The assumption that teaching and learning can only manifest with face-to-face encounters and that virtual teaching and learning only occurs through digitization and technology is perhaps indefensible. Teaching‐learning does not happen only through physical encounters, and virtual teaching‐learning does not need relevant forms of technology. Teaching‐learning is an autonomous pedagogical act before it even transcends into acts of deliberative engagement. Unless teachers and students internalize forms of self-directed teaching and learning ‐ that is, they learn what it means to act autonomously, teaching‐learning in itself would not become the transformative space many teachers and students perhaps expect it to be.
{"title":"Teaching and learning during a pandemic: Implications for democratic citizenship education","authors":"Y. Waghid","doi":"10.1386/ctl_00058_1","DOIUrl":"https://doi.org/10.1386/ctl_00058_1","url":null,"abstract":"The assumption that teaching and learning can only manifest with face-to-face encounters and that virtual teaching and learning only occurs through digitization and technology is perhaps indefensible. Teaching‐learning does not happen only through physical encounters, and virtual\u0000 teaching‐learning does not need relevant forms of technology. Teaching‐learning is an autonomous pedagogical act before it even transcends into acts of deliberative engagement. Unless teachers and students internalize forms of self-directed teaching and learning ‐ that\u0000 is, they learn what it means to act autonomously, teaching‐learning in itself would not become the transformative space many teachers and students perhaps expect it to be.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72939562","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: Adult Education and the Formation of Citizens: A Critical Interrogation, Andreas Fejes, Magnus Dahlstedt, Maria Olson and Fredrik Sandberg (2018)New York: Routledge, 150 pp.,ISBN 978-0-81536-280-7, $199.35 USD
{"title":"Adult Education and the Formation of Citizens: A Critical Interrogation, Andreas Fejes, Magnus Dahlstedt, Maria Olson and Fredrik Sandberg (2018)","authors":"M. Estellés","doi":"10.1386/ctl_00057_5","DOIUrl":"https://doi.org/10.1386/ctl_00057_5","url":null,"abstract":"Review of: Adult Education and the Formation of Citizens: A Critical Interrogation, Andreas Fejes, Magnus Dahlstedt, Maria Olson and Fredrik Sandberg (2018)New York: Routledge, 150 pp.,ISBN 978-0-81536-280-7, $199.35 USD","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77290709","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}
Chile, unlike other countries in the region, is facing two major crises: one of a large social nature and the other in public health, which is in its form of the pandemic that is currently affecting the entire world. In October 2019, secondary-school and university students organized a massive evasion of the Santiago metro fare. The reason was to protest the 30 pesos increase in the cost of the ticket. This apparently small issue detonated the greatest protest movement of the last 30 years. By January 2019, the uprising had left 31 dead and 5,558 people who reported human rights violations, including 331 with ocular trauma or injury to their eyes and 21 suffered damage or loss of the eyeball. In March 2019, protests were eradicated from the streets and the development of the movement was slowed down by the powerful action of the Coronavirus. This article explores the impact that the COVID-19 crisis had on citizen movement, and the functionality of the health crisis to establish the de facto authoritarian hyper-controlled state in order to freeze the social crisis. Also, this work identifies the strategy that the Chilean citizen movement developed to survive during 2020, applying Pleyers’s (2020) model of analysis of activism under pandemic as a starting point.
{"title":"Activism in a time of pandemic: The impact of COVID-19 in Chilean citizen movement after the uprising of October 2019","authors":"Paulina Bronfman","doi":"10.1386/ctl_00056_1","DOIUrl":"https://doi.org/10.1386/ctl_00056_1","url":null,"abstract":"Chile, unlike other countries in the region, is facing two major crises: one of a large social nature and the other in public health, which is in its form of the pandemic that is currently affecting the entire world. In October 2019, secondary-school and university students organized\u0000 a massive evasion of the Santiago metro fare. The reason was to protest the 30 pesos increase in the cost of the ticket. This apparently small issue detonated the greatest protest movement of the last 30 years. By January 2019, the uprising had left 31 dead and 5,558 people who reported human\u0000 rights violations, including 331 with ocular trauma or injury to their eyes and 21 suffered damage or loss of the eyeball. In March 2019, protests were eradicated from the streets and the development of the movement was slowed down by the powerful action of the Coronavirus. This article explores\u0000 the impact that the COVID-19 crisis had on citizen movement, and the functionality of the health crisis to establish the de facto authoritarian hyper-controlled state in order to freeze the social crisis. Also, this work identifies the strategy that the Chilean citizen movement developed to\u0000 survive during 2020, applying Pleyers’s (2020) model of analysis of activism under pandemic as a starting point.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75799652","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 research presented in this article explores how young people in New Zealand exercised their citizenship during the COVID-19 lockdowns. Building upon the theoretical concepts of ‘actions’ and ‘acts of citizenship’, this qualitative study draws on data from the experiences of 30 young people aged over 16 in the city of Auckland. Data included classroom observations, focus group interviews, individual interviews and the sharing of student artefacts (e.g. posters and videos). The experiences of the participants covered a wide range of engagement in citizenship rights, sites, scales and acts. Our findings offered an alternative to prevailing portrayals of young people as either passive victims or self-centred troublemakers during the COVID-19 pandemic. Lessons for citizenship education are discussed at the end of the article.
