Education for Social Citizenship

Perceptions of Teachers in the USA, Australia, England, Russia and China

Author: W.O. Lee,Jeffrey T. Fouts

Publisher: Hong Kong University Press

ISBN: 9789622097285

Category: Education

Page: 304

View: 622

This volume, emerging from a cross-national study of teachers' perception of good citizenship, addresses two fundamental questions: What do teachers see as important in citizenship education? How do these perceptions facilitate or hinder the preparation of good citizens? While providing rich and useful data on the latest developments of citizenship education in various contexts, this book also offers an all-round review of concepts and arguments on the subject, as well as insightful comparative analyses of the findings emerged from the case studies. One encouraging conclusion drawn from these studies is that teachers across nations share similar goals and objectives that seem to have transcended cultural and political boundaries.
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The Palgrave International Handbook of Education for Citizenship and Social Justice

Author: Andrew Peterson,Robert Hattam,Michalinos Zembylas,James Arthur

Publisher: Palgrave Macmillan

ISBN: 9781137515063

Category: Political Science

Page: 675

View: 420

This state-of-the-art, comprehensive Handbook is the first of its kind to fully explore the interconnections between social justice and education for citizenship on an international scale. Various educational policies and practices are predicated on notions of social justice, yet each of these are explicitly or implicitly shaped by, and in turn themselves shape, particular notions of citizenship/education for citizenship. Showcasing current research and theories from a diverse range of perspectives and including chapters from internationally renowned scholars, this Handbook seeks to examine the philosophical, psychological, social, political, and cultural backgrounds, factors and contexts that are constitutive of contemporary research on education for citizenship and social justice and aims to analyse the transformative role of education regarding social justice issues. Split into two sections, the first contains chapters that explore central issues relating to social justice and their interconnections to education for citizenship whilst the second contains chapters that explore issues of education for citizenship and social justice within the contexts of particular nations from around the world. Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of Education, Sociology, Social Policy, Citizenship Studies and Political Science.
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ELearning and Social Media

Education and Citizenship for the Digital 21st Century

Author: Elinor L. Brown,Anna Krasteva,Maria Ranieri

Publisher: IAP

ISBN: 1681234300

Category: Education

Page: 387

View: 8873

International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, sociocultural, linguistic, religious, racial, ethnic, and socioeconomic settings to become nonexploited/nonexploitive contributing members of the global community. The series draws on the international community of investigators, academics, and community organizers that have contributed to the evidence base for developing sound educational policies, practices, and innovative programs to optimize the potential of all students. Each themed volume includes multidisciplinary theory, research, and practice that provides an enriched understanding of the drivers of human potential via education to assist readers in exploring, adapting, and replicating innovative strategies that enable ALL students to realize their full potential. Among these strategies are the integration of digital technologies (DT) and information and communication technologies (ICT) into contemporary education platforms. However, technology must be more than just a tool to deliver content and stimulate engagement; it must become a means to broaden access to learning, advance equity, promote social justice, and encourage social inclusion. Especially reaching out to address the academic and social needs of rural, impoverished, marginalized, and displaced populations. Though the digital divide continues to hinder educational attainment for underprivileged populations, ICTs are providing significant opportunities to deliver literacy and basic skills instruction to disadvantaged segments of the global population as well as engage, motivate, and customize learning to address local needs. Nonetheless, the availability of ICT is not a deterministic process. Other societal, cultural, political and contextual factors are of fundamental importance to acceptance and integration that enables people to benefit from technology. The relationship between educational access, instructional delivery, and ICT should be considered in more complex terms. In particular, digital technologies should be viewed as instructional tools that improve access to educational opportunities, strengthen cultural resources, promote social and economic equity, and provide students with the knowledge and competencies to prepare them for a future that cannot be predicted. Therefore, developing ICT and media capabilities that instill citizenship and stewardship in today’s students is crucial to gleaning the social and cultural advantages of a contemporary global society that encourages full and equal citizenship. Citizenship education refers to two understandings of citizenship: as belonging and as engagement. The first is focused on national identity and valorizes the values of justice and democracy, as well as language and culture as the roots bridging the personality of children to the community of solidarity and shared norms. The second understanding of citizenship complements the ‘roots’ with ‘roads’, with the choices made by the individual, with the capacity to form and develop the child’s personality into the actor and author of his/her educational, professional, and life projects. The adolescent prepares to become an active, committed, and engaged citizen with the intellectual capacity for critical thinking that leads to responsible actions. Digital citizenship expresses the transformations of both belonging to and engaging in the information society and contributes to the development of generation “Y” with the aspiration to innovate and experiment, to explore the possibilities of the new digital world, to question authorities and instances of knowledge and power. Education addresses digital citizenship by opening more avenues for the intersection of Internet, imagination, and exploration. Volume 10, Elearning & Social Media: Education and Citizenship for the Digital 21st Century, addresses the use of technology in: developing and expanding educational delivery systems to reach rural populations, providing access to equitable education opportunities for disadvantaged and marginalized populations, and encouraging student civic engagement. The volume evaluates elearning programs (distributed through the Internet, via satellite and hosted on social media) that promote equitable education for disadvantaged populations; examines the challenges and benefits of social media on student selfidentity, collaboration, and academic engagement; shares promising practices associated with technology in education and ecitizenship in the 21st century, and advances the discussion on blending global citizenship education and social media that raises student awareness, accountability and social justice involvement.
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Children for social change

