In recent years a greater emphasis has been placed on how nation states socialise and prepare the next generation of citizens. This book presents three themes: Democratic Schooling, Teaching Controversial Issues and Accountability. The scholars and school leaders who have contributed to this volume do so from a wide international perspective.
Teaching Controversial Issues, Traditions and Accountability
Author: Jane Brown,Hamish Ross,Pamela Munn
Publisher: Dunedin Academic PressLtd
A tool for school leaders and senior managers for handling controversy and teaching controversial issues in schools. Controversy and controversial issues are at the centre of our democratic societies. This means that learning how to deal with such issues must also be at the heart of an effective education for democratic citizenship and human rights education (EDC/HRE). The publication aims to help strengthen the managing of controversial issues at whole-school level. This will benefit young people and also help contribute to more effective Education for Democratic Citizenship and Human Rights Education (EDC/HRE), and the protection and strengthening of our democratic societies.
Developing a strategy for handling controversy and teaching controversial issues in schools
Author: Council of Europe
Publisher: Council of Europe
Category: Political Science
With an emphasis on promoting self-reliance, autonomy and independence, this exciting new book provides a contemporary and holistic analysis of the childhood resilience. It recognises 'resilience in childhood' as a complex construct, critically deconstructs it by drawing upon a wide range of academic disciplines and practices, and provides an account of the factors that help and hinder the development of resilience during childhood and adolescence. Part I unpacks definitions of resilience and its "construction" over the last 50 years. Part II examines psychological, sociological and neurobiological perspectives that contribute to our understanding of how childhood resilience can be developed and fostered. Part III explores strategies and approaches relating theory to current intervention practice and policy drivers. Application to professional practice within a multi-agency context is explored throughout. Importantly, this book seeks to develop the notion of 'the promise of resilience' and establish the bond between capabilities built up in childhood and the promise of a positive successful future. Efforts to foster and build effective skills that lead to resilience will result in long-lasting abilities to positively navigate through life's challenges and to become the key architect of one's own success in later life.
Perspectives, Promise & Practice
Author: Erica Joslyn
Publisher: Macmillan International Higher Education
Category: Social Science
Paula Cowan and Henry Maitles provide a thorough exploration of current debates and controversies relating to teaching controversial issues in primary and secondary schools. They also investigate the changing nature of this type of learning experience and explore its contribution to the curriculum, particularly history and citizenship education. Topics covered include:- What is the 'right' age to discuss controversial issues?- The Citizenship Agenda- Discussing Iraq with school students- Teaching the Holocaust in the multicultural classroom- IslamophobiaInternational case studies provide fresh insights and valuable student and teacher feedback into the teaching of what many perceive as sensitive and difficult areas. Reflective questions and activities encourage readers to really engage with the issues and annotated further reading suggestions provide links to useful resources. The supporting companion website provides more detailed additional information along with practical teaching resources for those looking to explore controversial issues in their own classroom.Essential reading for beginning teachers and teachers of citizenship and history, and education studies students exploring the teaching of controversial issues in the classroom.
Key Issues and Debates
Author: Paula Cowan,Henry Maitles
Publisher: A&C Black
This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book’s authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book’s chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.
Author: Mark Baildon,Kah Seng Loh,Ivy Maria Lim,Gül İnanç,Junaidah Jaffar
This textbook gives you guidance and insights into the knowledge, values and commitments necessary to succeed in the primary classroom, supported by links to theory and research literature and realistic scenarios you may encounter as a new teacher. Fully updated throughout, key features of this second edition include: · A new chapter on inclusive education · Newly expanded coverage of digital learning, engaging with educational research and the role of the primary teacher · New ‘View from Practice’ examples · Cross-referenced links to the Teachers’ Standards in England and the GTCS Professional Standards in Scotland and where they are covered within the book This is essential reading for professional studies modules on primary initial teacher education courses, including university-based (PGCE, PGDE, BA QTS, BEd), school-based (SCITT, School Direct) and employment-based routes into teaching.
Author: Mike Carroll,Margaret McCulloch
What is the role of the humanities in the modern school? Should geography, history, RE and Citizenship teachers remain faithful to long-standing subject cultures and pedagogies? Or is there another way to consider how the curriculum, and the notion of individual subjects and teachers’ pedagogy, could be constructed? Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, Cross-Curricular Teaching and Learning in Humanities constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas. Key features include: Clear theoretical frameworks for cross-curricular processes of teaching and learning in the humanities Lively and engaging text that blends key issues with stories of current practice An analysis of the use of assessment, enquiry, and pupil talk as key components in building a cross-curricular approach to the humanities Practical and reflective tasks that enable to reader to apply their reading to day to day practice, alongside links to professional standards Summaries of key research linked to suggestions for further reading Professional development activities to promote cross-curricular dialogue Part of the Cross-Curricular Teaching and Learning in the Secondary School series, this timely interdisciplinary textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in secondary Humanities teaching.
