Youth today are participating in political and civic life in new and emerging ways -- some positive and some negative -- but there is scant evidence that these new forms of engagement spawn enduring forms of participation to enhance democratization at all levels in society. How, then, do we educate for democracy and for what type of democracy, especially in a society that struggles with persistent inequality and injustice? Universities clearly have an important role—and, some insist, an obligation—in guiding the so-called millennial generation into civic pathways that can produce meaningful advancement of democracy. Adopting a participatory democratic theoretical framework, this work presents a case-history study of and survey data from a civic education program at Drexel University, in Philadelphia, PA, an institution that strives to be the “most civically engaged university” in the U.S, according to its President. In addition, and arguably equally important, this study examines the assumptions and conceptions students bring to the table when they are first exposed to civic education in college. How do students conceptualize democracy and civic and political engagement now and in the future? On what foundation are we building concepts of civic education for democracy when we design curricula? Do students view democracy in participatory democratic ways and does Drexel educate students for a participatory democracy, albeit implicitly? The study finds both the students and the program embrace participatory democratic norms, strengthening normative theoretical arguments that participatory democratic theory is increasingly relevant, useful and salient to understand and nourish democracy in the U.S. today. / Political Science

We the Peopleâ ¦The Citizen and the Constitution is a course of study that enhances the civic knowledge, skills, and dispositions that lead to responsible citizenship. The curriculum, published by the Center for Civic Education, is intended for students in grades 5, 8, and high school. Students prepare for a mock congressional hearing in which they testify in response to questions about the philosophy and application of the U.S. Constitution and Bill of Rights. This project includes a history of civic education, a matrix showing a comparison of civic participation theories, and an examination of certain practices in 102 high school classes that participate in the Center's nation-wide competition, as well as comments from teachers who use the curriculum in other contexts. I compare classes that usually win their state's competition and go on to the national meet, or "Championship programs" to competitive classes that are historically less successful. Results of my comparison indicate that there are few important differences between the more successful groups and the less successful groups, and that those differences primarily center on the experience and academic strengths of the teacher. My interpretation of this outcome is that there is little to prevent any teacher from improving his/her skills to more effectively teach citizenship in this outstanding program. / Master of Arts

This diploma thesis examines the system of adult civic education in Germany and its specifics in the new federal states. At first, the author introduces the concept of adult civic education (from the German term politische Bildung), describes the evolution of civic education over time and explains what the goals of modern civic education are and how these differ to indoctrination or propaganda. Later this paper focuses directly on the Federal Republic of Germany, starting by explaining the unique historic experience behind German civic education and its development over time. The author then defines the up-to-date face of affairs, while particularly focusing on the public organisations which represent the universal concept of civic education: the Federal Agency for Civic Education and the State Agencies. An overview of the recent threats and challenges to civic education follows. The next part of this thesis focuses on the new federal states. It outlines the basic context of the former German Democratic Republic, then it studies, how civic education reacted after the reunification of 1990 on the organisational level and in terms of the goals, contents and forms. LANDA, Martin. Občanské vzdělávání dospělých v Německu a jeho specifika v nových spolkových zemích. Praha, 2016. 73 s. Diplomová práce...

