A vote for Australian democratic consciousness: teaching civics through history

In recent history education, interest in civic education has been increasing, and attention has been paid to the influence of the form and contents of exhibition narratives of museums or historical memorial facilities that are delivered to visitors in the context of citizens’ social memories and memory culture. Among the historical memorial facilities, war memorial facilities have great social influence. In particular, memories of the “Korean War” have been deeply involved in the historical consciousness and historical culture of members of post-war Korean society. Thus, the “Korean War” as a theme of history learning or exhibition has significant meaning in the context of history education oriented toward citizen education. With this in mind, this study analyzed the potential wartime history of The Warmemorial of Korea, Patriot and Peace Memorial, DMZ Museum, and War and Women’s Human Rights Museum focusing on the importance of the educational and social role of historical memorial facilities and the growing influence of the Korean War. The theory of historical consciousness and type of narrative (traditional type, typical type, critical type, and genetic type) of Jörn Rüsen was borrowed to analyze the exhibition narrative of the historical memorial facilities. Using Rüsen’s historical consciousness as a tool to analyze the history of the Korean War, Rüsen analyzed the exhibition narratives of each historical memorial facility by linking the past to the present and the future in a way that embodies the past. After reviewing and analyzing the large narrative of the exhibition and the ‘Narrative abbreviation’, historical memorial facilities showed overlapping narrative and historical consciousness types. Meanwhile, traditional and typical types of wartime narratives stood out at the War Memorial of Korea and Patriot and Peace Memorial. In particular, the Patriot and Peace Memorial wanted to convert traditional and typical narratives into memories for local identity. The War and Women’s Human Rights Museum showed critical and genetic exhibition narratives from the perspective of approaching the ''war'' itself, although it is not a memorial facility directly related to the Korean War. While revealing typical and traditional war narratives and their corresponding historical consciousness, the DMZ Museum attempted various angles of narrative, conscious of critical discourse. We learn history and try to understand the direction of our lives through understanding history. As historical memories are valued, the impact of memories other than textbooks on our perception of history is growing. The memory of war is stronger in that character. In particular, war memories by monuments are typical. Since it is an interface between knowing about war and learning how to remember war, it is necessary to think about the historical educational meaning of developing the power to analyze the exhibition history of historical memorial facilities.

Civics and Citizenship (CC) education is a contested concept and a learning area that creates curriculum and implementation challenges for schools in many nations. The current development of the first national curriculum to be implemented in Australia, the Australian Curriculum, provides a national opportunity for educators to rethink curriculum priorities and to decide on new emphases for learning in schools, in response to policy that emphasizes the importance of CC for all young Australians. In this paper, we discuss the contested notion of citizenship education as ‘national education’ in Australia, the development of this learning area and some challenges schools will encounter implementing CC in the Australian Curriculum.

The main objective of this article is to offer an alternative discursive framework for teaching history and citizenship education in Québec, Canada. Enabling a more inclusive discussion around how citizenship is constructed, thinking interculturally allows us begin thinking about practical ways in which citizenship and history education might detract from the exclusive form of inclusion that currently resides in Québec’s intercultural model (and, consequently, in history classrooms).

This article explores the connection between historical and political learning as well as their contribution to the promotion of democratic consciousness in Austrian lower secondary education. The analysis is based on the assumption that students need not only historical orientation skills but also competence in political judgement and political action to develop into historically critical, mature citizens. Against this background, the Austrian curriculum for the combined subject of History and Civic Education at the lower secondary education level was categorised historically and examined for points of reference regarding the promotion of democratic consciousness. Using the deductively derived categories of democracy, orientation and maturity, the article finds that while the curriculum refers to democratic values and human rights as an overarching goal, historical and political competences are not consistently linked. In addition, it includes teachers’ perspectives on the subject combination of history and civic education and their teaching and learning objectives. The analysis of 43 expert interviews shows that the combination of subjects is mainly considered from the perspective of history teaching. Although the interviewed teachers make various references to democratic participation in the present or to citizenship, many of them find it difficult to systematically relate the different subject perspectives (historical, political, democratic) to each other. To further explore this relationship between historical consciousness and democratic consciousness, the article concludes that more interdisciplinary cooperation between the respective subject didactics is ultimately needed.

