Suchergebnisse

Political, economic, technological and cultural changes have taken place all over the globe, changes which have transformed the meanings of citizenship and citizenship education. This volume represents an effort to analyze the implications of these changes

The purpose of this book is to provide a comprehensive analysis of the universal elements which characterize markets in education without focusing on any particular country. This includes the examination of the social conditions that facilitate the invasion of all public spaces by the free market, analysis of the various education policies and practices that embody privatization of education, and most importantly, exploring the educational and social consequences of markets in education. Secondly, the book examines the process of the building of the public education system in Israel, and analyze the retreat from it in recent years. The Israeli public (or state) education system emerged shortly after the establishment of the state in 1948. This case study provides a unique opportunity to closely examine the significance of public schooling in the process of nation-building, and in the building of a democracy. This represents a pioneering attempt to study the rise and fall of state education in Israel.

The central objective of this book is to analyze the characteristics of the social contexts and environments in conflict situations, and the impact that these socializing environments may have on the political learning and emerging citizenship orientations of youngsters. Special attention is given to the socializing environments of Palestinian and Israeli youngsters, drawing on material recently collected in Israel. Ichilov's incisive research uses a multilevel and interdisciplinary approach to argue that political learning is structured within social environments and that there are fun.

The term 'political socialization' was coined by Herbert Hyman and was the title of his book published in 1959. The newly introduced area of research and theory grew rapidly as evident from the number of books and articles that were published especially during the late fifties and during the sixties and, somewhat less, during the late seventies. It soon became one of the flagships of the American Political Science Association (APSA). I recently accessed the website of APSA and discovered that 'political socialization' is no longer there. In contrast, 'Political socialization and education' is one of the active research groups at the International Political Science Association (IPSA). Is this coincidental? What is the present state of political socialization? Has it 'died a premature death in the 70s' (Niemi and Hepburn, 1995, p. 8)? Has it metamorphosed into 'civic engagement' (Torney-Purta, 2012)? Is there a reawakening of interest in political socialization (Adolina, 2012)? Is political socialization still relevant in a world of conflict and change? I propose to discuss the emergence of 'political socialization', reasons for its decline, its present state and then outline what I consider to be a new agenda for political socialization as a scholarly area of inquiry. Adapted from the source document.

Past research on civic education suggests that students' performance is largely influenced by individual socioeconomic background and motivational factors. There has been little attention to the effects of school and classroom ideological and social attributes, such as the socioeconomic make‐up of the school or classroom, or how interested in politics are a student's classmates. The results of the present study support the contention that contextual effects play a vital role in determining students' civic knowledge scores. Analysis of Israeli 11th graders' performance on the International Association for the Evaluation of Educational Achievement (IEA) civic knowledge test shows that while individual backgrounds and motivations play a significant role, school and classroom contexts greatly contribute to civic knowledge acquisition.