scholarly journals Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

2018 ◽  
Vol 8 (3) ◽  
pp. 128
Author(s):  
Marialuisa Di Stefano ◽  
Steven Camicia
Keyword(s):  
Civic Education ◽  
Dual Language ◽  
Study Data ◽  
Student Understanding ◽  
Ethnographic Study ◽  
Civic Culture ◽  
Fundamental Aspect ◽  
Student Work ◽  
Culturally Sustaining Pedagogy ◽  
Grade Classroom

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.

scholarly journals The Synthesis Map Is a Multidimensional Educational Tool That Provides Insight into Students’ Mental Models and Promotes Students’ Synthetic Knowledge Generation

2015 ◽  
Vol 14 (2) ◽  
pp. ar14 ◽  
Author(s):  
Ryan A. Ortega ◽  
Cynthia J. Brame
Keyword(s):  
Best Practices ◽  
Concept Mapping ◽  
Student Understanding ◽  
Knowledge Structures ◽  
Cognitive Domain ◽  
Knowledge Generation ◽  
Natural Evolution ◽  
Student Work ◽  
Presentation Software ◽  
Insight Into

Concept mapping was developed as a method of displaying and organizing hierarchical knowledge structures. Using the new, multidimensional presentation software Prezi, we have developed a new teaching technique designed to engage higher-level skills in the cognitive domain. This tool, synthesis mapping, is a natural evolution of concept mapping, which utilizes embedding to layer information within concepts. Prezi’s zooming user interface lets the author of the presentation use both depth as well as distance to show connections between data, ideas, and concepts. Students in the class Biology of Cancer created synthesis maps to illustrate their knowledge of tumorigenesis. Students used multiple organizational schemes to build their maps. We present an analysis of student work, placing special emphasis on organization within student maps and how the organization of knowledge structures in student maps can reveal strengths and weaknesses in student understanding or instruction. We also provide a discussion of best practices for instructors who would like to implement synthesis mapping in their classrooms.

scholarly journals Konstruksi Isu Aktual Bidang Ketahanan Nasional Untuk Pengembangan Isi Pendidikan Kewarganegaraan Persekolahan

2018 ◽  
Vol 24 (3) ◽  
pp. 342
Author(s):  
Sri Haryati
Keyword(s):  
Data Collection ◽  
Civic Education ◽  
Sampling Technique ◽  
Study Data ◽  
Literature Study ◽  
Purposive Sampling ◽  
Security Issues ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Political Economic

ABSTRACTThisi study was aimed at to constructed the actual issues of national resilience ini thei developmenti of educational content of civici educationi as a description of knowledge about the actual issue of citizenship in the national resilience studies asi thei content of civici educationi in school.The research used qualitative descriptive approach. Source of informant data with purposive sampling technique, relevant document and literature study. Data collection was done throughi in-depthi interviewsi, FGD, iobservation, and documenti studyi. The validity of data was done by triangulation process of source and method. iData analysisi was done byireduction, data ipresentation, and iconclusion.Thei resultsi showedi thati the description of the content of civic education was based on the actual issues of national resilience concerning ideological, political, economic, socio-cultural and security issues in the form of basic competence study which translated into indicators to achieved the objectives of basic competence. Based on idataianalysis, it wasiinecessary to studiedi theiactual issue of national resilience to supported the content of civic education education in schoolABSTRAKPenelitian ini bertujuan untuk mengkonstruksi isu aktual bidang ketahanan nasional dalam pengembangan isi pendidikan kewarganegaraan persekolahan berupa deskripsi pengetahuan tentang isu aktual kewarganegaraan bidang ketahanan nasional sebagai isi pendidikan kewarganegaraan persekolahan.Penelitian menggunakan pendekatan deskriptif kualitatif. Sumber data informan dengan teknik purposive sampling, dokumen dan kepustakaan yang relevan. Data dikumpulkan dan diolah dengan cara wawancara mendalam, FGD, observasi, dan studi dokumen. Validitas data dilakukan melalui proses trianggulasi sumber dan metode. Data dianalisis melalui reduksi data, pemyajian data, dan penarikan kesimpulan.Penelitian ini menemukan rumusan tentang deskripsi isi pendidikan kewarganegaraan berdasarkan isu aktual bidang ketahanan nasional yaitu tentang isu-isu ipoleksosbudhankam berupa kajian kompetensi dasar yang diterjemahkan menjadi indikator-indikator untuk mencapai tujuan dari kompetensi dasar tersebut. Berdasarkan analisis data, diperlukan kajian isu aktual ketahanan nasional untuk mendukung isi pendidikan kewarganegaraan persekolahan

scholarly journals Influence of Cultural Factors on Pupil’s Transition from Primary to Secondary Schools in Laikipia West Sub-County, Kenya

