Focusing on nationalism and cosmopolitanism as elements influencing the discourse and practice of citizenship and citizenship education, this study discusses how they are construed and implemented by contemporary Confucian educational practitioners. By analysing the theoretical discourses of Confucian classical education and the pedagogical practices of a specific Confucian school, this study reveals the interweaving of nationalism and cosmopolitanism and the pedagogical practices involved in cultivating students as Confucian cosmopolitan citizens with a Chinese national identity. These findings contribute from an Indigenous perspective to the understanding of the shaping of civic subjectivity embedded in the Chinese Confucian context, in line with the ongoing intellectual shift towards post-orientalist citizenship. The study concludes that Confucian education has the potential to inspire citizenship and citizenship education studies by contributing ideas regarding the complexities of the relationship between national identity and global awareness emerging from Chinese politico-cultural circumstances to the internationally recognized rhetoric on citizenship.
{"title":"Interweaving nationalism and cosmopolitanism in the cultivation of Confucian citizens through classics reading in contemporary China","authors":"Canglong Wang","doi":"10.1386/ctl_00130_1","DOIUrl":"https://doi.org/10.1386/ctl_00130_1","url":null,"abstract":"Focusing on nationalism and cosmopolitanism as elements influencing the discourse and practice of citizenship and citizenship education, this study discusses how they are construed and implemented by contemporary Confucian educational practitioners. By analysing the theoretical discourses of Confucian classical education and the pedagogical practices of a specific Confucian school, this study reveals the interweaving of nationalism and cosmopolitanism and the pedagogical practices involved in cultivating students as Confucian cosmopolitan citizens with a Chinese national identity. These findings contribute from an Indigenous perspective to the understanding of the shaping of civic subjectivity embedded in the Chinese Confucian context, in line with the ongoing intellectual shift towards post-orientalist citizenship. The study concludes that Confucian education has the potential to inspire citizenship and citizenship education studies by contributing ideas regarding the complexities of the relationship between national identity and global awareness emerging from Chinese politico-cultural circumstances to the internationally recognized rhetoric on citizenship.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review of: Teaching and Learning for Comprehensive Citizenship: Global Perspectives on Peace Education, Candice C. Carter (ed.) (2020)Routledge, New York, NY, 194 pp.,ISBN 978-1-00024-621-6, $160
{"title":"Teaching and Learning for Comprehensive Citizenship: Global Perspectives on Peace Education, Candice C. Carter (ed.) (2020)","authors":"Caitlyn Ward","doi":"10.1386/ctl_00077_5","DOIUrl":"https://doi.org/10.1386/ctl_00077_5","url":null,"abstract":"Review of: Teaching and Learning for Comprehensive Citizenship: Global Perspectives on Peace Education, Candice C. Carter (ed.) (2020)Routledge, New York, NY, 194 pp.,ISBN 978-1-00024-621-6, $160","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77462906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores how particular understandings of Blackness among African immigrant students and parents shape their experiences of exclusion and belonging within the American educational landscape. Based on ethnographic interviews drawn from a larger mixed-methods study of African immigrant students and parents in a mid-Atlantic community, the article discusses the meanings these immigrants give to race, and the ways in which being an African Black was associated with experiences of exclusion in US society. Interviews also revealed a significant resistance to identification as African American ‘Black’, as African American Blackness was associated with styles of self-presentation and behaviour that do not conform to immigrant ideologies surrounding a good education. Lastly, African immigrants express a powerful belief in American opportunity that fuels aspirations for economic success. This analysis suggests avenues for exploring how Blackness, immigrant status and transnational identifications matter for theorizing intersections of race and belonging in diasporic populations.