Globalization and Citizenship Education in Hong Kong and Taiwan

The “Civic and History Education Study” is the first comprehensive study in Europe to describe and analyse the formation of school teachers of the historio-political subjects. Based on a systemic and organizational approach, between 2010 and 2013 more than 46 institutions of 33 countries in the European Higher Education Area (EHEA) have been investigated and compared on the existing full study programs in initial teacher education for school subjects “History”, “Civic/Citizenship Education”, “Politics”, “Social Studies” and “Cultural Studies”. The nature and quality of the education and training that teachers of these subjects receive seems crucial for reflecting the social and political developments of life in multicultural and diverse societies. History teachers and teachers of “Social Studies” or “Civic Education” are expected to contribute substantially to the formation of the socio-political identity of the future citizens of Europe. The pupils’ competences for democratic citizenship, intercultural dialogue, mutual understanding and tolerance are expected to be developed during secondary school education. The central question of the project-group therefore was: Are the teacher education programs conceptualized to provide the trainee teachers with the requested knowledge and skills for acting as these responsible educators of the future European citizens? This paper describes the structures of initial teacher education for the concerned subjects in the European countries: It gives information on the various types of teacher education institutions, the architecture of teacher training programs, the models of training, the length of studies, the relation between subject oriented and professional training, the forms of induction and the multifaceted forms of tutoring and mentoring. In the main part of the paper, crucial qualitative aspects in the formation of the historio-political competences of teacher trainees will be introduced and compared. An analysis of the aims, the theoretical basement, the content as well as the pedagogical/didactical concepts of curricula will be given, and relevant aspects of the formation of methodological and didactical competences of teacher trainees by academic and professional training will be compared and analyzed. Special emphasis will be given to the formation of their communicative and cooperative skills and the formation of media literacy.

Purpose: This paper compares citizenship education in Singapore and Australia. While discussions have been made about education and neoliberalism, few have explored the direct connections between citizenship education and neoliberalism. Approach: Though a discussion of country contexts, citizenship education policies and curriculum, ‘Character and Citizenship Education’ in Singapore and ‘Civics and Citizenship education’ in Australia are examined to explore the meanings of ‘Character education’ and ‘Civics education’ and their connections with ‘Citizenship education’. Findings: The distinct use of terms for citizenship education suggests that the two countries hold different citizenship ideals. Set within the context of globalisation, the paper argues that some approaches towards citizenship education can inadvertently work towards supporting the goals of neoliberalism, which can be at odds with the classical tradition of democracy.

This study investigated research trends in civic and citizenship education by systematically reviewing research regarding international frameworks for civic and citizenship education. We focused on major international large-scale assessments – specifically, the International Civic and Citizenship Education Study, and its predecessor, the Civic Education Study. Using four electronic databases, we analyzed 135 peer-reviewed journal articles. The analysis showed that differences among countries in research interests might be linked to different cultural backgrounds. It also showed that the greatest number of articles were published in social science disciplines, education research in particular. The results highlight the necessity of investigating principals’ and teachers’ perceptions of civic and citizenship education. Future research could focus on understudied variables such as adolescents’ civic participation, and home and peer civic education contexts, utilizing diverse variables from the ICCS 2016 data. By summarizing and discussing research trends, this study provides a blueprint for future research in the field of civic and citizenship education.

How can civic education in a liberal democracy give social diversity its due? Two complementary concerns have informed a lot of liberal thinking on this subject. Liberals like John Stuart Mill worry that "the plea of liberty" by parents not block "the fulfillment by the State of its duties" to children. They also worry that civic education not be conceived or conducted in such a way as to stifle "diversity in opinions and modes of conduct."' Some prominent contemporary theorists add a new and interesting twist to these common--concerns. They criticize liberals like Mill and Kant for contributing to one of the central problems, the stifling of social diversity, that they are trying to resolve.2 The comprehensive liberal aim of educating children not only for citizenship but also for individuality or autonomy, these political liberals argue, does not leave enough room for social diversity. Would a civic educational program consistent with political liberalism accommodate significantly more social diversity than one guided by comprehensive liberalism?3 Political liberals claim that it would, and some recommend political liberalism to us largely on this basis. This article shows that political liberalism need not, and often does not, accommodate more social diversity through its civic educational program than comprehensive liberalism. Section I examines the defining difference between political and comprehensive liberalism and suggests why we might expect to find a significant difference in the accommodation of social diversity by political and comprehensive liberalism through civic education.

