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1. A Politically Liberal Conception of Civic Education (EJ812539)
Author(s):
Bull, Barry L.
Source:
Studies in Philosophy and Education, v27 n6 p449-460 Nov 2008
Pub Date:
2008-11-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Multicultural Education; Citizenship Education; Political Attitudes; Educational Objectives; Educational Philosophy; Theories; Moral Development; Classroom Environment; Curriculum; History
Abstract: Liberal political theory is widely believed to be an inadequate source of civic commitment and thus of civic education primarily because of its commitment to what is perceived as a pervasive individualism. In this paper, I explore the possibility that John Rawls's later political philosophy may provide a response to this belief. I first articulate a conception of liberal politics derived from Rawls's idea of reflective equilibrium that generates an overlapping consensus about political principles among those who hold a wide variety of cultural and personal conceptions of the good. Next I develop the aims for civic education in a society that employs such a politics. Then I suggest the elements of the public school curriculum appropriate for such a civic education, including a robust multicultural education, intellectual reflection on the society's history, and philosophical training that enables children to understand the events and policies of their nation as following from general political principles. I also consider the kinds of classroom practice that seem necessary to provide the motivation to engage in the process of the emergence of an overlapping consensus, including opportunities to develop and to reflect on the principles that may be included in the current consensus and to understand the way in which those principles relate to children's developing conceptions of the good. Finally, I compare this conception of civic education to those of other liberal theorists. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Rewriting Citizenship? Civic Education in Costa Rica and Argentina (EJ821648)
Suarez, David F.
Comparative Education, v44 n4 p485-503 Nov 2008
Descriptors: Citizenship; Citizenship Education; Cultural Pluralism; Foreign Countries; Comparative Education; Civil Rights; Curriculum Evaluation; Global Education; Curriculum Implementation; Educational Development; Educational Policy; Politics of Education; Rural Education
Abstract: To what degree are nations "rewriting" citizenship by expanding discussions of human rights, diversity and cultural pluralism in modern civic education, and what explains variation between countries? This study addresses these issues by analysing the intended content of civic education in Costa Rica and Argentina. Over time, civic education in both countries has become more focused on rights and the empowerment of individuals. In addition, both countries embrace aspects of global citizenship through an affirmation of human rights. Citizenship thus expands outward and upward, incorporating more groups and people into the national polity while also broadening the concept of citizenship beyond the nation-state. Nevertheless, Costa Rica and Argentina vary in the intensity of the adoption of global citizenship, most likely a result of divergent historical experiences with state sponsored violence. (Contains 2 tables and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Civic Education for Diverse Citizens in Global Times: Rethinking Theory and Practice (ED493464)
Rubin, Beth C., Ed.; Giarelli, James M., Ed.
Lawrence Erlbaum Associates
2007-10-11
Books; Collected Works - General; Reports - Evaluative
N/A
Descriptors: Citizenship Education; Democracy; Civics; Citizenship; Social Studies; Citizen Participation; Service Learning; Educational History; Gender Issues; Global Approach; Urban Schools; Elementary Schools; Charter Schools; Theory Practice Relationship; Adolescents
Abstract: This book explores four interrelated themes: rethinking civic education in light of the diversity of U.S. society; re-examining these notions in an increasingly interconnected global context; re-considering the ways that civic education is researched and practiced; and taking stock of where we are currently through use of an historical understanding of civic education. There is a gap between theory and practice in social studies education: while social studies researchers call for teachers to nurture skills of analysis, decision-making, and participatory citizenship, students in social studies classrooms are often found participating in passive tasks (e.g., quiz and test-taking, worksheet completion, listening to lectures) rather than engaging critically with the curriculum. "Civic Education for Diverse Citizens in Global Times," directed at students, researchers and practitioners of social studies education, seeks to engage this divide by offering a collection of work that puts practice at the center of research and theory. Following a foreword and preface by N. Noddings, and an introduction entitled, Civics and Citizenship in Students' Daily Lives: Toward a Sociocultural Understanding of Civic Knowledge and Engagement by B. C. Rubin and J. M. Giarelli, this book is divided into four parts. Part I, Rethinking Civics and Citizenship in a Diverse Democracy, offers the initial chapters of the book: (1) Reimagining Citizenship Education: Gender, Sexuality, and the Social Studies (M. S. Crocco); (2) Service-Learning as a Strategy to Promote Citizenship Education and Civic Engagement in an Urban Elementary Charter School (B. Chi and T. Howeth); and (3) Gender and Civic Education in the United States (C. L. Hahn). Part II, Rethinking Civics and Citizenship in a Global Context, continues with the next chapters: (4) Connections between Concepts of Democracy, Citizen Engagement, and Schooling for 14-Year-Olds across Countries (W. K. Richardson and J. Torney-Purta); (5) A Primer on Democracy and Education in the Era of Globalization (W. Cahill); and (6) Global Citizenship: Theoretical and Pedagogical Perspectives (E. Davis). Part III, New Approaches to Civic Research and Practice, goes on to present: (7) Teaching Democracy Appreciation (J. R. Hibbing and A. Rosenthal); (8) The Limits of Efficacy: Educating Citizens for a Democratic Society (J. Westheimer and J. Kahne); and (9) Civics and Citizenship in Kids' Daily Lives: Broadening Approaches to Civic Learning, Knowledge, and Engagement (B. C. Rubin). Part IV, Civic Education in a Changing World, concludes the book with: (10) Public Time versus Emergency Time after September 11th: Democracy, Schooling, and the Culture of Fear (H. Giroux); and (11) Looking Back to See Ahead: Some Thoughts on the History of Civic Education in the United States (B. Justice). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. At the Boundaries of Citizenship: Palestinian Israeli Citizens and the Civic Education Curriculum (EJ765892)
