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Appendix C:  Teacher Interview Guide

Impressions of Youth/Young Adults Civic Literacy

In ideal terms, how would you describe a civically responsible student? Do you think this vision is possible to produce through the schools?  Why or why not?

How do you think students interpret citizenship and democracy?

How do you see students engaging with issues that affect their lives?

Do you think students are civic leaders or apathetic to political and social issues?  If yes, why do you think?  If no, do you think they express their political interests in new ways that are misinterpreted as being apathetic?

How do you think students could become more civically engaged?

How do parents and clubs shape students’ civic engagement?

Is youth civic engagement the responsibility of the school?

The Politics of Civic Instruction

What does it mean to be teach students to be good citizens, democratic citizens and civically engaged?

Do you have positive or negative impressions of contemporary politics, Canadian government and our democratic institutions?

Are you politically active?  If yes, in what ways?  In no, why not?

Are teachers generally politically active?  Why?  Are teachers fearful of the repercussions of taking a stance on controversial issues? In what ways do teachers’ political interests come into the classroom?

Is your teacher training in the area of social studies?

How has you education, family, volunteering, social groups, recreational activities shaped your perceptions of citizenship?

Do you critique social issues with students, colleagues, and/or administrators?

The Content and Skills of Civic Instruction

What are the objectives for civics curriculum?

What do students learn about being Canadian (e.g. values, history and government)?

Does curriculum emphasize patriotism or democracy?  In what ways?

Do students have the necessary knowledge about governance to be effective citizens?  If not, what do they need to acquire?  If yes, what is that knowledge?

Do students have the skills necessary to be participants in democratic processes?  If not, what do they need?  If yes, what are those skills?

Is the curriculum approach to citizenship infused or devoid of politics?  Do students discuss war, public policy, foreign relations, and equity issues?

Do you think students are critical thinkers?  Do students see the relationship between history and their present, global issues and their local realities, their individual lives and social equity issues?

How do you handle diversity and equity issues within civics lessons?

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