This study aims to investigate how teachers’ citizenship beliefs relate to the way they teach citizenship in the classroom. Semi-structured interviews were conducted with 65 sixth-grade primary sch...

This article gives a broad sense of existing debate about Global Citizenship Education to help situate and contextualize a novel case study. Scholars for Syria originated at a small university in southern Indiana. This grassroots response to the turmoil in Syria bridges the gap between a seemingly distant crisis and a midwestern city in the United States. The unique pedagogical and curricular dimensions of the case study work as a helpful framing device for facilitating exploration of debates (...) about the shape of GCE, as well as providing new ways in which to imagine GCE curriculum, pedagogy, and embedding ethics into wider university initiatives. (shrink)

This paper addresses the teaching of citizenship in schools and focuses on the monarchy as an example of one issue often ignored within curriculum discourse. We argue that to conflate subjecthood and citizenship in unacknowledged ways may serve to perpetuate the status quo and is potentially unhelpful to the development of young people's critical thinking.

Explores the teaching and learning of issues relating to the impact of science in society. This title offers practical guidance in devising learning goals and suitable learning and assessment strategies. It helps teachers to provide students with the skills and understanding needed to address these multi-faceted issues.

Scotland and South Korea are experiencing novel challenges in educating for and about migrant populations. Through a critical discourse analysis of these nations’ national curricula, we consider the guidance educators are offered in teaching about issues related to migration in increasingly diverse classrooms. Framed by theories of critical global citizenship, our analysis suggests that both curricula use ambiguous approaches to global citizenship education. These curricula acknowledge the presence of migrants without disturbing stable visions of Korean and Scottish national (...) identities. Such approaches are reflective of the challenges of integrating migrants into the civic life of South Korea and Scotland. (shrink)

Literature about the significance of cultivating democratic citizenship education in universities abounds. However, very little has been said about the importance of friendship in sustaining democratic communities. In this article I argue for a complementary view of friendship based on mutuality and love—with reference to the seminal ideas of Sherman and Derrida. My view is that teaching and learning ought to be used as pedagogical spaces to nurture forms of friendship which not only encourage mutuality but also love in (...) order to make possible the taking of risks on the part of students and teachers. And, if teachers and students act with mutuality and love they would be more favourably positioned in their society to take risks and to enact democratic justice. (shrink)

Education for Total Liberation is a collection of essays from leaders in the field of critical animal pedagogy (CAP). CAP emerges from activist educators teaching critical animal studies and is rooted in critical theory as well as the animal advocacy movement. Critical animal studies (CAS) argues for an interdisciplinary approach to understanding our relationships with nonhuman animals. CAS challenges two specific fields of theory: (1) animal studies, rooted in vivisection and testing on animals in the hard sciences and (2) human-animal (...) studies, which reinforces a socially constructed binary between humans and animals and adopts abstract theoretical approaches. In contrast, CAS takes a progressive and committed approach to scholarship and sees the exploitation of nonhuman animals as interrelated with oppression of humans based on class, gender, race, ability, sexuality, age, and citizenship. CAS promotes the liberation of all animals and challenges all systems of domination. Education for Total Liberation is appropriate for undergraduate and graduate level readers (and beyond) who wish to learn from examples of radical pedagogical projects shaped by CAS and critical pedagogy. Contributing to this collection are Anne C. Bell, Anita de Melo, Carolyn Drew, Amber E. George, Karin Gunnarsson Dinker, Sinem Ketenci, John Lupinacci, Anthony J. Nocella II, Sean Parson, Helena Pedersen, Ian Purdy, Constance L. Russell, J.L. Schatz, Meneka Repka, William E. Shanahan III, and Richard J, White. (shrink)

This book is an empirical study of global citizenship education in ten secondary schools in the United States and Asia. Proponents seek to equip students with the consciousness and competencies necessary to make a world of universal benevolence, peace, and prosperity. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. Dill argues that (...) global citizenship education in its current forms has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run. (shrink)

