By Tristan McCowan
Rethinking Citizenship schooling offers a primary reassessment of the sector. Drawing on empirical examine, the ebook argues that trying to transmit preconceived notions of citizenship via colleges is either unviable and bad. The idea of 'curricular transposition' is brought, a framework for knowing the alterations passed through within the passage among the beliefs of citizenship, the curricular programmes designed to accomplish them, their implementation in perform and the consequences on scholars. The 'leaps' among those various phases make the undertaking of forming scholars in a mold of predefined citizenship hugely challenging. Case experiences are awarded of contrasting projects in Brazil, a rustic with excessive degrees of political marginalisation, but in addition major reports of participatory democracy. those stories point out that potent citizenship schooling relies on a harmonisation or 'seamless enactment' of the levels defined above. against this, provision in nations equivalent to the united kingdom and united states is characterized by means of disjunctures, exhibiting inadequate involvement of academics in programme layout, and a scarcity of house for the development of scholars' personal political understandings. a few extra promising instructions for citizenship schooling are proposed, for that reason, ones which recognize the importance of pedagogical family members and college democratisation, and make allowance scholars to enhance as political brokers of their personal correct. "Continuum reviews in academic learn (CSER)" is a huge new sequence within the box of academic study. Written through specialists and students for specialists and students, this ground-breaking sequence makes a speciality of examine within the components of comparative schooling, heritage, lifelong studying, philosophy, coverage, post-compulsory schooling, psychology and sociology. in line with innovative examine and written with lucidity and fervour, the "CSER" sequence showcases in simple terms these books that actually topic in schooling - stories which are significant, that may be remembered for having made a distinction.
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Additional info for Rethinking Citizenship Education: A Curriculum for Participatory Democracy (Continuum Studies in Educational Research)
149). As can be seen, these case studies provide perspectives on the broad intentions of civic education in national contexts, and show intriguing differences in the ways governments respond to contemporary challenges. However, they cannot show the complex imperfections of implementation. 32 Rethinking Citizenship Education Studies aiming to gain a closer understanding of the implemented curriculum will be outlined later in this chapter. Above and below the Nation-state National initiatives around the world, therefore, present a range of different approaches, addressing the specific concerns of each context, whether social cohesion, multi-culturalism or the development of a young democracy.
147) However, in Colombia this type of education was seen to be very difficult to achieve given the ‘national environment with widespread violence and corruption that is not conducive to the purposes of education in democracy’ (p. 149). As can be seen, these case studies provide perspectives on the broad intentions of civic education in national contexts, and show intriguing differences in the ways governments respond to contemporary challenges. However, they cannot show the complex imperfections of implementation.
Values can be promoted in diverse ways, including exhortation (encouraging or directing students to adopt them), exemplification (teachers demonstrating them in their lives and actions) and reflection (students developing their understanding of them). Nevertheless, whichever of these methods is employed, the process remains problematic. Reflection is certainly preferable in terms of respect for, and development of, agency and criticality in learners, yet it is necessarily unpredictable. The inherently problematic nature of education for democratic citizenship is therefore highlighted: imposing values on students or encouraging them to absorb values unquestioningly goes against principles of respect for agency and autonomy, and yet critical reflection makes the process highly uncertain.
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