Teaching Civic Education in a Migrating Global Community: How Can Students with a Migration Background Contribute to Didactics and Civic Education Theory?

Autor/in	Gessner, Susann
Titel	Teaching Civic Education in a Migrating Global Community: How Can Students with a Migration Background Contribute to Didactics and Civic Education Theory?
Quelle	In: Journal of Social Science Education, 16 (2017) 2, S.41-51 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Civics; Citizenship Education; Grounded Theory; Surveys; Interviews; Qualitative Research; Immigrants; Student Attitudes; Foreign Countries; Politics; Adolescents; Political Issues; Global Approach; Student Role; Expectation; Germany; Somalia + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Qualitative Forschung; Immigrant; Immigrantin; Immigranten; Schülerverhalten; Ausland; Politik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Politischer Faktor; Globales Denken; Expectancy; Erwartung; Deutschland
Abstract	Purpose: The article enquires about how young migrants perceive and evaluate civic education in school and what expectations they have of the subject. Method: The article is based on a qualitative-oriented research work based on the Grounded Theory; surveys were made by interviews with students. Findings: The article emphasises that educational theorists can learn something from young migrants about the content and construction of civic education in a migrating Global Community. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://jsse.ub.uni-bielefeld.de/index.php/jsse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01