Commemorations are events or actions that honour and memorialize significant events, people, and groups from the past. In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world, including Canada. In this article I argue that commemoration controversies should be an essential part of teaching and learning history in K–12 schools because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula in Canada, and they provide rich opportunities for advancing students’ historical consciousness and historical thinking. In the final section of the article I describe how six second-order historical thinking concepts can be used to invite students to think historically about commemorations.
 Keywords: historical commemorations, public history, history teaching and learning, citizenship education, history education, historical consciousness, historical thinking, social studies education

The consciousness of history, which is one of the most discussed topics in the philosophy of history of the Age of Enlightenment and modernity, has been among the main goals and behaviors that students want to gain through history education, especially since the last quarter of the twentieth century. According to the German historical philosopher and educator, Jörn Rüsen, historical consciousness establishes a connection between the past, present, and future; shapes the future behavior of individuals. Rüsen, historical consciousness; He stated that he has four dimensions: traditionalist, idealizing, critical and dynamic conceptualization and examined them in terms of time experience, historically significant models, external life orientation, internal life orientation, relationship with moral values, and relationship with moral reasoning. The aim of this study is to determine which historical consciousness type Turkish articles on historical consciousness fall into according to Jörn Rüsen's "History Consciousness Types Performance Indicators" (HCTPI). Within the scope of the study, Hilmi Ziya Ülken (1948), Nihal Atsız (1951), Osman Turan (1968), Nevzat Kösoğlu (1970?), İbrahim Kafesoğlu (1986), Şahin Uçar (1987), İlhan Tekeli (1998), Oktay Ekinci (1999), İskender Öksüz (2007) and M. Şükrü Hanioğlu's (2012) articles on historical consciousness were evaluated within the framework of Jörn Rüsen's “History Consciousness Types Performance Indicators” (HCTPI). The method of the research was basic qualitative research, the technique of data acquisition was document analysis, the technique of data analysis was content analysis, and the sampling method was "criterion sampling". According to the results of the research, out of 10 Turkish articles, 1 article showed the features of Traditionalist Conceptualization Performance Indicator (TCPI), 2 articles of Idealizing Conceptualization Performance Indicator (ICPI), 4 articles of Critical Conceptualization Performance Indicator (CPCI), and 3 articles of Dynamic Conceptualization Performance Indicator (DCPI). As a result of the study, it has been determined that the writings of the study group on historical consciousness, which show dynamic and critical conceptualization features, are more than those that show traditionalist and idealizing conceptualization features.

List of Abbreviations.- List of Tables.-List of Figures.- Foreword: Ian DAVIES.- Introduction: Pedagogies: Possibilities and Realities for Citizenship Education.- Kerry J. KENNEDY.- Part I: Conceptual Overview.- 1. 'Talking' about Pedagogy: Classroom Discourse and Citizenship Education: David L. GROSSMAN.- Part II: North and East Asia.- 2. Pedagogies of Cultural Integration in Chinese Citizenship Education: ZHAO Zhenzhou and Gregory P. FAIRBROTHER.- 3.The Effectiveness of Action Learning in the Teaching of Citizenship Education: A Hong Kong Case Study: Teresa CHAI YIP Wai Lin, David GALLOWAY and Wing On LEE.- 4. Structure and Agency: A Comparison of Youth Learning of Citizenship in Taipei and Calgary: Jennifer Wen Shya LEE.- 5. Exemplary Social Studies Lessons in Japan: Pedagogy for Effective Citizenship Education: Tomoyuki KOBARA.- PART III: South and Southeast Asia.- 6. Citizenship Education in Pakistan: Caught in the Stranglehold of Transmission Pedagogies: Bernadette L. DEAN.- 7. Indonesian Students and their Citizenship-Related Attributes: Implications for Instructional Strategies and Pedagogical Practices in Civic Education: Gregory Arief D. LIEM and Dennis M. MCINERNEY.- 8. Pedagogical Approaches to Citizenship Education in the Varied Contexts of Secondary Schools in the Philippines: Sherlyne A. ALMONTE-ACOSTA.- 9. Pedagogies for Citizenship Education in Thailand: The Gap between Government Policy and Implementation: Nuttaporn LAWTHONG.- 10. 'Simple Ideological Dupes of National Governments'? Teacher Agency and Citizenship Education in Singapore: Jasmine Boon-Yee SIM.- Part IV: Pacific Islands and the Pacific Rim.- 11. Civics Education in Fiji: Contradiction or 'Pedagogy of Hope'? Cresantia F. KOYA.- 12. Civics and Citizenship Education in Australia: Developing Au-thentic and Engaging Pedagogies to Empower Young Citizens:Libby TUDBALL.- 13. Embedding Education for Citizenship in Pedagogical Practices: The Case of New Zealand: Carol MUTCH.- 14. Issues-Centred Pedagogy and Classroom Climate for Discussion: A View from the United States: Carole L. HAHN.- Part V: Conclusion and Review.- 15. Multiple Modalities of Asia-Pacific Citizenship Pedagogies: Eclectic Concepts, Hybridised Approaches and Teachers' Preferences: Wing On Lee.- Notes on the Authors.- References. Index.

