B. Blevins, Michelle Bauml, N. Scholten, V. Smith, Karon N. LeCompte, K. Magill
The purpose of this study was to examine how participation in small-group inquiry projects at a summer civics camp contributed to middle schoolers’ beliefs about themselves as citizens and influenced their general and individual conceptions of citizenship. Using an action civics model for their projects, participants worked in small groups to identify an issue in their community, study its root causes and propose solutions. This study utilized a convergent mixed-methods approach involving the collection of both pre- and post-surveys and qualitative data (exit tickets, advocacy projects and semi-structured interviews) to investigate the research questions. Participants for this study included 108 middle schoolers (entering fifth to ninth grade) who attended a free, week-long summer civics camp hosted at two private universities in the United States. Utilizing Westheimer and Kahne’s citizenship typology to analyze the data, three primary findings emerged. Firstly, some students’ conceptions of citizenship did shift slightly towards more participatory and justice-oriented notions of citizenship, although their predominant orientations towards democratic citizenship remain personally responsible. Secondly, students began to appropriate the citizenship frameworks used during the camp to nuance and expand their understandings citizenship and advocacy. Finally, students began to see ways they could use their voice to advocate for change in their communities. This research showcases how inquiry might enhance democratic citizenship education in a global world through interaction with others, responding to one’s community, developing civic knowledge, critically investigating issues and allowing for multiple solutions.
{"title":"Using inquiry to promote democratic citizenship among young adolescents during summer civics camps","authors":"B. Blevins, Michelle Bauml, N. Scholten, V. Smith, Karon N. LeCompte, K. Magill","doi":"10.1386/ctl_00035_1","DOIUrl":"https://doi.org/10.1386/ctl_00035_1","url":null,"abstract":"The purpose of this study was to examine how participation in small-group inquiry projects at a summer civics camp contributed to middle schoolers’ beliefs about themselves as citizens and influenced their general and individual conceptions of citizenship. Using an action civics model for their projects, participants worked in small groups to identify an issue in their community, study its root causes and propose solutions. This study utilized a convergent mixed-methods approach involving the collection of both pre- and post-surveys and qualitative data (exit tickets, advocacy projects and semi-structured interviews) to investigate the research questions. Participants for this study included 108 middle schoolers (entering fifth to ninth grade) who attended a free, week-long summer civics camp hosted at two private universities in the United States. Utilizing Westheimer and Kahne’s citizenship typology to analyze the data, three primary findings emerged. Firstly, some students’ conceptions of citizenship did shift slightly towards more participatory and justice-oriented notions of citizenship, although their predominant orientations towards democratic citizenship remain personally responsible. Secondly, students began to appropriate the citizenship frameworks used during the camp to nuance and expand their understandings citizenship and advocacy. Finally, students began to see ways they could use their voice to advocate for change in their communities. This research showcases how inquiry might enhance democratic citizenship education in a global world through interaction with others, responding to one’s community, developing civic knowledge, critically investigating issues and allowing for multiple solutions.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"271-295"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45593920","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 literature widely reports that national citizenship remains the focus of citizenship education in Japan and China, despite the emerged global elements in both cases. Yet the literature stops short of exploring how to advance the agenda of global citizenship in the dominant national citizenship education under the centralized education systems in Japan and China. With a list of global citizen attributes derived from a particular conception of citizenship, this article identifies and compares the pedagogical capacity and potential for global citizenship education in relevant Japanese and Chinese national curriculum guidelines, many of which have been recently revised. It is found that many attributes are indeed supported in the Japanese and Chinese guidelines, which, furthermore, leave pedagogical potential for the development of unsupported others. The findings at the policy level bear practical and research implications for global citizenship education in Japanese and Chinese schools.
