Citizenship Education Curriculum Making for Troubled Times

This chapter explores the dimensions of informal civic learning of a local democracy initiative known as Healthy City Toronto (HCT). It examines one of the programmes of HCT, the Seniors’ Task Force, particularly the content and process of the participants’ learning. This study is part of an international research project that explores the pedagogical dimension of participatory democracy, with a focus on the informal learning acquired by citizens in programmes of shared decision making at the level of municipal government. It attempts to shed light on these issues by addressing three areas that are relatively underrepresented in the research on citizenship education: adult populations, informal learning and local democracy. First, a cursory literature review suggests that most large-scale research on citizenship education, from the pioneering work by Almond and Verba (1963) to the recent international study coordinated by Judith Torney-Purta (2001), has concentrated heavily on K-12 schooling, and particularly on secondary school programmes. These studies range from curriculum analysis to observation of teaching practices to surveys of students’ civic knowledge and attitudes. Moreover, the field of adult citizenship education, at least in countries with high immigration rates like Canada, tends to be understood almost exclusively as courses for the naturalization test, and is sometimes conflated with English as a second language (ESL). Second, research on citizenship education seldom pays attention to the area of informal learning. The low attention given to informal learning in the field of citizenship education is not an anomaly, as it reflects an overall neglect for this area in educational research and policy (Livingstone, 1999; Eraut, 1999a, b). Since citizenship education focuses on school settings, most references to informal learning tend to be limited to the discrepancies between the formal curriculum and the hidden curriculum, such as the assessment of the democratic or anti-democratic nature of the classroom environment. Informal civic learning outside of educational institutions is rarely addressed.

<i>The Critical Global Educator: Global Citizenship Education as Sustainable Development</i> by Maureen Ellis. New York: Routledge, 2016. 246 pp. $163.00 (cloth). ISBN 978-1-138-88780-0.

Across the globe there has been, since the early 1990s, increased interest in the role of citizenship education in creating cohesive societies, by both national policymakers and international organisations (Reid et al., 2009). This chapter explores the tensions within national education policies and specifically citizenship education policies between promoting identity, belonging and social cohesion at the national level and realising a sense of cosmopolitan citizenship which might support global cooperation, recognising our sense of interdependence. One aim is to make explicit some assumptions about learners which underpin policies and explore the meanings of terms such as diversity, citizenship and community cohesion within education policy.

The aim of this research is to provide an overview of the important role of citizenship education in developing the character of millennial children. The method used in this research is a literature review. Obtain data from existing books, journals, articles, literature, etc. related to the problem being studied. The results of this research show that citizenship education is not just a subject, but also includes values and becomes a standard in everyday life, so the role of citizenship education in forming the character of millennial children is very important in their lives. This shows that adab and norms, the supremacy of law, and the values of Pancasila. Citizenship education must continue to exist in schools and universities, otherwise it will affect the character development of our children, especially the millennial generation who will be the future heirs of our nation. This Millennial generation will also be a role model for their children and grandchildren. Through research it can be concluded that citizenship education is very important for character formation in the millennial generation. Character education is very important for the millennial generation, with the emergence of this research we can find out how influential education is. Citizenship in the formation of the character of the millennial generation. One of the things we can apply to develop character in Indonesia is through citizenship education, which can foster democratic attitudes, love of the country and even mindset.

