Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 120-127).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 120-127). Also available in print.

In an age where technology is advancing rapidly, young people are often the technology "natives" who understand and utilize its capabilities better than any other group in our society. Along with changing interaction models, youth are learning to "socialize" differently than any other generation has, absent face-to-face contact via digital interface. These types of connections are affecting America's political and social landscape by changing the way youth are orientated into our culture. Many adults complain about the "distractions" of texting, Facebook, and computer games. Yet, these "distractions" might also be a means to engage young people in civic life. Current research shows the power of these technologies to encourage and foster civic activity outside the traditional venues of schools and civic associations. Technology is also being explored in the classroom for its impact on student interest and performance, both academically and civically. Thus, incorporation of technologies into the classroom may be part of the answer to the declining youth participation in our democracy. This study examines the relationship between in-class use of digital media and measures of civic and political engagement. It utilizes logistic regression to interpret data from an assessment given to the 2008 graduating class at Central City High School (pseudonym). Analysis of this data shows that digital media use in the classroom has a positive effect on overall political knowledge, but leaves questions about its ability to affect students' civic capacity or civic commitment.

abstract: An increase of attention towards our nation’s civic participation downturn has brought the concept of civic engagement to the forefront of young people’s lives. Traditional teaching of long-standing democratic processes via education institutes have begun to evolve in how youth can participate civically, impacting social change within their communities. Civics instruction and learning implemented through a progressive pedagogical approach encompasses a greater focus on student-centered instruction, brings relevance to national history, as well as the historical ideals of democracy, and transposes this knowledge unto communities of today. Thus, youth may no longer be considered passive agents within the realm of social change, as they can experience empowerment when working with educators and the greater community. Current civic participation among young people across the United States, however, seems to be paving the way for civic disengagement. Drawing on the progressive education literature and statistical data on civic engagement and youth (particularly in the U. S. and Arizona), this study addresses the need for a civics-based progressive educational shift within the Arizona school system and other educational institutions. In addition to further outlining the need to cultivate civic engagement pedagogies amongst youth today, this thesis explores the construct of Arizona’s Excellence in Civic Engagement Program, which the Arizona Department of Education, in partnership with various community organizations, has established and implemented as a research-based, free standing (separate from state standards) youth civic engagement program. Three participating schools’ program applications are analyzed in regard to the inclusion of democratic ideals and themes, including how these schools enable students to become civically engaged, both within the school setting and greater community. I argue that for the future of this state, nation, and world, young people must be exposed to and engaged with participative opportunities and the civic education interconnectivity in their communities. This study examines the civics-based, progressive education themes needed in schools and educational institutions in order to empower Arizona’s youth and increase efforts to impact social change through civic education. / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2015

This dissertation was a historical study of the lives and contributions to the field of adult education of Harry Allen Overstreet (1875-1970) and Bonaro Wilkinson Overstreet (1903-1985) who taught and wrote both individually and as a team. Their adult education efforts as lecturers and authors spanned more than forty years and reached millions of adults. The Overstreets carved out a special niche for themselves as educators who believed it was essential to reach the general public with knowledge that would enable them to lead more productive and fulfilling lives. They believed that adult education held out great promise that mature citizens could effectively improve their minds and could significantly improve social conditions. The Overstreets were fervent believers in democratic traditions and values and they strongly emphasized the need for citizens to step up to their responsibilities with regard to civil rights and community development. The Overstreets' definition of adult education was inclusive rather than exclusive, thus they sought to utilize the findings of the various psychological and social sciences to help citizens in the search for creative fulfillment in human relations. They took it as their task to integrate and clarify the findings of many disciplines for the education of the masses. Their books were widely read and their lectures appealed to a wide audience including businessmen, laborers, parents, minority groups, mental health groups, students and teachers. Harry Overstreet brought to the field of adult education the trained mind of a professional philosopher who enjoyed a civilized argument and spirited discussion. Bonaro brought a poetic sensitivity that could find a meaningful metaphor for most situations. They were also innovators. Harry Overstreet, an adult educator, developed the panel method of discussion that is widely used throughout the world as a means of presenting ideas in action to an audience. He and Bonaro developed a two person give and take lecture method which was called the Overstreet Colloquy and they developed a method of community problem solving through carefully structured workshops. A number of their collaborative publication efforts required extensive research. Their adult education books included Town Meeting Comes to Town, Leaders For Adult Education, and Where Children Come First which was a study of the PTA movement. The greatest commercial success was The Mature Mind in which sales were unprecedented for a book that was essentially about adult education. Aside from its popular appeal it was a solid scholarly achievement which was based on the insights and findings of Pavlov, Freud, Binet and Thorndike. The Overstreets expanded the concept of adult education to include the mental health movement and they succeeded in making a number of contributions to that endeavor. As part of their civic education responsibility the Overstreets researched and wrote a number of books on communism and totalitarian extremism as exemplified by Senator McCarthy and the far right. They achieved some fame in this area when President Eisenhower was photographed reading one of their books. The Overstreets lived full lives to the very end and were a kind of living advertisement for adult education. Norman Cousins, who was an admirer and disciple of both, wrote that as a team they "functioned synergistically." This was an apt description of two dedicated people who thoroughly enjoyed learning and teaching and writing together every day. / Ed. D.

