Review of: Democratic Discord in Schools: Cases and Commentaries in Educational Ethics, Meira Levinson and Jacob Fay (eds) (2019)Cambridge: Harvard Education Press, 342 pp.,ISBN 978-1-68253-302-4, p/bk, USD 34.00
{"title":"Democratic Discord in Schools: Cases and Commentaries in Educational Ethics, Meira Levinson and Jacob Fay (eds) (2019)","authors":"Wayne Journell","doi":"10.1386/ctl_00024_5","DOIUrl":"https://doi.org/10.1386/ctl_00024_5","url":null,"abstract":"Review of: Democratic Discord in Schools: Cases and Commentaries in Educational Ethics, Meira Levinson and Jacob Fay (eds) (2019)Cambridge: Harvard Education Press, 342 pp.,ISBN 978-1-68253-302-4, p/bk, USD 34.00","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44507158","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 study examines the debate over the meaning and place of democracy in Arab and Muslim-majority societies as interpreted by Islamist‐Salafi vs. liberal/progressive perspectives. We explore the epistemological and political tenets of both ideologies and emphasize the possible educational implications of liberal/progressive Islam in the transitional societies of the Middle East. We propose the teaching of Islam through phenomenological and cultural studies pedagogies so that students exercise their capacities of inclusive and equal citizenship, religious reasoning, reflective identities and the pursuit of the common good.
{"title":"Understanding the religious controversy around democracy in Muslim-majority societies: An educational perspective","authors":"Najwan Saada","doi":"10.1386/ctl_00020_1","DOIUrl":"https://doi.org/10.1386/ctl_00020_1","url":null,"abstract":"This study examines the debate over the meaning and place of democracy in Arab and Muslim-majority societies as interpreted by Islamist‐Salafi vs. liberal/progressive perspectives. We explore the epistemological and political tenets of both ideologies and emphasize the possible educational implications of liberal/progressive Islam in the transitional societies of the Middle East. We propose the teaching of Islam through phenomenological and cultural studies pedagogies so that students exercise their capacities of inclusive and equal citizenship, religious reasoning, reflective identities and the pursuit of the common good.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49356921","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}
While policy documents often portray a ‘maximal tone’ about proposed government programmes this may not be the case at the specific points where these programmes are to be implemented. This article reports on a study on civics and citizenship education at one South African education institution. Through a critical analysis of policy documents, teacher education modules and high school textbooks, the study aimed at enhancing an understanding of the extent to which civics and citizenship education documents at the teacher education and high school levels reflect and respond to national policy directives. Findings from the study indicate that while in some areas there are positive links between policy recommendations and institutional documents on civics and citizenship education issues, in others there are some gaps between what policy documents say and what institutional documents say. The study recommends that, to empower the learner in attempts to resolve social, political and economic problems at the local, national and global levels through citizenship education, policy directives need to be reflected in documents used at institutional levels.
{"title":"Linking national policies with school and teacher education programmes: A case of civics and citizenship education in South Africa","authors":"A. Sigauke","doi":"10.1386/ctl_00018_1","DOIUrl":"https://doi.org/10.1386/ctl_00018_1","url":null,"abstract":"While policy documents often portray a ‘maximal tone’ about proposed government programmes this may not be the case at the specific points where these programmes are to be implemented. This article reports on a study on civics and citizenship education at one South African\u0000 education institution. Through a critical analysis of policy documents, teacher education modules and high school textbooks, the study aimed at enhancing an understanding of the extent to which civics and citizenship education documents at the teacher education and high school levels reflect\u0000 and respond to national policy directives. Findings from the study indicate that while in some areas there are positive links between policy recommendations and institutional documents on civics and citizenship education issues, in others there are some gaps between what policy documents say\u0000 and what institutional documents say. The study recommends that, to empower the learner in attempts to resolve social, political and economic problems at the local, national and global levels through citizenship education, policy directives need to be reflected in documents used at institutional\u0000 levels.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48432018","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 education remains in development","authors":"Y. Waghid","doi":"10.1386/ctl_00016_2","DOIUrl":"https://doi.org/10.1386/ctl_00016_2","url":null,"abstract":"","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49434674","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}
Abstract Under 'One Country, Two Systems', 'good citizens' ‐ as supported by pro-democratic positions ‐ and 'good citizens' ‐ as promoted by the Chinese government ‐ are seemingly in contradiction with each another based on their values and ideologies in Hong Kong. The competing values of citizenship are demonstrated by deep divisions within Hong Kong society, with pro-democratic groups advocating democratic values and initiating societal transformation, and their pro-establishment counterparts highlighting patriotic values and sustaining the status quo. From an educational perspective, teachers take on an essential role in the implementation of education policies designed to cultivate students who are 'good citizens'. This research employed a mixed-methods approach to examine Hong Kong teachers' perceptions of 'good citizens' based on their affinity with democratic and patriotic values. The findings indicated that rather than conflicting, patriotic values tended to be complementary to democratic values. Moreover, critical patriotic citizens with multiple identities who participate rationally and constructively in social and political activities might be more likely to facilitate democratic development in Hong Kong. These findings have implications for policy-makers responsible for the citizenship education and preparation of future citizens living within polarized and pluralistic societies, and they highlight the value of learning to live together in a complex world.
