Search results

This research examines the role of effort at the school level in ensuring climate literacy and the influence of climate literacy on the environmental behavior of children. Literature has shown that pro-environmental behavior is mediated by hope and despair amongst the children. An attempt has been made to study the same. Also, the role of climate literacy in inducing indoor generation behavior was studied. The research is based on a questionnaire developed to measure the constructs (Efforts at the school level, hope, despair, climate literacy, pro-environmental behavior, and indoor generation behavior). The questionnaires were used to survey 477 students of the middle and high-level schools in Delhi National Capital Region (DelhiNCR), India. CB -Structural Equation modeling was used to study the influence and significance of the relationships. The research revealed that climate literacy, positively and significantly influenced proenvironmental behavior, while it wasn't positively influencing indoor generation behavior. Hope was been found to positively mediate pro-environmental behavior. This research is one of its kind and explored the psychological and behavioral implications of climate literacy amongst school students.

This article examines achievement motivation in connection with the political knowledge of upper secondary level pupils at German vocational grammar schools. The influence of achievement motivation in civic courses has been scarcely researched so far. In the expectancy-value model, expectations of success are important determinants of action in relation to academic achievements. Pupils' expectations of success or failure in civics courses have a behaviour-regulating function. They influence pupils' behaviour when learning about politics. In the crosssectional survey of 470 pupils, results show lasting effects from an approach motivation ("hope of success") and an avoidance motivation ("fear of failure") studied. The data of this study confirmed the influence of achievement motivation in civics courses on the school-related political knowledge. While cultural capital makes no significant difference in the extent of the motivational constructs, a migrant background showed moderate but inconsistent effects and gender had clear negative effects for the girls. In this study, it was shown that based on the theoretical foundation described, the theory of domain-specific competency can be combined with the achievement motivation in Civics.

Very little research has been conducted on the contribution of political education to learning progress in Germany. Hence, there is a need for intervention studies measuring performance against the theoretical background of a political competence model. This model comprises three constructs: subject knowledge, motivation and attitudes. According to this model, politics lessons should not only convey knowledge but also arouse subject interest, promote political attitudes and develop problem-solving skills. This study investigates how knowledge acquisition is influenced by intervention using theory-oriented teaching materials on the European Union, intervention using conventional textbooks on the European Union and politics lessons without any reference to the European Union. It further asks how the performance-related self-concept and subject interest in political issues impact political knowledge and whether civic virtue and trust in the system are related to it. The sample comprises 1071 pupils. Theory-oriented politics classes lead to greater growth of pupils' knowledge than in the control group. As anticipated, this study proves that a positive subject-specific self-concept impacts knowledge. The examination of political attitudes reveals a positive correlation between civic virtue and knowledge. There is no connection between trust in the political system and knowledge.

Sustainability – embedded in intergovernmental global agreements and filtering, reassuringly, into 'common sense' – is now the globally dominant environmental discourse. However, this dominance does not equate with the mainstreaming of its original meaning that is tied up with a radical critique of capitalism that crystallised in movements of both the South and the North in the 1970s. Rather, radical sustainability discourse has been effectively neutralised by its 'articulation' with the neoliberal capitalist project. This article examines this articulatory shift, focusing particularly on a post-Marxist neo-Gramscian inspired discourse analysis of the key documents of intergovernmental global agreement. The article argues for the rearticulation of sustainability to a new counter-hegemonic 'reimagining' of nature.

This article describes findings from a research survey that measured agreement with items that concerned financial morality. The authors analyzed the responses of 382 teacher education majors and finance majors at a Midwestern institution of higher learning in the USA. The study found highest agreement with items measuring business responsibilities, and lowest agreement with items related to wealth distribution. It noted significant differences and varying effect sizes among education and finance majors' interpretation of items concerning business responsibility and wealth distribution. The authors recommend additional research to interpret the concept of financial morality and provide suggestions for related study.

This article uses data from a major international survey to construct earnings functions in terms of learning outcomes and variables related to working life in different European countries. In order to complement the extended earnings regression model, the authors have used partial correlation analysis and the analysis of covariance (ANCOVA) to discover the relevant competences appreciated by employers. Whilst one of the authors' focus countries is Finland, research results from comparison European Union countries with similar education systems have also been analysed. Consistent with previous research, the study outlines the correlation between the competences taught in universities and performance in working life, and thus quantifies the effect of higher education on earnings. In line with the theory of human capital, those who have invested more in higher education also seem to achieve higher return from the job market. However, the analysis also shows how a few of the competences taught in universities correlate negatively with the demands of working life in contrast with initial expectations. Consequently, this research offers new insights with regard to existing literature on higher education and earnings functions. The authors also open up new research avenues within the theory of human capital.

