Abstracts

Reinhold Hedtke: Editorial (JSSE 2-2003)

David Kerr: Citizenship Education in England: The Making of a New Subject (JSSE 2-2003)

Citizenship has been included for the first time ever as an explicit part of the school curriculum in England from September 2002. This paper explores how this historic shift has come about through the work of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools (commonly known as the Crick Group). The first section sets out the background to why the Crick Group was established and shows how the main lessons from past policy approaches were absorbed by the Group. The second section explains how citizenship education is defined in the school curriculum in England. The third section details some of the current activities designed to encourage the development of effective practice in citizenship. In the final section a number of challenges facing citizenship education are identified. How these challenges are tackled will have a major impact as to the effectiveness of citizenship education practice in schools and elsewhere in England.

Ian Abbott: Economic Education in England (JSSE 2-2003)

Over recent years Economics as a separate subject has been in decline in England. Business Studies has grown in importance and the term Business Education is now more commonly used, in schools and colleges, to describe this area of work. This paper considers recent developments in the subject area and opportunities for further development. Particular emphasis is placed on the role of Business Education in the wider 14-19 curriculum and the prospects for future growth. The division between academic and vocationally related courses is emphasised with consideration given to the recent reform of the post-16 curriculum in England. The training of teachers in this area is outlined and implications arising from an increasing demand for teachers of Business Education is discussed.

Isabel Menezes: Civic education in Portugal: curricular evolutions in basic education (JSSE 2-2003)

This paper focuses on the curricular evolutions of civic education in Portugal with particular reference to two major turning points: the Curricular Reform of 1989, that instituted Personal and Social Education as an area of basic education, and the Curricular Reorganisation of Basic Education of 2001, that states Citizenship Education as a major goal. The debates surrounding these curricular changes include the discussion not only the curricular strategies privileged (e.g., cross-disciplinary dissemination, specific subject, non-disciplinary space), but also the concept of what civic education should be about (e.g., restricted to moral-values education vs. emphasising knowledge, attitudes and competencies). The current situation and prospects for the future are discussed.

Resumé

On analyse les évolutions curriculaires de l'éducation civique au Portugal avec référence a deux moments particuliers: la Reforme Curriculaire de 1989, avec l'institution de la Formation Personnelle et Sociale comme un domaine de l'éducation basique; et la Réorganisation Curriculaire de 2001, ou l' Éducation à la Citoyenneté émerge comme une priorité. Les débats sur les changements curriculaires étaient centrés sur la discussion des stratégies curriculares (e.g., infusion transversale, discipline spécifique, espace curriculaire non-disciplinaire) et sur la conception d' éducation civique (limité à une dimension morale ou des valeurs vs. englobant des savoirs, attitudes et compétences). La situation actuelle et les défis pour l'avenir sont discutés.

Concepción Naval: Civic Education in Spain: A Critical Review of Policy (JSSE 2-2003)

The international revival in civic education over the past decade did not have a pervading impact on the Spanish education system. Unlike efforts in Britain, many former communist countries and democracies in other parts of the world such as Australia, Spanish efforts to invigorate education for democratic citizenship have been modest. Nevertheless there has been a growing interest and an increasing realization that Spain is part of a new, more democratic Europe which needs civic education for its young people to enhance democratic citizenship. For example, the 1990 General Law for the Regulation of the Spanish Educational System (LOGSE) included Civic Education as part of the planned educational reform for Spain at the end of the Twentieth century.

Our objective is to critically analyze the Civic and Moral Education program proposed by the Spanish Ministry of Education, in 1990, from its earliest formulations, including the modifications that have been incorporated until 2001. The legal texts and orders issued by the ministry (MEC: Ministerio Español de Educación y Ciencia) during the specified period were analyzed. Published bibliography presenting the theoretical basis of the proposal, as well as the references concerning its implementation, were also studied. We conclude that despite these efforts in educational reform, if Spain wants to see itself, educationally, as part of the new Europe, it will need to engage a more vigorous program in civic education for democratic citizenship. Currently young people in Spain are not well prepared for active, democratic citizenship in the new Europe and an increasingly globalized world.