{"title":"Learning to live together in polarized and pluralistic societies: Hong Kong teachers' views of democratic values versus patriotic values","authors":"K. Wong, C. Lee","doi":"10.1386/ctl_00012_1","DOIUrl":"https://doi.org/10.1386/ctl_00012_1","url":null,"abstract":"Abstract Under 'One Country, Two Systems', 'good citizens' ‐ as supported by pro-democratic positions ‐ and 'good citizens' ‐ as promoted by the Chinese government ‐ are seemingly in contradiction with each another based on their values and ideologies\u0000 in Hong Kong. The competing values of citizenship are demonstrated by deep divisions within Hong Kong society, with pro-democratic groups advocating democratic values and initiating societal transformation, and their pro-establishment counterparts highlighting patriotic values and sustaining\u0000 the status quo. From an educational perspective, teachers take on an essential role in the implementation of education policies designed to cultivate students who are 'good citizens'. This research employed a mixed-methods approach to examine Hong Kong teachers' perceptions of 'good citizens'\u0000 based on their affinity with democratic and patriotic values. The findings indicated that rather than conflicting, patriotic values tended to be complementary to democratic values. Moreover, critical patriotic citizens with multiple identities who participate rationally and constructively\u0000 in social and political activities might be more likely to facilitate democratic development in Hong Kong. These findings have implications for policy-makers responsible for the citizenship education and preparation of future citizens living within polarized and pluralistic societies, and\u0000 they highlight the value of learning to live together in a complex world.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79030450","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}
Abstract This manuscript examines the civic perspective-taking of second-grade students in three majority non-white classrooms as they participated in a civics unit with a perspective-taking focus. Specifically, this work examines student learning related to key concepts within the unit through analyses of individual student work samples and small group work and discussions. Based on these data, a rubric of learning civic perspective-taking and related concepts is presented. Patterns in student work are examined through three student exemplars that demonstrate advanced, developed and limited levels of understanding of key concepts throughout the unit. Larger patterns of student understandings from these three classrooms are also discussed.
{"title":"Civic perspective-taking: Examining how young children engage with locally relevant public issues","authors":"W. Toledo","doi":"10.1386/ctl_00011_1","DOIUrl":"https://doi.org/10.1386/ctl_00011_1","url":null,"abstract":"Abstract This manuscript examines the civic perspective-taking of second-grade students in three majority non-white classrooms as they participated in a civics unit with a perspective-taking focus. Specifically, this work examines student learning related to key concepts\u0000 within the unit through analyses of individual student work samples and small group work and discussions. Based on these data, a rubric of learning civic perspective-taking and related concepts is presented. Patterns in student work are examined through three student exemplars that demonstrate\u0000 advanced, developed and limited levels of understanding of key concepts throughout the unit. Larger patterns of student understandings from these three classrooms are also discussed.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90362960","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}
Abstract Here we discuss the current situation of citizenship education in Spain, briefly reviewing its legal and political context, and taking into account a questionnaire administered to an intentional sample of key informants. We argue that even though the compulsory subject 'education for citizenship and human rights' was ruled out from our classrooms, due to the numerous controversies that it raised, there still remain multiple individual and institutional initiatives that aim to form responsible, active and critical citizens. In general terms, however, it is clear there has been a backward step in this respect, especially because as an essential ingredient of democracy, controversial issues should be seen as opportunities or stimuli for learning, not as topics to be avoided or censored. Finally we recommend, among other things, to reinstate citizenship education as a compulsory subject (not as an alternative to religious education); to amend the current scientism, and other flaws, of our current legislation; to improve teachers' preparation for citizenship and values education, especially for a constructive handling of controversial issues (this requires clarification of the meaning of 'curricular free speech' among us); and to foster systematic research and dissemination efforts to optimize the civic qualities of our school cultures.
