Page 10 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 10
šolsko polje, letnik xxx, številka 5–6
of knowledge co-creation, the effectiveness of the pedagogical process, the
dynamics of interpersonal relationships and the formation of self-image of
all participants in the pedagogical process (Žmavc, 2016).
We have briefly outlined the main points that concern contempo-
rary civic, citizenship and rhetorical education. Multiple articles in this
special issue address some of them in a much more thorough manner,
opening new perspectives on how to see their role in contemporary ed-
ucation and also pointing out problems that arise with modern concep-
tions and definitions of historically grounded concepts, notions, and ide-
as such as rhetoric, persuasion, democracy, citizenship, critical thinking,
ethics etc.
In the first part of the publication, the articles focus on civic and cit-
izenship education. Contributions from Ines Elezović and Marinko Ban-
jac discuss the civic and citizenship curriculum and the acquisition of civ-
ic and citizenship knowledge in Croatia and Slovenia respectively. The
articles review the context of teaching and learning the subject at school.
The article from Ines Elezović titled Civic and citizenship education in the
Republic of Croatia: 20 years of implementation brings the results from
the IEA’s International Civic and Citizenship Education Study (ICCS)
2016 within the scope of the overview of the developments in the subject
in Croatia since 1995. In his article Knowledge on political participation
among basic school pupils: a look at the results from the National Assessment
of Knowledge in the course Patriotic and Citizenship Culture and Ethics in
the 2018/2019 School Year Marinko Banjac uses the results of knowledge of
political participation from the latest Slovenian national study of the Pa-
triotic and Citizenship Culture and Ethics subject (part of the National
Assessment of Knowledge).
In the article titled Expected political participation and demograph-
ic changes in Europe Mojca Rožman and Diego Cortés aim to investi-
gate whether the recent immigration-related demographic change in Eu-
rope can be associated with changes in expected political participation of
young adults. The article uses Slovenian data from IEA’s ICCS cycles con-
ducted in 2009 and 2016, as well as data from national statistics and vot-
er turnout database.
The article Bullying of eighth graders in Slovenian primary schools
(secondary analysis of ICCS 2016) from Špela Jarovnik, Plamen Mirazchi-
yski and Nada Trunk Širca focuses on bullying at school, its frequency
and relationship with contextual and background factors using data from
the International Civic and Citizenship Education Study (ICCS) 2016.
An interesting finding from this study, which deserves further research, is
8
of knowledge co-creation, the effectiveness of the pedagogical process, the
dynamics of interpersonal relationships and the formation of self-image of
all participants in the pedagogical process (Žmavc, 2016).
We have briefly outlined the main points that concern contempo-
rary civic, citizenship and rhetorical education. Multiple articles in this
special issue address some of them in a much more thorough manner,
opening new perspectives on how to see their role in contemporary ed-
ucation and also pointing out problems that arise with modern concep-
tions and definitions of historically grounded concepts, notions, and ide-
as such as rhetoric, persuasion, democracy, citizenship, critical thinking,
ethics etc.
In the first part of the publication, the articles focus on civic and cit-
izenship education. Contributions from Ines Elezović and Marinko Ban-
jac discuss the civic and citizenship curriculum and the acquisition of civ-
ic and citizenship knowledge in Croatia and Slovenia respectively. The
articles review the context of teaching and learning the subject at school.
The article from Ines Elezović titled Civic and citizenship education in the
Republic of Croatia: 20 years of implementation brings the results from
the IEA’s International Civic and Citizenship Education Study (ICCS)
2016 within the scope of the overview of the developments in the subject
in Croatia since 1995. In his article Knowledge on political participation
among basic school pupils: a look at the results from the National Assessment
of Knowledge in the course Patriotic and Citizenship Culture and Ethics in
the 2018/2019 School Year Marinko Banjac uses the results of knowledge of
political participation from the latest Slovenian national study of the Pa-
triotic and Citizenship Culture and Ethics subject (part of the National
Assessment of Knowledge).
In the article titled Expected political participation and demograph-
ic changes in Europe Mojca Rožman and Diego Cortés aim to investi-
gate whether the recent immigration-related demographic change in Eu-
rope can be associated with changes in expected political participation of
young adults. The article uses Slovenian data from IEA’s ICCS cycles con-
ducted in 2009 and 2016, as well as data from national statistics and vot-
er turnout database.
The article Bullying of eighth graders in Slovenian primary schools
(secondary analysis of ICCS 2016) from Špela Jarovnik, Plamen Mirazchi-
yski and Nada Trunk Širca focuses on bullying at school, its frequency
and relationship with contextual and background factors using data from
the International Civic and Citizenship Education Study (ICCS) 2016.
An interesting finding from this study, which deserves further research, is
8