The purpose of this article is to examine and compare how the ethnicity, gender and social class conditions of citizenship influence, and are understood by, teachers and secondary school students in England and Sweden. The intention is also to compare how conditions of citizenship are dealt with in social studies for upper secondary school in England and Sweden. The relationship between students education and real conditions for citizenship is complex and partly differs between, as well as within, the two countries. The present comparative examination and analysis aims to visualize both specific and common conditions of citizenship in England and Sweden. This is to draw attention to how the meaning of frequently used terminology and images in the field of Citizenship Education do not always coincide with teachers’ and students’ own opinions and perceived meanings. By doing this we hope to contribute some new knowledge regarding one of the most difficult challenges that citizenship education is struggling with, whether the provided knowledge and values prepare todays youth to defend and develop future democratic and just societies. To achieve this, we have conducted a number of interviews with teachers and secondary school students and asked them about their experiences and opinions regarding Citizenship Education and the nature of citizenship. The following main questions were central to the interviews:&#x0D; &#x0D; What knowledge and skills does a citizen need in a democracy and how is the meaning of citizenship connected to gender, class and ethnicity?&#x0D; How are personal liberties affected by the citizen’s gender, class and ethnicity according to the respondents?&#x0D; What are teachers’ and students’ experiences of Citizenship Education and how does school pay attention to citizens´ conditions based on gender, class and ethnicity?&#x0D; &#x0D; In recent years, both public debate and published research have shown that, in order to understand the real meanings of citizenship, it is necessary to understand and interpret formal citizenship rights and responsibilities from individuals’ social and cultural conditions as characterised by gender, ethnicity and social class. During the 2000s, the Swedish National Agency for Education (Skolverket) presented recurrent reports that shows how socio-economic background, in combination with foreign background, are crucial for pupils school results. The reports also show how segregation between schools and residential areas has increased on the basis of residents socio-economic and ethnic background. This group of students are a part of tomorrows citizens, which are also likely to remain marginalized even as adults. The links between Swedish school policy, pupils school results and the democratic development of society at large has been observed and analysed in contemporary Swedish research.&#x0D; In England, the picture is slightly different with the 7 per cent of the population who experience private education being over-represented in positions of power and influence. In May 2012, the then Secretary of State for Education Michael Gove provided a list of leaders in the arts, sciences, politics, sports, journalism, entertainment and other fields who had all been to independent schools, concluding that&#x0D; “the sheer scale, the breadth and the depth, of private school dominance of our society points to a deep problem in our country . . . Those who are born poor are more likely to stay poor and those who inherit privilege are more likely to pass on privilege in England than in any comparable county.”&#x0D; There is significant evidence that socio-economic background, in combination with ethnic background, continue to be highly influential on pupils school results. Links between national education policy, social class and pupils school results appear to remain entrenched in England. &#x0D; When we identify cultural and social conditions as in any way hindering the status of citizenship, we do so from a perspective which does not seek to blame the less powerful for holding particular cultural perceptions but which recognises the barriers a dominant culture sets against those with less power. The insight that tells us it is necessary to comprehend individuals’ social and cultural conditions in order to understand and interpret their formal citizenship rights and responsibilities is not, however, particularly recent. Marx wrote over 160 years ago that, “if you assume a particular civil society . . . you will get particular political conditions”, from which it must follow that any society divided on the grounds of class, ethnicity and gender will present political conditions which reflect such divisions. It is also the case that there is likely to be a significant space between what is (the real) and what is perceived (the formal); just because there is inequality it does not follow that everyone is aware of that inequality.

Her ne kadar yasalar aracılığıyla “eşit” bir zeminde ele alınsa da vatandaşlık uygulamalarında dişil ve eril olmak üzere konumlanan ebeveynler vatandaşlığın ve vatandaşlık eğitiminin cinsiyetçi doğasında önemli unsurlardan biridir. Bu araştırmada cinsiyete dayalı perspektifle ebeveyn olarak annelerin vatandaşlık ve vatandaşlık eğitimine yönelik ideallerine ilişkin anlatılarının ortaya çıkarılması amaçlanmıştır. Anlatı sorgulaması temele alınarak yürütülen çalışmada katılımcıların belirlenmesinde hem ölçüt hem de maksimum çeşitlilik örneklemeden yararlanılmıştır. Öncelikle cinsiyete dayalı vatandaşlık perspektifi açısından ebeveynlerin vatandaşlık ideallerinde ve çocuk yetiştirme uygulamalarında çocuğun cinsiyetinin önemli olabileceği düşünülerek katılımcıların “hem kız hem erkek çocuğu olma” durumu göz önünde bulundurulmuş; cinsiyete dayalı olarak vatandaşlık eğitiminden beklentilerin farklılaşabileceği gerekçesi ile katılımcıların çocuklarının “ilkokul çağında” olması dikkate alınmıştır. Bununla birlikte Türkiye’de deneyimlenmiş vatandaşlık anlatıları üzerinde durulduğundan annelerin Türk vatandaşı olması ve Türkiye’de yaşıyor olması temel bir ölçüt olarak kabul edilmiştir. Bu ölçütler kapsamında ayrıca maksimum çeşitlilik örneklemeden yararlanılarak araştırmaya katılan annelerin eğitim durumları, yaşadıkları sosyal çevre, yaş ve meslek farklılıkları dikkate alınmıştır. Böylelikle farklı sosyal ve zamansal bağlamlar göz önünde bulundurularak vatandaşlık ve vatandaşlık eğitimi ideallerine ilişkin anlatılarda çeşitli ortak örüntülerin ortaya konması hedeflenmiştir. Bu doğrultuda araştırmanın katılımcılarını 15 anne oluşturmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formundan yararlanılarak en az iki kere olacak şekilde bireysel görüşmeler gerçekleştirilmiştir. Elde edilen veriler tematik anlatı analizi yöntemiyle analiz edilmiştir. Araştırma sonucunda anlatılar “vatandaşlık” ve “vatandaşlık eğitimi” idealleri kapsamında iki ayrı ana tema ekseninde değerlendirilmiştir. “Vatandaşlık” anlatıları ideal vatandaş olma yolunda engeller: kadın olmak, ideal vatandaşlık çatışması: kamusal vatandaşlık / ev içi vatandaşlık; “vatandaşlık eğitimi” anlatıları ise vatandaşlık eğitiminin öznesi olarak “annelik” ve tamamlayıcısı olarak “babalık”, çatışma alanı olarak vatandaşlık eğitimi ve ataerkil anlayış olmak üzere alt temalar göz önünde bulundurularak incelenmiştir. Katılımcıların deneyimledikleri ve kurguladıkları ideal vatandaşlık anlayışında cinsiyetlerini önemli bir engel olarak ifade ettikleri, kamusal ve ev içi olmak üzere iki vatandaşlık anlayışı arasında yaşanan çatışmaları ortaya koydukları görülmüştür. Ayrıca anneliğin vatandaşlık eğitiminden birincil derecede sorumlu ve merkezi rol üstelendiği, babalığın ise daha dışarıdan ve tamamlayıcı nitelikte olduğu bulgularına ulaşılmıştır. Katılımcılar vatandaşlığa dair okulda verilen eğitimi eşitlikçi bulurken; aile ve sosyal çevre gibi toplumsal etmenlerde hüküm süren ataerkil anlayışın söz konusu eğitimi desteklemediğini, hatta kimi zaman karşıtını inşa ettiğini ifade etmişlerdir.

