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Abstract

The Nordic welfare state has been associated with certain ideas of citizenship, the highlights of which are equal rights, social mobility, democracy, and participation. To better understand how these ideas are interpreted in the educational system, this chapter compares school principals' prioritization of the aims of civic and citizenship education in four Nordic countries as they are expressed in IEA's International Civic and Citizenship Education Study (ICCS). We discuss our findings in relation to the Nordic model of education, meaning the governance of education epitomizing the Nordic welfare state. When comparing data from the survey of school principals in ICCS 2009 with ICCS 2016, we find a consistent prioritization of promoting students' critical thinking, while items concerning democratic participation are the lowest priority.While these results are similar to the international sample, the Nordic principals' support for promoting critical thinking is consistently stronger. In the Nordic welfare state, a shift toward neoliberal policies is seen as an adaption to economic challenges with an emphasis on development of human capital through knowledge, skills, and abilities. However, as critical thinking represents such abilities, this may also be seen as a prerequisite for social critique and political mobilization. We review these possibilities as representations of a break in or a continuation of the traditional ideas of citizenship associated with the Nordic welfare state. We conclude that, for Nordic principals, critical thinking may align with the recent international emphasis on competence while also relating to the concept of Bildung, an 18th-century emancipation ideal with deep roots in the Nordic model of education. ; publishedVersion

This paper focuses citizenship education in Spain and Andalusia. We present a study where we show the main features of education for citizenship in Spain and analyze projects and programs offered by Andalusia's Consejería [Local Government Ministry] of Education to address the problem of coexistence. Specifically, the schools have various bodies and instruments including the Commission on Coexistence, the Coexistence Classroom, the Space of Peace School Project, the School Mediation Workshop, the Workshop on Reflection, etc. The concept of citizenship admits of different definitions adapted to the context and events. This research work shares the vision given by Pérez Luño (2002): Citizenship is defined as a concept belonging to a democratic society that grants the exercise of rights and implies the responsibility of duties. It is a concept closely related to the freedom and equality of the human being, free of impositions and submissions, and which aims to consider men and women as active and responsible actors in the social context. Taking an educational approach as a starting point, Karen O'Shea elaborates in 2003 a Glossary of terms for Education for Democratic Citizenship (O'Shea, 2003), taking as groundwork the reports, studies and programs developed by the Council of Europe about this topic. He highlights the double dimension (juridical and socio-cultural) of the term citizenship referring, on the one hand, to the personal status of an individual whose rights and duties are legally recognized and, on the other hand, to the role played by the individual. It means the values and rules of behavior with regard to other members belonging to the same community. To understand citizenship as a concept with a double dimension is to recognize the importance of its accomplishment, to highlight participation, and the necessity of looking for a way to grant peaceful coexistence fostering shared norms and values as well as the development of common awareness. Citizenship becomes not only a juridical status but also a way of life where it is necessary to share values and norms in order to cope with the common responsibilities of a social life. This final concept directly connects with the social and civic competence defined in European politics. Despite the differences, the common pillar of the social and civic competence is the education geared to the application of the social dimension of citizenship. This sort of education is currently in great demand. We are witnessing the increasing significance of education as a key aspect for the development of skills, abilities and attitudes granting a peaceful coexistence and the rights and duties of human beings. The so-called knowledge-based society demands individuals able to face continuous changes, take decisions without external influence of the means of communication, select information and be aware of the necessity to grant a peaceful coexistence and fight for equal rights. Consequently, citizenship education is understood as a current need born from the characteristics of our society, which emphasizes the requirement of active citizens, aware of their rights and responsible for their duties. Citizens capable of making their own decisions, with critical thinking, engaged in achieving the common good, defending and promoting democratic values, and willing to fight for equal opportunities as well as for the respect to diversity.