{"title":"Advancing global citizenship education in Japan and China: An exploration and comparison of the national curricula","authors":"Sicong Chen","doi":"10.1386/ctl_00038_1","DOIUrl":"https://doi.org/10.1386/ctl_00038_1","url":null,"abstract":"The literature widely reports that national citizenship remains the focus of citizenship education in Japan and China, despite the emerged global elements in both cases. Yet the literature stops short of exploring how to advance the agenda of global citizenship in the dominant national citizenship education under the centralized education systems in Japan and China. With a list of global citizen attributes derived from a particular conception of citizenship, this article identifies and compares the pedagogical capacity and potential for global citizenship education in relevant Japanese and Chinese national curriculum guidelines, many of which have been recently revised. It is found that many attributes are indeed supported in the Japanese and Chinese guidelines, which, furthermore, leave pedagogical potential for the development of unsupported others. The findings at the policy level bear practical and research implications for global citizenship education in Japanese and Chinese schools.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"341-356"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47696186","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 view that patriotism is characterized by unquestioning loyalty to one’s country remains common in the United States despite its anti-democratic implications. From this standpoint, classroom discussions of past and present injustices are a threat to patriotism because they raise doubts about national superiority and exceptionality. Through an ethnographic study in two critical, culturally diverse US history classrooms, I investigated students’ attitudes towards their country and the notion of patriotism. As opposed to fomenting disaffection among students, candid discussions of injustices led students to view their teachers and curriculum as more trustworthy than what they had encountered in prior classrooms. Moreover, they believed that this approach to curriculum was necessary for fostering the type of critical democratic patriotism that they advocated.
{"title":"Patriotism as critique: Youth responses to teaching about injustice","authors":"H. Parkhouse","doi":"10.1386/ctl_00036_1","DOIUrl":"https://doi.org/10.1386/ctl_00036_1","url":null,"abstract":"The view that patriotism is characterized by unquestioning loyalty to one’s country remains common in the United States despite its anti-democratic implications. From this standpoint, classroom discussions of past and present injustices are a threat to patriotism because they raise doubts about national superiority and exceptionality. Through an ethnographic study in two critical, culturally diverse US history classrooms, I investigated students’ attitudes towards their country and the notion of patriotism. As opposed to fomenting disaffection among students, candid discussions of injustices led students to view their teachers and curriculum as more trustworthy than what they had encountered in prior classrooms. Moreover, they believed that this approach to curriculum was necessary for fostering the type of critical democratic patriotism that they advocated.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66695345","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 aim of this study is to discuss how South African higher education (HE) is a mechanism to enable global citizenship. This qualitative secondary analysis study draws on retrospective qualitative case study data generated by multiple partners (parents, teachers, young people, HE students, researchers) in a long-term community engagement (CE) study in a remote high school. Thematic analysis of data sources (verbatim transcriptions of participatory reflection and action discussions, and visual data) enabled in-depth multi-partner descriptions on the utility of CE to address social and cognitive injustices given extreme structural disparity and social disadvantage. It was evident that, across CE partner groups, HE involvement was viewed as a mechanism to promote the positive social development of young people. In particular, when young people were included in CE, their social development was supported as they were afforded opportunities to develop capacity as future leaders and in terms of language development in multilingual spaces. We argue that CE can support progress towards social and cognitive justice by offering alternate views and beliefs to young people that promote their global citizenship practices.
