Implications For Citizenship Education Research Articles

싱가포르 『인성·시민성교육』2021 교육과정의 변화와 시민성교육에의 시사점

싱가포르에서 시민성교육은 도시 국가의 생존 전략으로 사회의 응집력과 결속력을 높이는데 많은 기여를 해왔다. 특히, 바른 인성과 적극적 시민성의 함양을 목표로 내세우는『인성·시민성교육(CCE)』은 싱가포르 시민성교육의 중요한 축을 담당해왔다. 2021년 CCE는 국가와 국민의 새로운 요구를 충족시키고 세계화라는 흐름에 대응하기 위해 개정되었다.BR 본 연구는 CCE 2021 교육과정을 분석하여 개인의 주도성과 실천을 강조하는 변화의 모습을 확인하고 그 의미와 배경을 밝혔다. 그리고 이를 바탕으로 도덕과 교육에서의 시민성교육을 위한 시사점으로 인성교육의 강화를 통해 시민성교육의 강화를 도모할 것, 교육과정의 내용 구성 원리의 변화를 통해 인성교육과 시민성교육을 연계할 것, 실생활 이슈나 경험을 적극 활용하여 학생 참여를 독려하고 실천 역량을 함양할 것 등을 제안하였다.

Popper’s Logic on Tolerance & the Implications for Citizenship Education

본 연구는 관용에 대한 포퍼의 논리를 검토하고 시민교육적 함의를 탐색하는데 목적을 두고 있다. 이러한 목적을 달성하기 위해 본 연구에서는 다음과 같은 내용을 다루었다. 먼저 2장에서는 포퍼가 관용의 근거로 제시한 인식론적 원리를 검토하였다. 그리고 3장에서는 관용과 관련되어 제기될 수 있는 몇 가지 문제, 즉 관용의 범위 문제, 관용과 상대주의, 다원주의, 중립주의 문제에 대하여 포퍼의 주장을 중심으로 검토하였다. 마지막으로 4장에서는 관용에 함축된 시민교육적 의미를 탐색하였다.

Conceptualizing Citizenship. Eastern European Inputs to the Contemporary Debates. Insights from Hungary

Abstract Active citizenship, critical citizenship, digital citizenship, global citizenship: just a few from the concepts that have shaped the debate about citizenship in the past decades. While these concepts have dominated both the academic and the public discourse and had implications for citizenship education in mature democracies, they often seem to be far away from the lived realities of many Eastern European new democracies. In these countries, debates about citizenship have been burdened with the legacies of the non-democratic past, and even citizenship education has been marginalized for a long time. This paper introduces the Hungarian case and aims to contribute to the theoretical debates about the concept of the good citizen by reflecting on the peculiarities of a post-socialist new democracy.

Citizenship and democratic education in the time of rising nationalism: Implications for citizenship education from the cases of Australia and Singapore

Notions of citizenship and citizenship education that were traditionally related to mainly nation-centric agendas are increasingly inadequate in preparing young citizens for the dynamism of societies and complexities of social issues stimulated by globalization. Depending on the political and social ideologies within and across societies, different citizenship education curricula are designed differently to achieve these goals. This article uses the cases of Australia and Singapore to discuss how different forms of citizenship education can contribute to an ongoing construction of a more just and peaceful world. Through the analysis of the social science curricula in the two countries, three key factors that can influence the value of democratic citizenship education in developing ‘active’ and ‘informed’ citizens were identified. First, the extent to which democratic values are referenced as the basis for citizenship, hence supporting an understanding of ‘politics’ in contexts of diversity. Second, the balance to be sought between development of competencies to achieve nationalistic goals and responding effectively to the dynamism of contemporary societies. Third, the extent to which curriculum arrangements support democratic citizenship development.

