This article explores representations of problems regarding citizenship in changes to the syllabi of social studies and history in Swedish secondary schools between 1970 and 2017. Previous research has shown that the general educational discourse changed from an emphasis on the societal needs of committed citizens to an emphasis on the…

The general purpose of this study is to examine the views of social studies and classroom teachers on citizenship tendencies and classroom practices. In line with this purpose, teachers' citizenship tendencies, whether citizenship tendencies vary according to gender, branch, and seniority, how they interpret the concept of "ideal…

As education systems increasingly emphasize teaching for the development of competency, teachers need support in how to design classroom assessments of competencies associated with their areas of learning. Teachers who engage students in learning democracy through deliberative dialogue and participation in real-world processes will find limited…

Purpose: This article aims at elaboration of a relevant framework for European identity and citizenship. On this basis, comparative studies like ICSS, Estonian curricula, civic syllabuses and textbooks will be critically reviewed. Methods: The framework relies on former studies on democracy and education. The work also draws on normative materials…

From the moment the United States entered World War II, public schools across the nation bombarded the Office of Education Wartime Commission requesting advice on how to mobilize schools for the war effort. American schools would rise to the occasion, implementing numerous programs including pre-induction training and the Victory Corps. The…

This article aims to unveil the illusions embedded in the simple dichotomy of differences and similarities and of divergence and convergence between Hong Kong and Shanghai under the principle of "One Country, Two Systems" through analyzing their respective social education curricula at the primary level. It will shed light on the…

There is a propensity, when considering the meaning(s) of citizenship, to think in terms of universality and equality rather than difference and inequity. In a North American context, citizenship often operates as a taken for granted status with the requisite rights and responsibilities associated with membership in a nation. In education, how…

This article reports on the implementation of global education in Canadian elementary schools. Curriculum analysis and 76 interviews at school, ministry, and district levels revealed limited coordination among ministry, district and NGO efforts and little support for curriculum development and teacher training. In schools, fund-raising for…

This article addresses the question of how difference has been dealt with by the social studies curriculum since its formal inauguration as part of American schooling in the early twentieth century. Over the last hundred years, cultural and ideological differences have played a large role in defining how Americans interpret citizenship education,…

The kindergarten-primary age child is introduced to law by studying rules, with the stressed concepts being those of leadership, fairness, and responsibility. (MJB)

Identifies five "motives" behind law-related education. They are citizenship education, delinquency prevention, survival skills, critical thinking, and ethics education. Presents a brief survey designed to collect information about law-related education in the Michigan public schools. (JDH)

This report evaluates a project undertaken in the Czech Republic to create lesson scenarios to revise the existing social studies curricular framework for the third form of secondary school (ages 17-18) with special reference to the overarching objectives for civic education reform started in 1989. These objectives included the elimination of…

The data-gathering model for the National Assessment offers many uses and implications at state and local levels for accountability and curriculum development purposes. (Author/KM)

The nature of materials produced by social science projects are examined with respect to the spectra of opinion about what the social studies should be. The author concludes that these cool" materials (value-free social science through guided inquiry) belong in the midst of investigation of controversial issues. (JB)

The challenge to the curriculum specialist is to determine objectives for citizenship which consider the varied democratic principles and societal value demands, and to create a cooperative professional relationship between the college-level and school level curriculum specialist. (Author/KM)