Citizenship Education Policy Research Articles

Citizenship education and the reparation of future teachers : A study

This study examines the views of future teachers of social studies regarding significant global trends, required citizen characteristics, and necessary educational strategies to develop the said characteristics. The study builds upon the landmark work of the nine-nation Citizenship Education Policy Study (CEPS I) carried out in the late 1990s that resulted in the model calledmultidimensional citizenship. The original work focused on the views of policy makers and scholars. The present research, CEPS II, is a follow-up study that seeks to determine the views of the next generation of those who will teach citizenship and civic education through social studies programs in seven participant societies: China, Hong Kong SAR, Japan, The Netherlands, Taiwan, Thailand and the United States of America. The results suggest that the future teachers, when compared with the policy experts and scholars in the original CEPS I study, are more optimistic about the future and are more oriented towards personal development and participatory behaviors that will positively impact the common good.

Citizenship Education and National Identities in France and England: Inclusive or exclusive?

ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other.

Citizenship Education and National Identities in France and England: inclusive or exclusive?

ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other.

Comparative Perspectives on Political Socialization and Civic EducationCitizenship Education and the Modern State. Kerry KennedyCitizenship and Citizenship Education in a Changing World. Orit IchilovRoots of Civic Identity: International Perspectives on Community Service and Activism in Youth. Miranda Yates , James YounissMorality and Citizenship in Education. John Beck

Previous articleNext article No AccessEssay ReviewsComparative Perspectives on Political Socialization and Civic Education Citizenship Education and the Modern State. Kerry Kennedy Citizenship and Citizenship Education in a Changing World. Orit Ichilov Roots of Civic Identity: International Perspectives on Community Service and Activism in Youth. Miranda Yates , James Youniss Morality and Citizenship in Education. John Beck Judith Torney-PurtaJudith Torney-Purta Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 44, Number 1Feb., 2000 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447593 Views: 180Total views on this site Citations: 19Citations are reported from Crossref Copyright 2000 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Erik Andersson A transactional and action-oriented methodological approach to young people’s political socialisation, Education, Citizenship and Social Justice 15, no.33 (Jun 2019): 243–257.https://doi.org/10.1177/1746197919853807Gabriel M. Velez, María Cecilia Dedios Developmental Psychology and Peace, (Jul 2019): 115–130.https://doi.org/10.1007/978-3-030-14943-7_8Lies Maurissen Political efficacy and interest as mediators of expected political participation among Belgian adolescents, Applied Developmental Science 39 (Dec 2018): 1–15.https://doi.org/10.1080/10888691.2018.1507744Jeffrey T Checkel Socialization and violence, Journal of Peace Research 54, no.55 (Sep 2017): 592–605.https://doi.org/10.1177/0022343317721813Laura Vega, Monisha Bajaj The right to education in protracted conflict: teachers’ experiences in non-formal education in Colombia, Globalisation, Societies and Education 14, no.33 (Jun 2016): 358–373.https://doi.org/10.1080/14767724.2015.1121380 Kim Hyung Ryeol Economic Development and The Influences of Family Socioeconomic Status and Home Civic Learning Environments on Adolescents' Civic Outcomes : A Comparative Study of 31 Countries., Journal of Ethics 1, no.101101 (May 2015): 1–44.https://doi.org/10.15801/je.1.101.201505.1E. Doyle Stevick Compliant Policy and Multiple Meanings: Conflicting Holocaust Discourses in Estonia, (Feb 2015): 277–297.https://doi.org/10.1007/978-3-319-15419-0_16David Flores Memories of War: Sources of Vietnam Veteran Pro- and Antiwar Political Attitudes, Sociological Forum 29, no.11 (Mar 2014): 98–119.https://doi.org/10.1111/socf.12071Michael Xenos, Ariadne Vromen, Brian D. Loader The great equalizer? Patterns of social media use and youth political engagement in three advanced democracies, Information, Communication & Society 17, no.22 (Jan 2014): 151–167.https://doi.org/10.1080/1369118X.2013.871318Stephen Coleman, Giles Moss Under Construction: The Field of Online Deliberation Research, Journal of Information Technology & Politics 9, no.11 (Jan 2012): 1–15.https://doi.org/10.1080/19331681.2011.635957Matthew Lange Social Welfare and Ethnic Warfare: Exploring the Impact of Education on Ethnic Violence, Studies in Comparative International Development 46, no.44 (Nov 2011): 372–396.https://doi.org/10.1007/s12116-011-9095-yE. Doyle Stevick Education policy as normative discourse and negotiated meanings: Engaging the Holocaust in Estonia, PROSPECTS 40, no.22 (Jul 2010): 239–256.https://doi.org/10.1007/s11125-010-9158-2W. Lance Bennett, Chris Wells, Allison Rank Young citizens and civic learning: two paradigms of citizenship in the digital age, Citizenship Studies 13, no.22 (Apr 2009): 105–120.https://doi.org/10.1080/13621020902731116Janette Habashi, Jody Worley Child Geopolitical Agency, Journal of Mixed Methods Research 3, no.11 (Jan 2009): 42–64.https://doi.org/10.1177/1558689808326120M. Fernanda Astiz, Gabriela Mendez Education for citizenship, Education, Citizenship and Social Justice 1, no.22 (Jul 2016): 175–200.https://doi.org/10.1177/1746197906064678Gregory P. Fairbrother Protection by, or from, the Government: Debating citizenship education policy in Hong Kong's Legislative Council, Discourse: Studies in the Cultural Politics of Education 27, no.22 (Jun 2006): 175–188.https://doi.org/10.1080/01596300600676144Rivka A. Eisikovits Perspectives of Young Immigrants from the Former USSR on Voting and Politics in Israel, Theory & Research in Social Education 33, no.44 (Sep 2005): 454–475.https://doi.org/10.1080/00933104.2005.10473291Albert K. Liau, Agnes W. L. Liau, George B. S. Teoh, Michael T. L. Liau The Case for Emotional Literacy: The influence of emotional intelligence on problem behaviours in Malaysian secondary school students, Journal of Moral Education 32, no.11 (Mar 2003): 51–66.https://doi.org/10.1080/0305724022000073338John J. Cogan, Paul Morris The development of civics values: an overview, International Journal of Educational Research 35, no.11 (Jan 2001): 1–9.https://doi.org/10.1016/S0883-0355(01)00002-7

Chinese Culture in the Hong Kong Curriculum: Heritage and Colonialism

In their introduction to Education and the Colonial Experience, Gail P. Kelly and Philip Altbach point out that, while "what those who ran [colonial] schools wish to have them accomplish ... was to assist in the consolidation of foreign rule,"' there were yet many different faces, strategies, and consequences to colonial education. The relationship between the culture of the colonizer and that of the colonized has not been everywhere a simple one of imposition and submission. If, in many societies, the indigenous culture withered under colonial rule, in others, native tradition or certain strands of it might thrive or revive under colonial sponsorship or stimulation. This article shows how British administrators and Chinese educators in Hong Kong have selectively used Chinese cultural heritage in the curriculum. While it honors the cultural heritage and transmits the sense of Chinese identity, the curriculum also fosters the sense of being at the periphery of both the Chinese and the Western worlds-which, no doubt, assists the consolidation of outside rule.