No description available.

Regionalistic Issues in textbooks of Civic Education after 1989 Summary This thesis focuses on civic education textbooks in the period after 1989 to the present. It includes recapitulation of the development of civic education as school subject and of the regional approach too. Contains a list of all the civics textbooks authorized the Ministry of Education for use in primary schools and grammar schools, including textbooks for pupils with special educational needs. The main topic of this thesis is to analyze the status of regionalist curriculum in basic education, while focusing on the 2nd degree and equivalent years of grammar school. In this context, it recapitulated the last major curriculum change in the Czech education system in the form of general educational program with emphasis on the status of regionalist curriculum. The last purpose of the work and its practical aspect is the identification and analysis of the historical homeland of the current contents of civics textbooks, its comparison with the current state of historical knowledge and pointing out the frequent historical inaccuracies and stereotypes, which are topics of regional history in the historical content of the curriculum of civics occur. The conclusion is devoted to recommendations which will be used in the creation of civics textbooks.

The present text is based on a key note lecture (‘Civic Education, Democracy and Political Participation’) delivered at the symposium Globalization of School Subjects – Challenges for Civics, History, Geography and Religious Education, Karlstad University, 13–14 December, 2012. Drawing on recent developments in research on political participation and civic engagement, the text starts out with a discussion about different ways of understanding political passivity. Subsequently, the text turns to a brief analysis of ways in which schools may provide young people with political skills and competencies needed in a democratic society. Three dimensions of political citizenship are highlighted: political efficacy, political literacy, and political participation; and the analysis focuses on the impact of a number of different school-related factors on these three ‘citizenship competencies’.

Voter participation among Saskatchewans citizens has decreased in both federal and provincial elections, especially in the past decade or so, and especially among 18-24 year olds. Provincially, turnout has fallen almost 20 percentage points over a four-year period. Saskatchewan voter turnout in federal elections has fallen almost 15 percentage points in a similar time period. The purpose of this thesis is to uncover potential factors that might help to explain why turnout has decreased so markedly. Though a number of factors exist to explain why fewer citizens are participating on election day, this thesis has worked to seek out the explanation in two forms. First, taking into account the civic literacy theory of Henry Milner, this thesis has examined Saskatchewans junior and senior high school curricula in an effort to find changes in the way civics has been taught. Marked changes have iv been found, and differences in the prescribed teaching of civics throughout the years point to the possibility that the way in which civics is taught to students may have an effect on whether they feel a duty or obligation to vote. Second, this thesis has, following the social capital theory of Robert Putnam, concluded through a brief survey of membership numbers in a small number of community and volunteer organizations as well as church attendance and volunteer levels that community involvement may also be a factor in deciding whether to vote. This thesis has concluded that more, duty-oriented civic education is needed in Saskatchewans junior and senior high schools in order to ensure that students leaving the education system feel an obligation to participate on election day and in the community more than they are presently.

Voter participation among Saskatchewans citizens has decreased in both federal and provincial elections, especially in the past decade or so, and especially among 18-24 year olds. Provincially, turnout has fallen almost 20 percentage points over a four-year period. Saskatchewan voter turnout in federal elections has fallen almost 15 percentage points in a similar time period. The purpose of this thesis is to uncover potential factors that might help to explain why turnout has decreased so markedly. Though a number of factors exist to explain why fewer citizens are participating on election day, this thesis has worked to seek out the explanation in two forms. First, taking into account the civic literacy theory of Henry Milner, this thesis has examined Saskatchewans junior and senior high school curricula in an effort to find changes in the way civics has been taught. Marked changes have iv been found, and differences in the prescribed teaching of civics throughout the years point to the possibility that the way in which civics is taught to students may have an effect on whether they feel a duty or obligation to vote. Second, this thesis has, following the social capital theory of Robert Putnam, concluded through a brief survey of membership numbers in a small number of community and volunteer organizations as well as church attendance and volunteer levels that community involvement may also be a factor in deciding whether to vote. This thesis has concluded that more, duty-oriented civic education is needed in Saskatchewans junior and senior high schools in order to ensure that students leaving the education system feel an obligation to participate on election day and in the community more than they are presently.