{"title":"The meanings of Blackness: Belonging and exclusion among African immigrant parents and students in US schools","authors":"Chenyu Wang, D. Hoffman","doi":"10.1386/ctl_00069_1","DOIUrl":"https://doi.org/10.1386/ctl_00069_1","url":null,"abstract":"This article explores how particular understandings of Blackness among African immigrant students and parents shape their experiences of exclusion and belonging within the American educational landscape. Based on ethnographic interviews drawn from a larger mixed-methods study of African\u0000 immigrant students and parents in a mid-Atlantic community, the article discusses the meanings these immigrants give to race, and the ways in which being an African Black was associated with experiences of exclusion in US society. Interviews also revealed a significant resistance to identification\u0000 as African American ‘Black’, as African American Blackness was associated with styles of self-presentation and behaviour that do not conform to immigrant ideologies surrounding a good education. Lastly, African immigrants express a powerful belief in American opportunity that fuels\u0000 aspirations for economic success. This analysis suggests avenues for exploring how Blackness, immigrant status and transnational identifications matter for theorizing intersections of race and belonging in diasporic populations.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88877502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rise of authoritarianism and exclusionary nationalism has shown a critical need to teach students how to build, maintain and participate in democratic communities. This requires students to understand how authoritarianism and nationalism exclude people and perspectives in communities. While inclusionary nationalism can create an identity that unites people, we focus upon the divisive form of nationalism that is exclusionary. This article first describes the context for critical education for democracy in the face of authoritarianism and nationalism. We follow with a conceptual analysis of critical education for democracy. This involves the ways that students can identify antidemocratic discourses in order to promote democratic discourses. The model that we present relies upon student discourse analysis and elements of greeting, rhetoric and narrative for increasing inclusion in democratic communities. We conclude with illustrations of classroom inquiries, discussions and deliberations that can build student understanding of authoritarianism, nationalism and democracy.
{"title":"Critical education for democracy under discourses of authoritarianism and nationalism","authors":"Steven Camicia, Shouqing Si","doi":"10.1386/ctl_00072_1","DOIUrl":"https://doi.org/10.1386/ctl_00072_1","url":null,"abstract":"The rise of authoritarianism and exclusionary nationalism has shown a critical need to teach students how to build, maintain and participate in democratic communities. This requires students to understand how authoritarianism and nationalism exclude people and perspectives in communities.\u0000 While inclusionary nationalism can create an identity that unites people, we focus upon the divisive form of nationalism that is exclusionary. This article first describes the context for critical education for democracy in the face of authoritarianism and nationalism. We follow with a conceptual\u0000 analysis of critical education for democracy. This involves the ways that students can identify antidemocratic discourses in order to promote democratic discourses. The model that we present relies upon student discourse analysis and elements of greeting, rhetoric and narrative for increasing\u0000 inclusion in democratic communities. We conclude with illustrations of classroom inquiries, discussions and deliberations that can build student understanding of authoritarianism, nationalism and democracy.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91324780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Citizenship and democratic education in the time of rising nationalism: Theory, research and practice","authors":"J. Myers, A. Rapoport","doi":"10.1386/ctl_00067_2","DOIUrl":"https://doi.org/10.1386/ctl_00067_2","url":null,"abstract":"","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84543526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article begins by reviewing different conceptions of citizenship, particularly ethnic and civic citizenship, and then focuses on the one primarily found in government curriculum guides ‐ national civic citizenship ‐ through a discussion of mandated curriculum, texts and related documents released over the twentieth century in the Canadian province of British Columbia (BC). This review illustrates how, over the twentieth century, government curricula in BC have aimed to create good, national citizens. After this review, the author discusses the shortcomings of this conception of citizenship in relation to current events and concludes with recommendations to develop a new conception of citizenship. This new conception aims to address issues that arise from the national civic conception of citizenship, tackle today’s challenges and develop well-being in both individuals and the collective community.
