Educating Citizens in an Age of Globalization, Migration, and Transnationalism: A Study in Four European Democracies

Autor/in	Hahn, Carole L.
Titel	Educating Citizens in an Age of Globalization, Migration, and Transnationalism: A Study in Four European Democracies
Quelle	In: Theory and Research in Social Education, 48 (2020) 2, S.244-284 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2019.1707139
Schlagwörter	Cross Cultural Studies; Foreign Countries; Global Approach; Immigration; Correlation; Citizenship Education; Secondary School Students; Teacher Attitudes; Student Attitudes; Secondary School Teachers; Self Concept; Social Environment; Cultural Context; Teaching Methods; Student Mobility; Cultural Background; Family Relationship; Barriers; Democracy; Comparative Education; Immigrants; Civics; Social Systems; Denmark; Netherlands; Germany; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Ausland; Globales Denken; Korrelation; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sekundarschüler; Lehrerverhalten; Schülerverhalten; Selbstkonzept; Soziales Umfeld; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Demokratie; Vergleichende Erziehungswissenschaft; Immigrant; Immigrantin; Immigranten; Staatsbürgerkunde; Social system; Soziales System; Dänemark; Niederlande; Deutschland
Abstract	This study explores how globalization, migration, and citizenship education intersect in four northwest European democracies. In this study of secondary schools serving students from immigrant backgrounds in Denmark, Germany, the Netherlands, and the United Kingdom (England and Scotland), I interviewed teachers and students and observed civic-related lessons. Using a socio-cultural, ecological theory of civic education in an era of transnationalism and attending to the historical and socio-cultural contexts in the four countries, I focused on transnational students and the content and teaching methods prevalent in their social studies classes, as well as whole school civic practices. I found transnational student identities were complex, fluid, and situational, and the students frequently communicated across national borders with relatives in their heritage countries and worldwide diasporic communities. Teachers and schools approached civic education in ways that reflected national pedagogical cultures; yet, across countries, teachers identified similar opportunities and challenges in preparing transnational youth for participatory democratic citizenship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01