The overall objective of the research presented in this dissertation is to establish ways in which the Red Scare and Cold War eras impacted social studies education in Georgia from the 1930s through the 1960s. My position is that the decision by the Communist Party’s international leadership to support African Americans in the southern United States through legal defense and the organization of sharecroppers’ unions impacted white segregationists’ interpretation of subversive activity as being inclusive of racially liberal ideas. Social studies education in Georgia was affected by the policies and curriculum decisions made in the context of Red Scare and Cold War influences. An analysis of the historiography of communism in the United States reflects the changing tenor of uncertainty and fear that gripped Americans when it came to radical ideas contrary to the democratic capitalist tradition. Historians tend to agree that the Party’s efforts in the African American community had minimal impact. However, the calibration used by scholars to measure “impact” should be adjusted to look beyond changes in Communist membership numbers and whether the lives of blacks in the South improved. My focus in this study is the peripheral impact the efforts of the Communist Party had on southern white segregationists who began to equate racially liberal actions with subversive activity. Chapters in this dissertation focus on the formation of the Communist Party’s Black Belt Self-Determination Thesis and how it was carried out in the American South, national efforts to combat communist infiltration through loyalty oaths and textbook reviews, and the evolution of civic and democratic education initiatives in social studies. Georgia’s scandalous episode of the early 1940s involving Eugene Talmadge’s manipulation of the state’s educational system is presented as an example of how the concepts of subversion and racial liberalism were equated in an effort to maintain segregation in the state. These chapters provide evidence of the Red Scare and Cold War eras’ impact on social studies education in Georgia from the 1930s through the 1960s.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-23T12:50:03Z No. of bitstreams: 1 Manoel P. Souza.pdf: 18614136 bytes, checksum: 1c84e3733ac7c5170346688e102c39f6 (MD5) / Made available in DSpace on 2015-04-23T12:50:03Z (GMT). No. of bitstreams: 1 Manoel P. Souza.pdf: 18614136 bytes, checksum: 1c84e3733ac7c5170346688e102c39f6 (MD5) Previous issue date: 2013-09-12 / This dissertation is the result of a research on the civic festivities in the schools of the city of Santos, São Paulo State, during the Estado Novo regime. It examines the changes introduced in the nation¿s civic calendar as a way to demarcate the beginning of a new civic temporality in Brazil. Through the commemorative programs published in the local newspapers A Tribuna e O Diário, it investigates the way the regime¿s civic culture, expressed in the ceremonial complex organized in the nation¿s Capital, was reproduced in the schools of Santos. It focuses in the celebrations of Brazil¿s Independence Day, known as Homeland Day, and National Flag¿s Day. The significance attributed to these civic holydays is investigated through civic education textbooks, children¿s poetry books and speeches given by Vargas and other authorities of the regime. / Esta dissertação é resultado de um trabalho de pesquisa sobre as comemorações cívico-escolares na cidade de Santos durante o regime do Estado Novo. São examinadas as mudanças introduzidas no calendário cívico nacional como forma de demarcar o início de uma nova temporalidade cívica no país. Por meio de programas comemorativos publicados nos jornais santistas A Tribuna e O Diário e de relatórios da Delegacia Regional de Ensino, é investigado o modo como a cultura cívica do regime, expressa no complexo cerimonial organizado na Capital Federal, foi reproduzida nas escolas de Santos. São destacadas as comemorações do Dia da Pátria e do Dia da Bandeira e a significância atribuída às duas efemérides é investigada por meio de manuais de instrução cívica, livros de poesia e discursos do Presidente Vargas e de outras autoridades.

En tant qu’instrument d’action publique, l’histoire de l’enseignement moral et civique français peut être observée comme un révélateur efficace de l’évolution subie par l’esprit du temps entre 1944 et 2014. Promu, dès l’immédiat après-guerre, par des néo-pédagogues investis d’une visée, à la fois républicaine et émancipatrice, l’enseignement moral et civique français fut convoqué, à la Libération, pour conjurer “la dégradation de la conscience morale”. Mis en valeur, voire, instrumentalisé par les promoteurs d’une idéologie émancipatrice, il ne fut pourtant pensé qu’en fonction des services qu’il pouvait rendre à une morale républicaine résolument unitariste. Tenu comme à ses débuts d’éveiller la conscience nationale chez l’enfant, il était alors concerné par l’obligation de refondre des liens abimés pendant l’occupation, mais aussi, plus tard, pendant la guerre d’Algérie. Dans un deuxième temps, en revanche, entre 1965 et 1984, le sort progressivement qui lui sera réservé devait bel et bien révéler l’avènement d’un nouvel homme, plus hédoniste, plus libre, plus vindicatif et, de fait, résolument plus individualiste. Malgré l’intervention d’intellectuels soucieux de le voir servir de garde-fou face aux excès de la postmodernité, cet enseignement sera d’ailleurs supprimé