Differences in the Teaching of Civic, Social and Political Education: An Analysis of the Impact of School Gender

Autor/in	O'Brien, Gearóid
Titel	Differences in the Teaching of Civic, Social and Political Education: An Analysis of the Impact of School Gender
Quelle	In: Education, Citizenship and Social Justice, 18 (2023) 2, S.161-181 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Brien, Gearóid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/17461979211062118
Schlagwörter	Single Sex Schools; Gender Differences; Civics; Citizenship Education; Foreign Countries; Citizen Participation; Social Responsibility; Social Justice; Teaching Methods; Institutional Characteristics; Ireland + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Geschlechterkonflikt; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Soziale Verantwortung; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Irland
Abstract	This study examines differences based on school gender in the teaching of Civic, Social and Political Education (CSPE), a mandatory subject in the Irish post-primary curriculum. These differences are considered in relation to Westheimer and Kahne's three types of citizens -- personally responsible, participatory and justice-oriented. The article presents the findings of a survey conducted with 223 CSPE teachers in single-sex female, single-sex male and co-educational schools. The data were analysed using statistical and thematic analysis. The findings suggest that CSPE teachers in single-sex female schools place greater value on the subject and are more likely to promote social responsibility and student voice, suggesting a greater emphasis on participatory and justice-oriented citizenship. Teachers in single-sex male schools are more likely to focus on politics and action aligning with participatory citizenship. In co-educational schools, teachers seemed to focus on personally responsible and participatory citizenship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01