International civic and citizenship education study - iccs - IEA

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Content Domain 3: Civic participation Civic participation refers to the manifestations of individuals’ actions in their communities. Civic participation can operate at any level of community and in any community context. The level of participation can range from awareness through engagement to influence. The three subdomains of civic participation are: • Decisionmaking • Influencing • Community participation. Decisionmaking Decisionmaking focuses on active participation that directly results in the implementation of policy or practice regarding the individual’s community or a group within that community. The aspects of this sub-domain are: • Engaging in organizational governance • Voting. Influencing Influencing focuses on actions aimed at informing and affecting any or all of the policies, practices, and attitudes of others or groups of others in the individual’s community. The aspects of this sub-domain are: • Engaging in public debate • Engaging in demonstrations of public support or protest • Engaging in policy development • Developing proposals for action or advocacy • Selective purchasing of products according to ethical beliefs about the way they were produced (ethical consumption/ethical consumerism) • Corruption. Community participation Community participation focuses on participation, with a primary focus on enhancing one’s connections with a community, for the ultimate benefit of that community. The aspects of this sub-domain are: • Volunteering • Participating in religious, cultural, and sporting organizations • Keeping oneself informed. Key concepts Civic involvement The concept that civic communities benefit from the active involvement of their citizens and that therefore there is an onus on civic communities to facilitate the right of active citizenship and an onus on citizens to participate actively in their civic communities. Civic self-efficacy Individuals’ own judgments of their capacity to complete courses of action that will influence their civic communities. 20 ICCS ASSeSSment FrAmework
Co-operation/ The concept that communities benefit most when their members act collaboration together in pursuing the common goals of the community. (This definition allows for disagreement within communities about the best way to achieve their goals.) Negotiation/ The concept that peaceful resolution of differences is essential to resolution community wellbeing and that negotiation is the best way to attempt to reach resolutions. Engagement The concept that citizens need to concern themselves with issues and information in their communities in order to participate effectively. Content Domain 4: Civic identities Civic identities includes the individual’s civic roles and perceptions of these roles. As was the case with the CIVED model, ICCS assumes that individuals both influence and are influenced by the relationships they have with family, peers, and civic communities. Thus, an individual’s civic identity explicitly links to a range of personal and civic interrelationships. This framework asserts and assumes that individuals have multiple articulated identities rather than a singlefaceted civic identity. Civic identities comprises two sub-domains: • Civic self-image • Civic connectedness. Civic self-image Civic self-image refers to individuals’ experiences of their place in each of their civic communities. Civic self-image focuses on individuals’ civic and citizenship values and roles, individuals’ understanding of and attitudes toward these values and roles, and individuals’ management of these values and roles whether they are in harmony or in conflict within each of these people. Civic connectedness Civic connectedness refers to the individual’s sense of connection to their different civic communities and to the different civic roles the individual plays within each community. Civic connectedness also includes the individual’s beliefs about and tolerance of the levels of diversity (of civic ideas and actions) within and across their communities, and their recognition and understanding of the effects of the range of civic and citizenship values and belief systems of their different communities on the members of those communities. Key concepts Civic self-concept Individuals’ views of themselves as citizens in their civic communities. This view includes individuals’ sense of the communities to which they belong and their capacity to identify the nature and parameters of their civic roles in their communities. Multiplicity Individuals’ sense of the range of different roles and potentials they have within and across their different communities. Included in this concept is the understanding that an individual’s roles and potentials are ever changing and that these depend on the context of each separate community connection. ICCS ASSeSSment FrAmework 21
Page 1 and 2: International Civic and Citizenship
Page 3 and 4: International Civic and Citizenship
Page 5 and 6: Contents Preface 5 Overview 7 Purpo
Page 7 and 8: Preface The International Associati
Page 9 and 10: Overview Purpose of the study The p
Page 11 and 12: Developments in the research of civ
Page 13 and 14: An important feature of ICCS is the
Page 15 and 16: citizenship content in three domain
Page 17 and 18: Structure of the affective-behavior
Page 19 and 20: Civil institutions Civil institutio
Page 21: Content Domain 2: Civic principles
Page 25 and 26: Students’ beliefs in citizenship
Page 27 and 28: Attitudes toward one’s nation: Th
Page 29 and 30: Civic and citizenship cognitive dom
Page 31 and 32: Table 1: Relationship between cogni
Page 33 and 34: The (single-headed) arrow between a
Page 35 and 36: To capture these basic differences,
Page 37 and 38: School questionnaire data on the co
Page 39 and 40: School characteristics and resource
Page 41 and 42: discipline. In addition, one option
Page 43 and 44: Student questionnaire data on the c
Page 45 and 46: Organisation, 1990), which in turn
Page 47 and 48: esponses can also be influenced by
Page 49 and 50: The coverage of framework domains T
Page 51 and 52: Reporting on the contextual scales
Page 53 and 54: References Almgren, E. (2006). Att
Page 55 and 56: Lauglo, J., & Øia, T. (2006). Educ
Page 57 and 58: Torney, J., Oppenheim, A. N., & Far
Page 59 and 60: The ICCS project advisory committee
Page 61 and 62: Luxembourg Joseph Britz Ministère
Page 63 and 64: Example Items 2 and 3 Example Items
Page 65 and 66: Example Item 5 Example Item 5 is on
Page 67: This document outlines the framewor

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