Citizenship as a compulsory subject was added to the National Curriculum in England in 2002 following the 1998 report, 'Education for Citizenship and the Teaching of Democracy in Schools'. It was little noticed at the time that the report stressed active citizenship much more strongly than democracy. The underlying presupposition was what historians call 'civic republicanism' the tradition from the Greeks and the Romans of good government as political government, that is, citizens reaching acceptable compromises of group (...) interests and values by public debate. This is contrasted to modern liberalism. To stress 'democracy' unduly in citizenship education can lead to definitional dogmatics about multiple meanings of the term, even to disillusionment. Democracy is a necessary element in good government but not a sufficient one, unless subjective opinion is enshrined over knowledge through education. The practices of free politics are both historically and logically prior to democracy. (shrink)

This qualitative case study draws on interview and focus group data from six Civics teachers. As global education scholars assert, local, national, and global “levels of citizenship” do not occur in a vacuum, instead, each level is invariably connected to one another. Teachers in this study, however, placed different priorities on the levels – prioritizing the national, minimizing the local, and marginalizing the global. Participants also used different teaching strategies in order to teach the different levels: emphasizing (...) knowledge acquisition and values transmission at the national level and more active civic behaviors at the local level. (shrink)

Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with 'outcome' rather than with 'process' - with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and between these related discourses. It advocates an inclusive and (...) relational view of citizenship-as-practice within a distinctive socio-economic and political, and cultural milieu. Drawing upon some empirical insights from our research we conclude that an appropriate educational programme would respect the claim to citizenship status of everyone in society, including children and young people. It would work together with young people rather than on young people, and recognise that the actual practices of citizenship, and the ways in which these practices transform over time are educationally significant. (shrink)

The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. -/- This book is the first monograph on (...) philosophy with children to focus on democratic education. The book examines the ways in which education can either perpetuate or disrupt harmful social and political practices and narratives at the classroom level. It is a rethinking of civics and citizenship education as place-responsive learning aimed at understanding and improving human-environment relations to not only face an uncertain world, but also to face the inevitable challenges of democratic disagreement beyond merely promoting pluralism, tolerance and agreement. -/- When viewed as a way of life democracy becomes both a goal and a teaching method for developing civic literacy to enable students to articulate and apprehend more than just the predominant political narrative, but to reshape it. This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research. (shrink)

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework (...) that offers a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)

In order to conquer and subjugate Africans, at the 1884 Berlin Conference, European countries dismembered Africa by carving her up into pieces and sharing her among themselves. European colonialists also antagonised Africans by setting up one ethnic African community against the other, thus promoting ethnic consciousness to undermine Pan-African consciousness. European powers also imposed their own “ethnic” languages, making them not only “official”, but also “international”. Consequently, as the Kenyan philosopher, Ngũgῖ wa Thiong’o, persuasively argues, through their ethnic languages, European (...) colonialists planted their memory wherever they went, while simultaneously uprooting the memory of the colonised. Cognisant of efforts in some South African institutions of higher learning to promote African languages for the purpose of promoting literacy in African languages, this article argues that while this exercise is commendable, ethnic African languages should be deliberately taught to “re-member” Africa and rediscover Pan-African consciousness. By doing this, African scholarship would be aiding Africans’ perennial and elusive quest for Pan-Africanism and the African Renaissance. Keywords: African Renaissance, Ethnic African Languages, Ethnic European Languages, European Colonialism, Pan-African Consciousness, Pan-Africanism. (shrink)

: This paper describes John Dewey's attitude regarding the potential for the social studies as a vehicle for citizenship education. During the 1930s, Dewey specifically addressed his concerns for teaching social studies in two articles. By situating these concerns within his framework for democratic education, he outlines the potential for creating participatory citizens. This goal for citizenship education is still relevant today, especially given the current political climate.

Developing informed and participatory citizens is one of the aims of the National Council for the Social Studies’ (NCSS) vision of civic education. However, when aspiring to meet the call for meaningful civic education, teachers may find themselves at odds with other goals of accountability-driven school environments, creating contexts in which ambitious teaching becomes the answer to instilling democratic citizenship in students. The purpose of this study is to document the experience of such an ambitious teacher, chronicling a (...) fifth-grade teacher's quest for ensuring her students’ access to civic education in an urban, highly-structured, and accountability-based school environment. Through describing her teaching philosophy, instructional strategies, and experience with administration hampering her ability to promote civic education, a pattern of ambitious social studies teaching commensurate with existing literature is supported and questioned. (shrink)