education for citizenship of street and working children in Brazil

Author: Anthony Swift

Publisher: N.A

ISBN: N.A

Category: Education

Page: 194

View: 4972

Children for Social Change investigates the pedagogy of love, respect and solidarity being evolved by street educators working with society's outcast children. This radically different approach places such children at the forefront of the struggle for their rights. Both they and their educators are exploring new dimensions of citizenship.
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Citizenship Education and Social Development in Zambia

Author: Ali A. Abdi,Edward Shizha,Lee Ellis

Publisher: IAP

ISBN: 1607523949

Category: Education

Page: 171

View: 7509

Zambia, the butterflyshaped, central African country has a population of about 11 million people, and as other SubSaharan African countries, has been trying to democratize since the early 1990s. Clearly, though, the promise of political reform did not fulfill the expectations of the public, and with about 60 percent of the population living below the poverty line, many Zambians are no longer confident that more open political systems can improve their lives. But the problem may not be inherent in the political process itself, and could be found more in the apparent disconnection between people’s needs and the way the country’s affairs are run. It is with respect to these and related issues that this book emphasizes the crucial relationship between education and political participation, and specifically highlights citizenship education as essential for Zambia’s social development. Social development, which should comprise, inter alia, the economic, political, and cultural wellbeing of societies can be enhanced by citizenship education, which focuses on elevating people’s understanding of their rights and responsibilities visà vis government institutions, structures and functions. Indeed, it is the centrality of the political component in people’s lives, especially its relationship with public policy and public programs that should underline the important role of citizenship education. In describing these issues, the book analyzes the role of the media, women’s groups and youth in enhancing the political, educational, and by extension, the economic lives of the Zambian people. The book should interest students and scholars of Zambian (as well as African) education, politics, and social development. It should also be useful for policy makers, institutional managers and both public and parapublic leaders in Zambia and elsewhere in the continent.
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Teaching for Dissent

Citizenship Education and Political Activism

Author: Sarah Marie Stitzlein

Publisher: Routledge

ISBN: 1317250923

Category: Political Science

Page: 208

View: 4853

Teaching for Dissent looks at the implications of new forms of dissent for educational practice. The reappearance of dissent in political meetings and street protests opens new possibilities for improved democratic life and citizen participation. This book argues that this possibility will not be fulfilled if schools do not cultivate the skills necessary for our citizens to engage in political dissent. The authors look at how practices in schools, such as the testing regime and the 'hidden curriculum', suppress students' ability to voice ideas that stand in opposition to the status quo. Teaching for Dissent calls for a realignment of the curriculum and the practices of schooling with a guiding vision of democratic participation.
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A History of Education for Citizenship

Author: Derek Heater

Publisher: Routledge

ISBN: 1134407297

Category: Education

Page: 264

View: 6684

In this unique examination of education for citizenship, Derek Heater covers two and a half millennia of history encompassing every continent. Education for citizenship is considered from its classical origins through to ideas of world citizenship and multiculturalism which are relevant today. The book reveals the constants of motives, policies, recommendations and practices in this field and the variables determined by political, social and economic circumstances, which in turn illustrate the reasons behind education for citizenship today. Sections covered include: * Classical origins * The age of rebellions and revolutions * Education for liberal democracy * Totalitarianism and transitions * Multiple citizenship education. A History of Education for Citizenship will be of interest to teachers and students of citizenship, particularly those concerned with citizenship education. It will also be of interest to those working in the field of politics of education and history of education.
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Citizenship, Education and Social Conflict