2018 ◽  
Vol 6 (10) ◽  
Author(s):  
Mr. Peter Murage Mwangi ◽  
Prof. Kanjogu J. ◽  
Dr. Ngunjiri, M.
Keyword(s):  
Secondary Schools ◽  
Civic Education ◽  
Primary Schools ◽  
Target Population ◽  
Cultural Factors ◽  
Study Data ◽  
Design Data ◽  
Significance Level ◽  
Ex Post ◽  
The Government

From 2017, the government of Kenya aimed at attaining 100 percent transition rate of pupils from primary to secondary schools. In Laikipia West Sub-County whose primary schools are focused by the study, transition from primary to secondary schools averaged at 54.9% from 2008 to 2015. Cultural factors are highlighted in literature as to undermine transition of pupils from primary to secondary schools. The purpose of the study was to determine the extent to which cultural factors influence pupils’ transition from primary to secondary schools in Laikipia West Sub-county in Kenya. Using ex-post facto research design, data was collected using self-delivered questionnaire from a target population of 1064 respondents. The study was carried out on a randomly sampled population of 411 respondents, composed of 280 teachers and 131 PTA chairpersons in public primary schools in the area of study. Data was analyzed using simple regression at .05 alpha level. Findings from the study revealed that cultural factors were significantly influencing transition of pupils from primary to secondary schools (β= - .790) at 0.5 significance level. The study recommended that local leaders should organize for civic education in order to address the identified transition challenges so as to attain a 100% rate of progression to secondary schools.

“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico

2020 ◽  
Vol 122 (8) ◽  
pp. 1-40
Author(s):  
Sarah Gallo ◽  
Andrea Ortiz
Keyword(s):  
United States ◽  
School Teacher ◽  
Research Question ◽  
Video Recording ◽  
The United States ◽  
Ethnographic Study ◽  
Fifth Grade ◽  
Educational Practices ◽  
Academic Year ◽  
Grade Classroom

Background/Context This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students’ experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study Drawing on a politicized funds of knowledge framework, we focus on an exceptional fifth-grade teacher's curricular, pedagogical, and relational decisions to provide concrete examples of how educators on both sides of the border can carefully integrate students’ politicized experiences into their classrooms. Setting This research took place in a semirural fifth-grade classroom in Central Mexico during the 2016–2017 academic year, when Donald Trump was elected president of the United States. Population/Participants/Subjects This article focuses on the routine educational practices within a single fifth-grade classroom in a highly transnational Central Mexican town. Participants included a binational student who had recently relocated to Mexico because of U.S.-based immigration policies, her peers from transnational families with ties to the United States, and their fifth-grade teacher. Research Design This school-based ethnographic study involved weekly participant observation and video recording of routine activities in Profe Julio's fifth-grade classroom during the 2016–2017 academic year. Observations were triangulated with additional data sources such as interviews (with educators, binational students, and binational caregivers) and artifacts (such as homework assignments and student writing). Findings/Results Through a close examination of a fifth-grade classroom in Mexico, we illustrate how the teacher brought students’ (im)migration experiences into school by leveraging openings in the curriculum, developing interpersonal relationships of care, and engaging in a range of pedagogical moves. Conclusions/Recommendations We discuss how this teacher's educational practices could be carefully tailored to U.S. classrooms within the current anti-immigrant context. These practices include building relationships of care, looking for openings in the curriculum, providing academic distance, prioritizing teachers as learners, and working with school leadership for guidance on navigating politicized topics under the current U.S. administration.