History, Geography and Civics provides an in-depth and engaging introduction to teaching and learning socio-environmental education from F-6 in Australia and New Zealand. It explores the centrality of socio-environmental issues to all aspects of life and education and makes explicit links between pedagogical theories and classroom activities. Part I introduces readers to teaching and learning history, geography and environmental studies, and civics and citizenship, as well as issues in intercultural and global education. Part II explores the use of media (...) and sources, values and attitudes, assessment and creative teaching. Each chapter provides links to the Australian Curriculum, including cross-curriculum priorities: sustainability, Aboriginal and Torres Strait Islander education, and Asia and Australia's engagement with Asia. History, Geography and Civics encourages the reader to consider their own beliefs, values and attitudes in relation to their teaching and includes provocations and reflective questions to foster discussion and engagement. (shrink)

The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.

We argue that many current forms of anti-racist and multicultural teaching, whilst well-intentioned, nevertheless serve to 'fix' identities on children in ways which inhibit their agency and reinforce stereotypes. In our exploration of the issues we employ a wide range of theoretical ideas.

This qualitative study focused on how two women African American teachers understand the purpose of teaching social studies and citizenship. The multiple identities as African American women and teachers along with their knowledge of African American history impacted the way notions of citizenship were understood and taught to students. The teachers drew on tenets of Black Feminist thought to make sense of construct of citizenship. Instead of conveying traditional notions of citizenship that include personal responsibility, (...) patriotism, and membership to the nation state, they rejected these constructs of citizenship and understood their role as social studies teachers to instill notions of community membership and agency as aspects of citizenship. African American teacher's alternative notions of citizenship may provide a framework by which reconceptualized multiple views of American citizenship may be presented. (shrink)

Upshot: This response focuses on the following issues, which summarize the points made by the commentaries: (i) further reflection on and details of the methodological framework that was applied to studying the proposed design of our innovation course, (ii) the issue of generalizability of the findings for teaching innovation (in this context the question of generic or transferable skills will become central), and (iii) finally, more precise explanation of what we mean by “learning from the future as it emerges.”.

In this age of migration and transnationalism, it is imperative to take account of migratory experiences and lives of transmigrant teachers, who exhibit multiple ways of belonging and knowing. Informed by the theoretical framework of transnationalism and flexible citizenship, this study investigates two Asian transmigrant teachers who work in urban bilingual schools in the U.S. and examines how and why they are involved in their particular transnational mobility, professional choices, and educational activities. The findings show that transmigrant teachers’ (...) border crossings were motivated by economic as well as personal and educational necessities. After relocation to the U.S., they adopted specific residential and professional strategies to create transnational and multilingual networks with their homelands. They also demonstrated flexible attitudes towards citizenship, aspiring to continue their mobile lives. This study makes a contribution to the growing literature on contemporary migrants by shedding light on transmigrant teachers’ personal, professional, and teaching lives, which are marked by spatial fluidity and ongoing transnational practices. (shrink)

Using data from course artifacts and interviews with three pre-service social studies teachers, I first look at how experiences from their past both reveal and shape their sense of citizenship, and then I explore how the participants hoped to use their social studies teaching to foster a particular type of citizenship.

National character stereotyping often hinders teachers’ responses to an important 21st century educational theme, global awareness. While recognizing that educators have a responsibility to teach history, in remembrance of the people and events of the past and to help prevent societies from making the mistakes of their predecessors, it is also essential that teachers prepare our new generation of young students for global citizenship in a 21st century world. This research studied 114 teacher candidates in K-6 social studies methods (...) classes at two universities. Qualitative methods were used to measure and describe teacher candidates’ knowledge and beliefs about the country and people of Germany before and after experiencing a curricular intervention workshop focused on modern aspects of Germany. Pre-study data showed outdated or stereotypical views of Germany, frequently related to WWII and the Cold War. After the intervention, approximately 83% stated that their conceptions of Germany had changed, and about 12% admitted that they had actually replaced negative impressions. Teachers must adopt the pedagogies necessary to eradicate ignorance and dispel harmful national stereotypes that threaten cultural understanding and safe learning environments for all students, thus this research adds to the ongoing conversation concerning the preparation of teacher candidates in the area of global awareness. (shrink)