Israeli Political Education in Global Perspective

Author: Hanan A. Alexander,Halleli Pinson,Yossi Yonah

Publisher: Routledge

ISBN: 1136910271

Category: Education

Page: 328

View: 7571

This volume provides new perspectives into the challenges of citizenship education in the age of globalization and in the context of multicultural and conflict-ridden societies. It calls on us to rethink the accepted liberal and national discourses that have long dominated the conceptualization and practice of citizenship and citizenship education in light of social conflict, globalization, terrorism, and the spread of an extreme form of capitalism. The contributors of the volume identify the main challenges to the role of citizenship education in the context of globalization, conflicts and the changes to the institution of citizenship they entail and critically examine the ways in which schools and education systems currently address – and may be able to improve – the role of citizenship education in conflict-ridden and multicultural contexts.
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Social Education in the Twentieth Century

Curriculum and Context for Citizenship

Author: Christine A. Woyshner,Joseph Watras,Margaret Crocco

Publisher: Peter Lang

ISBN: 9780820462479

Category: Education

Page: 233

View: 1972

Since the birth of the republic, the aim of social education has been to prepare citizens for participation in democracy. In the twentieth century, theories about what constitutes good citizenship and who gets full citizenship in the civic polity changed dramatically. In this book, contributors with backgrounds in history of education, educational foundations, educational leadership, and social studies education consider how social education - inside and outside school - has responded to the needs of a society in which the nature and prerogatives of citizenship continue to be contentious issues.
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Geography Education for Citizenship

Author: Joseph P. Stoltman

Publisher: Social Science Education Consortium

ISBN: N.A

Category: Civics

Page: 95

View: 1492

1. A Geographic Perspective and Citizenship
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Education for Democratic Citizenship

Issues of Theory and Practice

Author: Bernard Crick

Publisher: Routledge

ISBN: 1351941569

Category: Education

Page: 192

View: 618

This important volume provides a comprehensive study of the concept of democratic citizenship (including its conditions and pre-requisites), which has an established place in higher education courses in politics, social policy, sociology and social philosophy. The contributing political philosophers and educational theorists collectively provide a critical commentary on the assumptions, principles and presuppositions associated with the idea of education for active democratic citizenship. This book presents an invaluable combination of original essays from established authors and previously published seminal articles specially revised for the volume.
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Understanding Social Citizenship

Themes and Perspectives for Policy and Practice

Author: Peter Dwyer

Publisher: Policy Press

ISBN: 9781861344168

Category: Political Science

Page: 222

View: 397

The government is now promoting citizenship heavily, and it is now part of the secondary schools national curriculum. This text provides students of all levels with a clear sense of the history of citizenship, and also of the key theoretical debates that have informed contemporary understandings of the concept.
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The Palgrave Handbook of Global Citizenship and Education

Author: Ian Davies,Li-Ching Ho,Dina Kiwan,Carla L. Peck,Andrew Peterson,Edda Sant,Yusef Waghid

Publisher: Springer

ISBN: 113759733X

Category: Education

Page: 658

View: 7366

This Handbook is a much needed international reference work, written by leading writers in the field of global citizenship and education. It is based on the most recent research and practice from across the world, with the 'Geographically-Based Overviews' section providing summaries of global citizenship and education provided for Southern Africa, Australasia, Europe, the Middle East, North America, Latin America, and East and South East Asia. The Handbook discusses, in the 'Key Ideologies' section, the philosophies that influence the meaning of global citizenship and education, including neo-liberalism and global capitalism; nationalism and internationalism; and issues of post-colonialism, indigeneity, and transnationalism. Next, the 'Key Concepts' section explores the ideas that underpin debates about global citizenship and education, with particular attention paid to issues of justice, equity, diversity, identity, and sustainable development. With these key concepts in place, the 'Principal Perspectives and Contexts' section turns to exploring global citizenship and education from a wide variety of viewpoints, including economic, political, cultural, moral, environmental, spiritual and religious, as well as taking into consideration issues of ethnicity, gender and sexuality, and social class. Finally, the 'Key Issues in the Teaching of Global Citizenship' section discusses how education can be provided through school subjects and study abroad programmes, as well as through other means including social media and online assessment, and political activism. This Handbook will be vital reading for academics, postgraduates and advanced undergraduates in the fields of sociology and education, particularly those with an interest in comparative studies.
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Patriotism and Citizenship Education

