Citizenship Education - Science topic

The 21th edition (CIMQUSEF’21) will be held in hybrid mode from 20th to 21st November 2024 under the theme:”The Atlantic Coast as an integrated educational space serving African renaissance and global peace“.

The list of topics for the 2024 edition of the confrence is as the following:

– Transnational leadership – Transnational cooperation – Transnational Curriculum Development – Collaborative Digital Education – Education and Development – Education and Common values – Education and Artificial Intelligence – Geopolitics and Education – Education and Global Peace – Language Diversity – Education and Citizenship – Education and National Identity – Multiculturalism and Social Inclusion – New Schools Models – New Forms of learning – New forms of Assessment – New forms of Teacher Education

The deadline to submit abstracts to the conference: 31 July 2024.

Please visit the website of the conference for more details:

My current research on learning citizenship through social studies in Zimbabwe shows that disability issues are largely excluded. Learners with disabilities do not take social studies. Rather, they are made to take basic mathematics and reading only, as if citizenship is a subject they do not need.  Suggestions on links with other researchers interested on inclusive education and citizenship are welcome.

I have a question about normalisation of results on composite indicator.

I am not sure is it methodologically sound to normalise result on a composite indicator?

The situation is as follows.

I have a composite indicator of civic competence and for getting composite score different scales with respective weighting are used.

My dilemma is this: should every scale be normalised and then composite indicator score calculated or it is alright to normalise only results on composite indicator?

Thanks everyone in advance

Ivan

In English:

I am part of a research group focused on the study of teaching methods aimed at fostering sustainable societies. For the future we aim to focus on some core issues that we believe are fundamental for the advancement of these forms of education in Brazil and worldwide, namely: Discuss the relationships between environmental education, sustainability education and citizenship education and try to identify the similarities and differences of their proposals. Our initial hypothesis is that citizenship education perhaps satisfactorily embraces the postulates and principles of the other two pedagogies and can thus be understood as one of the most holistic and comprehensive forms of human education. What do you think?

Em português:

Faço parte de um grupo de pesquisa focado no estudo de formas de ensino voltadas ao fomento de sociedades sustentáveis. Para o futuro almejamos enfocar algumas questões centrais que acreditamos ser fundamentais para o avanço dessas formas de ensino no Brasil e no mundo, quais sejam: Discutir as relações entre a educação ambiental, a educação para a sustentabilidade e a educação para a cidadania e tentar identificar as similaridades e diferenças de suas propostas. A nossa hipótese inicial é de que a educação para a cidadania talvez abarque satisfatoriamente os postulados e princípios das outras duas pedagogias e assim pudesse ser compreendida como uma das formas de educação humana mais holística e abrangente. O que você acha?

I try to explore the effects of System Justification and Beliefs In Just and fair world in Teachers Perceptions.

I am working to develop a questionnaire that explore this field.

Any suggestions to develop also a theoretical base would be helpful.

In previous work I tried to explore the effects of dominant ideology in teachers perceptions about the other and I am trying to expand it.

Thanks in advanced

We have recently published a work on the educational implications of these organizations for citizen participation. In this paper we analyze the influence of agencies such as ISO or EFQM in the dynamics of the Third Sector, as well as the mismatches and the need to propose an alternative external-evaluation model closer to the original sense of the setting-up of this centers and the needs of people who associate therein. Is a new external-evaluation paradigm necessary to be defined?

Transformative Mixed Methods Design Question:

I am interested in using a transformative MM design for my qual/quant case study research, mainly because of the way in which the design uses theory (compared to the other MM designs). However, my topic is not social justice-related, and the ultimate goal is not emancipatory. Looking for examples of studies which used the transformative design, but were not social justice-related. Any suggestions?

Or is it possible to teach about and for citizenship education without referencing elections? A major motivation for, and backdrop to, citizenship education would appear to be the need for greater participation in normative, representative-based elections and voting. The argument is that young people do not vote in great numbers, and that they should engage more in "democracy". However, within my own research on education for democracy, I have found that the over-emphasis on focusing on voting, elections, and electoral processes can have the adverse affect of creating a disengagement from the core of citizenship in relation to democracy. Thus, I am interested to know how colleagues address questions of power relations, participation, social justice, solidarity, peace, political and media literacy, etc., all of which I would include within the rubric of thicker and more meaningful democracy, especially within the educational context, without reverting to the normative, mainstream (generally uncritical) focus on elections. Of course, I fully accept that voting and elections could be a part of the equation, especially if this involved alternative visions, critical engagement, and a full problematization of the meaning of such elections (are they even democratic, for example?). Lastly, during my decade-long research project with teacher-education students with samples in a number of countries, when discussing democracy the almost universal response was that they experienced themselves a limited, uncritical focus on just voting and elections to the behest of the more robust and messy nature of democracy in all of its dimensions.

Citizenship education aims to instill skills, values and positive attitudes into students for them to be functional and responsible citizens/individuals. So, I just wonder if these aims can be achieved using a theme and drawing on a single subject. Thanks.

In the issue what can I do an activity (university level)

I've been researching education for democracy and its off-shoots, such as democratic education, citizenship education, global citizenship, and social justice education, etc., for over a decade, and have found a lot of references to the implicit and explicit need for democracy but it is not easy to find specific programs that centrally focus on the complexity of democracy (political literacy, power relations, social justice, stopping war, poverty and discrimination, etc.). The normative, hegemonic approach is to focus on elections, political parties and mainstream institutions, which are important, but which under-value the vast array of actions, engagements and movements required to build a more decent society. As education is, I believe, a fundamental pillar to building a democracy, I would be interested in learning from colleagues of programs they are aware of that cultivate counter-hegemonic consciousness, those that can effectively empower marginalized and non-marginalized students, and also seek to address social inequalities that are often promoted and re-produced in and through formal education. Thank you, and I look forward to your responses.

I am specialised in adult education, intercultural studies, scientific, technical and industrial culture. I am preparing my PhD and I am looking for related researchers.