Questioning the 'politicization of education': Development education and citizenship education in the context of Japanese education policies

Japan's educational system has undergone a series of reforms over the past decade or so. Through these reforms, the ruling party has strengthened the involvement of the government and local authorities in education. At the same time, there has been a growing tendency for teachers to avoid taking up political issues in classrooms, in order to comply with the idea of political neutrality in education. This article attempts to extract the present-day meaning of development education and its implications for citizenship education by critically examining certain aspects of recent Japanese educational policy. Specifically, while pointing out that government-directed citizenship education has become increasingly 'patriotic', the article reaffirms that development education is a kind of political education. Finally, the article argues that development education should be expanded to democratic citizenship education to nurture active citizens with global perspectives.

Elementary and Secondary Students' Perceptions of Discussing Political and Social Issues: Implications for Citizenship Education in Schools

Elementary and Secondary Students' Perceptions of Discussing Political and Social Issues: Implications for Citizenship Education in Schools

An Analysis of Elementary School Students' Experiences Participating in Conversations and Discussions on Political and Social Issues -the implications for citizenship education

An Analysis of Elementary School Students' Experiences Participating in Conversations and Discussions on Political and Social Issues -the implications for citizenship education

The Political Response of Spanish Youth to the Socio-Economic Crisis: Some Implications for Citizenship Education

This article discusses the effects of the current socio-economic crisis on Spanish youth and their political response to it. It does so in three consecutive stages. In the first, it analyses the repercussion of the crisis on young people using information from certain social indicators (employment, mobility and education). It then outlines the subjective perception of the crisis, i.e., how they are experiencing it and what their hopes are regarding the economy and politics. The third part focuses on how young citizens have responded to the situation politically. The article finishes by considering what implications may be drawn from that response in terms of citizenship education.

The discrepancy of meaning of citizenship between the state and society in China: Implications for citizenship education and policymaking

Although citizenship education has received significant official attention in China in recent years, its aim remains vague. At a time when social demands increasingly influence policymaking by the state, this article examines the meaning of citizenship to the state and society in China. Data are derived from a content analysis of the use of gongmin (the Chinese term for citizen or citizenship) in two distinct newspapers: People’s Daily and Southern Metropolis Daily. The results indicate that there is discrepancy of meaning of citizenship between the state and society. The terminology used by the state tends to highlight the responsibilities and participation of citizenship while societal discourses are likely to articulate the notion of citizenship in terms of rights. Four implications are drawn for developing citizenship education that not only balances rights and responsibilities but also promotes participation in China.

Towards a narrative concept of citizenship: Implications for citizenship education as children’s identity-making

Abstract This article offers a narrative concept of citizenship in order to suggest a model of citizenship education as opposed to the factual, values-oriented model currently emphasized in Korea. Korea’s current approach to citizenship education is shaped by a mandated moral education curriculum meant to instil selected national values and moral virtues in children through a top-down method of teaching and learning citizenship. The article develops a different concept of citizenship in order to inspire the practice of citizenship education as children’s identity-making. The new concept, which employs a narrative inquiry methodology for the autobiographical inquiry, is found to be in fundamental conflict with Korea’s current practice of citizenship education: the narrative concept of citizenship attends to children’s lived experiences as a starting point for citizenship education that educates children about who they are and how they live as citizens. In contrast, the predetermined values-/virtues-oriented view of citizenship underpinning the established teaching practices in Korea educates children to be knowledgeable about citizenship values or virtues without establishing the relevance of this knowledge in their lives. This study suggests that, given the goals and standards of citizenship education, the narrative concept of citizenship would be far more effective in that it allows children to see themselves in multiple dimensions of good citizenship.