Author: Bruce Haynes

Publisher: John Wiley & Sons

ISBN: 9781444322859

Category: Political Science

Page: 136

View: 1518

Seven authors describe the controversial nature of patriotism and citizenship education in their country, basing their account and recommendations upon their philosophical understanding of education and schooling. Offers differing national perspectives on patriotism across the United States, South Africa, New Zealand, Australia, Japan and England Discusses varying accounts of how patriotism and citizenship education should be handled as part of the school curriculum Provides crucial insights into how schools handle social and political demands on controversial topics
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Citizenship Education in China

Preparing Citizens for the "Chinese Century"

Author: Kerry J. Kennedy,Gregory Fairbrother,Zhenzhou Zhao

Publisher: Routledge

ISBN: 1136022082

Category: Education

Page: 268

View: 4833

There is a flourishing literature on citizenship education in China that is mostly unknown in the West. Liberal political theorists often assume that only in democracy should citizens be prepared for their future responsibilities, yet citizenship education in China has undergone a number of transformations as the political system has sought to cope with market reforms, globalization and pressures both externally and within the country for broader political reforms. Over the past decade, Chinese scholars have been struggling for official recognition of citizenship education as a key component of the school curriculum in these changing contexts. This book analyzes the citizenship education issues under discussion within China, and aims to provide a voice for its scholars at a time when China’s international role is becoming increasingly important.
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Research in Global Citizenship Education (Hc)

Author: Selma Koc

Publisher: N.A

ISBN: 9781681230689

Category: Computers

Page: 250

View: 3677

A volume in Research in Social Education Series Editor Merry Merryfield, The Ohio State University Globalization is changing what citizens need to know and be able to do by interrupting the assumption that the actions of citizens only take place within national borders. If our neighborhoods and nations are affecting and being affected by the world, then our political consciousness must be worldminded. The outcomes of globalization have led educators to rethink what students need to learn and be able to do as citizens in a globally connected world. This volume focuses on research that examines how K-12 teachers and students are currently addressing the challenge of becoming citizens in a globally interconnected world. Although there is an extensive body of literature on citizenship education within national contexts and a growing literature on global education, this volume offers research on the work educators are doing across multiple countries to bring the two fields together to develop global citizens.
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Rawls, Citizenship, and Education

Author: M. Victoria Costa

Publisher: Routledge

ISBN: 1136935584

Category: Philosophy

Page: 194

View: 7970

This book develops and applies a unified interpretation of John Rawls’ theory of justice as fairness in order to clarify the account of citizenship that Rawls relies upon, and the kind of educational policies that the state can legitimately pursue to promote social justice. Costa examines the role of the family as the "first school of justice" and its basic contribution to the moral and political development of children. It also argues that schools are necessary to supplement the education that families provide, teaching the political virtues that support just social institutions. The book also examines the questions of whether civic education should aim at cultivating patriotic feelings, and how it should respond to the deep cultural pluralism of contemporary democratic societies.
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No Citizen Left Behind

Author: Meira Levinson

Publisher: Harvard University Press

ISBN: 0674065298

Category: Education

Page: 400

View: 381

While teaching at an all-black middle school in Atlanta, Meira Levinson realized that students' individual self-improvement would not necessarily enable them to overcome their profound marginalization within American society. This is because of a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. No Citizen Left Behind argues that students must be taught how to upend and reshape power relationships directly, through political and civic action. Drawing on political theory, empirical research, and her own on-the-ground experience, Levinson shows how de facto segregated urban schools can and must be at the center of this struggle. Recovering the civic purposes of public schools will take more than tweaking the curriculum. Levinson calls on schools to remake civic education. Schools should teach collective action, openly discuss the racialized dimensions of citizenship, and provoke students by engaging their passions against contemporary injustices. Students must also have frequent opportunities to take civic and political action, including within the school itself. To build a truly egalitarian society, we must reject myths of civic sameness and empower all young people to raise their diverse voices. Levinson's account challenges not just educators but all who care about justice, diversity, or democracy.
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