Suchergebnisse

Centering Student Voice, Arab-Islamic Ontologies, and Gender in Citizen Identity Discourse -- Process Philosophy and Qualitative Methodology for Ontological Research -- Societal Integration and Exclusion : Identity Borderlands and Syrian Refugee Schoolboys in Jordan -- Ontological (In)Security and Identity Formation : Citizen Identity Signifiers Among Syrian Refugee and Jordanian Adolescent Schoolgirls -- Framing Nationalism in Jordan : Multiple Identity Discourses Among Jordanian Schoolboys -- Arab Islamic Unity and Erasure of Difference : Belonging and Alienation Among Domestic Jordanian and Syrian Refugee Schoolgirls -- Citizen Identity Discourse : Convergences and Divergences Among Arab Youth Ontologies and Schooling Experiences

"Moving beyond Western philosophical and political frameworks, this text engages with and centers Arab-Islamic ontologies, pupil voice, and gender to explore citizen identity formation and belonging among domestic students and Syrian refugees in Jordan. Focusing on the role of double-shift schools, educational policy and provision, the volume interrogates how citizenship and youth identity is rooted, upheld, and altered over time. With an eye to complex historical, local, and national contexts of migration and (in)security in the Middle East, the book strives for a reconceptualization of citizen identity and education to better reflect the development of socio-civic identities amidst poverty, forced migration, and unrest. Based on direct access to 10 public schools in Jordan and using qualitative data, it applies an innovative combination of different methods to ascertain student voice to theorize education for citizenship based on real and challenging experience of Syrian refugee as well as domestic Jordanian students. Moving beyond the traditional Western philosophies that largely frame citizenship discourses, it applies process philosophy to a field dominated by political considerations, whilst also paying attention to social contexts. As such, it goes beyond the context of Jordan to inform regional and international discourses, policies and initiatives surrounding refugees and education in emergencies. The book will appeal to scholars, professionals, and students in the fields of comparative and international education, citizenship youth studies, social studies, and social foundations of education, as well as those working in the formal and non-formal educational development sector"--

The article is devoted to the establishment and development of comparative educationin the United States. In this paper the history of comparative education is highlighted in detail as a separate scientific field. This work explores the place of comparative education in American educational science and identifies current trends of its development. The artiinstructional emphases about its place in the world of science. Educators worldwide face similar challenges in helping policy makers understand the interactions among societal aims and globalizing factors that influence formal schooling's purposes. In the United States, education has moved in a problem-focused and solutiondriven direction due to an accountability movement that demands the measurement of educational outcomes through standardized test assessments. Classic analysis of Comparative Education depicts the field's progress in terms of its different historical stages of development. The first stage has been called "the period of travelers' tales" where people's interest in the unknown led to exploration around the world. Comparative educators in the 20th century were concerned with identifying the forces shaping foreign educational systems and used quantitative methods to explain the factors impacting formal education and society and to establish cause-effect patterns of influence. The third stage of Comparative Education is characterized as one of international cooperation, peace, and understanding. Comparative Education as a subject area can be found in some schools and colleges of education throughout the United States. The Council of Learned Societies in Education has identified Comparative Education as a major academic approach that helps to define foundations of education. ; Статтю присвячено питанню становлення та розвитку порівняльної педагогіки у Сполучених Штатах Америки; у роботі ґрунтовно висвітлено проблеми історії компаративної педагогіки як окремої наукової площини; досліджено місце порівняльної педагогіки в американській педагогічній науці; визначено сучасні напрями її розвитку; проаналізовано найважливіші наукові тексти та навчальні джерела, що стосуються порівняльної педагогіки та її місця у світовому науковому просторі.

Drawing upon the African concept of ubuntu, this article examines the epistemic orientations toward individual-society relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Western-oriented democratic narrative. Through ubuntu, defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rights-and-responsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. Society and schools, in their view, fall short in educating young learners for democratic citizenship in South Africa; their insights offer ways for formal schooling to improve upon its democratic mission.

Contestations of citizenship : an introduction / Patricia K. Kubow, Nicole Webster, Krystal Strong, & Daniel Miranda -- "Connected or disconnected" exploring the relationship between citizenship norms and other citizenship attitudes in young people / Cristóbal Villalobos, Diego Carrasco, Catalina Miranda, María Jesús Morel, Ernesto Treviño, & Andrés Sandoval-Hernández -- A daoist interpretation of global citizenship and implications for global citizenship education for youth / Charlene Tan -- Global citizenship and youth : profiles of perception of global threats / Ernesto Treviño, Rosario Escribano, Cristóbal Villalobos, Diego Carrasco, María Jesús Morel, Catalina Miranda, & Adolfo Rocuant -- Globalized local environmental conflicts in Mexican and Canadian youths' lives and schooling : silenced citizenship questions / Kathy Bickmore & Diana M. Barrero Jaramillo -- Contemporary youth social movements : the interdependency of digital affordances and youth agency / Keith Heggart & Rick Flowers -- Towards global digital citizenship : 'everyday' practices of young australians in a connected world / Anita Harris, Jessica Walton, Amelia Johns, & Gilbert Caluya -- "It takes a person" : youth activism, public health, and citizenship performance during Liberia's ebola epidemic / Jasmine L. Blanks Jones & Silas N. Juaquellie -- Conditions and contestations of youth citizenship in small town America / Heidi I. Fahning -- Crossing the great divide : youth historical consciousness as a bridge to civic identity in urban conflict zones in Jos, Nigeria / R. Nanre Nafziger -- Democracy as a principle for an early childhood education manager training program in Brazil / Janaina Vargas de Moraes Maudonnet & Maria Aparecida Guedes Monção -- New directions for citizenship, democracy, and education / Patricia K. Kubow, Nicole Webster, Krystal Strong, & Daniel Mir.