπούλου, Μ. (2001). Ο Εκπαιδευτικός ως Στοχαζόμενος Επαγγελματίας. Αθήνα: Δαρδανός.
Κατσαρού, Ε., & Τσάφος, Β. (2003). Από την έρευνα στη διδασκαλία: Η εκπαιδευτική έρευνα- δράση. Αθήνα: Σαββάλας.
Κουμαρόπουλος, Σ. (4 Οκτωβρίου, 2006). Τα ψυχολογικά χαρακτηριστικά των εφήβων μαθητών του Γυμνασίου και του Λυκείου. Ανακτήθηκε 12 Μαρτίου, 2017, από http://www.ssneond.sch.gr/Keimena%20dimosieumena/efivi%20charactiristika.htm#_ftn1
Λυκομήτρου, Σ., & Αυγητίδου, Σ. (2017). Διαλογικές πρακτικές προς μια συμμετοχική προσχολική εκπαίδευση: Ένα μοντέλο υποστήριξης των εκπαιδευτικών. Διάλογοι! Θεωρία και Πράξη στις Επιστήμες της Αγωγής και Εκπαίδευσης, 3, 69-96.
Παναγάκος, Ι. (2014). Διαχείριση Προβλημάτων Συμπεριφοράς στη Σχολική Τάξη: Τεχνικές Πρόληψης και Τεχνικές Παρέμβασης. 4ο Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης, Αθήνα, 20-22 Ιουνίου 2014, 2.
Πανταζής, Δ. (2008, 25 Νοεμβρίου). Παιδεία και κοινωνία: Ο ρόλος της παιδείας. Medinfo. Ανακτήθηκε 29 Ιανουαρίου, 2017, από http://medinfo.gr/?cat_id=560&article_id=1811
Τέντες, Π. (22 Απριλίου,2015). AlfaVita-Εκπαιδευτικό Ενημερωτικό Δίκτυο. "Πολιτική παιδεία": Μία νεοφιλελεύθερη ιδεολογία και πολιτική στο σχολείο. Ανακτήθηκε 13 Ιανουαρίου, 2017, από http://www.alfavita.gr
Υπουργείο Παιδείας Έρευνας και Θρησκευμάτων. (15 Σεπτεμβρίου, 2016). Οδηγίες για τη διδασκαλία των μαθημάτων Πολιτική Παιδεία και Βασικές Αρχές Κοινωνικών Επιστημών στο Ημερήσιο και Εσπερινό ΓΕΛ για το σχολ. έτος 2016 – 2017. Ανακτήθηκε 9 Ιανουαρίου, 2017, από http://www.minedu.gov.gr
Ξενόγλωσση
Akar, B. (2012). Teaching for citizenship in Lebanon: Teachers talk about the civics classroom. Teaching and Teacher Education, 28(3), 470–480.
Avgitidou, S. (2019). Facilitating teachers as action researchers and reflective practitioners: new issues and proposals. Educational Action Research, 28(2), 175-191.
Bîrzea, C. (2000). Education for democratic citizenship: A lifelong learning perspective. Council for Cultural Co-operation, 21, 1-88.
Burton, D., May, S. & Moores, J. (2015). Citizenship Education in Secondary Schools in England. Educational futures, 7(1), 76-91.
Campbell, D. E. 2008. Voice in the classroom: How an open classroom environment facilitates adolescents' civic development. Political Behavior, 30(2), 437–454.
Cohen, L., & Manion, L. (1994). Μεθοδολογία εκπαιδευτικής έρευνας (Χ. Μητσοπούλου & Μ. Φιλοπούλου, μτφ.). Αθήνα: Μεταίχμιο.
Cohen, L., Manion, L., & Morrison, K. (2007). Μεθοδολογία εκπαιδευτικής έρευνας (Σ. Κυρανάκης, Μ. Μαυράκη, Χ. Μητσοπούλου, Π. Μπιθάρα, Μ. Φιλοπούλου, μτφ.). Αθήνα: Μεταίχμιο.
Covell, K., Howe, R. B., & McNeil, K. J. (2010). Implementing children’s human rights education in schools. Improving Schools, 13(2), 117-132.
Creswell, J. W. (2011). Η έρευνα στη εκπαίδευση: Σχεδιασμός, Διεξαγωγή και Αξιολόγηση της Ποσοτικής και Ποιοτικής Έρευνας (Ν. Κουβαράκου, μτφ.). Αθήνα: Ίων.
Crittenden, J., & Levine, P. (2018). Civic education: The Stanford Encyclopedia of Philosophy.
