Abstract
In recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling. The place and contribution of citizenship education in public schools have become central points of discussion and debate in terms of theory, research, policy, and practice. Yet, existing conceptions of citizenship education differ considerably over various issues, including the basic motivational impulses associated with the civic aims of public education. In particular, the recent upsurge of phenomena as diverse as hate speech, populism, the shrinking civic space, radicalisation, and violent extremism have shifted the main justificatory impulse from consequentialist to urgency-based arguments. This shift of emphasis has had some unreflected consequences related to the justification for citizenship education in public schools. The central purpose of this article is to expound on the two main impulses associated with the civic aims of public schools and their interrelationship with social changes. The main part contrasts these two opposing motivational impulses associated with the justification of citizenship education. Each of the two impulses is presented and then clarified with an example to shed light on the basic justificatory procedure associated with it. The concluding part of this paper sketches the most distinctive challenges of the alternative conception of justifying citizenship education and its interplay with social change.
Highlights
In recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling
There has been a serious concern both among scholars and policymakers over some of the most pressing challenges facing contemporary democratic societies, including the overall distrust among citizens in the institutional framework of a liberal and democratic polity, the increasing ‘democratic deficit’ and the resulting criticism that the rights-based conception of citizenship may lack the resources with which to respond to the phenomena that challenge the very foundations of diverse contemporary societies, such as hate speech, populism, the shrinking civic space as well as radicalisation and violent extremism (Sardoč et al, 2021)
The main part contrasts these two opposing motivational impulses associated with the justification of citizenship education
Summary
V zadnjih nekaj desetletjih so se razprave o državljanstvu in državljanski vzgoji iz obrobja politične filozofije in filozofije vzgoje premestile v samo središče sodobnih razprav o državljanskih ciljih javnega šolanja. There has been a serious concern both among scholars and policymakers over some of the most pressing challenges facing contemporary democratic societies, including the overall distrust among citizens in the institutional framework of a liberal and democratic polity, the increasing ‘democratic deficit’ and the resulting criticism that the rights-based conception of citizenship may lack the resources with which to respond to the phenomena that challenge the very foundations of diverse contemporary societies, such as hate speech, populism, the shrinking civic space as well as radicalisation and violent extremism (Sardoč et al, 2021) These social changes (and the associated challenges) have raised both theoretical controversies and practical problems, requiring a reconsideration of the civic aims of public education. The concluding part of this paper sketches the most distinctive challenges of the alternative conception of justifying citizenship education and its interplay with social change
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