{"title":"Exploring youth citizenship during COVID-19 lockdowns in New Zealand","authors":"C. Mutch, M. Estellés","doi":"10.1386/ctl_00052_1","DOIUrl":"https://doi.org/10.1386/ctl_00052_1","url":null,"abstract":"The research presented in this article explores how young people in New Zealand exercised their citizenship during the COVID-19 lockdowns. Building upon the theoretical concepts of ‘actions’ and ‘acts of citizenship’, this qualitative study draws on data from\u0000 the experiences of 30 young people aged over 16 in the city of Auckland. Data included classroom observations, focus group interviews, individual interviews and the sharing of student artefacts (e.g. posters and videos). The experiences of the participants covered a wide range of engagement\u0000 in citizenship rights, sites, scales and acts. Our findings offered an alternative to prevailing portrayals of young people as either passive victims or self-centred troublemakers during the COVID-19 pandemic. Lessons for citizenship education are discussed at the end of the article.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72997943","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: The Tyranny of Merit: What’s Become of the Common Good?, Michael J. Sandel (2020)London: Allen Lane, 272 pp.,ISBN 978-0-241-40759-2, h/bk, £20
书评:《功绩的暴政:公共利益变成了什么?》Michael J. Sandel(2020)，伦敦:Allen Lane出版社，272页，ISBN 978-0-241-40759-2, h/bk, 20英镑
{"title":"The Tyranny of Merit: What’s Become of the Common Good?, Michael J. Sandel (2020)","authors":"I. Davies","doi":"10.1386/ctl_00043_5","DOIUrl":"https://doi.org/10.1386/ctl_00043_5","url":null,"abstract":"Review of: The Tyranny of Merit: What’s Become of the Common Good?, Michael J. Sandel (2020)London: Allen Lane, 272 pp.,ISBN 978-0-241-40759-2, h/bk, £20","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76725706","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}
Contemporary youth citizenship research is challenged with capturing the complexity of young people’s engagement with politics, especially considering the current prevalence of social media. In this article, we address young people’s understandings of political engagement in relation to feminism by drawing on contemporary feminist scholarship. This is combined with qualitative research undertaken in 2016 and 2017 with five focus groups comprising young people from different secondary schools across four New Zealand cities. Exploring this through the lens of everyday citizenship means dealing with the ambiguities around terms and concepts, both for researchers and young people themselves, as well as acknowledging the nuances and tensions concerning what counts as political involvement. The research findings suggest that how educators and youth workers connect and empower diverse groups of young people when navigating the potentially contentious terrain of political positioning, identification and social action requires further investigation.
{"title":"Young people’s everyday citizenship and understandings of feminism","authors":"R. Shaw, V. Thompson","doi":"10.1386/ctl_00041_1","DOIUrl":"https://doi.org/10.1386/ctl_00041_1","url":null,"abstract":"Contemporary youth citizenship research is challenged with capturing the complexity of young people’s engagement with politics, especially considering the current prevalence of social media. In this article, we address young people’s understandings of political engagement\u0000 in relation to feminism by drawing on contemporary feminist scholarship. This is combined with qualitative research undertaken in 2016 and 2017 with five focus groups comprising young people from different secondary schools across four New Zealand cities. Exploring this through the lens of\u0000 everyday citizenship means dealing with the ambiguities around terms and concepts, both for researchers and young people themselves, as well as acknowledging the nuances and tensions concerning what counts as political involvement. The research findings suggest that how educators and youth\u0000 workers connect and empower diverse groups of young people when navigating the potentially contentious terrain of political positioning, identification and social action requires further investigation.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83213846","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 documents the long-term impacts of international development volunteering (IDV) on the prosocial behaviours, educational or career choices, and global citizenship activities of returned international volunteers (RVs). Findings from a 2018 survey completed by 450 Canadian RVs show how IDV can contribute to global citizenship and civic engagement. Qualitative and quantitative analyses demonstrate how IDV can help to build a more empathetic and justice-oriented society dedicated to addressing the causes and consequences of global poverty and inequality. As a distinctive model for transformational learning, this study illustrates the value of IDV as a model for cross-cultural education shaping values of global civic responsibility.