{"title":"Reconceptualizing citizenship beyond national civic citizenship models: A discussion of British Columbia’s curricula","authors":"C. Broom","doi":"10.1386/ctl_00074_1","DOIUrl":"https://doi.org/10.1386/ctl_00074_1","url":null,"abstract":"This article begins by reviewing different conceptions of citizenship, particularly ethnic and civic citizenship, and then focuses on the one primarily found in government curriculum guides ‐ national civic citizenship ‐ through a discussion of mandated curriculum, texts\u0000 and related documents released over the twentieth century in the Canadian province of British Columbia (BC). This review illustrates how, over the twentieth century, government curricula in BC have aimed to create good, national citizens. After this review, the author discusses the shortcomings\u0000 of this conception of citizenship in relation to current events and concludes with recommendations to develop a new conception of citizenship. This new conception aims to address issues that arise from the national civic conception of citizenship, tackle today’s challenges and develop\u0000 well-being in both individuals and the collective community.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87899891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Citizenship and democratic education in the time of rising nationalism: Implications for citizenship education from the cases of Australia and Singapore","authors":"J. Neoh","doi":"10.1386/ctl_00071_1","DOIUrl":"https://doi.org/10.1386/ctl_00071_1","url":null,"abstract":"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\u0000 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\u0000 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\u0000 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\u0000 to the dynamism of contemporary societies. Third, the extent to which curriculum arrangements support democratic citizenship development.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85522267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The global resurgence of populist nationalism (PN) is grounded in divisive identity politics, affirms commitments to oppressive systems and provokes a crisis of citizenship. With universities being a significant battleground of this contention, the anti-globalist fervour towards xenophobia and against global ideologies and institutions has significant implications for critical possibilities of global citizenship education (GCE). However, research on how institutions are responding to PN, and how critical GCE programmes and pedagogies can disrupt exclusionary, violent forms of nationalism are limited. This study uses critical discourse analysis of 30 GCE programmes and asks: to what extent are discourses within university GCE programmes oriented to promote the disruption of the resurgence of PN? Findings indicate that most GCE programmatic discourses are not well oriented to promote the disruption of PN. Therefore, the article offers possible questions to consider when centring the disruption of PN in transformative models of GCE.
{"title":"The university and the crisis of twenty-first-century citizenship: Towards a global citizenship education to disrupt populist nationalism","authors":"J. Dorio, Amy Pojar, Yuqing Hou","doi":"10.1386/ctl_00068_1","DOIUrl":"https://doi.org/10.1386/ctl_00068_1","url":null,"abstract":"The global resurgence of populist nationalism (PN) is grounded in divisive identity politics, affirms commitments to oppressive systems and provokes a crisis of citizenship. With universities being a significant battleground of this contention, the anti-globalist fervour towards xenophobia\u0000 and against global ideologies and institutions has significant implications for critical possibilities of global citizenship education (GCE). However, research on how institutions are responding to PN, and how critical GCE programmes and pedagogies can disrupt exclusionary, violent forms of\u0000 nationalism are limited. This study uses critical discourse analysis of 30 GCE programmes and asks: to what extent are discourses within university GCE programmes oriented to promote the disruption of the resurgence of PN? Findings indicate that most GCE programmatic discourses are\u0000 not well oriented to promote the disruption of PN. Therefore, the article offers possible questions to consider when centring the disruption of PN in transformative models of GCE.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72715524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the reflective case study, I examine how seven of my pre-service English teachers reconcile their collective interest in justice-oriented citizenship education with a ‘pro-American curriculum’ that seems to conflate patriotism with American nationalism. Through these pre-service teachers’ insights, I investigate how such ideologies as patriotism, nationalism and teacher identity are constructed and interpreted in the ELA classroom. Additionally, this study seeks to help teachers and teacher educators develop skills, knowledge and understanding to address issues of citizenship education across the education landscape. Indeed, the pre-service teachers in this study may not yet know the realities of their future classrooms; but if the various crises and conflicts of 2020 demonstrated anything, it is that their world will be anything but apolitical.
{"title":"An abuse of teaching: Empathic citizenship and English language arts in a time of rising nationalism","authors":"Jeff Spanke","doi":"10.1386/ctl_00070_1","DOIUrl":"https://doi.org/10.1386/ctl_00070_1","url":null,"abstract":"In the reflective case study, I examine how seven of my pre-service English teachers reconcile their collective interest in justice-oriented citizenship education with a ‘pro-American curriculum’ that seems to conflate patriotism with American nationalism. Through these\u0000 pre-service teachers’ insights, I investigate how such ideologies as patriotism, nationalism and teacher identity are constructed and interpreted in the ELA classroom. Additionally, this study seeks to help teachers and teacher educators develop skills, knowledge and understanding to\u0000 address issues of citizenship education across the education landscape. Indeed, the pre-service teachers in this study may not yet know the realities of their future classrooms; but if the various crises and conflicts of 2020 demonstrated anything, it is that their world will be anything but\u0000 apolitical.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90649699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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