The importance of digital citizenship has been well recognized and integrated in standardized school curriculum. However, there are very few empirical studies that report on the success of these new initiatives. Our teaching experience suggest that students are able to perform well on exams that assess proper online conduct, but they still fail to follow digital citizenship guidelines in practice. In this paper, we present a study to investigate students’ attitudes and opinions on various digital citizenship (...) concepts via a self-reported questionnaire that is designed to gain insights on what the students would actually do in real life. Our results show that among the nine digital citizenship elements, students have the most appreciation for access, communication, literacy, and security. On the other hand, elements such as digital etiquette and health and wellness were trivialized and undervalued. Furthermore, we found some students were unable to come to a consensus on what is right and wrong in certain scenarios pertaining to digital law. As the Internet continues to gain prominence in our daily lives, these findings lead to important questions of how learning modules and how the overall education system need to change so to ensure the growth of good digital citizens in the future generation. (shrink)

This clear and user-friendly text provides practical guidance on how to incorporate citizenship into the curriculum. It offers a wealth of teaching aids including: * tried-and-tested photocopiable materials * case studies * suggested teaching strategies * comprehensive reference and resource section. Nick Clough and Cathie Holden are fully experienced in the field having both taught in primary and middle schools and both now specialise in providing citizenship education courses for trainee teachers and practising teachers. This up-to-date book will (...) help engage those teaching the new requirement of Education for Citizenship at Key Stages 2 and 3, and along with lively examples of pupils' work and discussions of the changes to the QCA guidelines regarding citizenship, they provide a comprehensive and complete resource. It is also of immense value to curriculum coordinators and to those wishing to know more about the thinking behind education for citizenship. (shrink)

This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum.

Following the keen interests in citizenship education across the fields of education, this study delves into the ways in which we conceptualize good citizenship. To do so, I focus on two theoretical concepts (i.e., imaginary and cultural mythology) and the provincial level of education policy(ies) and the K-12 curriculum contexts in Canada. Based on my theoretical ground and critical discourse analysis of the un/official documents for Alberta education, I indicate diversity as one crucial element of a cultural (...) mythology: it, as a sign in a second-order semiological system, serves to disseminate a monolithic and depoliticized vision of good citizenship based within a particular imaginary of the idealized Canada. This study thus elucidates not only our inherited cultural biases about the popular meanings of good citizenship, but also their invisible onto-epistemological presuppositions perpetuating the unchanged institutionalized structures of privilege and their exploitations of poor and minority peoples (e.g., elimination of Indigenous peoples and their land sovereignty). Hence, this study offers critical insights to address unequal relations of power in our prevalent notion(s) of citizenship we as educators presume to teach. This work, by doing so, follows the decolonial imperative to rupture the social inequality and discrimination we all strive to resist. (shrink)

What do a short car trip, a pandemic, the wood-wide fungal web, a challenging learning experience, a storm, transport logistics, and the language(s) we speak have in common? All of them are systems, or multiple sets of systems within systems. What happens in any set of circumstances will depend on a mix of initial conditions, complexity dynamics, and the odd wild card (e.g., a chance event). While it is possible to model and predict what might or perhaps should happen, it (...) is impossible to be certain. "It depends" thinking needs to be applied. Future-focused literature identifies complex systems thinking as an essential capability for citizenship, and this book sets out to show teachers how they might foster it-for themselves as well as for their students. There are implications for pedagogy, curriculum, and assessment. Multiple examples show what changes might look like, for students of different ages, and in different subject contexts. This is a book of several layers: It is both practical and philosophical. There is explicit discussion of parallels between complexity science and indigenous knowledge systems (specifically mātauranga Māori in the New Zealand context). The many examples are designed to appeal to general readers with an interest in the complex challenges facing contemporary societies, as well as to teachers at all levels of the education system. (shrink)

Relationships between the environmental and economic dimensions of sustainability have been solidly specified, but relatively little attention has been given to the social sphere. The current study attempts to fill this gap by integrating corporate environmentalism more fully with concepts of corporate sustainability. This investigation draws specifically from neo-Habermasian critical environmental theory research and brings three concepts together for closer empirical examination: the public sphere, the communicative rationality, and discursive design with the goal of capturing whether critical and reflective (...) organizational systems (CROS) among the selected sample of business participants are in fact developing. Using content analysis on corporate social responsibility (CSR) reports, the study reveals that some business organizations appear to be on the brink of developing a type of learning environment consistent with CROS thinking. The empirical findings also suggest that there is a transformative effect on citizenship that can result from the teaching and learning that is facilitated by voluntary CSR initiatives. (shrink)

