The Experts below are selected from a list of 30867 Experts worldwide ranked by ideXlab platform
Michael Byram - One of the best experts on this subject based on the ideXlab platform.
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national identity Patriotism and studying politics in schools a case study in hong kong
Compare, 2007Co-Authors: Timothy Wai Wa Yuen, Michael ByramAbstract:After reunification with the People's Republic of China in 1997, Hong Kong was turned into a special administrative region. The new government has repeatedly emphasised the development of national identity and Patriotism. One of the locations where these issues might be expected to appear is in the teaching of Government and Public Affairs (GPA), an optional subject offered to secondary students aged 15–18. The aim of this paper is to study the perceptions of GPA teachers in order to address two issues. First, how do GPA teachers who teach politics in schools construe ‘national identity’ and ‘Patriotism’? Second, do the teachers believe studying politics through the subject GPA can enhance national identity and Patriotism among the students? The findings show that the teachers understand national identity and Patriotism critically. They insist politics should be taught in a rational way. At the same time, they think teaching politics in a rational way, with no appeal to the emotions as is the current prac...
Jasmine B.-y. Sim - One of the best experts on this subject based on the ideXlab platform.
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Postmodern Patriotism: teachers’ perceptions of loyalty to Singapore
Asian Education and Development Studies, 2017Co-Authors: Shuyi Chua, Jasmine B.-y. SimAbstract:Purpose The purpose of this paper is to explore humanities teachers’ perceptions of Patriotism in Singapore by addressing two questions. First, what are teachers’ understandings of Patriotism? Second, what are teachers’ attitudes toward Patriotism as a quality of good citizenship? Design/methodology/approach The qualitative case study approach was used, with semi-structured interviews and classroom observations as data sources. The participants were four teachers from diverse backgrounds with distinct perceptions of Patriotism. Data analysis methods included writing teacher profiles and thematic coding. Findings Teachers were generally positive toward Patriotism and understood it in four ways: cosmopolitan, nationalistic, social-movement and person oriented. These themes were not mutually exclusive but distributed across the participants in varying extents. These findings show that Patriotism is susceptible to individual meaning-making, and there are different scales and expressions of Patriotism. Research limitations/implications The results from this small case study cannot be generalized. However, owing to globalization, it is likely that alternative ways of understanding Patriotism might become more widespread and salient in citizenship education. Hence, the authors recommend that more studies be conducted on larger samples and using other methods. Originality/value This study goes in-depth into a case where teachers had positive feelings toward Patriotism, and it draws on the context of Singapore to understand how and why this is so. It also revealed conceptions of Patriotism that differ from the more common constructs in the educational literature, suggesting that people from post-colonial countries with different histories, might conceive of Patriotism differently from others.
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Rethinking critical Patriotism: a case of constructive Patriotism in Social Studies teachers in Singapore
Asia Pacific Journal of Education, 2016Co-Authors: Shuyi Chua, Jasmine B.-y. SimAbstract:AbstractCritical Patriotism is an ideal in many liberal Western nations. Few studies, however, explore how teachers understand and teach critical Patriotism and the possible tensions arising from its adoption, especially in non-Western contexts. This qualitative case study explores the understandings and practices of two Social Studies teachers from an elite girls’ school in Singapore to understand how they negotiate the tensions that arise when critical thinking and Patriotism meet. The findings show that the teachers perceive little contradiction between Patriotism and critical thinking and, hence, generally taught in line with democratic citizenship education. They encouraged students to discuss controversial policies, brought in diverse perspectives and challenged the status quo. However, sensitive to the socio-political context in Singapore, they sought consensus instead of contestation, gradual change instead of radical change, in contrast to the spirit of critical Patriotism. These findings suggest...
Timothy Wai Wa Yuen - One of the best experts on this subject based on the ideXlab platform.
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national identity Patriotism and studying politics in schools a case study in hong kong
Compare, 2007Co-Authors: Timothy Wai Wa Yuen, Michael ByramAbstract:After reunification with the People's Republic of China in 1997, Hong Kong was turned into a special administrative region. The new government has repeatedly emphasised the development of national identity and Patriotism. One of the locations where these issues might be expected to appear is in the teaching of Government and Public Affairs (GPA), an optional subject offered to secondary students aged 15–18. The aim of this paper is to study the perceptions of GPA teachers in order to address two issues. First, how do GPA teachers who teach politics in schools construe ‘national identity’ and ‘Patriotism’? Second, do the teachers believe studying politics through the subject GPA can enhance national identity and Patriotism among the students? The findings show that the teachers understand national identity and Patriotism critically. They insist politics should be taught in a rational way. At the same time, they think teaching politics in a rational way, with no appeal to the emotions as is the current prac...
Chris G Sibley - One of the best experts on this subject based on the ideXlab platform.
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authoritarianism and national identity examining the longitudinal effects of sdo and rwa on nationalism and Patriotism
Personality and Social Psychology Bulletin, 2017Co-Authors: Danny Osborne, Petar Milojev, Chris G SibleyAbstract:The resurgence of right-wing political parties across the globe raises questions about the origins of national identity. Based on the Dual Process Model of Ideology and Prejudice, we argue that people’s tendency to submit to ingroup authorities (Right-Wing Authoritarianism [RWA]) and preference for group-based hierarchy (Social Dominance Orientation [SDO]) underlie people’s belief in the superiority of their nation (nationalism) and attachment to their homeland (Patriotism). We examine these hypotheses using three waves of data from an annually conducted national longitudinal panel study of New Zealanders (N = 3,838). As predicted, RWA had positive cross-lagged effects on nationalism and Patriotism. Conversely, SDO had a positive cross-lagged effect on nationalism, but a negative cross-lagged effect on Patriotism. Little evidence of reciprocal cross-lagged effects (i.e., national identity on authoritarianism) was found. These results demonstrate that nationalism and Patriotism are related, albeit distinct...
Mykhailo Sopiha - One of the best experts on this subject based on the ideXlab platform.
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Patriotism AS THE SOCIAL VALUE OF THE INDIVIDUAL
Social Work and Education, 2018Co-Authors: Vitaliy Kulchytskyi, Mykhailo SopihaAbstract:The article deals with Patriotism as a social value of an individual. Characterized by Patriotism in the socio-historical, as well as in the psychological and pedagogical context, allows us to give a holistic description of this complex and multifaceted social phenomenon. The socio-pedagogical bases of development of patriotic education of youth of Ukraine are considered. It was investigated that the level of youth Patriotism is closely related to its social activity. The significance of patriotic education in the development of spiritual and moral norms and principles of youth is analyzed. The analysis of patriotic education as a social and pedagogically organized process of personality formation is carried out. The emphasis is placed on the fact that Patriotism, especially if it comes from its origin, arises and develops as a feeling that is formalized through the mechanisms of socialization and enriched spiritually and ethically. It is also important that the understanding of the development of a sense of Patriotism is inextricably linked with its effectiveness, which in a more concrete way manifests itself in active social activities and actions. Conclusions are made that Patriotism is one of the most important components of the individual and social way of life. That is why, the feeling of Patriotism of young people develops in close connection with their cognitive activity, with the mastery of the necessary representations and knowledge that are formed and developed in an inseparable unity. Thus, the patriotic education of youth can be regarded as a process of socially controlling socialization, which is carried out in specially created educational organizations that help develop the capabilities of a young person, including her ability, knowledge, patterns of behavior, values, relationships that are positively valuable to a society in which they lives.