{"title":"International development volunteering as a catalyst for long-term prosocial behaviours of returned Canadian volunteers","authors":"R. Tiessen, Katelyn Cassin, Benjamin J. Lough","doi":"10.1386/ctl_00048_1","DOIUrl":"https://doi.org/10.1386/ctl_00048_1","url":null,"abstract":"This article documents the long-term impacts of international development volunteering (IDV) on the prosocial behaviours, educational or career choices, and global citizenship activities of returned international volunteers (RVs). Findings from a 2018 survey completed by 450 Canadian RVs show how IDV can contribute to global citizenship and civic engagement. Qualitative and quantitative analyses demonstrate how IDV can help to build a more empathetic and justice-oriented society dedicated to addressing the causes and consequences of global poverty and inequality. As a distinctive model for transformational learning, this study illustrates the value of IDV as a model for cross-cultural education shaping values of global civic responsibility.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80927967","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: Handbook of Research on Education for Participative Citizenship and Global Prosperity, José A. Pineda-Alfonso, Nicolás de Alba-Fernández and Elisa Navarro-Medina (2019) Hershey: IGI Global, 689 pp., ISBN 978-1-52257-110-0, h/bk, $265.00
《参与公民和全球繁荣的教育研究手册》，jos A. Pineda-Alfonso, Nicolás de Alba-Fernández和Elisa Navarro-Medina(2019)好时:IGI Global, 689页，ISBN 978-1-52257-110-0, h/bk, 265.00美元
{"title":"Handbook of Research on Education for Participative Citizenship and Global Prosperity, José A. Pineda-Alfonso, Nicolás de Alba-Fernández and Elisa Navarro-Medina (2019)","authors":"Jordi Castellví","doi":"10.1386/ctl_00041_5","DOIUrl":"https://doi.org/10.1386/ctl_00041_5","url":null,"abstract":"Review of: Handbook of Research on Education for Participative Citizenship and Global Prosperity, José A. Pineda-Alfonso, Nicolás de Alba-Fernández and Elisa Navarro-Medina (2019)\u0000Hershey: IGI Global, 689 pp.,\u0000ISBN 978-1-52257-110-0, h/bk, $265.00","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44080434","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":"On the responsibility of schools to cultivate democratic citizenship education","authors":"Y. Waghid, K. Wong","doi":"10.1386/ctl_00034_2","DOIUrl":"https://doi.org/10.1386/ctl_00034_2","url":null,"abstract":"","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41537297","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}
Global changes taking place in today’s world have brought about an unprecedented crisis in citizenship values. For instance, violence, conflict and radicalization have become rampant in our society. Such crisis has brought to the limelight the role of education in sensitizing students about their rights and duties in order to promote peace, tolerance and mutual respect. In Morocco, educational reforms have given much importance to citizenship education in the belief that it can help raise students’ awareness about their rights and duties, anchor them to their communities, and provide them with the knowledge and skills necessary for active participation in society. The National Charter for Education and Training and the Higher Council for Education, Training and Scientific Research have created a roadmap for citizenship education. This study aims to investigate the impact of such attempts to train good citizens. The participants are 73 semester-two students of the department of English from the faculty of humanities, Chouaib Doukkali University. The main data collection tool is questionnaires. The data obtained are fed into SPSS to generate frequencies besides identifying main themes obtained from answers to open-ended questions. Findings show that the impact of such educational reforms is rather limited. While the majority of students expressed their feeling of belonging to their community as well as an accepted level of awareness of their rights and duties, they failed to act on the self-reported qualities of a good citizen. Such low level of engagement in their community affairs betrays weak links between students and their communities. In light of these findings, several recommendations are made to improve citizenship education and reduce the gap between the goals of national educational reforms and their actual implementation in schools. One such recommendation is that textbooks need to emphasize critical thinking and analysis so that students are empowered to become critical thinking global citizens and agents of change.
{"title":"A study of the impact of citizenship education in Morocco","authors":"Bouchaib Benzehaf","doi":"10.1386/ctl_00039_1","DOIUrl":"https://doi.org/10.1386/ctl_00039_1","url":null,"abstract":"Global changes taking place in today’s world have brought about an unprecedented crisis in citizenship values. For instance, violence, conflict and radicalization have become rampant in our society. Such crisis has brought to the limelight the role of education in sensitizing students about their rights and duties in order to promote peace, tolerance and mutual respect. In Morocco, educational reforms have given much importance to citizenship education in the belief that it can help raise students’ awareness about their rights and duties, anchor them to their communities, and provide them with the knowledge and skills necessary for active participation in society. The National Charter for Education and Training and the Higher Council for Education, Training and Scientific Research have created a roadmap for citizenship education. This study aims to investigate the impact of such attempts to train good citizens. The participants are 73 semester-two students of the department of English from the faculty of humanities, Chouaib Doukkali University. The main data collection tool is questionnaires. The data obtained are fed into SPSS to generate frequencies besides identifying main themes obtained from answers to open-ended questions. Findings show that the impact of such educational reforms is rather limited. While the majority of students expressed their feeling of belonging to their community as well as an accepted level of awareness of their rights and duties, they failed to act on the self-reported qualities of a good citizen. Such low level of engagement in their community affairs betrays weak links between students and their communities. In light of these findings, several recommendations are made to improve citizenship education and reduce the gap between the goals of national educational reforms and their actual implementation in schools. One such recommendation is that textbooks need to emphasize critical thinking and analysis so that students are empowered to become critical thinking global citizens and agents of change.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41737744","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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