During a divisive political time, it is critical that social studies teachers, teacher educators, and scholars commit to justice, equity, inclusivity, and diversity when teaching, engaging, and learning with emerged bilingual (EB) students. This study examines how late arrival EB students and their teachers conceptualize social studies, citizenship, and civic education through a framework of culturally and linguistically relevant citizenship education (CLRCE). The findings in this study extend the original CLRCE framework by drawing from multiple sites (...) of pedagogical ideas and action to support late arrival EB students inside and outside of the social studies classroom. This study offers examples for how to implement CLRCE in communities experiencing similar demographic shifts as well as in schools who are interested in centering the cultural, linguistic, and civic experiences of their students. Specifically, this study reveals pedagogical examples and sites of critical citizenship that center EB students’ ideas, experiences, assets, and actions in civic society and in the social studies classroom, offering ways to rethink and reimagine civics education. (shrink)

No longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation (...) and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students’ reflections, exercises for students, and other instructional materials for teaching core concepts and practices. (shrink)

This article examines the influence of a teacher education program designed to promote aspects of critical multicultural citizenship on the views of preservice teachers’ concerning citizenship education for culturally diverse contexts. The findings are based on a case study of four minority preservice teachers who attended a large research university in the Southwest and who expressed beliefs related to critical multicultural citizenship. Two questions guided this study: Where did participants acquire their views on citizenship (...) and citizenship education? What role did their teacher education program play in fostering their views of citizenship education? Findings from this study illuminated nuances in the interaction between participants’ prior beliefs about teaching for citizenship education and those ideas expressed in the teacher education program. While participants clung soundly to prior experiences, they often borrowed terminology and tools that were explicitly conveyed in the teacher education program to both express their ideas and to frame their classroom practices. Implications for teacher educators are discussed. (shrink)

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an (...) overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches. (shrink)

This paper assesses teachers’ and students’ self-perception as global citizens in the context of Alfred North Whitehead Process Philosophy. The aim of the paper is to identify the potential for global citizenship within pedagogy and learning. One hundred students and 50 teachers from Peaceland College of Education, Enugu, in Nigeria, were selected systematically and examined on their belief that an action in situ could pose global consequences or benefits. Respondents were also assessed on other dimensions of globalization. Results showed (...) that although more teachers believed themselves to be global citizens, there was little tendency to stimulate students in this regard. Students conversely exhibited their potential for global citizenship by listening more to foreign media than their teachers. For students, however, knowledge of current affairs and interaction with foreigners were significant determinants of self-perception as global citizens; for teachers, it was the motivation to teach and the level of education. The study concludes that adopting process philosophy in schools has much promise for skills, values, attitudes and dispositions needed to live in a global society. (shrink)

This research aims at exploring the status of integrating Education for Sustainable Development (ESD) in higher management education in the Arab region. The universities in the Arab region have lately emphasized internationalization in their educational policies, aiming at improving their regional and global presence, as a major part of their national reforms. Such transformations will never take hold if education systems are not reformed to foster citizenship, ethics, and social responsibility. Therefore, the study adopted qualitative content analysis of (...) the top 40 business schools that are ranked based on the Quacquarelli Symonds (QS) University Rankings in the Arab Region in 2016, as well as schools acting as signatories of the United Nations Principles for Responsible Management Education (PRME). To analyze the integration of ESD at all educational levels, the relevant literature commonly emphasized upon the adoption of Ethics, Corporate Social Responsibility, and Sustainability (ECSRS). Hence, the content analysis involved critical identification of pre-selected keywords under the ECSRS theme throughout the sampled universities’ online content and “Sharing Information on Progress” reports, in light of institutional, curricular, and instrumental levels, expanding the work of Setó-Pamies and Papaoikomomou (2016). The results revealed that ECSRS is outlined in the sampled universities’ strategies mainly through their mission statements. ECSRS is incorporated to a great extent in the curriculum of undergraduate and postgraduate programs in the form of obligatory and elective courses. Yet, student extracurricular activities did not receive equivalent devotion. As for ECSRS research, over half of sampled universities had dedicated research centers mainly focusing on environmental sustainability, in addition to issuing sporadic publications on various ECSRS topics. Integrating ECSRS in university outreach is still considered marginalized. (shrink)