Citizenship Education
In: Social studies: a periodical for teachers and administrators, Band 57, Heft 6, S. 245-248
ISSN: 2152-405X
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In: Social studies: a periodical for teachers and administrators, Band 57, Heft 6, S. 245-248
ISSN: 2152-405X
Review of:Kennedy, K. J., Fairbrother, G.P., and Zhao Zhenzhou (2014) Citizenship Education in China: Preparing Citizens for the "Chinese Century" Abingdon and New York: Routledge. ISBN 978-0-415-50272-6
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In: Education, citizenship and social justice, Band 18, Heft 2, S. 246-260
ISSN: 1746-1987
All education is political; the radical approach to Citizenship Education promotes social justice and critical active participation. In synthesizing a pedagogy of discomfort and the principles of subversive teaching, this is predicated on the notion that authority should be accountable, that people should be able and enabled to take decision makers to task, that those decision makers are the servants of the people. This article is based on research conducted and published during 16 years as subject leader for Citizenship Education on a pre-service qualifying programme for specialist teachers. It is adapted from the commentary submitted as part of my PhD by publication. The proposed 'Radical Citizenship Education' aims to enable people to question and, if they wish, to change social circumstances rather than to stoically accept the status quo. Couched within a framework which owes as much to Postman and Weingartner as it does to Marxism, studies are summarized largely chronologically to explain and contextualize the data collected. The influence of many other thinkers and writers is acknowledged, from the 19th Century to the 21st, in the continued belief that the purpose of Citizenship Education should not be to protect the civic landscape, but to change it.
In: Citizenship, Social and Economics Education, Band 3, Heft 3, S. 127-140
ISSN: 2047-1734
Following some contextual remarks about the nature of Europe and citizenship, there is consideration of the ways in which teachers and learners are developing the knowledge, skills and dispositions needed for effective citizenship in Europe. Some attention is given to the different levels of citizenship education which can occur and the choices that educators can make when developing relevant programmes.
In: Citizenship, social and economics education: an international journal, Band 9, Heft 3, S. 170-178
ISSN: 2047-1734
Japan is experiencing a period of fundamental debate about – and significant modification of – education. The authors argue that it is important to gain further understanding about citizenship education from a range of contexts. Their reflections are based on a long period of collaborative work between colleagues in Japan and England which has included analyses of literature, projects funded by various bodies, including the Japanese government, and ongoing work in the field of political literacy. They provide some descriptive material concerning the historical background, key terms and concepts and aspects of policy and practice relevant to developing an understanding of citizenship education in Japan. They critique citizenship education in Japan, drawing attention to current struggles over the characterisation of this curriculum subject and how it is perceived to resonate throughout schools. They suggest that citizenship education is in a state of flux, and conclude that there is a need for further investigation if we are to gain a proper understanding of how citizenship education is – and could be – perceived and practised. They describe and discuss a recently established research and development project focusing on 'public discourse' through which this further clarification could, in part, be achieved.
This paper seeks to explore the context of Pakistan from the traditional vs. the modern, the religious vs. the secular and the democratic vs. the autocratic, as well as to analyze how citizenship education is currently producing three outcomes, namely moral and law abiding citizens, market-based citizens and nationalistic and Islamic citizens. A critical discourse of the Pakistan Ministry of Education curriculum, policy documents and frameworks will be drawn upon to build the case that Pakistan's citizenship education is not producing critical thinkers who "develop their social consciousness to the extent that they become the agents of social change†and why this may be (Government of Pakistan Ministry of Education, 2007, p.14). Before exploring the citizenship education discourse a brief historical context will be provided in order to understand Pakistan.
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In: New directions for student leadership, Band 2018, Heft 160, S. 21-30
ISSN: 2373-3357
AbstractUNESCO: United Nations Educational, Scientific and Cultural Organization's "global citizenship education" model provides the background for the Universidad de Monterrey intercultural competence initiative. Acting on Nelson Mandela's advice that "Education is the most powerful weapon which you can use to change the world," this cocurricular approach documented positive learning outcomes for UDEM's students.
In: Commonwealth currents, Heft 4, S. 6
ISSN: 0141-8513
In: The SAGE Handbook of Education for Citizenship and Democracy, S. 545-558
In: Citizenship teaching and learning, Band 13, Heft 2, S. 163-165
ISSN: 1751-1925
Abstract
In: Social studies: a periodical for teachers and administrators, Band 71, Heft 1, S. 8-13
ISSN: 2152-405X
In: Social studies: a periodical for teachers and administrators, Band 70, Heft 6, S. 246-250
ISSN: 2152-405X
In: The SAGE Handbook of Education for Citizenship and Democracy, S. 424-437