{"title":"Higher education community engagement as a pathway to developing global citizenship practices in young people: South African perspective","authors":"E. Machimana, L. Ebersöhn, M. Sefotho","doi":"10.1386/ctl_00040_1","DOIUrl":"https://doi.org/10.1386/ctl_00040_1","url":null,"abstract":"The aim of this study is to discuss how South African higher education (HE) is a mechanism to enable global citizenship. This qualitative secondary analysis study draws on retrospective qualitative case study data generated by multiple partners (parents, teachers, young people, HE students, researchers) in a long-term community engagement (CE) study in a remote high school. Thematic analysis of data sources (verbatim transcriptions of participatory reflection and action discussions, and visual data) enabled in-depth multi-partner descriptions on the utility of CE to address social and cognitive injustices given extreme structural disparity and social disadvantage. It was evident that, across CE partner groups, HE involvement was viewed as a mechanism to promote the positive social development of young people. In particular, when young people were included in CE, their social development was supported as they were afforded opportunities to develop capacity as future leaders and in terms of language development in multilingual spaces. We argue that CE can support progress towards social and cognitive justice by offering alternate views and beliefs to young people that promote their global citizenship practices.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"371-387"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42516105","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 discusses the contribution of school-based ceremonies in two Israeli Druze schools to shaping identity and deepening the sense of citizenship among Druze students. The Druze have a unique position in Israel as opposed to other Arabic-speaking Israelis, serving in the army and generally maintaining high levels of patriotism. State ceremonies, especially the memorial ceremonies of the IDF (Israel Defense Forces), have gradually come to occupy a central place in the Israeli education system since 1948. The memorial ceremonies combine the cognitive and emotional dimensions. The historical information conveyed through them is combined with feelings of bereavement and loss and with stories of heroism and sacrifice. The study found that great emphasis is placed on these activities in the two Druze schools studied and that they strengthen the students’ Druze Israeli identity and sense of civic pride and responsibility, together with their unique Druze identity.
{"title":"How do school-based ceremonies contribute to adolescents’ identity design? A case study in two Druze high schools","authors":"R. Abbas","doi":"10.1386/ctl_00037_1","DOIUrl":"https://doi.org/10.1386/ctl_00037_1","url":null,"abstract":"This article discusses the contribution of school-based ceremonies in two Israeli Druze schools to shaping identity and deepening the sense of citizenship among Druze students. The Druze have a unique position in Israel as opposed to other Arabic-speaking Israelis, serving in the army and generally maintaining high levels of patriotism. State ceremonies, especially the memorial ceremonies of the IDF (Israel Defense Forces), have gradually come to occupy a central place in the Israeli education system since 1948. The memorial ceremonies combine the cognitive and emotional dimensions. The historical information conveyed through them is combined with feelings of bereavement and loss and with stories of heroism and sacrifice. The study found that great emphasis is placed on these activities in the two Druze schools studied and that they strengthen the students’ Druze Israeli identity and sense of civic pride and responsibility, together with their unique Druze identity.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"323-340"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49085092","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: Living with Myths in Singapore, Loh Kah Seng, Thum Ping Tjin and Jack Meng-Tat Chia (eds) (2017) Singapore: Ethos Books, 340 pp., ISBN 978-9-81113-281-0, p/bk, SGD 30
{"title":"Living with Myths in Singapore, Loh Kah Seng, Thum Ping Tjin and Jack Meng-Tat Chia (eds) (2017)","authors":"Y. Wong","doi":"10.1386/ctl_00032_5","DOIUrl":"https://doi.org/10.1386/ctl_00032_5","url":null,"abstract":"Review of: Living with Myths in Singapore, Loh Kah Seng, Thum Ping Tjin and Jack Meng-Tat Chia (eds) (2017)\u0000Singapore: Ethos Books, 340 pp.,\u0000ISBN 978-9-81113-281-0, p/bk, SGD 30","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"255-257"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47011084","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}
Finnish schools are often pictured as models for open-ended, child-oriented and dialogic education. In this research article, I approached these phenomena by analysing the organization of a public space in one Finnish school. I used Hannah Arendt’s ([1958] 2013) phenomenological concepts – action and labour – to analyse what kind of consequences the organization of the public space of one Finnish school and the activities promoted within it has on the actions and thinking of the students. Did the studied school promote students active participation in the society or did it rather prepare the labour force for the society to keep functioning as it is? In phenomenology, the goal is to study the lived experience of the informants – in this case, of the people acting in the public space of a school. I collected the ethnographic data that was used in the article by doing observations and interviews in one Finnish school in two separate classrooms in the autumn of 2015. My findings elucidate that not everyone was treated equally within the public space of the school. More so, students did not have real opportunities to act freely, i.e. politically and collectively in the school because power was in the hands of the teachers. The students were mostly taught to labour individually, internalize proper behaviour and were recognized through their labour represented by school tasks. Furthermore, most of the classes were packed full, which meant that constant hurry was the pace for life in the school during most of the days. This again made the realization of activities, which would represent action, nigh impossible in the first place.