The social studies curriculum was recently revised in Turkey, running in a pilot scheme in the school year 2004–05. It was then implemented in primary schools all over Turkey from 2006. This study describes the kind of citizen it aims to form by analysing all of the documents relating to social studies teaching. The social studies curriculum for primary education was prepared as separate programmes for the fourth and fifth grades, and the sixth and seventh grades. These two programmes are therefore discussed and analysed separately in this study. This research has some characteristics of a case study as a result of the qualitative research designs and content analysis used. According to the research, the main goal of the social studies curriculum in Turkey, which is to form citizens who are democratic, active and respectful of human rights, is visibly promoted in the social studies curriculum.

The purpose of this study is to compare how Swedish school principals understand basic values that are important in fulfilling the Swedish national curriculum, Curriculum 1994 (a new curriculum, Curriculum 2011, which came into operation in autumn 2011, has only minor differences compared to the common text in Curriculum 1994), considering Bronfenbrenner's ecological systems theory. Two rounds (in 1998 and 2009) of somewhat different interview questions were conducted in the southern part of Sweden, and the data analysis technique of content analysis was chosen. The main results show a need to add levels into the original Bronfenbrenner ecological systems theory regarding basic values in the Swedish compulsory school system.

Financial literacy education is often assumed to be a form of technical and/or hermeneutic training that assists citizens as well as consumers make responsible financial decisions. As a form of civic literacy education, financial literacy education is often framed as promoting civic responsibility, equality and engagement. This article calls into question the seemingly common-sense construction of financial literacy as personal money management for citizens and consumers and charges that many of the dominant financial literacy education initiatives support civic irresponsibility, inequality and disengagement. From a perspective informed by critical theory and pedagogy, the first three sections of this article analyse the character of the civic responsibility, equality and political engagement promoted in the dominant financial literacy education literature while presenting critical alternatives for each. The analysis in these sections supports the claim made in the fourth and final section of this article that a critical, emancipatory civic financial literacy is needed for a responsible, engaged citizenry who can extend and protect more robust conceptions of freedom and democracy.

In the wake of the 2008 global economic crisis, financial literacy education received increased political attention worldwide as an important policy solution to achieve a variety of ends. Cloaked in the neoliberal language of value-neutrality, financial literacy education takes on a gender-blind character, presuming a level playing field. Through its naivety, financial literacy education perpetuates the false impression that men and women experience economic participation, decisions and outcomes in the same ways. This article explores how attention to gender justice is an important moral obligation if we are to achieve inclusive financial literacy education and recommends feminist pedagogies to counter dominant and uncritical approaches to financial literacy in classrooms.

This article assesses two educational ideals: the common school and intercultural education. It considers their implementation and achievement in several states, and concludes this to be far from successful. It then questions whether these two aims are themselves reconcilable. In particular, it examines the curricular overcrowding that would be exacerbated by the implantation of intercultural education. It concludes with questions that itemise the pragmatic difficulties of such implementation.

Cover -- Copyright page -- Title page -- Acknowledgements -- Introduction -- Contents -- Chapter 1 - The Concept of Citizenship vis-à-vis Sustainable Development in Zimbabwe: A Philosophical Enquiry -- Introduction -- The Concept of Citizenship -- Theories of Citizenship -- Liberal Citizenship -- Republican Citizenship -- Communitarian Citizenship -- Sustainable Development -- Communitarian Citizenship and Sustainable Development -- Conclusion -- Chapter 2 - Citizenship Education: Some Reflections on Zimbabwe's New Curriculum 2015-2022 -- Introduction -- Content and Perspectives -- Conceptual Framework -- The Profile of Citizenship Education in Zimbabwe -- Zimbabwe's New Curriculum (2015-2022) -- Chapter 3 - Re-Tooling the Bible for Citizenry Participation, Transformation and Development in Southern Africa -- Introduction -- Political Formations in Southern Africa: From Pre-independence to the Present -- The Bible and Political Rhetoric in Southern Africa -- The Bible and Citizen Participation: A Discussion -- Re-tooling the Bible for Citizenry Participation and Development in Politics -- Conclusion -- Chapter 4 - Kenneth Skelton versus Nolbert Kunonga in Light of Responsible Citizenship Discourse -- Introduction -- Conceptual Clarity -- Historical Roots of Citizenship: Towards a Definition -- Plausible Definition -- Citizenship in Colonial Rhodesia: Focus on Kenneth Skelton -- Bishop Kenneth Skelton: Defender of African Rights -- Citizenship in Post-Colonial Zimbabwe: Focus on Nolbert Chinembiri Kunonga -- Comparative Analysis: Bishop in Smith's Rhodesia and Bishop in Mugabe's Zimbabwe -- Conclusion -- Chapter 5 - "You Are to Love the Foreigner": Exploring the Benefits of Migration, Citizenship and Religion for Development in SouthernAfrica -- Introduction -- Biblical Perspectives on the Foreigner -- Narratives of Migration in the Old Testament.