Teachers' Stories of Engaging Students in Controversial Action Projects on the Island of Ireland.

Autor/inn/en	McSharry, Majella; Cusack, Mella
Titel	Teachers' Stories of Engaging Students in Controversial Action Projects on the Island of Ireland.
Quelle	In: Journal of social science education, 15 (2016) 2, S. 57-69Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/UNIBI/jsse-v15-i2-1497
Schlagwörter	Empirische Untersuchung; Curriculum; Fachdidaktik; Projekt; Friedensbewegung; Politische Bildung; Sozialwissenschaftlicher Unterricht; Religiöser Konflikt; Homosexualität; Kontroverse; Irland; Nordirland
Abstract	Civic, Social and Political Education (CSPE) in the Republic of Ireland and Local and Global Citizenship (LGC) in Northern Ireland keenly promote students' active participation in society. However, the purpose of this participation is not necessarily to encourage students to campaign for change in the present but rather that 'students are given opportunities to engage in actions and develop skills that will contribute to their becoming active participatory citizens in later life' (NCCA (2005) CSPE Guidelines for Teachers, p. 59). This often gives rise to a culture of passive citizenship and a tendency to focus on 'action projects' that are safe and self-contained. This paper focuses on a five action projects carried out by a sample of teachers and students that may be considered 'controversial'. In each case students actively campaign for equality and social justice, on local or global human rights issues and in ways that may be deemed controversial. It examines how the mainstream curriculum and school structures facilitate or impede this type of controversial action and explores the potential opportunities for greater engagement in such action through proposed curriculum reform (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2019/1