Northern Lights on Civic and Citizenship Education : : A Cross-National Comparison of Nordic Data from ICCS.

• Superior document: IEA Research for Education Series ; v.11
• Author: Biseth, Heidi.
• TeilnehmendeR: Hoskins, Bryony.; Huang, Lihong.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; ©2021.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Series: IEA Research for Education Series
• Physical Description: 1 online resource (170 pages)

Table of Contents

NorthernLightsonCivicandCitizenshipEducation -- Foreword I -- Foreword II -- Contents -- Editors and Contributors -- 1 Using IEA International Civic and Citizenship Education Study (ICCS) Data: Northern Lights on ICCS -- 1.1 Introduction -- 1.2 The Nordic Context -- 1.3 Nordic Results in ICCS -- 1.3.1 Social Background and Education Processes Associated with Strong Learning Outcomes -- 1.3.2 Country Specific Findings from Previous Analyses -- 1.4 Complacency in Wealthy and Established Democracies? -- 1.5 The Positioning of This Book -- 1.5.1 Contesting the Understanding of Civic Engagement -- 1.5.2 Democratic Dispositions in Nordic Democracies -- 1.6 Conclusion -- References -- 2 The Reserved Young Citizens of the Nordic Countries -- 2.1 Introduction -- 2.2 New Theoretical Trends in the Perceptions of the Nordic Youth -- 2.3 Methods and Methodological Issues -- 2.4 International Trends from ICCS 2009 to ICCS 2016 -- 2.4.1 Increasing Civic Knowledge -- 2.4.2 Increasing Political Engagement -- 2.5 Regional Differences and Trends -- 2.5.1 Regional Differences -- 2.5.2 Regional Trends -- 2.6 Nordic Differences and Similarities -- 2.7 Concluding Discussion -- References -- 3 Aims of Citizenship Education Across Nordic Countries: Comparing School Principals' Priorities in Citizenship Education 2009-2016 -- 3.1 Introduction -- 3.2 The Nordic Model of Education and the Nordic Welfare State -- 3.3 Citizenship and CCE -- 3.4 National Aims for CCE in Four Nordic Countries -- 3.4.1 CCE in Denmark -- 3.4.2 CCE in Finland -- 3.4.3 CCE in Norway -- 3.4.4 CCE in Sweden -- 3.4.5 Summary: National Curricula for CCE in Denmark, Finland, Norway, and Sweden -- 3.5 Institutional Aims for CCE in Four Nordic Countries -- 3.5.1 Data and Methods -- 3.5.2 Analysis Results -- 3.6 Discussion -- 3.7 Conclusion -- References.

4 Developing Digital Citizenship and Civic Engagement Through Social Media Use in Nordic Schools -- 4.1 Introduction -- 4.2 Conceptual Framing of Digital Citizenship in Education -- 4.3 Data and Methods -- 4.3.1 Qualitative Data Analysis -- 4.3.2 Quantitative Data Analysis -- 4.3.3 Mixed Methods -- 4.4 Factors in Teaching Digital Citizenship Through Social Media in the Formal School Curricula -- 4.5 Teaching Digital Citizenship Education Through Access to Digital Equipment in Schools -- 4.6 The Use of ICT and Social Media for Digital Citizenship and Civic Engagement in Schools -- 4.7 Discussion -- Appendix -- References -- 5 Socioeconomic Inequalities in Civic Learning in Nordic Schools: Identifying the Potential of In-School Civic Participation for Disadvantaged Students -- 5.1 Introduction -- 5.2 Education Equality and the Nordic Education System -- 5.3 The Role of School in Reproducing Inequalities in Political Engagement -- 5.4 How Can Schools Facilitate the Learning of Civic Competence? -- 5.4.1 Open Classroom Climate -- 5.4.2 In-School Civic Participation Activities -- 5.4.3 Civic Competence -- 5.5 Data and Measures -- 5.6 Methods -- 5.7 Results -- 5.7.1 Inequalities in Access to Civic Learning and Open Classroom Climates -- 5.7.2 In-School Civic Participation -- 5.7.3 Learning Civic Competence -- 5.7.4 Direct Effects of SES on Civic Competence -- 5.7.5 Compensatory or Accelerating Effects -- 5.7.6 Explained Variance of the Models -- 5.8 Discussion and Conclusion -- 5.8.1 A Nordic Model of Inequalities in Civic Learning? -- 5.8.2 What Should Schools Do to Reduce Inequalities in Civic Competence? -- References -- 6 The Young Environmental Citizens in Nordic Countries: Their Concerns, Values, Engagement, and Intended Future Actions -- 6.1 Introduction -- 6.2 The Role of School and Home in Environmental Citizenship and Youth Activism.

6.3 Data and Measures -- 6.4 Analysis Plan -- 6.5 Result 1: Description of Students' Environmental Citizenship -- 6.5.1 Students' Biggest Concerns with the Environment -- 6.5.2 Students' Learning and Practice of Environmental Citizenship -- 6.5.3 Students' Values and Intentions with Respect to Environmental Citizenship -- 6.6 Result 2: Differences in Terms of Students' Environmental Citizenship by Socioeconomic and Migrant Background and by Gender -- 6.6.1 Differences According to Socioeconomic Status -- 6.6.2 Differences According to Gender and Migrant Status -- 6.6.3 Interaction Effects Between Socioeconomic Status and Gender -- 6.6.4 Interaction Effects Between Socioeconomic Status and Migrant Status -- 6.6.5 Limited but Persistent Effects of Background Factors on Environmental Citizenship -- 6.7 Discussion and Conclusion -- Appendix -- References -- 7 Civic and Citizenship Education: From Big Data to Transformative Education -- 7.1 Introduction -- 7.2 Nordic Lights on the Research, Policy, and Practice Triangle -- 7.2.1 Effective Practice: The Nordic Citizenship Education Model -- 7.2.2 Inequalities and Learning Political Engagement -- 7.2.3 The Interplay of Power Within Schools -- 7.2.4 Digital Citizenship -- 7.3 Active Citizenship for Crisis? -- 7.3.1 Transformative Education and Global Citizenship -- 7.3.2 Climate Change-Education for Sustainable Development -- 7.3.3 In the Wake of the COVID-19 Pandemic -- 7.4 In Closing -- References.