{"title":"Controversies are no excuse: Citizenship education in Spain","authors":"M. R. Buxarrais, E. Ortega","doi":"10.1386/ctl_00013_1","DOIUrl":"https://doi.org/10.1386/ctl_00013_1","url":null,"abstract":"Abstract Here we discuss the current situation of citizenship education in Spain, briefly reviewing its legal and political context, and taking into account a questionnaire administered to an intentional sample of key informants. We argue that even though the compulsory subject\u0000 'education for citizenship and human rights' was ruled out from our classrooms, due to the numerous controversies that it raised, there still remain multiple individual and institutional initiatives that aim to form responsible, active and critical citizens. In general terms, however, it is\u0000 clear there has been a backward step in this respect, especially because as an essential ingredient of democracy, controversial issues should be seen as opportunities or stimuli for learning, not as topics to be avoided or censored. Finally we recommend, among other things, to reinstate citizenship\u0000 education as a compulsory subject (not as an alternative to religious education); to amend the current scientism, and other flaws, of our current legislation; to improve teachers' preparation for citizenship and values education, especially for a constructive handling of controversial issues\u0000 (this requires clarification of the meaning of 'curricular free speech' among us); and to foster systematic research and dissemination efforts to optimize the civic qualities of our school cultures.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74727622","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":"Some thoughts on addressing the ongoing sociopolitical conflict in Hong Kong","authors":"Y. Waghid","doi":"10.1386/ctl_00008_2","DOIUrl":"https://doi.org/10.1386/ctl_00008_2","url":null,"abstract":"","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80627631","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}
Abstract Studies have demonstrated the importance of citizenship education for preservice teachers; however, studies on citizenship education pedagogies in university programmes have been rare. This small-scale study furthers the discussions in western and Chinese literature regarding the documentary film Please Vote for Me. By using the film in a citizenship and moral education curriculum course, this study explored undergraduate students' perceptions of using the documentary film Please Vote for Me and their actual learning experiences and outcomes. Data were collected through student interviews, reflective journals and worksheets. The study revealed that, overall, the students appreciated learning by using documentary films; they learned reflection and critical thinking skills and about the concept of democracy. They also discussed the educational topics in the film and reflected on the expected teacher and parent roles of citizenship education. The study provides empirical evidence to supplement the literature on citizenship teaching and learning in teacher education by using a documentary film as a resource.
{"title":"Understanding the educational value of the film Please Vote for Me: The case for a pedagogical course in citizenship education","authors":"M. Wong","doi":"10.1386/ctl_00010_1","DOIUrl":"https://doi.org/10.1386/ctl_00010_1","url":null,"abstract":"Abstract Studies have demonstrated the importance of citizenship education for preservice teachers; however, studies on citizenship education pedagogies in university programmes have been rare. This small-scale study furthers the discussions in western and Chinese literature\u0000 regarding the documentary film Please Vote for Me. By using the film in a citizenship and moral education curriculum course, this study explored undergraduate students' perceptions of using the documentary film Please Vote for Me and their actual learning experiences and outcomes.\u0000 Data were collected through student interviews, reflective journals and worksheets. The study revealed that, overall, the students appreciated learning by using documentary films; they learned reflection and critical thinking skills and about the concept of democracy. They also discussed the\u0000 educational topics in the film and reflected on the expected teacher and parent roles of citizenship education. The study provides empirical evidence to supplement the literature on citizenship teaching and learning in teacher education by using a documentary film as a resource.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81319854","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}
Abstract In the context of longstanding debates about the meaning of toleration and current significant disagreements within society, we offer a discussion about several key areas of debate and sketch broadly some responses in higher education. Following contextual remarks about key philosophical perspectives and reference to particular disputes within society, generally in society and particularly on university campuses, about free speech relating to terrorism and 'lad culture', we draw attention to issues about toleration. These are relationship with self; the public‐private interface; levels or degrees of toleration regarding action; and the limits to toleration. We then develop more precisely framed connections for a particular characterization of toleration within higher education.
{"title":"Freedom on university campuses: An argument for normatively dependent toleration","authors":"I. Davies, B. S. Reed","doi":"10.1386/ctl_00009_1","DOIUrl":"https://doi.org/10.1386/ctl_00009_1","url":null,"abstract":"Abstract In the context of longstanding debates about the meaning of toleration and current significant disagreements within society, we offer a discussion about several key areas of debate and sketch broadly some responses in higher education. Following contextual remarks\u0000 about key philosophical perspectives and reference to particular disputes within society, generally in society and particularly on university campuses, about free speech relating to terrorism and 'lad culture', we draw attention to issues about toleration. These are relationship with self;\u0000 the public‐private interface; levels or degrees of toleration regarding action; and the limits to toleration. We then develop more precisely framed connections for a particular characterization of toleration within higher education.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86777725","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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