scholarly journals And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

2019 ◽  
Vol 68 (1) ◽  
pp. 226-249 ◽  
Author(s):  
Rick Coppola ◽  
Rebecca Woodard ◽  
Andrea Vaughan
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Classroom Community ◽  
Cultural Pluralism ◽  
Spoken Word ◽  
Spoken Word Poetry ◽  
Culturally Sustaining Pedagogy ◽  
Design For Learning ◽  
Grade Classroom

This case study explores how a research-practice partnership worked to cross-pollinate culturally sustaining pedagogy (CSP) and Universal Design for Learning (UDL) over the course of a 9-week spoken word poetry unit in a seventh-grade classroom. The unit reflected CSP’s commitment to linguistic, literate, and cultural pluralism (e.g., centering culture- and identity-focused writing) while also intentionally embedding principles of UDL (e.g., multiple means of representation, action, expression, and engagement). The analysis examines how and why some students in this classroom centered dis/ability in their poetry writing and how the design and implementation of the unit invited more complex understandings of cultures and identities. Findings suggest that CSP supported students in making their identities more visible in the classroom, while the integration of UDL principles eliminated barriers for participation. Both were integral in focal students’ engagements with aspects of their identities throughout the unit. Ultimately, the unit’s design facilitated the movement of the focal students from the periphery to more centripetal roles within the classroom community.

scholarly journals Building Socio-Moral Behaviour in Romanian Middle-School Education

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Lupu Costică
Keyword(s):  
Middle School ◽  
Civic Education ◽  
Formative Evaluation ◽  
Middle School Education ◽  
Character Traits ◽  
Civic Culture ◽  
Moral Norms ◽  
School Year ◽  
Moral Behaviour ◽  
Positive Character

Moral and civic education is complex and achieved in time. Students are active subjects of society involved in community life by means of their families, groups of friends but also specific relationships they have with various institutions. Moral development theories are elements that support the illustration and translation of the educational space into the form of skills, moral habits, positive character traits expressed at the level of the school population. Our research demonstrates the importance of using moral and civic education strategies consistent with the curriculum objectives and content, to contribute to the formation of character traits and socio-moral behaviour of students.  The theme was researched during the 2015-2016 school year at “G. M. Cancicov” Middle School Bacău and involved the support of 4 headmasters of 6th-grade classes, together with 2 teachers of Civic Culture and Religion teaching at these classes. The research group consisted of 90 students, aged 12-13, of whom 45 are girls and 45 boys. There were applied initial evaluation, formative evaluation and final evaluation tests. Comparing the results from the initial and final evaluations it was found that the students’ situation has improved, most students have translated into practice the theoretical elements accumulated,  they built a sense of will and character, as well as moral feelings (friendship, comradeship, respect, etc). From the observations made in various situations it was found that all students have acquired certain moral norms, theoretical aspects were put into practice to a higher degree, students showed more respect towards older, vulnerable people and others, became more polite, with attitudes of openness towards others, regarding punctuality, sincerity and other features as compulsory character traits.

scholarly journals The Intersection of Civic Engagement and Civic Attidues Among Latino Youth through a Factor Analysis

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Nicole Webster ◽  
Erica Sausner ◽  
Bader Alotaibi ◽  
Ashley Patterson
Keyword(s):  
Factor Analysis ◽  
Latin American ◽  
Civic Education ◽  
Change Agents ◽  
Latino Youth ◽  
Study Data ◽  
Social Agents ◽  
Agents Of Change ◽  
Latin American Countries ◽  
Insight Into

The extent to which civic and citizenship education captures the ways Latino youth perceive their roles as social change agents is largely absent from academic literature. This article examines how youth perceptions of and interactions with civic education define the civic lens they apply to their societies. The article examines a new way of interpreting the International Civic and Citizenship Study data and how it investigates new ways to view the civic lens of youth within three Latin American countries. Results of the exploratory factor analysis indicate a three-factor structure of civic lenses and show that youth who have been exposed to particular postconflict ideologies have developed a basic national understanding of civics. Findings provide insight into the utility of a tool for assessing youths' notions of social agents of change based upon pertinent civic perspectives. Such assessment may identify factors to be addressed by organizations seeking to deepen understanding and increase meaningfulness of civic action for youth.

