Page 12 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 12
šolsko polje, letnik xxx, številka 5–6
sent an important basis for the current revision of the syllabus, as well as
for the introduction of rhetoric into secondary schools, which are a part
of the project that has been going on at the Educational Research Insti-
tute since 2018.
In the last article Experiences In Teaching Rhetoric As An Elective
Course In Primary School Mojca Cestnik presents her extensive experi-
ence with teaching rhetoric in primary school. With a thorough descrip-
tion of didactic challenges, she argues for the need to teach rhetoric in pri-
mary school. She also outlines the important role of a teacher of rhetoric
in primary school as a valuable expert in the area of pedagogical commu-
nication, who can enable better collaboration with teachers from the first
to the ninth grade, as well as help properly unify the standards for oral
performances at school.
Three reviews are included in this issue. The first one is a review of
the book on “digital citizenship”, issued by the Council of Europe (Frau-
Meigs et al., 2017). The book titled Digital citizenship education: Volume 1
– Overview and new perspectives provides extensive overview of 14 of the
existing frameworks and definitions of the concept of digital citizenship
and brings the link between the national policies on the topic of techno-
logical industry. It further explores the concept of digital citizenship and
how the digital culture determines practices aiming at long-term experi-
ential strategies which, in turn, contribute to participatory and inclusive
approaches of digital citizenship education. A special focus of the book is
the relationship between the social literacy and the digital environment.
The book also provides recommendations for further development and
implementation of strategies towards digital citizenship education.
A second review from Lucija Klun presents Peter Strandbrink’s book
Civic Education & Liberal democracy: Making Post-Normative Citizens in
Normative Political Spaces. The book exposes the inherent and (re)pro-
duced tensions in civic and citizenship education. These tensions, along
with their collateral consequences, do not provide a sustainable way for
implementing “canonized civics and citizenship” into the education pro-
cess. Strandbrink provides detailed reasons for this, mainly because the
authorities do not possess such power over teaching, processes and con-
tent, and, even if they would have, they could not control the input (teach-
ing, content, etc.) and the output (acquired by the students). In this rela-
tion also comes the input from other disciplines, as well as the input from
other contexts, i.e. beyond that of the educational system. Strandbrink
points other issues, like the selection and framework of values, minimalist
and maximalist conceptualization of civic and citizenship education and
their consequences, among many other.
10
sent an important basis for the current revision of the syllabus, as well as
for the introduction of rhetoric into secondary schools, which are a part
of the project that has been going on at the Educational Research Insti-
tute since 2018.
In the last article Experiences In Teaching Rhetoric As An Elective
Course In Primary School Mojca Cestnik presents her extensive experi-
ence with teaching rhetoric in primary school. With a thorough descrip-
tion of didactic challenges, she argues for the need to teach rhetoric in pri-
mary school. She also outlines the important role of a teacher of rhetoric
in primary school as a valuable expert in the area of pedagogical commu-
nication, who can enable better collaboration with teachers from the first
to the ninth grade, as well as help properly unify the standards for oral
performances at school.
Three reviews are included in this issue. The first one is a review of
the book on “digital citizenship”, issued by the Council of Europe (Frau-
Meigs et al., 2017). The book titled Digital citizenship education: Volume 1
– Overview and new perspectives provides extensive overview of 14 of the
existing frameworks and definitions of the concept of digital citizenship
and brings the link between the national policies on the topic of techno-
logical industry. It further explores the concept of digital citizenship and
how the digital culture determines practices aiming at long-term experi-
ential strategies which, in turn, contribute to participatory and inclusive
approaches of digital citizenship education. A special focus of the book is
the relationship between the social literacy and the digital environment.
The book also provides recommendations for further development and
implementation of strategies towards digital citizenship education.
A second review from Lucija Klun presents Peter Strandbrink’s book
Civic Education & Liberal democracy: Making Post-Normative Citizens in
Normative Political Spaces. The book exposes the inherent and (re)pro-
duced tensions in civic and citizenship education. These tensions, along
with their collateral consequences, do not provide a sustainable way for
implementing “canonized civics and citizenship” into the education pro-
cess. Strandbrink provides detailed reasons for this, mainly because the
authorities do not possess such power over teaching, processes and con-
tent, and, even if they would have, they could not control the input (teach-
ing, content, etc.) and the output (acquired by the students). In this rela-
tion also comes the input from other disciplines, as well as the input from
other contexts, i.e. beyond that of the educational system. Strandbrink
points other issues, like the selection and framework of values, minimalist
and maximalist conceptualization of civic and citizenship education and
their consequences, among many other.
10