Contents: N. Noddings, Foreword. Preface. B.C. Rubin, J.M. Giarelli, Introduction: Civics and Citizenship in Students' Daily Lives: Toward a Sociocultural Understanding of Civic Knowledge and Engagement. Part I: Rethinking Civics and Citizenship in a Diverse Democracy. M.S. Crocco, Reimagining Citizenship Education: Gender, Sexuality, and the Social Studies. B. Chi, T. Howeth, Service-Learning as a Strategy to Promote Citizenship Education and Civic Engagement in an Urban Elementary Charter School. C.L. Hahn, Gender and Civic Education in the United States. Part II: Rethinking Civics and Citizenship in a Global Context. W.K. Richardson, J. Torney-Purta, Connections Between Concepts of Democracy, Citizen Engagement, and Schooling for 14-Year-Olds Across Countries. W. Cahill, A Primer on Democracy and Education in the Era of Globalization. E. Davis, Global Citizenship: Theoretical and Pedagogical Perspectives. Part III: New Approaches to Civic Research and Practice. J.R. Hibbing, A. Rosenthal, Teaching Democracy Appreciation. J. Westheimer, J. Kahne, The Limits of Efficacy: Educating Citizens for a Democratic Society. B.C. Rubin, Civics and Citizenship in Kids' Daily Lives: Broadening Approaches to Civic Learning, Knowledge, and Engagement. Part IV: Civic Education in a Changing World. H. Giroux, Public Time Versus Emergency Time After September 11th: Democracy, Schooling, and the Culture of Fear. B. Justice, Looking Back to See Ahead: Some Thoughts on the History of Civic Education in the United States.

This study examines the intersections of historical and democratic consciousness in Ghana's pre-tertiary curriculum framework and primary school history curriculum. The study adopts a critical discourse analysis approach drawing on the work of Wodak to analyse the curriculum documents. Findings show that democratic and historical consciousness is strongly expressed through key concepts such as citizenship and community, and through democratic values such as honesty, respect and tolerance for diverse groups, cultures, and religions. Discourses reveal a social justice orientation and underscore history as a critical context for developing responsible national and global citizens who can contribute to democratic processes through connecting the past to the present and future. The study highlights opportunities to intensify democratic and historical consciousness in the conceptualisation of governance, curriculum content, and history teaching practices.

Educational policies as well as documents of curriculum in various countries endorse the social and moral development among learner; as a cross-curriculum aim which is the central goal of educational process. Subjects, like Islamic studies, Languages and Social studies are prerequisite which contributes in Moral as well as Social Development of the pupils. Literature indicated that the textbook plays a vital role in development of Moral and Social values of children. The major aim of current study is to analyze the content related to Moral and Social development in the existing English textbook of Single National Curriculum (SNC) 5th grade published by Punjab Textbook Board (PTBB) to examine its effectiveness. In Qualitative method, Conceptual Content Analysis was used to examine the “Social and Moral Development values” in the existing English textbook of SNC 5th grade. This study focuses on the embedded themes about Social and Moral values in English textbook of 5th grade of Punjab Textbook Board (PTBB), Lahore. The study had to explore possible answers to the following research question: What Moral and Social Development values are included in SNC 5th grade English textbook? Current study concluded that there are twelve main “Moral and Social development values “existing in SNC 5th grade English textbook. On the basis of finding, it is recommended that ‘Social Etiquettes’, ‘Global Concern’, ‘Religious Influence’, ‘Compassion’ and Participatory Citizenship’ values should be adequately incorporated in the content of SNC 5th grade English textbook.