scholarly journals MENUMBUHKAN CIVIC VALUES DIKALANGAN MAHASISWA: IKHTIAR MENANGKAL RADIKALISME

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Biyanto Biyanto
Keyword(s):  
College Students ◽  
Civic Education ◽  
Academic Culture ◽  
Civic Culture ◽  
Civic Values ◽  
Civic Skills ◽  
Practical Politics ◽  
Mass Organization ◽  
High Level

<p><em>This research discusses efforts to develop civic values spirit for college students. This is important to deter radicalist thought and act in education sphere, such as gangs fight, demonstration, anarchist action, and also the involvement of students in radical Islamic movement, like “Islamic Indonesian State”. As religion based on radical phenomenon occurs within society, it is important to agree upon diversity. Therefore, the civic culture should be strengthened, such as values of democracy, pluralism and multiculturalism, involving mass media, mass organization, and education institutions. Students are the most important element to be involved in developing civic culture movement. In high level education, college students could be a civic education agent to minimize potential radicalism by giving them comprehensive civic knowledge. Furthermore, the values are actuated into civic disposition action and mindset, as well as daily actuation of civic skills. The college students’ role is significantly important by referring to its historical facts, academic culture and an ability to build network. Unfortunately, nowadays, many students are trapped into practical politics and culturally trapped. While actually the cultural role of students can be effectively deter radicalism potential. The role of students is mediator of cross cultural and religion dialogue, formally and informally.</em></p><p><strong> </strong></p><p><strong><em>Keywords: </em></strong><em>civic values, students, terrorism, deradicalisation</em></p>

scholarly journals Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs

2021 ◽  
Author(s):  
Laura C. Chávez-Moreno
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Dual Language ◽  
English Language ◽  
Culturally Relevant ◽  
Ethnographic Study ◽  
Language Teachers ◽  
Racial Consciousness ◽  
Dual Language Program ◽  
Teacher Ideology

AbstractMany schools attempt to address the needs of “English-language learners,” who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs’ needs by providing Spanish-language/biliteracy schooling, which deemphasized the need for explicitly enhancing youths’ critical consciousness. This teacher ideology of assuming DL is “inherently culturally relevant” led to significant issues. For example, teachers believed DL would improve Latinxs’ academic achievement, but when teachers perceived Latinx achievement was not on par with White dual-language students’ outcomes, teachers made sense of Latinxs’ underperformance in DL through racist explanations and did not interrogate the program’s cultural relevance. Specifically, teachers pointed to the program not providing Latinxs the needed Spanish input even though the Latinx students self-identified as bilingual and were the “Spanish-dominant” students, and teachers pointed to Latinxs’ cultural and familial deficits. I argue teachers overlooked critical-racial consciousness as an important component of an equitable education. Implications include for teachers to cultivate their critical-racial consciousness, interrogate raciolinguistic ideologies, and define an equitable DL as centering critical-racial consciousness.

scholarly journals Criticality, Depth and Voice in Academic Writing

2016 ◽  
Vol 30 (2) ◽  
pp. 95-104
Author(s):  
Madhu Neupane Bastola
Keyword(s):  
Second Language Acquisition ◽  
Academic Writing ◽  
Research Question ◽  
Study Data ◽  
Ethnographic Study ◽  
Secondary Sources ◽  
Long Time ◽  
Basic Characteristics ◽  
The University

Academic writing plays a crucial role in academic as well as professional life of learners. Developing academic writing takes long time and efforts. Though there are multiple factors that play the role of enablers or disablers for success in academic writing, awareness of basic characteristics of academic writing is a fundamental prerequisite. Similarly, the requirements of academic writing differ from culture to culture and institution to institution. Therefore, it is highly important for learners to understand the expectations of academic writing in their institutions. This article describes an ethnographic study that was conducted in the University of Sydney, Australia to understand a course coordinator’s expectation regarding criticality, depth and voice in academic writing. To answer the research question raised in the study, data were collected from published and unpublished secondary sources, an interview coordinator of the of course Second Language Acquisition (SLA) and an assignment in SLA. The thematic analysis of data revealed that criticality, depth and voice are important characteristics of academic writing. Different ways to meet the expectation of criticality, depth and voice are discussed and some suggestions for further research are forwarded based on the discussion.

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