{"title":"An exploration of the public space and its activities1 in a Finnish primary school","authors":"Perttu Männistö","doi":"10.1386/ctl_00029_1","DOIUrl":"https://doi.org/10.1386/ctl_00029_1","url":null,"abstract":"Finnish schools are often pictured as models for open-ended, child-oriented and dialogic education. In this research article, I approached these phenomena by analysing the organization of a public space in one Finnish school. I used Hannah Arendt’s ([1958] 2013) phenomenological concepts – action and labour – to analyse what kind of consequences the organization of the public space of one Finnish school and the activities promoted within it has on the actions and thinking of the students. Did the studied school promote students active participation in the society or did it rather prepare the labour force for the society to keep functioning as it is? In phenomenology, the goal is to study the lived experience of the informants – in this case, of the people acting in the public space of a school. I collected the ethnographic data that was used in the article by doing observations and interviews in one Finnish school in two separate classrooms in the autumn of 2015. My findings elucidate that not everyone was treated equally within the public space of the school. More so, students did not have real opportunities to act freely, i.e. politically and collectively in the school because power was in the hands of the teachers. The students were mostly taught to labour individually, internalize proper behaviour and were recognized through their labour represented by school tasks. Furthermore, most of the classes were packed full, which meant that constant hurry was the pace for life in the school during most of the days. This again made the realization of activities, which would represent action, nigh impossible in the first place.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"203-220"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42840922","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: Lowering the Voting Age to 16: Learning from Real Experiences Worldwide, Jan Eichorn and Johannes Bergh (eds) (2019) Switzerland: Springer, 245 pp., ISBN 978-3-03032-541-1, e-book, €103.99
{"title":"Lowering the Voting Age to 16: Learning from Real Experiences Worldwide, Jan Eichorn and Johannes Bergh (eds) (2019)","authors":"I. Davies","doi":"10.1386/ctl_00033_5","DOIUrl":"https://doi.org/10.1386/ctl_00033_5","url":null,"abstract":"Review of: Lowering the Voting Age to 16: Learning from Real Experiences Worldwide, Jan Eichorn and Johannes Bergh (eds) (2019)\u0000Switzerland: Springer, 245 pp.,\u0000ISBN 978-3-03032-541-1, e-book, €103.99","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"258-260"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47276243","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 examines the civic mission of Indian schools by applying four civic orientations for Indian citizenship – liberalism, republicanism, ethno-nationalism and non-statism – to Indian education policy. The findings indicate that no one civic orientation dominates; therefore, Indian schools – at least at the policy level – must take up some version of each orientation. This political landscape raises several open questions about how Indian schools can cultivate democratic people – an important prerequisite to fulfilling the promise of Indian democracy.
{"title":"What kind of नागरिक (citizen)? Civic orientations in Indian education policy","authors":"J. R. Nichols","doi":"10.1386/ctl_00031_1","DOIUrl":"https://doi.org/10.1386/ctl_00031_1","url":null,"abstract":"This article examines the civic mission of Indian schools by applying four civic orientations for Indian citizenship – liberalism, republicanism, ethno-nationalism and non-statism – to Indian education policy. The findings indicate that no one civic orientation dominates; therefore, Indian schools – at least at the policy level – must take up some version of each orientation. This political landscape raises several open questions about how Indian schools can cultivate democratic people – an important prerequisite to fulfilling the promise of Indian democracy.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"15 1","pages":"239-254"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43825456","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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