Teaching Civic Education in a Migrating Global Community: How Can Students with a Migration Background Contribute to Didactics and Civic Education Theory?
Susann Gessner
Journal of Social Science Education · 2017
doi:10.4119/jsse-833 (opens in a new tab)
We email you when a new notice or a question about this paper appears.
Abstract
Purpose: The article enquires about how young migrants perceive and evaluate civic education in school and what expectations they have of the subject. Method: The article is based on a qualitative-oriented research work based on the Grounded Theory; surveys were made by interviews with students. Findings: The article emphasises that educational theorists can learn something from young migrants about the content and construction of civic education in a migrating Global Community.
Abstract licence: CC BY-SA
Reads
Read by people on this page
None yet.
Checked or read by AI through naulon
None yet.
A person counts once a day per paper. We keep no cookie and no address: a reader is a hash that changes every day. Any month under five reads shows no number.
Are you an author?
Is this your paper?
Claim it to add your note and be paid when agents cite it. Free.