History, Geography, Religious Studies and Citizenship
Author: Richard Harris,Simon Harrison,Richard McFahn
This book explores the relationships between education, lifelong learning and democratic citizenship. It emphasises the importance of the democratic quality of the processes and practices that make up the everyday lives of children, young people and adults for their ongoing formation as democratic citizens. The book combines theoretical and historical work with critical analysis of policies and wider developments in the field of citizenship education and civic learning. The book urges educators, educationalists, policy makers and politicians to move beyond an exclusive focus on the teaching of citizenship towards an outlook that acknowledges the ongoing processes and practices of civic learning in school and society. This is not only important in order to understand the complexities of such learning. It can also help to formulate more realistic expectations about what schools and other educational institutions can contribute to the promotion of democratic citizenship. The book is particularly suited for students, researchers and policy makers who have an interest in citizenship education, civic learning and the relationships between education, lifelong learning and democratic citizenship. Gert Biesta (www.gertbiesta.com) is Professor of Education at the School of Education, University of Stirling, UK.
Author: Gert J.J. Biesta
Publisher: Springer Science & Business Media
This book contains a revised collection of previously published articles spanning a period of five years (2004-2009) during which my original thoughts on democratic citizenship education have been developed. Central to this book is the notion that democratic citizenship education ought to be deliberative, compassionate and friendly in order that teachers and students (learners) may respect one another and take risks in and through their pedagogical encounters. In this way, hopefully, students and teachers may become more critical, explorative and engaging. - Yusef Waghid
Author: Yusef Waghid
Publisher: AFRICAN SUN MeDIA
Category: Political Science
The objective of this manual is to support teachers and practitioners in Education for Democratic Citizenship and Human Rights Education (EDC/HRE). It addresses key questions about EDC and HRE, including competences for democratic citizenship, the objectives and basic principles of EDC/HRE, and a whole school approach to education for democracy and human rights. The manual consists of three parts. Part I outlines the basic principles of EDC/HRE as far as they are helpful and meaningful for the practitioner. Part II gives guidelines and tools to design, support and assess the students' processes of constructivist and interactive learning. Part III provides toolboxes for teachers and students in EDC/HRE. The other volumes in this series offer concrete teaching models and materials in EDC/HRE for pupils from elementary to upper secondary level.
Background Materials on Democratic Citizenship and Human Rights Education for Teachers
Author: Rolf Gollob,Peter Krapf,Wiltrud Weidinger,Ơlöf Ơlafsdơttir
Publisher: Council of Europe
Learning about and understanding the world in which we live has always been one of the purposes of education and this has been given fresh impetus in recent years with many government sponsored initiatives, around the world, to foster international education. However international education is not easily or clearly defined; the term is often used interchangeably with multicultural education or with global education, without distinction. Margery McMahon bridges the gap between theory, policy and practice by providing a critical perspective on international education by tracking and analysing its development as national strategy in Scotland, England and the USA. She examines its conceptual basis and explores its relationship with other concepts such as global citizenship and interculturalism. She provides practical analysis and compares models of implementation across nations whilst considering the skills and resources that assist the development of international education initiatives and explores the implementation of international education at school level through case studies. International Education will be of use to policy makers and practitioners, students in initial teacher education and post graduate programmes of study for classroom practitioners and school leaders.
