OVk125 Civic education

Faculty of Education
Autumn 2021
Extent and Intensity
0/0/.6. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
PhDr. Mgr. Radim Štěrba, Ph.D., DiS. (seminar tutor)
Guaranteed by
PhDr. Mgr. Radim Štěrba, Ph.D., DiS.
Department of Civics – Faculty of Education
Supplier department: Department of Civics – Faculty of Education
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 18 student(s).
Current registration and enrolment status: enrolled: 0/18, only registered: 0/18, only registered with preference (fields directly associated with the programme): 0/18
fields of study / plans the course is directly associated with
Course objectives
The course Civic Education – practice and experience in the field focuses on civic education while reflecting broader context comprising democracy and citizenship. Emphasis is put on practical aspects of civic education. First part of the course aims at acquiring basic concepts which forms civic education. Students will also get insight into the way their identities of citizens form their role of civic education teachers. Second part of the course is focused on practice. Students will meet civic education experts. They will provide the students with practical skills using specific educational projects, materials as well as practical demonstrations. They will also show them what kind of challenges and problems they will face once they teach civic education. The course thus stress the work and collaboration based on openness and partnership education as well as active participation of the students.
Learning outcomes
Completing the course will provide the students with the orientation within the complexity of civic education, understanding of importance and goals of civic education, practical skills and finally it will boost their confidence towards civic education and its themes. Last but not least the course should bring together people from different backgrounds but with the shared interest in civic education.
Syllabus
  • 1. Course organization, goals and requirements. We will introduce the course conception and present the structure of the course in detail. We will also specify documentation portfolio requirements. Last but not least we will introduce the terms: democracy, participation, citizen, citizenship education to show how these terms – concepts are interrelated. 2. Citizenship education principals and education. We will focus on understanding of the goals and purpose of citizenship education. We will explore the term citizen in detail and how being a citizen influences the role of a teacher. We will also focus on current debates on citizenship education in the Czech Republic as well as in Europe. 3: School and praxis. We will use a project dealing with municipality to show students what it means to be a teacher of citizenship education. We will focus on the reflexion of our own position as a teacher. Students will learn what challenges teachers face from practitioners. 4. Citizenship education methods I. We will introduce current methods applied in citizenship education. Students will apply these methods under the supervision of experienced practitioners. We will work with issues taught as controversial x controversial issues methods. 5. Citizenship education methods II. We will focus on school and its climate. We will explore democracy teaching through participation in detail and answer questions about how student parliaments encourage democracy. 6. What it all was supposed to do. Finally, we will reflect on the whole course and try to trace what changes the students might have undergone. We will also offer other possibilities in citizenship education waiting to be explored.
Literature
    required literature
  • Habermas, J. 2002. Tři normativní modely demokracie. In Teorie demokracie dnes. Praha: Filosofia, s. 79-95.
    recommended literature
  • Della Porta, D. 2013. Can democracy be saved?: participation, deliberation and social movements. Cambridge: Polity Press, s. 1-11
  • Kakos, M. 2013. The deficit model of education views citizenship teaching as an imposition rather than a right. Democratic Audit Blog (05 Aug 2013). Dostupné na: http://eprints.lse.ac.uk/54224/
  • Alexander, R. 2008. Essays on Pedagogy. Routledge (kapitoly 5 a 6).
  • Biesta, Gert, J. J. 2011. Learning Democracy in School and Society: Education, Lifelong Learning, and the Politics of Citizenship. Rotterdam: Sense Publishers, s. 5-16.
  • Freire, P. 1998. Pedagogy of freedom: ethics, democracy and civic courage. Lanham, Rowman & Littlefield Publishers. (kapitoly 2 a 3).
  • Dewey, J. 2008. Democracy and Education. Chapter Seven: The Democratic Conception in Education. Dostupné na: https://www.gutenberg.org/files/852/852-h/852-h.htm.
  • Cotmore, R. 2004. Organisational competence: the study of a school council in action. Children & Society, 18: 53–65.
Teaching methods
Discussion, individual work, team work, explanation.
Assessment methods
The preparation of documentation portfolio, active 80% participation.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
The course is taught annually.
The course is taught: every week.
Information on the extent and intensity of the course: 8 hodin.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2021/OVk125