TY - JOUR
T1 - Students’ and teachers’ voice on the outcomes of a citizenship education curriculum
AU - Evagorou, Maria
AU - Vrikki, Maria
AU - Papanastasiou, Elena
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project has received funding from the European Union's Horizon 2020 research and innovation Programme under grant agreement No. 770045. The sole responsibility of this publications lies with the author. The European Union is not responsible for any use that may be made of the information contained therein.
Publisher Copyright:
© The Author(s) 2023.
PY - 2023
Y1 - 2023
N2 - The current study aims to examine students’ and teachers’ voices and views on the outcomes of the implementation of a curriculum as relevant and appropriate to enhance students’ citizenship skills by engaging them in dialogic and argumentative practices. To achieve the aim an innovative curriculum, consisting of 15 lessons per education level (pre-primary, primary and secondary) was developed. These lessons involved teachers and students in dialogue and argumentation around themes of citizenship education as cultural literacy using dialogue and argumentation as tools. The sample consisted of the responses of 134 teachers and 78 secondary school students. Overall, the curriculum was successful on supporting students on dialogue, argumentation and cultural literacy. A second finding has to do with teachers identifying changes in their practices related to dialogue and argumentation during the enactment of the curriculum. Furthermore, teachers underline the aspect of student enjoyment of the curriculum during the implementation. This finding supports the democratic and participatory aspect of the curriculum and adds a successful example of citizenship curriculum to the literature. Students emphasize as important aspects of the curriculum the fact that it makes the connection to everyday life, and is different from usual classroom related issues.
AB - The current study aims to examine students’ and teachers’ voices and views on the outcomes of the implementation of a curriculum as relevant and appropriate to enhance students’ citizenship skills by engaging them in dialogic and argumentative practices. To achieve the aim an innovative curriculum, consisting of 15 lessons per education level (pre-primary, primary and secondary) was developed. These lessons involved teachers and students in dialogue and argumentation around themes of citizenship education as cultural literacy using dialogue and argumentation as tools. The sample consisted of the responses of 134 teachers and 78 secondary school students. Overall, the curriculum was successful on supporting students on dialogue, argumentation and cultural literacy. A second finding has to do with teachers identifying changes in their practices related to dialogue and argumentation during the enactment of the curriculum. Furthermore, teachers underline the aspect of student enjoyment of the curriculum during the implementation. This finding supports the democratic and participatory aspect of the curriculum and adds a successful example of citizenship curriculum to the literature. Students emphasize as important aspects of the curriculum the fact that it makes the connection to everyday life, and is different from usual classroom related issues.
KW - citizenship education
KW - dialogue and argumentation
UR - http://www.scopus.com/inward/record.url?scp=85167403072&partnerID=8YFLogxK
U2 - 10.1177/14788047231193917
DO - 10.1177/14788047231193917
M3 - Article
AN - SCOPUS:85167403072
SN - 2047-1734
JO - Citizenship, Social and Economics Education
JF - Citizenship, Social and Economics Education
ER -