One of the happier educational products of the war was the widespread self-examination it encouraged among American colleges. With the wartime slump in enrollments, those members of the faculty who remained on the campus were commonly given the task of planning the postwar educational programs of their respective institutions. We are now in that postwar period, and much of this admirable effort has been dropped to grapple with the heavy enrollments the schools were presumably planning to meet. But in many schools, whether the curricula underwent any major operations or not, there remains a ferment of doubt and argument over the adequacy of what they are doing.This ferment is not likely to die out soon. Colleges which brushed aside the polemics of Mr. Hutchins at Chicago a decade ago are still agitated by the Harvard Report on General Education. Harvard, like the College of the University of Chicago, is proceeding to make major departures from the prevailing practices of American colleges. Columbia College has paced the adoption of integrated courses in Western Civilization. Massachusetts Institute of Technology, guiding light of American technical schools, has discovered that engineers should also be liberally educated men and has made curricular changes designed to do something about it. The University of Florida and Michigan State College have moved sharply in the same direction, more or less independently, by creating basic colleges through which all would-be technicians and specialists must percolate before burying themselves in their chosen profession. Other schools are instituting comprehensive courses, tightening up the elective system, and otherwise taking steps to insure that general education is not lost in the scramble to prepare for a job.

Contemporary societies face a range of important challenges, including: climate change; poverty; wealth, income, and other forms of social inequality; human rights abuses; misinformation and fake news; the growth of populist movements; and citizen disenchantment with democratic politics [...]

Intro -- Acknowledgements -- Praise for "Young People's Rights in the Citizenship Education Classroom" -- Contents -- Abbreviations, Acronyms and Translations -- 1 Introduction -- Educating for Citizenship in a Divided Society: Curriculum and Pedagogy -- Young People, Citizenship and Rights: Preparing for Life in a (Divided) Society -- Comparing Northern Ireland and Israel in a Qualitative Way -- Use of Terminology Relating to Identity -- Structure of the Book -- References -- 2 Citizenship and Citizenship Education in Northern Ireland and Israel -- Citizenship and Citizenship Education: A Brief History -- Models of Citizenship Education -- The Formation of Northern Ireland, Conflict and the Peace Process -- The Foundation of Israeli Society, Conflict and the Jewish/Palestinian Dichotomy -- The Palestinian Minority, Equality and the Meaning of Citizenship in Israel -- Comparing Northern Ireland and Israel: Foundations and Citizenship -- Citizenship Education in Northern Ireland -- The 'Divided' System of Schooling in Northern Ireland -- The Development of Citizenship Education in Northern Ireland -- Citizenship Education Today: Local and Global Citizenship -- Citizenship Education in Israel -- The 'Divided' System of Schooling in Israel -- Historical Background to Citizenship Education in Israel -- Citizenship Education Today: 'To Be Citizens of Israel' -- Comparing the School Systems and Citizenship Education in Northern Ireland and Israel -- Concluding Remarks -- References -- 3 Young People's Rights to, in and Through Education -- Section 1: Education Rights on an International and National Level -- Human Rights: A Very Brief Introduction -- International Human Rights Law on Education -- Implementing Education Rights -- Section 2: Interpreting Education Rights -- Interpreting International Obligations.

Migration, citizenship, and education / Stephen Castles -- The higher learning : educational availability and flexible citizenship in global space / Aihwa Ong -- Unity and diversity in democratic multicultural education : creative and destructive tensions / Amy Gutmann -- Culture versus citizenship : the challenge of racialized citizenship in the United States / Gloria Ladson-Billings -- Citizenship and multicultural education in Canada : from assimilation to social cohension / Reva Joshee -- Citizenship education and political literacy in South Africa / Kogila A. Moodley and Heribert Adam -- Citizenship and education in Brazil : the contribution of Indian peoples' and Blacks' struggles for citizenship and recognition / Petronilha Beatriz Gonçalves e Silva -- Diversity and citizenship education in England / Peter Figueroa -- Ethnic diversity and citizenship education in Germany / Sigrid Luchtenberg -- Citizenship education and ethnic issues in Russia / Isak D. Froumin -- Expanding the borders of the nation : ethnic diversity and citizenship education in Japan / Stephen Murphy-Shigematsu -- Crisis of citizenship education in the Indian Republic : contestation between cultural monists and pluralists / T.K. Oommen -- Ethnic diversity and citizenship education in the People's Republic of China / Wan Minggang -- Diversity and citizenship education in Israel / Moshe Tatar -- Educating for citizenship in the new Palestine / Fouad Moughrabi -- Diversity, globalization, and democratic education : curriculum possibilities / Walter C. Parker