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Assessment of Kwara State Social Studies Teachers of the Adequacy of Upper Basic Social Studies Curriculum Content for Sustainable Development in Nigeria

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Yusuf A., Daramola D. S., Bello M. B., Obafemi K. E.

Human and Social Studies

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2015

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vol. 4

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issue 2

44-55

EN

The purpose of the study was to find out the adequacy of upper basic Social Studies curriculum content for sustainable development in Nigeria as assessed by Social Studies teachers. 306 Social Studies teachers (109 male and 197 female teachers) from 341 upper basic schools in Kwara State participated in the study. A researcher-designed questionnaire was used to collect data that were analysed using descriptive statistics and chi-square. The results showed that the content of upper basic Social Studies was not adequate, as assessed by teachers. It was also revealed that teachers’ assessment was significantly influenced by teaching experience, qualification and school type. However, the research showed that gender did not significantly influence Social Studies teachers’ assessment. Based on the findings, it was suggested that upper basic Social Studies curriculum should be reviewed and taught so as to ensure sustainable development in Nigeria.

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Embodied civic education: The corporeality of a civil body politic

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Phillips D. P.

Journal of Pedagogy

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2014

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vol. 5

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issue 1

90-114

EN

This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavor to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences. The existential theme of lived body emerges from this inquiry. The importance of embodying one’s learning, as well as connecting physically and socially to one’s society are apparent. The students’ learning through their corporeal experience serves to create the civil body politic of the classroom and inform their behavior outside of the classroom. Insights from this study may inform curriculum theorists and developers, policy-makers, and classroom teachers. Recommendations are made to transform the social studies for students to capitalize on their bodily experiences within the classroom so that they may grow in their role as a citizen. Students may then embody the ideals essential in civic education and democratic societies

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Wokół problematyki „metody” w postfoucaultowskich badaniach społecznych – pomiędzy strategią transkrypcji a strategią fugi

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Ostrowicka H.

Przegląd Socjologii Jakościowej

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2016

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vol. 12

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issue 1

152-169

PL

Podstawowym celem tekstu jest namysł nad problemem metodologicznych wytycznych, których źródłem stały się prace Michela Foucaulta. Głos ten wpisuje się jednocześnie w ogólniejsze zagadnienie stylów recepcji idei i koncepcji Foucaultowskich w badaniach społecznych. Mówiąc o „metodzie”, autorka odnosi się zarówno do tego, jakie metodologiczne wykładnie znajdują się w literaturze z zakresu metodologii badań społecznych, jak i do tego, jakie strategie czytania one reprezentują. Analiza recepcji „metodologii Foucaulta” uświadamia, iż sytuuje się ona pomiędzy dwoma biegunami. Pierwszy wyznaczają próby ustalenia precyzyjnych wskazówek metodologicznych, które pozwoliłyby na możliwe wierne powtórzenie Foucaultowskiego sposobu postępowania i jego przeniesienie do innej dziedziny badań (strategia transkrypcji). Na drugim biegunie lokują się różnego rodzaju wariacje metodologiczne – transformacje, redefinicje Foucaultowskich kategorii, syntezy różnych podejść (strategia fugi).

EN

The basic purpose of the text is a reflexion on the problems with methodological directives that stem from the works of Foucault. Simultaneously, this voice imprints itself into the general understanding of styles of reception of an idea and Foucauldian concepts of social studies. By the use of the term “method” the author refers both to the varieties of methodological premises present in the literature concerned with methodological social studies and to the strategies of reading they represent. The analysis of the reception of “Foucault’s methodology” leads us to a conclusion that it posits itself between two opposite poles. The first pole attempts to provide precise methodological guidelines allowing a faithful reconstruction of Foucauldian ways, while applying them to a different sphere of inquest (the transcription strategy). Located on the other pole are methodological varieties of different type—transformations, redefinitions of Foucauldian categories, and syntheses of various approaches (the fugue strategy).

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1 Human and Social Studies

1 Journal of Pedagogy

1 Przegląd Socjologii Jakościowej

1 Bello M. B.

1 Daramola D. S.

1 Obafemi K. E.

1 Ostrowicka H.

1 Phillips D. P.

1 Yusuf A.

1 2016

1 2015

1 2014

Assessment of Kwara State Social Studies Teachers of the Adequacy of Upper Basic Social Studies Curriculum Content for Sustainable Development in Nigeria

Embodied civic education: The corporeality of a civil body politic

Wokół problematyki „metody” w postfoucaultowskich badaniach społecznych – pomiędzy strategią transkrypcji a strategią fugi