Citizenship Teaching & Learning - Current Issue

In China, the restrictions on population mobility imposed by the hukou (‘household registration’) system are in contradiction with the demand for increased population mobility in the context of economic production. The phenomenon of migrant children arises out of this contradiction, as they move between the place of household registration and the place of residence, unable to enjoy full citizenship rights and facing multiple dilemmas. Therefore, using the concept of citizenship, this article attempts to explore the interaction between the awakening of citizenship, government laws and responses and citizenship rights in terms of the right to education, so as to provide a foundational perspective for the study of the educational dilemmas of migrant children. Citizenship in China is influenced by a combination of China’s historical background, Confucian culture and the socialist ideology of the Communist Party of China, and it is firmly linked to the hukou system, possessing differentiated characteristics. The special meaning of citizenship in Chinese society and the differentiated stratification caused by the urban–rural dichotomy are the root causes of the inequality in education for migrant children, and the differentiated stratification and the awakening of civic consciousness further promote population mobility.

The youth population rate in Turkey is quite high compared to other European countries. According to official figures, there are 13 million people between the ages of 15 and 24 in Turkey. In the presidential election on 14 May 2023, 5 million young people will vote for the first time. This is a high number considering the total number of voters. In this article, we focus on political participation of high school students. This study has two main aims. First, it aims to determine the digital and traditional political participation of high school students ahead of the presidential elections in May 2023. Secondly, it aims to examine the relationship between digital and political participation. Exploratory sequential design, one of the mixed-method designs, was used in the study. Quantitative data were collected from 682 young people aged between 16 and 20 using the ‘Digital and Traditional Political Participation (DTPP)’ scale. In order to better understand the quantitative results, face-to-face interviews were conducted with fifteen young people. Multiple regression and correlation analysis techniques were used to analyse the quantitative data. Qualitative data were analysed using content analysis, according to Milbrath’s (1965) classification of political participation theoretical framework. The results of the research show that young people’s political participation is low and at the level of spectator activities. Students mostly prefer to follow politics in digital environments through social media and young people do not prefer to participate in political transitional and gladiatorial activities, either traditionally or digitally.

The COVID-19 pandemic has prompted a review of global citizenship and education to tackle global injustices. This study investigates the impact of school education and the national curriculums on students’ attitudes towards global citizenship and examines the features of critical global citizenship among Indonesian and Japanese students. According to a questionnaire survey, students in both countries had high levels of altruism, empathy and non-violent aspirations of the collective and low levels of fairness of rewards and non-violent aspirations of the personal. Indonesian students had a higher sense of personal and national responsibility; however, they did not recognize the structural violence of poverty. Japanese students recognized poverty as structural violence; however, they were uninformed about global human rights and lacked a sense of personal responsibility in global issues. Online international education and curricula should be improved to enable students to understand global issues and adopt a sense of responsibility towards them.

Linking the knowledge of related school subjects (history, civics and music), transdisciplinary didactics is one of the current trends in education. The aim of this article is to create an analytical-interpretive model for the didactic use of protest songs in social science education, supplemented by examples of learning tasks for pupils. The article describes the historical context of the events in Czechoslovakia in August 1968. The research focuses on the analysis and interpretation of the lyrics and music of selected protest songs to create a general analytical-interpretive model usable in school teaching of social sciences. The research into selected protest songs has found both similarities and differences in the motifs and symbols used, as well as in the overall character of the lyrics and melodies. The constructed analytical-interpretive model in connection with the didactic use of protest songs includes the level of motivation, analysis and interpretation, and creative and productive activities. The specific questions and tasks for pupils are applicable in school practice.

Teachers’ emotions and well-being are critical not only for their personal and professional development but also for facilitating holistic development of students. With increasing risks and uncertainties from sociopolitical changes and the global pandemic, teachers are facing tremendous stress which has affected their self-efficacy. This cross-sectional study of 1614 teachers from 50 primary schools in Hong Kong investigates how teachers’ perception of emotional competences and their emotional labour strategies relate to their self-efficacy in moral and character education via confirmatory factor analysis and structural equation modelling. The results reveal that both teachers’ emotional competences and teachers’ emotional labour strategies are positively associated with teachers’ self-efficacy in moral and character education. Understanding the relationships among emotional competences, emotional labour strategies and teachers' self-efficacy may be the first step in intervention implementation and effective policy development that could improve teachers’ self-efficacy in their provision of moral and character education.

Review of: Young People, Radical Democracy And Community Development, Janet Batsleer, Harriet Rowley and Demet Lüküslü (eds) (2022)

Bristol: Policy Press, 256 pp.,

ISBN 978-1-44736-276-0, h/bk, £85

Review of: Political Education in Times of Populism: Towards a Radical Democratic Education, Edda Sant (2021)

Cham: Palgrave Macmillan and Springer Nature, 230 pp.,

ISBN 978-3-03076-299-5, e-book, £79.50