The Role of Citizenship Education in Achieving Peace in Colombia José Manuel Franco Serrano, Ed.D Abstract The article starts with a reflection of the major social ills afflicting our country: violence and corruption, as well as the historic opportunity that unfastens if the Colombian government can implement the peace accord with the Fuerzas Armadas Revolutionaries de Colombia (FARC) and sign a peace accord with Ejército de Liberación Nacional (ELN). It shows the importance of the development of the ethical dimension in citizenship education, pinpointing some of its features. The text also mentions some regulatory elements within the national and international contexts that address the horizon which we can, and must, head towards as a nation. In addition to, the author highlights some examples of concrete contributions in the field of civic education for peace, with an emphasis on the various dissertation projects developed by some students of the Master on Pedagogy program at the Universidad Industrial de Santander. These investigations have had a positive impact on the education of students, in the communities of the educational institutions and in their respective municipalities, all belonging to the department of Santander, Colombia. Full Text: PDF DOI: 10.15640/jehd.v6n2a5

The role of Citizenship Education in forming legal awareness for teenagers in order to create a law-abiding society. Legal awareness helps individuals understand their rights and obligations and participate in law enforcement. Efforts to increase teenagers' legal awareness through citizenship education involve the integration of technology, criticism, open discussions, teacher training, legal counseling, legal reform, and law enforcement. Legal awareness and legal obedience are important in forming correct legal behavior, involving knowledge, attitudes and legal behavior patterns. Although Citizenship Education can help increase legal awareness in adolescents, challenges such as diverse interests, negative perceptions of the law, appropriate use of language, and connection to real life need to be addressed. Thus, citizenship education plays a key role in building the concept of law enforcement in the younger generation to prevent moral decline and face the challenges of globalization.

The transition from the 20th to the 21st century has been the stage of contradictory messages regarding youth citizenship. There is a powerful public and academic rhetoric on youth political disengagement and apathy and, concurrently, an assumption that young people are not knowledgeable, competent and responsible enough to be active citizens, and therefore some kind of ‘education’ should be provided to them. Over this landscape, citizenship education in schools has been the object of fluctuations in European educational policy, from a relative absence to becoming the central transversal goal of education, and back again. This paper contrasts educational policies with the vision of school practice by significant actors (in this case, NGOs working in the field of citizenship education), departing from a cross‐European analysis to focus on the specific experience of Portugal and England. On the whole, results suggest that the political disinvestment might be reinforcing the ‘NGOisation’ of citizenship education, a phenomena that has both advantages and risks. If ‘all that comes in threes is perfect’ then education policies must provide a coherent framework that would guide schools and NGOs in collaboratively fostering opportunities to practice citizenship and learn democracy in and out of schools.

Citizenship education is considered an essential tool for democratic development. This article begins with a reflection of the central problems that are afflicting the democratic process in Iraq, issues such as corruption, civil and ethnic conflict, and populational diversity in Iraqi society. This article argues that by introducing a comprehensive citizenship education program into the school curriculum, it will have a positive effect on both national democratic development and political participation in Iraq. It will also help young learners to recognise their civic rights and responsibilities. The paper also analyses the extent to which citizenship education can play a role in building the Iraqi national identity. This application is not to deny other religious or ethnic identities in Iraq but to encourage them to adhere to civic and national identity. The questions that this article has addressed are the following: What is citizenship education? What is its importance? What are the significant problems facing democracy and citizenship education? And finally, why is citizenship education needed in Iraq?

