JSSE Journal of Social Science Education

JSSE Journal of Social Science Education

Journal of Social Science JSSE Education ‘Politics is ethics done in public’: Exploring Linkages and Disjunctions between Citizenship Education and Character Education in England Ben Kisby Clarifying the Characteristics and Exploring the Collaboration of Citizenship and Character Education in South Korea Sun Young Park Neoliberal education? Comparing Character and Citizenship Education in Singapore and Civics and Citizenship Education in Australia Jia Ying Neoh Education to Thrive in a Heterogeneous and Democratic Society - A Task for Citizenship and Character Education? Results of Case Studies in three Berlin Schools Ewa Bacia, Angela Ittel Class Council Between Democracy Learning and Character Education Jürgen Budde, Nora Weuster Maintaining Interest in Politics: ‘Engagement First’ in a U.S. High School Government Course Jane C. Lo, Gavin Tierney The Role of Turkish National Holidays in Promoting Character and Citizenship Education Mehmet Acikalin, Hamide Kilic Mock Elections in Civic Education: A Space for Critical Democratic Citizenship Development Isolde De Groot Civics and Social Science Education in the Nordic Conference on School Subjects (NoFa 6) Katharina Propst Journal of Social Science Education Volume 16, Number 3, Fall 2017 ISSN 1618–5293 Masthead Editors: Reinhold Hedtke, Bielefeld University, Faculty of Sociology Ian Davies, Department of Educational Studies, University of York Andreas Fischer, Leuphana University Lüneburg, Faculty of Economics and Social Sciences Tilman Grammes, University of Hamburg, Faculty of Educational Science Isabel Menezes, University of Porto, Faculty of Psychology and Educational Sciences Birgit Weber, University of Cologne, Faculty of Human Sciences Editor of this Issue: Ian Davies, Department of Educational Studies, University of York Tilman Grammes, Faculty of Educational Science, Universität Hamburg Hiroyuki Kuno, Department for Education and Human Development, Nagoya University Editorial Assistant: Simon Niklas Hellmich Editorial Office: Journal of Social Science Education Bielefeld University Faculty of Sociology Postbox 100 131 33501 Bielefeld Germany E-Mail: [email protected] http://jsse.ub.uni-bielefeld.de/index.php/jsse/index Editorial Board: Helena Costa Araujo, Porto, Portugal; Mehmet Acikalin, Istanbul, Turkey; Gert Biesta, Luxembourg; Franziska Birke, Freiburg, Germany; Xavier Bonal, Amsterdam, Netherlands; Jennifer Bruen, Dublin, Ireland; Olga Bombardelli, Trento, Italy; Pepka Boyadjieva, Sofia, Bulgarian; Kenan Çayır, Istanbul, Turkey; Aviv Cohen, Jerusalem, Israel; Isolde De Groot, Utrecht, Netherlands; Pedro Daniel Ferreira, Porto, Portugal; Karl-Peter Fritzsche, Magdeburg, Germany; Márta Fülöp, Budapest, Hungary; Thomas Hellmuth, Wien, Austria; Margarita Jeliazkova, Enshede, Netherlands; Ireneusz Karolewski, Wrocław, Poland; Vjeran Katunarić, Zagreb, Croatia; Takahiro Kondo, Tokyo, Japan; Hiroyuki Kuno, Nagoya, Japan; Gitsa Kontogiannopoulou-Polydorides, Athens, Greece; Mary Koutselini, Nicosia, Cyprus; Janez Krek, Ljubljana, Slovenia, Slovenia; Bruno Losito, Rome, Italy; Tristan McCowan, London, Great Britain; Erich Mistrík, Bratislava, Slovakia; Concepción Naval, Pamplona, Spain; May-Brith Ohman Nielsen, Kristiansand, Norway; Fritz Oser, Fribourg, Switzerland; Svitlana Poznyak, Kiev, Ucraine; Jean Simonneaux, Toulouse, France; Trond Solhaug, Trondheim, Norway; Vladimir Srb, Kutná Hora, Czech Republic; Anu Toots, Tallinn, Estonia; Nicole Tutiaux-Guillon, Arras & Villeneuve d'AscQ, France; Ruud Veldhuis, Amsterdam, Netherlands; Arja Hellevi Virta, Turku, Finland; Irena Zaleskiene, Vilnius, Lithuania The Journal of Social Science Education is published Quarterly by sowi-online e.V., a non-profit organisation and registered society at the Bielefeld Court of Record (Registergericht), Germany. Members of the JSSE team are the editors, the editorial assistant, the technical staff, and the editorial board. http://www.sowi-online.de Journal of Social Science Education Volume 16, Number 3, Fall 2017 ISSN 1618–5293 Contents Editorial Citizenship Education and Character Education Ian Davies, Tilman Grammes, Hiroyuki Kuno 2-7 Featured Topic ‘Politics is ethics done in public’: Exploring Linkages and Disjunctions between 8-21 Citizenship Education and Character Education in England Ben Kisby Clarifying the Characteristics and Exploring the Collaboration of Citizenship and 22-28 Character Education in South Korea Sun Young Park Neoliberal education? Comparing Character and Citizenship Education in 29-39 Singapore and Civics and Citizenship Education in Australia Jia Ying Neoh Education to Thrive in a Heterogeneous and Democratic Society - A Task for 40-51 Citizenship and Character Education? Results of Case Studies in three Berlin Schools Ewa