The role of classroom experiences and school ethos in the development of children as political actors: Confronting the vision of pupils and teachers

The significance of the school as a context for citizenship education (CE) has been widely emphasised (Fielding, 2011; Ichilov, 2003), and the object of educational policies across Europe (Eurydice, 2005). CE involves specific subjects, school assemblies and extra-curricular activities, but is recognised as being highly determined by regular classroom experiences and the school ethos (Kerr et al., 2010). In fact, democracy and citizenship can be experienced in schools, as pupils are meaningfully involved in participatory dialogue and decision making (Dahlberg, Moss & Pence, 1999; Fletcher, 2005; Wilde, 2005). Are these experiences, however, recognised both by pupils and teachers, as instrumental in learning to be engaged, critical and responsible citizens?In this paper, we present the results of a case study in the metropolitan area of Porto to consider the (dis)continuities between school discourses and practices regarding citizenship in the vision of teachers and pupils, from kindergarten to grade 8. Focus groups were used to consider issues of citizenship, participation and the role of the school. In the case of pupils, the focus group involved the completion of a task of transforming a newly-discovered island into a country (Adelson & O’Neill, 1966). The more collaborative and participatory approach to solve the task came from the younger children who attended kindergarten, reproducing the class ethos, as appears evident in the discourse of pre-school teachers. Older pupils revealed, as would be expected, more complex political discourses – but, as their teachers recognised, the demands of the mandatory curricula seem to supersede those discourses and CE appears to be more related to extra-class (and extra-school) experiences. The implications for CE and the work of educational psychologists will be discussed considering both direct intervention with pupils and consultation with teachers and other relevant stakeholders.

Citizenship and Governance in the Asian Region: Insights from The International Civic and Citizenship Education Study

Large scale assessment of student performance is a regular feature of the international education landscape. The International Civic and Citizenship Education Study (ICCS) is a recent attempt with a focus on citizenship knowledge and skills. Student political trust data from ICCS is reported here and a mixture Rasch model is used to identify the heterogeneity in this data. The results indicate the complexity of within country and cross-country estimates of measures of political trust. The problem of relying on a single scale score to represent this complexity is underscored and the implications for citizenship education are discussed.

Citizenship Education and Human Rights in Sites of Ethnic Conflict: Toward Critical Pedagogies of Compassion and Shared Fate

The present essay discusses the value of citizenship as shared fate in sites of ethnic conflict and analyzes its implications for citizenship education in light of three issues: first, the requirements of affective relationality in the notion of citizenship-as-shared fate; second, the tensions between the values of human rights and shared fate in sites of ethnic conflict; and third, the ways in which citizenship education might overcome these tensions without falling into the trap of psychologization and instrumentalization, but rather focusing on providing opportunities for social and school practices that manifest shared fate and compassion in critical ways. It is argued that what teachers and schools should try to do is to make practices of shared fate and compassion possible through creating conditions for children and young people to experience what it means to enact such practices in sites of ethnic conflict. It is also suggested that teachers and schools in sites of ethnic conflict cannot produce ‘new’ citizens on the basis of any values, no matter how ‘noble’ these values may be. The most that can be done is to help children and young people to critically reflect upon the conditions under which people in sites of ethnic conflict can act on the basis of shared fate and compassion and provide support so that these possibilities can become realistic.

Human rights, cosmopolitanism and utopias: implications for citizenship education

Citizenship education, defined as learning to live together, requires agreement on certain common principles. One central purpose of a state education system is the transmission of common normative standards such as the human rights and fundamental freedoms that underpin liberal democratic societies. The paper identifies the conceptual roots of the Universal Declaration of Human Rights (UDHR) in the sociological concept of utopia and Enlightenment cosmopolitanism. In the UDHR, the vision of freedoms that may promote human flourishing provides a precise way of conceptualising limits on state power. Whilst human rights is not a general theory, the concept has the hugely beneficial property of enabling people whose value systems are diverse and apparently incompatible, nonetheless to recognise and accept common standards and principles that make living in society possible. The implications of this are that human rights education is rightfully recognised as an essential component of citizenship education.

The ethic of care in globalized societies: implications for citizenship education

Illustrating the tensions and possibilities that the notion of the ethic of care as a democratic and citizenship issue may have in discourses of citizenship education in western states is the focus of this article. I first consider some theoretical debates on the definition of an ethic of care, especially in relation to issues of justice and (im)partiality. Then, I discuss the reconceptualization of care on the basis of two related but distinct themes: the reconciliation of justice and care, and the rethinking of citizenship. Following this, I lay out some implications for citizenship education and answer the question of what learning and teaching for/about a reconceptualized ethic of care can contribute to changing current perceptions of and actions towards immigrants, refugees and asylum seekers.