en 1977. L’État-éducateur constatant plus tard les méfaits d’un excès d’individualisme et finissant par prendre en compte la nature inédite d’enjeux contenus dans la gestion d’une France plus métissée qu’hier, finira alors par réagir et finalement symptomatiser une forme d’ambivalence française. C’est ainsi qu’à partir des années 1980, des hésitations constantes sur le rôle qu’il devait jouer dans la fabrication du vivre-ensemble sauront incarner l’obligation faite au politique de proposer un discours dépassant l’opposition classique entre individu et collectif. / As an instrument of public action, the history of french moral and civic education can be seen as an effective indicator of the evolution of the spirit of the time between 1944 and 2014. He was promoted, from the immediate post-war by neo-pedagogues with, both Republican and emancipatory points of view, this teaching has been convened in 1944 to ward off "the degradation of moral conscience". Highlighted, even manipulated by emancipation ideology promotors, it was observed through the services this could get to a decidedly unitary republican morality. Held like in its early to awake national consciousness in children, it was mainly concerned with the requirement to consolidate the links damaged during the occupation, but also later, during the war in Algeria. Secondly, however, the fate that will be gradually awaiting for it between 1965 and 1984 in particular was indeed to reveal the advent of a new man, more hedonistic, more free, more vindictive and, in fact, resolutely individualistic. Despite the intervention of intellectuals anxious to see it used as railing against the excesses of postmodernism, this course will also be abolished in 1977. The « educator-state » later noting the harm of excessive individualism and ending with taking into account the unique nature of the issues contained in the management of a France more mixed than it was, will finally react symptomatising a form of french ambivalence. Thus, in the 1980s, constant hesitations about the role of moral and civic education in « together-life spirit » production will embody the obligation for politics to provide discourses beyond the classical opposition between individual and collective.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-28T13:16:27Z No. of bitstreams: 2 Dissertação - Samuel de Oliveira Mendes - 2017.pdf: 6277902 bytes, checksum: 768e0a647dcfe7d624eb39b470dbd81c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-28T13:23:04Z (GMT) No. of bitstreams: 2 Dissertação - Samuel de Oliveira Mendes - 2017.pdf: 6277902 bytes, checksum: 768e0a647dcfe7d624eb39b470dbd81c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-28T13:23:04Z (GMT). No. of bitstreams: 2 Dissertação - Samuel de Oliveira Mendes - 2017.pdf: 6277902 bytes, checksum: 768e0a647dcfe7d624eb39b470dbd81c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-10-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The soil, one of the main physical-natural components of geographical space, is associated with the physical, chemical and biological factors involved in its formation and degeneration processes, just as much with the ones of use and occupation developed by society. Therefore, this component, having physical-natural, economic, social, political and cultural relevance, has influenced and still influences in the present day the configuration of environments, landscapes, as well the production of geographical space. As the school is not dissociated from society, these discussions, in some way, are also present in the daily life of this institution, especially as one of the contents addressed by Geography teaching. Thus, with the critical perspective of teaching as a reference, we aim, in the present research, to analyze how the soil is taught in Geography Education and, in particular, to highlight the importance of this physical-natural component for the critical formation of students, and also to discuss how has been proposed to work with this subject in the pedagogical-didactic materials of Geography and in scientific events of Geography. Considering the assumptions of the qualitative research, specifically in the case study modality, we established as the spatial template of the research ten schools of the Municipal Education Network of Goiânia - GO, located close to areas vulnerable to flooding and erosion; and, as research subjects, the Geography teachers who work in these educational institutions. With this, it was intended to understand, through semi-structured interviews and observation of classes, what knowledge and, in particular, what concepts these teachers mobilized in order to teach soil in Geography Education. We carried out an analysis of didactic-pedagogical materials of Geography that subsidize the knowledge of the content and a survey on the teaching of soil in significant academic events in the field of Physical Geography and Geography Education, in order to understand the way it has been discussed and proposed the apprehension of this theme, especially in Basic Education. The analysis of the data indicated that the soil is not one of the central themes in Geography Education. There is a tendency in the approaches in conceiving the soil as a resource, considering only its physical-natural characteristics. We also perceive that social issues related to soil are sometimes placed in the background, and, when mentioned, reinforce a common sense and mediatic notion that blames