The Paradoxes of Citizenship Education: Frames and Factors Influencing Dispositions toward Discussing Political Issues in the Classroom

Autor/inn/en	Estellés, Marta; Romero, Jesús; Amo, Francisco J.
Titel	The Paradoxes of Citizenship Education: Frames and Factors Influencing Dispositions toward Discussing Political Issues in the Classroom
Quelle	In: Journal of Social Studies Education Research, 12 (2021) 2, S.78-99 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Citizenship Education; Political Issues; Political Attitudes; Ideology; Citizen Participation; Classroom Environment; Correlation; Student Attitudes; Preservice Teachers; Early Childhood Education; Social Studies; Controversial Issues (Course Content); Association (Psychology); Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Politischer Faktor; Political attitude; Politische Einstellung; Ideologie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Klassenklima; Unterrichtsklima; Korrelation; Schülerverhalten; Early childhood; Frühkindliche Bildung; Frühpädagogik; Gemeinschaftskunde; Controversial issues; Kontroverse; Assoziation; Ausland; Spanien
Abstract	This article aims to explore two assumptions that have underpinned most research on teachers' perceptions of citizenship education (CE). These are, firstly, that teachers' perceptions of CE are relatively coherent, conscious and classifiable into citizenship models and, secondly, that these perceptions are strongly connected to their political ideology and civic engagement. In this article, we present a study conducted at a Spanish public university to test these two assumptions. We designed a questionnaire to investigate the possible effect of tacit framing on preservice teachers' perceptions of CE--by observing whether the use of different wording led them to reason about CE in different, or even contradictory, ways--and the relationship between preservice teachers' disposition toward discussing current political issues and their political ideology and civic engagement. The findings illustrate the power of framing in shaping CE perceptions and show a non-significant relationship between preservice teachers' disposition toward including political issues in the classroom and their political ideology/civic engagement. Although the items used in the questionnaire cannot fully account for the diversity of views of CE, political ideologies and civic engagement experiences, the results provide enough evidence to begin questioning the assumptions that have dominated the research on teachers' perceptions about CE. These results have important implications for social studies educators and scholars. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01