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1.
This paper investigates the extent to which civic education is achieving its goals of teaching democracy and producing responsible democratic citizenship in Lesotho. This is done by analysing the conceptions of civic education, democracy, public participation, human rights, freedoms and responsibilities that appear in Lesotho’s documents that are used to teach people about democracy through formal, non-formal and informal education. I therefore argue that in the current Lesotho’s political history, these conceptions do not provide enough conditions for the cultivation of active democratic citizenship. Instead the materials dwell too much on teaching citizens about the systems and structures of government, preoccupied with inconsistent definitions and characteristics of democracy and with informing citizens of the importance of knowing how to vote and abide by the laws of the country; without showing how democracy should operate in a democratic country. The findings reveal that civic education for adults in Lesotho is offered informally, through the civil society organisations and politicians that are largely based in urban parts of Lesotho. This suggest that civic education should be tailored for the rural and urban citizens in a context of democratic transition in a country that still embraces strong traditional ties to communitarian living.  相似文献   

2.
After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy–practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical approaches, and the role of instructional technology. Data were gathered through a questionnaire survey on 179 randomly selected high school students, key informant teachers, and content analysis of students’ textbooks, teachers’ guides, and official policy documents. The findings reveal that the existing civic and ethical education curriculum is eclectic in its character blending the minimal interpretation of democratic civic education with the inclusive conception of ethno-cultural diversity relevant to multicultural societies. Nevertheless, the manner in which the TV-instruction is used in classrooms is found to hinder interactive learning that is instrumental to nurture democratic and active citizens.  相似文献   

3.
Martin Haigh 《Compare》2008,38(4):427-440
The internationalisation of higher education aims to produce ‘citizens that feel at home in the world’ but the process is driven by both economic and educational motivations. Today, the international community aspires to promote Education for Sustainable Development (ESD) and Education for Democratic Citizenship (EDC), together planetary citizenship, and with them emphases on personal and ethical responsibilities to the environment and future that contrast with current competitive individualism. Driven by rising numbers of international students, curricula are already shifting toward more global assessments of society and environment. However, progress is being impeded by management systems that take commerce as their model. While instructors strive to ensure that learners consider their responsibilities through ESD and EDC, their message is being contradicted by their context. Since learners learn from their total environment, not just in classrooms, changes are required. Granting greater attention to sustainability issues and the empowerment of learners and teachers would allow a better constructive alignment between educational and economic imperatives.  相似文献   

4.
In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial framework and Osler and Starkey’s three dimensions of citizenship. Next, we discuss survey and interview data from secondary students based on separate multi-level case studies in the respective countries. We note differences and similarities in student conceptions of good citizenship, civic identity, classroom climate, and civic engagement across the two countries, as well as variation by school type and gender. Some notable findings included less active conceptions of citizenship and openness to discussing controversial issues in Rwanda than in Liberia, and less participation in out of school activities among young women than young men. These and other results highlight differing contextual values of development, security, freedom of speech, and civic action and the overall importance of citizenship education in a post-conflict context.  相似文献   

5.
Governments, international organizations and academics have, in recent decades, expressed a sense of crisis in the practice of democracy based largely upon increasing levels of disengagement by citizens from even the most basic elements of civic life. One response has been to devise civics and citizenship education curricula for schools with the concomitant expectations of enhanced civic practice. Our examination of citizenship education programs has revealed considerable variation from country to country in the degree of success achieved in the design, development and implementation of programs. This paper examines recent developments in citizenship education in four leading Western democracies – Australia, Canada, England and the USA; each one with its own particular successes and shortcomings. It identifies several factors associated with the successful building of curriculum capacity for citizenship education and argues that these are fundamental for countries wishing to move beyond rhetoric and toward substance in citizenship education.  相似文献   

6.
近年来,公民教育在我国越来越受到重视,如何培养社会发展需要的独立民主精神,提高公民的法律意识和道德意识,增强公民的政治参与能力已成为我国思想政治教育的重要课题。本文从公民与公民教育入手,总结归纳了美国公民教育的核心理念和培养途径,重在解决我国思想政治教育在现实中面临的现状和遇到的难题,为我国的思想政治教育引入公民教育理念进行教育改革提供有益启示。  相似文献   

7.
In this article, I will argue that the implementation of deliberative democracy needs to be supplemented by a specific political morality in order to cultivate free and equal citizens in exercising public reason for achieving a cooperative and inclusive liberal society. This cultivation of personality is literally an educational project with a robust ethical ambition, and hence, it reminds us the orthodox liberal problem concerning the relation between the state and its citizenship education. Following Callan’s reformulation of the political conception of the person, I will argue that Rawls’s political liberalism can accommodate the ethical demand of deliberative citizenship education. Liberal civic education should legitimately specify its own ethical endowments for active citizenship and need not shy away from making proposals on the cultivation of liberal character that might result in influencing individual’s conception of the good. Rawls’s theory thus redefines the state neutrality problem on education and paves the way for a framework of deliberative citizenship education.  相似文献   