society for the environmental problems that characterize the current degradation set, without associating to this picture the physical-natural factors conditioning these processes. We conclude, also, in regard to the scientific productions, that some works, emphasizing the presence of Physical Geography in the school, reinforce the dichotomy between Physical Geography and Human Geography. We understand that in Basic Education there is only Geography, in a broader sense, as an established curricular component. Evidently, the knowledge from this area resides in Geography Education, however, just as didactical subjects and contents. We have also verified, in some texts, the absence of reflections that value the role of the teacher as mediator of the teaching and learning process. When we reflect on the relevance of the soil as an essential physical-natural component to life, as a theme that is part of the daily life of the subjects involved in the teaching and learning process and as content approached from the perspective of the geographical space, we believe that it is possible to develop a schooling that is significant and based on the relevance of geographical knowledge for the analysis of reality. We also believe that work with soil-related topics should be addressed in Basic Education in the perspective of Didactic Knowledge of Content, one of the specificities that distinguishes the Geography teacher from other professionals. / O solo, um dos principais componentes físico-naturais do espaço geográfico, está associado tanto aos fatores físicos, químicos e biológicos envolvidos em seu processo de formação e desgaste quanto aos processos de uso e ocupação desenvolvidos pela sociedade. Portanto, esse componente, ao ter relevância físico-natural, econômica, social, política e cultural, influenciou e influencia ainda nos dias atuais a configuração dos ambientes, das paisagens, bem como o processo de produção do espaço geográfico. Como a escola não está desassociada da sociedade, essas discussões, de algum modo, também estão presentes no cotidiano dessa instituição, em especial, como um dos conteúdos indicados para serem abordados no ensino de Geografia. Assim, tendo a perspectiva crítica de ensino como referência, objetivamos, na presente pesquisa, analisar como o ensino de solos é realizado na Geografia Escolar e, em particular, destacar a importância desse componente físico-natural para a formação crítica dos alunos, além de discutir como tem sido proposto o trabalho com essa temática nos materiais pedagógico-didáticos de Geografia e em eventos científicos da Geografia. Considerando os pressupostos da pesquisa qualitativa, no que se circunscreve à modalidade de estudo de caso, estabelecemos como recorte espacial de investigação 10 escolas da Rede Municipal de Educação de Goiânia - GO, situadas próximas à áreas vulneráveis a inundação e a erosão; e, como sujeitos da pesquisa, os professores de Geografia que trabalham nessas instituições de ensino. Com isso, a intenção foi compreender, mediante a realização de entrevistas semiestruturadas e observação de aulas, quais conhecimentos e, em especial, quais conceitos esses docentes mobilizam para ensinar solos na Geografia Escolar. Realizamos análise em materiais didático-pedagógicos de Geografia que subsidiam o trabalho com o conhecimento do conteúdo e um levantamento sobre o ensino de solos em eventos significativos no campo da Geografia Física e do Ensino de Geografia, com o intuito de compreender a maneira como tem sido discutido e proposto o trabalho com esse tema, em especial à Educação Básica. As análises dos dados indicaram que o solo não se configura como um dos temas centrais no Ensino de Geografia. Há uma tendência nas abordagens em conceber o solo como um recurso, considerando apenas as suas características físico-naturais. Percebemos ainda que as questões de ordem social relacionadas ao solo, por vezes, são postas em segundo plano, e, quando mencionadas, reforçam um ideário midiático e de senso comum que culpabiliza a sociedade pelos problemas ambientais que caracterizam o quadro de degradação instaurado na atualidade, sem associar a esse quadro os fatores físico-naturais condicionantes desses processos. Concluímos, ainda, principalmente com relação às produções científicas, que alguns trabalhos, ao ressaltarem a existência da Geografia Física na escola, reforçam a dicotomia entre Geografia Física e Geografia Humana. Entendemos que na Educação Básica existe apenas Geografia como componente curricular instituída. Evidentemente, os conhecimentos advindos dessa área estão na Geografia Escolar, entretanto, como temas e conteúdos. Verificamos também, em alguns textos, a ausência de reflexões que valorizem o papel do docente como mediador do processo de ensino e aprendizagem. Ao refletirmos sobre a relevância do solo como um componente físico-natural essencial à vida, como temática que faz parte do cotidiano dos sujeitos envolvidos no processo de ensino e aprendizagem e como conteúdo abordado na perspectiva do espaço geográfico, acreditamos que é possível desenvolver uma aprendizagem que seja significativa e que esteja assentada na relevância do conhecimento geográfico para a análise da realidade. Acreditamos, ainda, que o trabalho com os temas relacionados ao solo deve ser encaminhado na Educação Básica a partir da perspectiva do Conhecimento Didático do Conteúdo, uma das especificidades que diferencia o professor de Geografia dos demais profissionais.