Bacia, Angela Ittel Class Council Between Democracy Learning and Character Education 52-61 Jürgen Budde, Nora Weuster Maintaining Interest in Politics: ‘Engagement First’ in a U.S. High School 62-73 Government Course Jane C. Lo, Gavin Tierney The Role of Turkish National Holidays in Promoting Character and Citizenship 74-83 Education Mehmet Acikalin, Hamide Kilic Mock Elections in Civic Education: A Space for Critical Democratic Citizenship 84-96 Development Isolde De Groot Congress Report Civics and Social Science Education in the Nordic Conference on School Subjects 97-99 (NoFa 6) Katharina Propst Review Review of the Book: Harrison, Tom, Morris, Ian, Ryan, John. 2016. Teaching 100-101 Character in the Primary Classroom, London, Sage. Ian Davies 1 Journal of Social Science Education Volume 16, Number 3, Fall 2017 DOI 10.4119/UNIBI/jsse-v16-i3-1716 Ian Davies, Tilman Grammes, Hiroyuki Kuno Citizenship Education and Character Education “Character is the continuously defined way of how man relates to the world” (Herbart 1919, p. 524) Keywords Bernard Crick, character education, citizenship education 1 Introduction established and ways of teaching promoted unthinkingly In discussing citizenship education and character educa- and probably with negative effects. tion we intend to make a small contribution to the clari- A good deal of valuable thinking and action did take fication of the meaning of each area, discuss the place in the early years of the 21st century which led to a connections and disjunctions between them and raise very clear characterization of citizenship education. That the possibility of developing an academic and pro- positive situation, however, may no longer exist and fessional bridge between them. instead we are in 2017 again faced with the shifting Throughout this issue we are not making an argument sands of definitions and characterizations around citizen- for anything other than professional forms of education ship and character. Further, we recognize the institu- that help learners to understand and develop the skills tional and political developments that are always rele- and dispositions to take part in contemporary society. It vant to changing priorities in education. The impact of would be an unhelpful and superficial approach if we the economic crisis since 2008 and recent political deve- were to pretend that it would be appropriate to promote lopments across the world mean that educators operate citizenship education in ways that were exclusively dis- in contexts that are markedly different from the early tinct from character education. Rather what we wish to years of the 21st century. We aim in this issue of JSSE - in do is to explore some ideas and draw attention to some this editorial and in the articles - to explore areas issues in order to help in the development of our own (conceptually and empirically) in ways which will not pro- and perhaps others’ thinking. We see this as a necessary vide answers but will perhaps highlight where further task as otherwise the potential for valuable educational discussions and actions are needed. work will be reduced. Without clear thinking about these ‘Citizenship education’ or ‘character education’ as titles areas, the “negative stereotyping between the two for work in schools and elsewhere may be used variously fields” (Althof & Berkovitz 2006, p. 495), there may also across particular locations. Of course, it would be in- be unfortunate political consequences in which forms of appropriately simplistic to declare that precise and un- education are practised unthinkingly and unintentionally. changing boundaries exist for character or education. We argue for this serious consideration as “in the But, very broadly, ‘character’ is perhaps most commonly absence of this clearer articulation a form of character emphasised in some circles in northern America and east education will develop …. and be titled citizenship Asia and ‘citizenship’ in some European locations (in- education” (Davies, Gorard and McGuinn 2005, p. 354; cluding the Council of Europe’s commitment to educa- Suissa 2015). In other words, distinct goals would be tion for democratic citizenship), in South America and elsewhere. But the picture is complicated by variations Ian Davies is Professor of Education, University of York, UK. He is the director of the Centre for Research within as well as across geographical contexts. East Asia is a very broad context – Singapore, for example, uses on Education and Social Justice. More details may be both citizenship and character. seen at https://www.york.ac.uk/education/our- staff/academic/ian-davies/ We feel that it would be helpful to ask what lies behind Tilman Grammes is Chair of Educational Science/Social these different terminologies. It is far too easy to

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