8.
A discourse theory of citizenship   总被引：1，自引：0，他引：1  
This essay calls for a reorientation in scholarly approaches to civic engagement from asking questions of what to asking questions of how. I advance a discourse theory of citizenship as a mode of public engagement. Attending to modalities of citizenship recognizes its fluid and quotidian enactment and considers action that is purposeful, potentially uncontrollable and unruly, multiple, and supportive of radical but achievable democratic practices. Citizenship engagement may be approached through potential foci of generativity, risk, commitment, creativity, and sociability. A discourse theory reformulates the relationship between citizenship and citizen, reveals differences in enactments of citizenship, and calls attention to hybrid cases of citizenship.  相似文献   

9.
当代世界的市场化、现代化、全球化发展使公民教育成为世界各国教育界关注的热点问题，我国市场经济的发展和完善、国人公民意识的觉悟、和谐社会目标的提出，使当代中国公民教育的发展获得了前所未有的良好契机、社会基础和政治保障。笔者认为，要建构我国公民教育的体系，就必须首先确立其理念和目标，把握其内容和方法，找到与当前教育现实相契合的适当形式。  相似文献   

10.
A priority toward creating ‘active’ citizens has been a feature of curricula reforms in many income-rich nations in recent years. However, the normative, one-size-fits-all conceptions of citizenship often presented within such curricula obscure the significant differences in how some young people experience and express citizenship. This paper reports on research that explored the citizenship perceptions and practices of New Zealand social studies teachers and students from four diverse geographic and socio-economic school communities. Attention was drawn to the scale of their citizenship orientations and participation (local/global). Drawing on Bourdieu’s conceptual triad and his species of capital in particular, the author posits that the differences observed between school communities can be usefully explained by a concept of participatory capital. The paper concludes with some reflections on the implications for young people who fail to access the ‘symbolic’ global participatory capital associated with much contemporary citizenship education.  相似文献   

11.
This article explores citizenship education's need to focus on both ‘political’ and ‘social’ literacy within a communitarian framework. The Crick Report (1998; see also Lahey, Crick and Porter, 1974), while recognizing that the social dimension of citizenship education was a precondition for both the civic and political dimensions, concentrated largely on ‘political’ literacy. This article examines the social dimension of citizenship education. Concern with the social dimension of the curriculum in schools is not a recent interest, but changes within society have accelerated the social demands made upon schools. At the very least, society expects schools to correct the behaviour of children and to teach them values which usually means insisting on ‘good’ behaviour. The social development of pupils has thus assumed a much greater place in the aspirations of schools. Programmes of personal and social education, together with citizenship education, invariably emphasize a range of social skills and these skills are introduced early and built upon throughout the years of schooling. An individual's sense and ability to make socially productive decisions do not develop by themselves; rather, they require knowledge, values and skills. Above all opportunities are required for children to experience social relations in such a way that they are able to operate critically within value-laden discourses and thereby to become informed and ethically empowered, active citizens.  相似文献   

12.
中职生公民权责教育初探   总被引：1，自引：0，他引：1  
完整的公民教育应包含公民品德教育与公民权责教育两个方面。然而，我国的公民教育长期以来只重视公民品德教育，忽视了公民权责教育，这种现象在中等职业学校中同样存在。文章阐释了公民权责教育的要义，分析了我国中职生公民教育中存在的问题，进而提出了在中等职业学校开展公民权责教育的途径和方法。  相似文献   

13.
Increasingly, countries around the world are promoting forms of ‘critical’ citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of abstract and technical skills under the label ‘critical thinking’ to a desire to encourage engagement, action and political emancipation, often labelled ‘critical pedagogy’. This article distinguishes these manifestations of the ‘critical’ and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.  相似文献   

14.
Globalization and neoliberal practices have influenced leadership in education in various ways, including through curricula. One of the most vital sections in curricula is citizenship education. Supranational and international organizations, as well as governments, have advanced interest in elementary school, particularly kindergarten, curricula. This article sheds light on how leadership in democratic citizenship education influences kindergarten curricula in Ontario (Canada) and Hellas (Greece) as well as within a global context. The kindergarten education curricula of Ontario and Hellas are compared and supplementary reports published by supranational and international organizations are analysed in terms of democratic citizenship education, utilizing a critical pedagogic perspective through critical discourse analysis. Recommendations for future citizenship education and practices are provided.  相似文献   