The diploma thesis Teaching Civic Education at the Elementary Schools in České Budějovice focuses on the current state of civic education at elementary schools in České Budějovice. The theoretical part deals with the system of curricular documents, analysis of the Framework Educational Program for basic education and its subsequent comparison with individual school educational programs at selected elementary schools in České Budějovice. The practical part presents interviews with four teachers who teach the subject of civic education at selected elementary schools in České Budějovice. These are the following elementary schools: Kubatova Elementary School and Kindergarten, Elementary School Matice školské, Church Elementary School and Elementary School and kindergarten of J. Š. Baara.

The Hispanic population in central Texas tends to have low levels of civic engagement as compared to other groups in the same area, which leads to disproportionate political marginalization. Prior research has focused on characteristics of voters and nonvoters, but has failed to explore the lack of political mobilization among Hispanic voters. The purpose of this study was twofold; first to better understand the nature of Hispanic voters' political marginalization, and second, explore why participation levels are so low among this group. This general qualitative study applied critical race theory to explore the barriers perceived by Hispanic voters related to political marginalization that may contribute to low voter participation. Data were collected through interviews with 20 randomly selected Hispanic people residing in central Texas. Interview data were transcribed, inductively coded, and then organized into themes. The key research findings identified 3 themes that potentially explain low civic engagement; a general distrust in government, a deficiency of civics education in the public school system, and specific cultural preferences that may contribute to low levels of participation in voting and politics. Findings also revealed that there is little understanding of the voting process, and few public initiatives to encourage the Hispanic voter community to vote or otherwise engage in participatory democracy. Recommendations to policy makers to promote positive social change include increasing funding for civic education, and creating voter outreach programs. Policy makers and politicians should also seek out ways to build trust in the political process throughout the Hispanic community.

In this examination project I look into what ways upper secondary school students conceive themselves as politically influenced before they voted for the general election of 2010. The purpose is to examine which influences the upper secondary school surroundings and the classes of civic education are contributing with to students before they voted. As a method, I have used personal, semi-structural interviews on eight upper secondary school students who all voted for a party represented in the parliament. I have asked questions about how they believe their parents, the surroundings of their school and the classes of civic education have influenced them. To separate which influences primarily the upper secondary school and the classes of civic educations have had on the students, I have selected two comparison groups of four students in each. One group contains only parent-influenced students whereas the other group contains only not parent-influenced students.   My findings show that the upper secondary school surroundings have played an important part to both student groups and the outcome may be theoretically generalized to all upper secondary school students studying natural science. The influences related to the classes of civic education have had a diversified outcome, mostly on not parent-influenced students. Therefore, this piece of result cannot be theoretically generalized to all natural science students. Not parent-influenced students also perceive themselves as more influenced by miscellaneous meaningful people, than do parent-influenced students.   I understand the results as students not concurring with their parents politically, are more inclined to chase their political identity among their peer friends and other meaningful people. They are also more open-minded in the teaching moments of political parties, also during the political debate throughout the civic education. Finally, I discuss how the results should be viewed by teachers in civic education and what role the upper secondary school continues to play, as a political socialization agent.