12 research outputs found

    Active agents of change: A conceptual framework for social iustice-orientated citizenship education

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    Egan-Simon, D., Active agents of change: A conceptual framework for social justice-orientated citizenship education, Equity in Education & Society, 1(2), pp. 297–310. Copyright Ā© [2022] (The Authors). Reprinted by permission of SAGE Publications.Social justice–orientated citizenship education (SJCE) can help young people to develop the knowledge, skills and dispositions to work collectively towards solutions to problems such as human rights violations, global poverty and environmental sustainability (DeJaeghere and Tudball, 2007; Banks, 2017; Hartung, 2017). Furthermore, SJCE can enable young people to think critically, consciously and compassionately and allow them to grow intellectually with a concern for equality and justice. This paper presents a conceptual framework for SJCE for educators and educational researchers wishing to explore citizenship education within social justice contexts. The framework is based on four constitutive elements: agency, dialogue, criticality and emancipatory knowledge, and has its philosophical foundations deeply rooted in the values and principles of critical pedagogy (Kincheloe, 2004; McLaren, 2014; Giroux, 2016). This conceptual framework for SJCE is ultimately concerned with developing justice-orientated active agents of change who are concerned with making the world more democratic, equitable and just

    Enabling collaborative lesson research

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    Ā© 2024 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is ā€œheld accountable for its relevance to practiceā€ because ā€œthat relevance can only be validated by practitionersā€ (Stenhouse, 1988, p. 49)

    Enabling collaborative lesson research

    Get PDF
    Ā© 2024 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is ā€œheld accountable for its relevance to practiceā€ because ā€œthat relevance can only be validated by practitionersā€ (Stenhouse, 1988, p. 49)

    A catalyst for conversation: Dialogic approaches to teaching sensitive histories in secondary schools

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    This article explores the application of dialogic pedagogy in teaching sensitive histories in secondary school settings. Drawing on personal experiences and current research, it highlights how dialogic approaches can enhance students’ understanding of historical events and their relevance to contemporary issues. The paper discusses three effective methods for facilitating dialogic pedagogy in history: silent conversations; structured debates; and Socratic seminars. These approaches can foster critical thinking, empathy and active citizenship by creating an inclusive and respectful classroom environment. The article concludes by considering some of the potential challenges in navigating the complexities of sensitive histories through dialogic approaches.N/

    The Working Class Poverty, Education and Alternative Voices

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    In The Working Class: Poverty, education and alternative voices, Ian Gilbert unites educators from across the UK and further afield to call on all those working in schools to adopt a more enlightened and empathetic approach to supporting ...N/

    Beyond the Core Content Framework: Using Experiential Learning to Develop Agentic, Creative and Reflexive Student Teachers

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    In 2019, the Department for Education introduced the core content framework (CCF) in initial education in England. The framework, which has been criticised for being heavily shaped by research from cognitive science, has, inadvertently, become the baseline curriculum for initial teacher education. This article explores how experiential learning is being used on a history PGCE course to move beyond the limitations of the CCF and offer student teachers a mode of professional learning that is foregrounded in creativity and critical reflexivity.N/

    Talking Outside <i>The Box</i>: Film As a Stimulus for Dialogic Engagement Around Social Justice Issues

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    This article explores how film, as a pedagogic device, can be used as a stimulus for dialogic engagement around social justice issues such as human rights, conflict and equity. Based on findings from a doctoral research study – and illustrated with an example from the film, The Box 1 – it is argued that through dialogue, film can provide an inclusive and participatory site for learning where children are viewed as social agents, meaning-makers and co-constructors of knowledge.</jats:p

    Active agents of change: A conceptual framework for social justice-orientated citizenship education

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    Social justice–orientated citizenship education (SJCE) can help young people to develop the knowledge, skills and dispositions to work collectively towards solutions to problems such as human rights violations, global poverty and environmental sustainability (DeJaeghere and Tudball, 2007; Banks, 2017; Hartung, 2017). Furthermore, SJCE can enable young people to think critically, consciously and compassionately and allow them to grow intellectually with a concern for equality and justice. This paper presents a conceptual framework for SJCE for educators and educational researchers wishing to explore citizenship education within social justice contexts. The framework is based on four constitutive elements: agency, dialogue, criticality and emancipatory knowledge, and has its philosophical foundations deeply rooted in the values and principles of critical pedagogy (Kincheloe, 2004; McLaren, 2014; Giroux, 2016). This conceptual framework for SJCE is ultimately concerned with developing justice-orientated active agents of change who are concerned with making the world more democratic, equitable and just. </jats:p

    Moving in the wrong direction: A critical history of citizenship education in England from the early twentieth century to the present day

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    This article critically explores the development of citizenship education in England from the early twentieth century to the present day. Using Westheimer and Kahne’s (2004) citizenship education framework as a lens, it is argued that citizenship education in England, from the early twentieth century to the present day, has failed to move beyond education for personal responsibility and civic participation, towards a more justice-orientated conceptualisation. It is maintained that citizenship education during much of the twentieth century was framed around personal responsibility, deference and patriotism. However, with the election of the New Labour government in 1997 and the introduction of citizenship education as a statutory secondary school subject in 2002, there was a move towards the development of participatory dispositions and the enhancement of political literacy in young people. From 2010, however, there has been a retrograde shift towards citizenship education for personal responsibility and character education (Kisby, 2017; Starkey, 2018; Weinberg and Flinders, 2018), as well as an increased focus on Fundamental British Values. The article concludes by considering the recommendations from the House of Lords’ (2018) report on citizenship education and argues that, while they may help reposition citizenship education within a participatory framework, they still fail to move towards a justice-orientated conceptualisation of citizenship education which focuses on the solidarity of the global community and how best to take actions that benefit all of humankind
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