Textbook language, ideology and citizenship

This paper presents aspects of the results of a long-term research project on the relations between language and ideology in text-teacher-student interaction in Social Science and Natural Science classrooms in northern Colombia and their implications for citizenship education. The results presented here concern a grammatical conspiracy (Martin 1988) of historical determinism found in the transitivity and grammatical metaphors of a history textbook. I present examples of each of the grammatical features in question, arguing for the inclusion in the category of grammatical metaphor of historical present, inanimate Sayers and Behavers and some non-ergative processes. I then consider how the various grammatical features conspire to present a deterministic view of history which precludes the possibility of change as a result of human intervention. Finally, I suggest that Colombia, in striving towards a more harmonious society, has need of a different view of historical processes as susceptible to human agency.

Taking responsibility: school behaviour policies in England, moral development and implications for citizenship education

School behaviour policies in England have developed in recent years as a direct result of government policy attempting to address issues of poor behaviour in schools, against a background of wider social concerns about anti‐social behaviour and loss of respect. Since the 1980s there has been an acceptance that earlier authority‐based approaches need to be broadened to include more collaborative approaches with students that involve elements of discussion and negotiation. A commonly stated aim of behaviour policies is to encourage personal responsibility on the part of students. However, on examination, many school behaviour policies are morally ambiguous, confuse the moral and conventional domains and take insufficient account of what it means to become genuinely self‐directing, as discussed in the literature on moral development. Approaches advocated by many schools towards helping students discuss, negotiate and internalise school rules are superficial and ineffective. The paper argues that clearer links need to be made between school behaviour policies, moral development and citizenship education. The English citizenship curriculum framework is described in terms of its developmental structure, its broad conception and its concept map, which allows citizenship learning to be identified across a wide range of school contexts. The importance of cognitive challenge in the progress towards moral maturity is discussed. Teachers often fail to provide sufficient challenge in relation to behavioural issues and often infantilise students in denying them opportunities to take responsibility. It is argued that a concept‐based map of citizenship education allows teachers to construct a morally rich curriculum framework from the early years upwards and to make links with a wide range of citizenship issues across the life of the school, optimising opportunities to promote social and moral responsibility.

Deformed citizenship: a critique of the junior secondary economic and public affairs syllabus and textbooks in Hong Kong

This article analyses the junior secondary Economic and Public Affairs (EPA) syllabus and two most popular series of textbooks in Hong Kong on the eve of 1997. The objective is to real their very nature of citizenship in four dimensions: (1) civil rights and duties; (2) image of the Hong Kong government; (3) relationships between people and government; and (4) political ideas and political actors. Content and textual analysis found that in line with the official syllabuses, most textbooks were characterised by a rather partial, passive and parochial conception of citizenship, misrepresenting the social and political realities. The textbooks justified and legitimised the status quo, and served to enhance the students' faith and trust in government. Finally, their implications for citizenship education and changes in the formal curriculum are discussed.

Divergent Perspectives on Citizenship Education: A Q-Method Study and Survey of Social Studies Teachers

This study explored the views of contemporary social studies teachers on citizenship education. Q-technique was used to discern the principal conceptions held by teachers in two small samples. Minnesota teachers held three perspectives (cultural pluralism, communitarianism, and legalism) and teachers nationally held four perspectives (critical thinking, legalism, cultural pluralism, and assimilationism). Analysis of a large national sample survey of social studies teachers allows us to ascertain the popularity of each perspective generally and the characteristics of teachers who hold each perspective. Implications for citizenship education in a multicultural society are discussed.

Concepts of Pluralism and the Implications for Citizenship Education

Concepts of Pluralism and the Implications for Citizenship Education