Dunkin, M. J., Welch, A., Merritt, A., Phillips, R., & Craven, R. (1998). Teachers' explanations of classroom events: knowledge and beliefs about teaching Civics and Citizenship. Teaching and Teacher Education, 14(2), 141-151.
Finn, J. D., & Rock, D. A. (1997). Academic Success Among Students at Risk for School Failure. Journal of Applied Psychology, 82(2), 221-234.
Fletcher, A. (2015). Meaningful Student Involvement. Guide to Students as Partners in School Change. file:///C:/Users/user/Downloads/MSIGuide.pdf
Garratt, D. (2000). Democratic Citizenship in the Curriculum: some problems and possibilities. Pedagogy, Culture and Society, 8(3), 323-346.
Glover, D. A. (2015). Student Participation in Decision Making in Senior High Schools in Ghana. Ph.D. thesis. University of Sussex. https://core.ac.uk/download/pdf/30614664.pdf.
Katsenou, C., Flogaitis, E., & Liarakou, G. (2015). Action Research to Encourage Pupils’ Active Participation in the Sustainable School. Applied Environmental Education & Communication, 14(1), 14-22.
Kemmis, S., & R. Mc Taggart (1982). The Action Planner. Geelong Vic.: Deakin University Press.
Larkin, C. (2001). Citizenship Education or Crowd Control? The Crick Report and the Role of Peace Education and Conflict Resolution in the New Citizenship Curriculum. CCR Working Papers: No. 9. Centre for Conflict Resolution, Department of Peace Studies, University of Bradford.
Maslowski, R., Breit, H., Eckensberger, L., & Scheerens, J. (2009). A Conceptual Framework on Informal Learning of Active Citizenship Competencies In J. Scheerens (Ed.). Informal Learning of Active Citizenship at School: An International Comparative Study in Seven European Countries (pp. 11-24). Netherlands: Springer.
Mayer, G. R. (1995). Preventing Antisocial Behavior in the Schools. Journal of Applied Behavior Analysis, 28(4), 467-478.
Miles, M. & Huberman, M. (1994). Qualitative Data Analysis. London: Sage publications.
Naval, C., Print, M., & Veldhuis, R. (2002). Education for democratic citizenship in the New Europe: Context and reform. European Journal of Education, 37(2), 107-128.
Quigley, C. N. (1999). Civic education: Recent history, current status, and the future. Public Perception and Understanding of the Justice System, American Bar Association Symposium: Center for Civic Education, Washington, D.C., 25-26 February 1999.
Revell, L. & Arthur, J. (2007). Character education in schools and the education of teachers. Journal of Moral Education, 36(1), 79-92.
Rudduck, J. & Fielding, M. (2006), Student Voice and the Perils of Popularity, Educational Review, 58(2), 219–231.
Sant, E., Davies, I., Pashby, K., & Shultz, L. (2018). Global Citizenship Education: A Critical Introduction to Key Concepts and Debates. London: Bloomsbury Αcademic.
Sharma, N. (2015). Can active citizenship be learned? Examining content and activities in a teacher’s education module engaging with Gandhi and Makiguchi. Policy Futures in Education, 13(3), 328-341.
Tota, P. M. (2013). Education for democratic citizenship as whole-school activity: A case study. Ιn P. Cunningham (Εd.), Identities and Citizenship Education: Controversy, crisis and challenges (pp. 429 – 441). London: CiCe.
Treseder, P. (1997). Empowering children and young people: promoting involvement in decision-making. London: Children's rights office and save the children.
Trumper, R. (1991). Being constructive: an alternative approach to the teaching of the energy concept‐part two. International Journal of Science Education, 13(1), 1-10.
United Nations Development Programme. (2008). Education and Citizenship: Concepts, Attitudes, Skills and Actions. Analysis of survey results of 9th grade students in Lebanon.
Veugelers, W. (2019). Learning and teaching in critical-democratic citizenship education. Utrecht: University of Humanistic Studies.
Vygotsky, L. S. (1978). Mind in society. Cambridge MA: Harvard University Press.
Watkins, C., Carnell, E., & Lodge, C. (2007). Effective Learning in Classrooms. Publisher: Paul Chapman/Sage.
Weinberg, J. & Flinders, M. (2018). Learning for democracy: The politics and practice of citizenship education. British Educational Research Journal, 44(4), 573-592.
World Bank (2001). Secondary Education in Africa: Strategies for Renewal. World Bank Presentations, UNESCO Breda-World Bank Regional Workshop, Mauritius, December 2001.
