全球化对大学生公民教育的影响及对策

在全球化背景下,大学生公民教育受到了冲击和挑战,对此,应加强当代大学生公民教育。我们应以爱国主义教育为重点,构建大学生公民教育的内容体系;应以重大活动和重大事件为契机,营造良好的公民教育环境：应重视民族传统文化在大学生公民教育中的重要作用;应强化阵地意识,加强社会主义理想信念教育。     

Who is the engaged citizen? Correlates of secondary school students’ concepts of good citizenship

The opinions about what characterises a good citizen are diverse, yet survey research usually employs variable-centred analytical strategies to examine people’s concepts of good citizenship. The present study builds on a person-centred approach towards good citizenship and validates previously identified types of good citizenship among Australian secondary school students. Following an in-depth characterisation of these types by sociodemographic variables and civic attitudes, this study incorporates multinomial regression analysis to take a closer look at very extreme but practically important patterns. These analyses suggest that students need to believe in the value of civic action to become political enthusiasts and not politically alienated. Civic knowledge may prevent political alienation; however, it is not the ultimate solution as it is negatively correlated with political enthusiasm when controlling for multiple predictors. The results are discussed with respect to their significance for civics and citizenship teaching and learning.     

Typology of Student Citizenship

Most of the empirical frameworks and theories concerned with the development of citizenship today are quite complex and only provide some guidance for what citizenship education should attend to; they do not provide insight into the actual citizenship of students. We constructed a typology of student citizenship, on the basis of data collected from students. Patterns of scores for the citizenship orientations and citizenship knowledge of students were examined, and four clearly interpretable profiles could be identified (committed citizenship, indifferent citizenship, ordinary citizenship and self-assured citizenship). A sample of 7,768 students from grades 5 to 9 (aged 11–16 years) from 38 primary and secondary education schools participated in this research. The typology was then cross-validated on a separate sample of 15,940 students from Dutch primary and secondary education schools. The types of the citizenship differed depending on the individual demographic characteristics of the students and their level of education. Implications of the typology for citizenship education and future research are discussed.     

Young people, citizenship and citizenship education in Zimbabwe

Citizenship education in Zimbabwe is based on the claim that young people lack citizenship virtues. This study set out to investigate these assumptions by assessing high school students’ knowledge of, attitudes towards and participation levels in citizenship issues. Findings show that while students are knowledgeable about citizenship issues they are however, hesitant about involvement in political activities. The study concludes that the reported claims are partly not valid. In a politically sensitive environment students are unwilling to engage in political activities. They accurately assess the situation and adopt a position which other citizens in similar circumstances might take.     

Citizenship with Chinese Characteristics?An Investigation into Chinese University Students'Civic Perceptions and Civic Participation

Citizenship is a complex and multidimensional concept. There has been a tendency to compare traditions of citizenship in the West with those in the East, captured by a stereotype that depicts the West as individualistic and the East as collectivist. The purpose of this study is to investigate what kind of citizenship is exhibited by Chinese university students, including both their civic perception and their civic participation. Using a recently developed distinction between thin and thick citizenship, the findings from both quantitative and qualitative data analysed in this study reveal that Chinese university students tend towards thin citizenship, as they demonstrate positive civic attitudes yet lack strong evidence of participatory citizenship. The paper also discusses the impact of Confucian and other Chinese traditional value systems on typical views of citizenship held by Chinese students, and offers the suggestion that the citizenship education curriculum should incorporate experiential learning.     

Collaboration: The Politics of Working Together

“Collaboration” is frequently urged on students, who are praised for being “good collaborators.” Yet collaboration has two senses: a positive sense of autonomously undertaken joint endeavor, but also a sinister implication of treacherous cooperation with enemies. In this article, Amy Shuffelton probes the uses and misuses of collaboration as an educational aim. She engages Josiah Royce's Philosophy of Loyalty and John Dewey's The Public and Its Problems, as well as contemporary critiques of neoliberal workplace structures, to explore the loyalties that shape what we do and who we are. Education for democratic citizenship, Shuffelton concludes, demands that children be provided opportunities to undertake conjoint activities that go beyond the limitations of conventional school collaborations.     

The role of values in citizenship education: a comparative study of Estonian-and Russian-speaking schools in Estonia

For emerging democracies civic education issues have special meaning. Often these issues play a vital role in the process of nation building and democratic consolidation, which makes the interplay between the school system and the socio-political environment particularly important. Estonia, which inherited from the half-century Soviet occupation a large non-Estonian population that was not granted citizenship, presents a case in which becoming a citizen involves both legal and democratic aspects. This article will analyze this complicated situation: firstly, by investigating the citizenship model 14-year-old students prefer and how they relate their own future civic behavior to their concept of a good citizen and secondly, by comparing attitudes of Estonian and non-Estonian students toward different forms of social engagement and by discussing the impact of citizenship policy on formal civic education. While the attitudes of Estonian and non-Estonian students toward unconventional activities vary significantly, it was remarkable that conventional citizenship received an equally low rating in both groups.     

台湾地区高校公民素养教育融渗式教学探析——以台湾东南科技大学为例

为切实提升大学生公民素养,大陆高校积极探索各种有力措施对其进行培育和引导。根据台湾东南科技大学实施的融渗式教学,探索台湾地区融渗式教学的开展背景、主要特征及基本做法。在特征分析和实践探索的基础上,获得以下几个方面的启示:加强顶层设计,构建学生公民素养教育的融渗教育体系;凝聚教师共识,推进学生公民素养教育的融渗教育实施;树立“以生为本”理念,深化学生公民素养教育的融渗教育活动。     

Constructing citizenship in post-conflict contexts: the cases of Liberia and Rwanda

In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial framework and Osler and Starkey’s three dimensions of citizenship. Next, we discuss survey and interview data from secondary students based on separate multi-level case studies in the respective countries. We note differences and similarities in student conceptions of good citizenship, civic identity, classroom climate, and civic engagement across the two countries, as well as variation by school type and gender. Some notable findings included less active conceptions of citizenship and openness to discussing controversial issues in Rwanda than in Liberia, and less participation in out of school activities among young women than young men. These and other results highlight differing contextual values of development, security, freedom of speech, and civic action and the overall importance of citizenship education in a post-conflict context.     

Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects

ABSTRACT

Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes.     

论风险社会语境中高校贫困学生弱势群体公民身份的自我认同

高校贫困学生弱势群体肩负着改变自身及其家庭社会弱势群体地位的责任。高校贫困学生应当从权利与责任并重的公民视角赋予社会支持"善"以相应的行动诠释。因此,主动担当生存发展责任、主动运用生存发展权利以及主动拓展公民性交往活动是高校贫困学生弱势群体公民身份自我认同的路径选择。     

学生全球公民素养培育的困境与策略--以历史教学为例

学生全球公民素养的培育关系到学生如何致力于未来生活和人类拥有怎样的未来,理应是历史价值观的要义所在。“全球意识、世界公民责任认同、世界和平与人类未来可持续发展理念”是全球公民素养培育的核心内容。全球公民素养培育要重视培养学生民族情怀和世界意识,弘扬时代精神,培养批判和理性思维,关注现实世界,让学生在历史与现实的对话中增强现代公民责任意识,关注全球利益和人类未来。     

简析大学生公民意识的培养

高校教育实行新的好公民、好学生、好子女的“新三好”考核标准是高校思想政治工作的新要求。公民意识是社会成员精神和物质生活共同的思想基础,是社会成员思想、道德发展的基本依据。本文从大学生公民意识培养的现实意义出发,分析当代大学生公民意识淡薄的成因,探讨培养大学生公民意识的举措。     

Exploring global citizenship learning and ecological Behaviour change through extracurricular activities

ABSTRACT

This research paper aims to examine the effects of extracurricular activities in building knowledge, skills and attitudes that attempt to develop ecological citizenship as a subset of global citizenship among middle school students. I focus on one extracurricular programme entitled ‘The Friends of Nature’ that was provided in a Moroccan private middle school. Adopting a qualitative research method approach, data consisted of interviews with thirty students from 7th, 8th and 9th grades and two teachers (social studies and life and earth science teacher), and were collected over the course of three months through multiple data collection tools, namely observation, student focus group discussions and teacher interviews. A series of environmental activities offered students opportunities to: identify environmental problems, promote education for sustainable development and improve their environmentally conscious behaviour, develop creative solutions, and take actions for preserving nature in their community. The data were analysed using a content analysis method. The results reveal that students demonstrated cognitive development in terms of human rights, citizenship rights and responsibilities, environmental sustainability. While the program developed attitudes of empathy, respect, solidarity, it failed to instil a sense of responsibility to act for the betterment of the world, thus being a global citizen.     

Making 'Good Citizens': The social and political attitudes of PGCE students

This article arises from a research project examining the understanding of 'citizenship' amongst trainee teachers in UK primary and secondary schools. The study covers attitudes to a broad range of social, political and moral issues and examines how these affect the students' perception of the socio-political dimension of their future professional role. Tracking a group of students through their postgraduate training year highlights the relationship between the individual's political world-view and their response to the school experience. One of the key findings is the high degree of political disengagement and cynicism about the operation of democracy in the UK; this is particularly strong amongst the youngest students, those coming to adulthood during the 1990s. Although the majority of students are positively inclined to fostering 'good citizenship values' in schools, there was much confusion over what it means to be 'a good citizen'. The concept of 'citizenship' was felt to be tainted with negative imagery, although a sense of 'being part of a community' was thought to be vital for social cohesion. In addition to this, a small minority of students displayed social attitudes and values incompatible with a pluralist, tolerant society. The teacher education experience did not appear to have given students a clear picture of what to teach or how to teach it, and both the pressures of the National Curriculum and the changing climate of schooling, favouring a more 'traditionalist' approach, may result in a greater unwillingness to tackle challenging issues.     

培养高中生公民意识的实践研究

公民意识教育的有效载体是社会实践,将公民意识的培养紧密地与社会实践教育相结合,以社会实践活动为载体,积极实践、探索培养学生公民意识教育的针对性、实效性,主要在内容安排、方法选择、资源挖掘、机制评价四个方面进行探索,着重培养学生的社会公德意识、责任意识和爱国意识。在“引领学生更好发展”的办学理念指引下,坚持公民意识的教育,为了每一个学生健康、和谐成长作出更大努力。     

Education for citizenship in South Australian public schools: a pilot study of senior leader and teacher perceptions

Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school.     

The role of extracurricular activities in active citizenship education

There have been multiple trends of building democratic citizens through formal education, and in the European context the trials have been dramatically increased with the Europeanization process since the 1980s. In line with this trend, an in-depth qualitative case study was carried out in a private primary school in Turkey to shed light on the role of school-based extra-curricular activities as a contemporary trend in building active citizenship values and competencies in students. Qualitative data were collected through multiple data collection tools as observation field notes, interviews, and document analysis to achieve triangulation and trustworthiness. Much of the findings were compatible with EURYDICE Report (2005) on citizenship education, and yielded six themes, called the six blossoms of extra-curricular activities in citizenship education: namely, active citizenship perception; social accountability; intercultural awareness; awareness of democracy and human rights; thinking and research skills; and interaction and interpersonal skills.