Reading for meaning : problematizing inclusion in Indonesian civic education

This paper reports on the use of the Index for Inclusion in five socioeconomically different primary school contexts in Indonesia. The research was designed and developed through Australian and Indonesian teachers and teacher educators collaborative efforts over a year. The work took place during the post‐Suharto reform period and focuses on the field of Civics education. The research examines what the ethic of inclusion means to teachers participating in political and educational democratization as they attempt to embrace and develop citizenship classroom practices that feature respect for difference. The theoretical interest is in both citizenship theory and inclusion; showing how the civic cultures of school and nation intersect; and the implications of that intersection for inclusion theory and cross‐cultural theorizing of inclusion more broadly.

Panel Two: Content Orientation versus Civic Education

Format: 5 minute introduction, 15 min per speaker, 70 minute discussion Moderator: Eric DeMeulenaere, Clark University

The Effects of Civic Education on Political Knowledge

Traditionally political knowledge was regarded as an important potential outcome for civic education efforts. Most of the currently available research, however, tends to focus on non-cognitive goals, despite the fact that studies repeatedly have shown that political knowledge is an important resource for enlightened and engaged citizenship. In this article, we investigate whether civic education contributes to political knowledge levels. The analysis is based on the Belgian Political Panel Survey, a two year panel study among 2,988 Belgian late adolescents. The analysis shows that experiences with group projects at school contribute significantly to political knowledge levels two years later on. Furthermore, we can observe an interaction effect as those who are already most knowledgeable about politics, gain most from these group projects. Classes about politics, on the other hand, did not have an effect on knowledge levels. In the discussion, it is argued that civic education can have strong cognitive effects, but that these effects are not always related to classical civic education efforts.

The Relation Between Civic Education and Political Attitudes and Behavior

It is generally assumed that civic education efforts will have a positive effect on the political attitudes and behaviors of adolescents and young adults. There is less agreement, however, on the most effective forms of civic education. In the present study, we distinguish between formal civic education, an open classroom climate and active learning strategies, and we explore their effect on political interest, efficacy, trust and participation. To analyze these effects, we rely on the results of a two-year panel study among late adolescents in Belgium. The results indicate that formal civic education (classroom instruction) and active learning strategies (school council membership and, to a lesser extent, group projects) are effective in shaping political attitudes and behavior. An open classroom climate, on the other hand, has an effect on political trust. We conclude that there is no reason to privilege specific forms of civic education, as each form contributes to different relevant political attitudes and behaviors.

Civic education in the United States; a directory of organizations.

Mode of access: Internet.

Civic education: sociological foundations and courses,

Mode of access: Internet.

Life, Social Studies, and the Pursuit of Happiness: Using Classroom-based Multicultural Democratic Education to Challenge Conservative Notions of Civic Education

Bok (2010) argues civic understanding could improve student happiness by improving perceptions of politics and government, but the state of civic education in public schools keeps this from happening. This study argues that this notion of civic education is conservative by exploring Bok’s premises, social studies, and civic education.

The Effects of Civic Education on Political Knowledge

Traditionally political knowledge was regarded as an important potential outcome for civic education efforts. Most of the currently available research, however, tends to focus on non-cognitive goals, despite the fact that studies repeatedly have shown that political knowledge is an important resource for enlightened and engaged citizenship. In this article, we investigate whether civic education contributes to political knowledge levels. The analysis is based on the Belgian Political Panel Survey, a two year panel study among 2,988 Belgian late adolescents. The analysis shows that experiences with group projects at school contribute significantly to political knowledge levels two years later on. Furthermore, we can observe an interaction effect as those who are already most knowledgeable about politics, gain most from these group projects. Classes about politics, on the other hand, did not have an effect on knowledge levels. In the discussion, it is argued that civic education can have strong cognitive effects, but that these effects are not always related to classical civic education efforts.