Staatsbürgerliche Erziehung in Spanien: kritische Betrachtung einer Erziehungspolitik - Zusammenfassung

Der internationale Wiederaufschwung der staatsbürgerlichen Erziehung im letzten Jahrzehnt hatte keinen anhaltenden Einfluss im spanischen Erziehungssystem. Im Gegensatz zu den Anstrengungen in Großbritannien, in vielen ehemals kommunistischen Ländern und Demokratien auf der ganzen Welt wie in Australien, waren die spanischen Bemühungen um eine demokratische Staatserziehung eher bescheiden. Trotzdem kann man von einem steigenden Interesse und einer immer größeren Verwirklichung der Überzeugung sprechen, dass Spanien ein Teil des neuen, demokratischeren Europas ist, das eine staatsbürgerliche Erziehung braucht, damit die jungen Leute ein demokratisches Bewusstsein entwickeln. Das Allgemeine Gesetz zur Regulierung des Spanischen Erziehungssystems (LOGSE) von 1990, zum Beispiel, beinhaltete staatsbürgerliche Erziehung als Teil der geplanten Erziehungsreform von Spanien am Ende des 20. Jahrhunderts.

Unser Ziel ist es, das Programm für die Staatsbürgerliche und Moralische Erziehung, das 1990 vom spanischen Erziehungsministerium vorgeschlagen wurde, von seinen frühesten Formulierungen an kritisch zu analysieren und dabei auch die Änderungen zu betrachten, die bis 2001 eingefügt worden sind. Es wurden die Gesetzestexte und Anordnungen analysiert, die in der genannten Zeitspanne vom Ministerium (MEC: Spanisches Ministerium für Erziehung und Wissenschaft) veröffentlicht worden sind. Die veröffentlichte Bibliographie, die sich mit der theoretischen Basis der Vorschläge befasst, sowie die Hinweise auf die Einführung dieser Erziehung wurden ebenfalls berücksichtigt. Wir folgern aus unseren Studien, dass Spanien sich, trotz dieser Bemühungen in der Erziehungsreform, für ein kraftvolleres Programm für staatsbürgerliche Erziehung in einer Demokratie entscheiden muss, wenn es sich selbst, die Erziehung betreffend, als Teil des neuen Europas sehen möchte. Die jungen Leute in Spanien sind gewöhnlich nicht gut darauf vorbereitet, aktive, demokratische Staatsbürger im neuen Europa und in der fortschreitend globalisierten Welt zu sein.

Marjan Šimenc: Citizenship education in Slovenia between past and future (JSSE 2-2003)

Ilo Trajkovski: Title (JSSE 2-2003)

The paper describes the place and the role of civic education within the social system of the Republic of Macedonia. The main argument is that the implementation of the concept of civic education into the Macedonian educational system has successfully passed the initial and the subsequent introductory phase, and is nowadays facing the challenges of the mainstreaming phase. The situation at each stage is described in terms of the objectives, central issues, organization and teacher training.

Bruno Losito: Civic Education in Italy: intended curriculum and students' opportunity to learn (JSSE 2-2003)

Civic Education is considered in Italy as one of the most important aims of school education as a whole. Nevertheless, available researches show the existence of a gap between intended curriculum and students' experience at school.

Official Civic Education curricula, teaching practices and students' participation in the school life are presented with reference to official documents and to research results. Particular attention is paid to the results of the IEA Civic Education study that involved two different probability samples of students of lower and upper secondary school. The study results show that the Italian students of those school levels have an acceptable knowledge of the main principles governing the functioning of democratic societies, but not a sufficient grounding in certain fundamental aspects of the Italian political and institutional system.

Katharina Liebsch: Geschlechterperspektiven in der Fachdidaktik (Rezension) (JSSE 2-2003)

(c) 2003 sowi-online e.V., Bielefeld Editor of JSSE 2-2003: Reinhold Hedtke WWW-Presentation: Norbert Jacke Processing: Saad eddine Fidaoui URL: http://www.jsse.org/2003-2/abstracts.htm Publishing date: 2003/11/28