Against the backdrop of rising nationalist and populist tendencies, the chapter discusses the role of lifelong learning in reinforcing active citizenship and the democratic spirit. Considering that spaces for public debate are increasingly being shifted to online platforms and social media channels, the authors approach the issue from a communications perspective, focusing on how changing patterns of media communication have supported the increase of nationalist politics. They explore different conceptualizations of citizenship, focusing on the role of citizenship education and required key competences in this field, including media and information literacy. They consider how these concepts have been defined in the academic literature and by UNESCO and operationalized at national and local levels to counteract rising nationalist tendencies and promote a culture of democracy and peace. The authors argue that citizenship education needs to be framed within a lifelong learning perspective, as called for in Sustainable Development Goal 4. The scope of programmatic actions needs to extend from formal education to nonformal and informal learning and to address children and youth as well as adults. Furthermore, the authors argue that both media and information literacy and citizenship education need to receive increased attention as a content area of lifelong learning to counteract nationalistic tendencies and to raise more awareness of democratic values and social responsibility.

This research aims to analyze the role of citizenship education in raising awareness of obeying campus rules and regulations at the North Sumatra State Islamic University, Medan. This type of research uses a qualitative approach with a descriptive analysis study method. Data collection used observation, interviews and document study methods. Next, the data was analyzed using data reduction, data presentation, and drawing conclusions. The results of this research conclude that citizenship education plays an important role in shaping student awareness and behavior regarding campus rules and regulations at UIN North Sumatra Medan. Through citizenship education courses, students gain a deep understanding of the rights and obligations as citizens, the importance of active participation in democratic life, and how to transcend differences to achieve understanding and peace. Furthermore, the role of citizenship education in awareness of obeying campus rules and regulations at UIN North Sumatra is to create students who are disciplined, intelligent and responsible in living campus life. Students become more aware of their rights and obligations as citizens, as well as respecting differences and following applicable rules.

&lt;p&gt;&lt;em&gt;This research aims to establish the political participation of Bantul people through citizenship education at the pandemic of Covid 19. The political participation of Bantul society needs to be improved so that the apathy towards politics is not increasingly faded. There are many ways to establish the political participation of Bantul people through the role of citizenship education. This method of research uses a qualitative approach. Data collection techniques use observations, interviews and literacy studies. The result of this study mentions that citizenship education has an important role and succeeded in establishing the political participation of Bantul people in the pandemic of Covid 19.&lt;/em&gt;&lt;/p&gt;

Against the backdrop of rising nationalist and populist tendencies, the chapter discusses the role of lifelong learning in reinforcing active citizenship and the democratic spirit. Considering that spaces for public debate are increasingly being shifted to online platforms and social media channels, the authors approach the issue from a communications perspective, focusing on how changing patterns of media communication have supported the increase of nationalist politics. They explore different conceptualizations of citizenship, focusing on the role of citizenship education and required key competences in this field, including media and information literacy. They consider how these concepts have been defined in the academic literature and by UNESCO and operationalized at national and local levels to counteract rising nationalist tendencies and promote a culture of democracy and peace.The authors argue that citizenship education needs to be framed within a lifelong learning perspective, as called for in Sustainable Development Goal 4. The scope of programmatic actions needs to extend from formal education to nonformal and informal learning and to address children and youth as well as adults. Furthermore, the authors argue that both media and information literacy and citizenship education need to receive increased attention as a content area of lifelong learning to counteract nationalistic tendencies and to raise more awareness of democratic values and social responsibility.KeywordsExclusionary nationalismPopulismCitizenship educationMedia and information literacyLifelong learning

Citizenship Education is able to instill democratic values ​​in young citizens and society. This shows that today's democratic values ​​are able to optimally nurture the younger generation and society so that awareness as citizens of their duties and responsibilities can be carried out properly. The inculcation of democratic values ​​is more effectively implemented through the role of subjects in schools, one of which is Citizenship Education. One of the subjects' missions is to instill democratic values. The inculcation of democratic values ​​aims to form citizens who are aware of their rights and obligations so that they are able to resolve problems peacefully and are able to respect togetherness. The method used in this paper is descriptive qualitative. The results of the role of Citizenship Education in an effort to instill democratic values ​​include: 1) Embedding democratic values ​​in the preparation of lesson plans, 2) Embedding democratic values ​​in a sense of unity and integrity, 3) Assessment based on the assessment of the attitude of independence and 4) The role of Citizenship Education Teachers as role models for their students to provide examples of the inculcation of democratic values ​​that are implemented through learning in schools.