15.
This article examines the extent to which citizens of migrant origin are included within discourses of national identity in civic education curricula in England, France and Ireland. We explore how much space is given to citizens of migrant origin in discourses of national identity in civic education curricula and how they fit with central values normalized by a higher degree of recognition in schools. Although early immigration systems assumed that incorporation of migrants into the national polity would take place via socialization in education, the failure to include citizens of migrant origin in the contemporary ‘imagined community’ articulated in civic education discourses risks marginalizing some citizens which gives rise to a sovereignty gap. The disparity between legal and cultural belonging of some individuals in Western Europe presents a major challenge for education systems which are tasked with making national identity discourse resonate with a globalized citizenry. The study found that despite commonalities around the promotion of human rights and democracy, civic education curricula diverge with regard to representation of religion. Moreover, nationalistic aspects of the French model contrast with a multicultural, and recently global, approach to citizenship education in England and the promotion of European citizenship in Ireland.  相似文献   

16.
Lee Jerome 《Compare》2018,48(4):483-499
Contemporary citizenship education tends to focus on the development of skills through real experiences, which has led to a relative neglect or simplification of knowledge and understanding. This article outlines a framework for analysing citizenship curricula drawing on Young’s notion of ‘powerful knowledge’ and ‘knowledge of the powerful’ and on Shulman’s account of subject knowledge, which includes substantive concepts and epistemic criteria. These ideas are used to analyse the citizenship curricula in the four nations of the UK and Ireland to assess the extent to which they provide an adequate account of knowledge and understanding of citizenship. The article concludes that it is important to reconsider the relationship between the genuinely educational aspects of citizenship education (where ‘powerful knowledge’ opens up new and diverse understandings) from the normative aims, which are more akin to a form of socialisation (where ‘knowledge of the powerful’ closes down certain possibilities).  相似文献   

17.
This paper examines the discourses framing citizenship education in Ukraine and Russia from perestroika to the present and assesses the role of the Council of Europe in promoting democratic citizenship in both countries. We argue that there is a tension between the discourses of active citizenship, strongly disseminated by international agencies (the Council of Europe in our case), and national consolidation, pursued by Ukraine and Russia since the fall of the Soviet regime. While the beginning of the 1990s was marked by democratization and individualization, from the mid‐1990s the emphasis on state cohesion became more prominent in both states. From the end of the 1990s, however, citizenship education aims started to diverge, despite a similar approach of the Council of Europe to the two countries. In Russia the government reinforced the state cohesion agenda, which led to the patriotic education discourse gaining strength. In Ukraine, nation‐building was made secondary to bringing the education system in line with international standards in order to improve the country’s competitiveness. The nature of citizenship education in the two countries therefore seems to be more a reflection of domestic political developments than the product of international policy agenda.  相似文献   

18.
Globalization and the knowledge economy have opened up worldwide agendas for national development. Following this is the emphasis on the social dimension, otherwise known as social capital. Much of social capital includes “soft skills” and “twenty-first century skills”, which broadly cover critical, creative and inventive thinking; information, interactive and communication skills; civic literacy, global awareness and cross-cultural skills. Proactively, the Singapore government is preparing for Curriculum 2015, a new curriculum that would develop student attributes, embedded in the “confident person”, “self-directed learner”, “active contributor”, and “concerned citizen”. Significantly, a new curricular initiative, Character and Citizenship Education, emphasizes the integrative nature of citizenship and twenty-first century competencies and has been implemented in all schools in Singapore from 2011. This future-oriented approach to citizenship education emphasizes the significance of individual initiatives and the intellectual capital of citizens. This paper analyses features of this particular approach to citizenship education, and its strengths and significance, which may be viewed as an integrative “total curriculum approach” with a “whole-society” perspective. In addition, the challenges of teaching twenty-first century skills will also be highlighted. This departs from the conventional paradigm of socialization, but to help students develop attributes for a future society to come.  相似文献   

19.
This paper uses the concept of stories of peoplehood to examine how the Singapore government has constructed a story of harmony and to consider how this story has influenced two important school subjects focused on civic education: Social Studies and Character and Citizenship Education. Stories of peoplehood, including constitutive, economic and political power stories, play a central role in the political project of people-making which involves defining the nature of membership in a political community and promoting a collective political identity. This study provides an alternative way of conceptualizing the goals and curriculum content of civic education and it also offers an example of how a nation state with a strong Confucian tradition has chosen to address the educational goal of living together through the promotion of values such as social cohesion and community relationships within a story of harmony. The study also shows how Singapore political leaders construct a narrow and limited discourse of harmony within the curricula and use it to legitimize policies that privilege particular groups, limit political freedoms, marginalize groups with less power or status, and circumscribe the kinds of actions a citizen can legitimately take.  相似文献   

20.
Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today’s post-academic science differs from academic science in the past, making the history of academic science irrelevant. However, this article argues that, under certain conditions, cases from the history of science should be included in science curricula for democratic participation. One condition is that the concept of processes is broadened to include science–society interactions in a politically sensitive sense. The scope of possibilities of using historical case studies to prepare for citizenship is illustrated by the use of a well-known case from the history of science: Millikan’s and Ehrenhaft’s “Battle over the electron”.  相似文献   

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