Educating for a Global Future
Author: Margery McMahon
Publisher: Dunedin Academic PressLtd
In this book, eminent educational philosopher Nel Noddings and daughter Laurie Brooks explain how teachers can foster critical thinking through the exploration of controversial issues. The emphasis is on the use of critical thinking to understand and collaborate, not simply to win arguments. The authors describe how critical thinking that encourages dialogue across the school disciplines and across social/economic classes prepares students for participation in democracy. They offer specific, concrete strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The goal is to develop individuals who can examine their own beliefs, those of their own and other groups, and those of their nation, and can do so with respect and understanding for others values. Book Features: Underscores the necessity of moral commitment in the use of critical thinking. Offers assistance for handling controversial issues that many teachers find unsettling. Proposes a way for students and teachers to work together across the disciplines. “Brooks and Noddings offer a timely and inspirational guide for teaching critical thinking in American schools. With deep roots in American philosophy and traditions, this book inspires us to teach students to question authority while fostering meaningful conversations about the difficult issues confronting our nation. This book offers a recipe for nurturing the next generation of caring and critical democratic citizens.” —Andrew Fiala, professor, California State University, Fresno “Chock-full of contemporary and historical examples, this book offers educators myriad examples of how to help students learn to talk with and listen to others and to understand the fullness of our collective humanity.” —Suzanne M. Wilson, University of Connecticut
The Case for Critical Thinking and Moral Commitment in the Classroom
Author: Nel Noddings,Laurie Brooks
Publisher: Teachers College Press
The second edition of the standard text on educational provision in Scotland covers educational practice and professional thinking from pre-school and primary through secondary to tertiary level. It provides comprehensive coverage of teaching and learning, curriculum and assessment, educational institutions and policies, current achievements and future challenges, locating Scottish education within its social, cultural and political context.Key features of the new edition:*Analyses of the impact of the Scottish Parliament *Descriptions of new government departments *Coverage of new topics including Financing of educational provision; School and work; Scottish languages; Outdoor education; an International perspective*Review of National Priorities and the National Debate *Explanation of changes to school curricula and assessment *An account of new institutional arrangements and organizationsThis is a substantial updating of the first edition taking account of the many changes post-devolution, featuring more than 40 new authors. The new volume offers fresh, frank and authoritative commentary on every area of education in Scotland and is essential reading for anyone concerned with this important aspect of Scottish life.
Author: T. G. K. Bryce,Walter M. Humes
Publisher: Edinburgh University Press
In this short and powerful book, celebrated philosopher Martha Nussbaum makes a passionate case for the importance of the liberal arts at all levels of education. Historically, the humanities have been central to education because they have been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry in the United States and abroad. We increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable, productive, and empathetic individuals. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world. In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world. In a new preface, Nussbaum explores the current state of humanistic education globally and shows why the crisis of the humanities has far from abated. Translated into over twenty languages, Not for Profit draws on the stories of troubling—and hopeful—global educational developments. Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.
Why Democracy Needs the Humanities
Author: Martha C. Nussbaum
Publisher: Princeton University Press
Charter schools are among the most debated and least understood phenomena in American education today. At the heart of these matters is a contested question of accountability. To survive, charter schools must make and keep promises about what students will experience and learn under their purview. However, unlike public schools, charter schools do not rely exclusively on their relationship with school districts. They must also look to parents, teachers, and donors to cooperatively establish expectations of a particular school and its mission. Aimed toward elected officials, school reform activists, and educators, this book is the result of the first national-scale study of charter school accountability. The authors researched one hundred-fifty schools and sixty authorizing agencies in Arizona, California, Colorado, Georgia, Massachusetts, and Michigan. These states contain the majority of charter schools that have been operating for three years or more and represent the major differences in state charter school legislation. The authors include interviews from a range of participants in the field©¡from state legislators and administrators to principals, teachers, and parents. In assessing the structure of accountability as it works internally to bolster external confidence, Hill and Lake suggest the struggle of charter schools actually complements those of standards based reform. Both seek to transform public education to make schools responsible for performance, not compliance.
Author: Paul T. Hill,Robin J. Lake
Publisher: Brookings Institution Press
In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for "safe" knowledge and "safe" teaching practices. Diana Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time. Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities.
The Democratic Power of Discussion
Author: Diana E. Hess
This textbook, specially commissioned by UNESCO, addresses eighty of the most pressing questions about democracy today.
80 Questions and Answers
Author: David Beetham,Kevin Boyle
Category: Political Science
The Holocaust is a controversial and difficult teaching topic that needs to be approached sensitively and with an awareness of the complex and emotive issues involved. This book offers pragmatic pedagogical and classroom-based guidance for teachers and trainee teachers on how to intelligently teach holocaust education in a meaningful and age-appropriate way. Key coverage includes: · Practical approaches and useful resources for teaching in schools · Holocaust education and citizenship · Holocaust remembrance as an educational opportunity · How to explore the topic of anti-semitism in the classroom · Exploring international perspectives on holocaust education
Author: Paula Cowan,Henry Maitles
This book shows how a variety of teaching strategies can be used to teach citizenship skills across a range of curriculum subjects as well as in Citizenship lessons.
Practical Teaching Strategies for Secondary Schools
Author: Jenny Wales,Paul Clarke
Publisher: Psychology Press