Pinson, Halleli
Oxford Review of Education, v33 n3 p331-348 Jul 2007
2007-07-00
Journal Articles; Reports - Research
Descriptors: Foreign Countries; Citizenship; Citizenship Education; High Schools; Civics; Curriculum; Minority Groups; Arabs; Textbooks; Content Analysis; Jews; Administrator Attitudes
Abstract: Education in Israel is often described as caught between two ends: state-formation and nation-building. In the last decade civic education in Israel has been undergoing some changes. The civic compulsory curriculum for state high schools was unified across all educational sectors in Israel with the aim of creating a more inclusive, universal civic curriculum that would be used as a platform for creating a common civic culture. The tension between state-formation and nation-building, between universalism and particularism, thus, has become even more prominent where civic education is concerned. To a significant extent, civic education in Israel is one place where contesting messages about the meaning of membership in the Israeli collective are negotiated and debated. This paper explores the tensions between inclusion and exclusion and between universalism and particularism as they emerge from the official civic education curriculum in Israel. It does so by examining the representations and positions of the Palestinian citizens in the official discourse of civic education. The analysis suggests that civic education in Israel at best represents an ambivalent stance that is caught in the tension between inclusion and exclusion. But more often than not, it still reproduces the marginal position of the Palestinian minority in Israeli society. In light of this, this paper concludes by discussing the possible implications these dual messages might have for Palestinian students. (Contains 1 table and 15 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Education in a Rapidly Changing Democracy: Strengthening Civic Education for Citizens of all Ages (EJ814454)
Leighninger, Matt; Levine, Peter
School Administrator, v65 n9 p25-28 Oct 2008
2008-10-00
Journal Articles; Reports - Descriptive
No
Descriptors: Democracy; Citizenship Education; Civics; Public Schools; School Community Relationship; Citizen Participation
Abstract: The shifting relationship between citizens and government has special implications for public schools. How schools approach civic education isn't just a matter of course content--it is wrapped up in how teachers and administrators view their role in the larger community. This article describes ways in which both civic education for young people and involvement opportunities for all citizens can be strengthened. By strengthening the connection between students as citizens and adults as citizens, educators might transform the role of schools in local democracy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Inclusive Curriculum? Challenges to the Role of Civic Education in a Jewish and Democratic State (EJ780416)
Curriculum Inquiry, v37 n4 p351-382 Dec 2007
2007-12-00
Descriptors: Jews; Citizenship; Textbooks; Democracy; Citizenship Education; Guidelines; Foreign Countries; Civics; Democratic Values; National Curriculum; Cultural Pluralism; Interviews; Content Analysis; Public Agencies; Educational Principles; Politics of Education; Educational Environment; Elementary Secondary Education; Social Environment; Conflict
Abstract: Against the backdrop of growing conflicts in Israeli society and concerns about its democratic character, the current curriculum guidelines and official textbook for civic education in Israel were set to offer a more inclusive civic education that would stress ideas such as pluralistic and democratic citizenship. However, this curriculum does not operate in a vacuum, and despite the language of inclusivity implied in the curriculum guidance, a discursive analysis of the curriculum materials and interviews with 13 officials in the Ministry of Education revealed the complexities and the competing messages that emerged from contemporary civic education in Israel. This article explores the ways in which Israeli citizenship and membership in the civic collective are defined by the official curriculum and textbook for civic education. In particular, it is concerned with the tension between inclusion and exclusion and the ways in which civic education acts as a space for both nation building and state formation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Best Practices in Civic Education: Changes in Students' Civic Outcomes. CIRCLE Working Paper 57 (ED498893)
Syvertsen, Amy K.; Flanagan, Constance A.; Stout, Michael D.
Center for Information and Research on Civic Learning and Engagement (CIRCLE)
2007-08-00
Reports - Evaluative
Descriptors: Citizenship Education; Rote Learning; Teaching Methods; Civics; Relevance (Education); Discussion (Teaching Technique); Correlation; Creative Teaching; Experiential Learning; Social Studies; Secondary School Students; Citizen Participation; Democratic Values; Political Issues; Social Problems; Communication Skills; Field Trips; Elections; Political Campaigns
Abstract: The power of civic education to elicit positive student outcomes has been empirically documented. However, the field is only now beginning to understand the causal processes that bring about these positive changes in young people. "The Civic Mission of Schools" report commissioned by the Carnegie Corporation of New York and CIRCLE (2003) lays out six "promising approaches" to civic education. These practices emphasize the need for instruction that is relevant to young people (i.e., links young people's interests to political contexts), provides opportunities for practice, and that moves beyond rote learning praxis. A growing body of evidence suggests that these approaches to civic education yield positive, lasting outcomes in young people. For example, research has found that deliberative classroom discussions are positively associated with interest in politics, political knowledge, and feelings of political efficacy. The goal of this project is to examine the association between activities regularly used in civic education courses (e.g., staging a mock election) and their impact on key student outcomes. By linking classroom praxis to outcomes, the authors intend to provide evidence supporting best practices in civic education. (Contains 5 figures and 7 tables.) [This working paper was produced by the Center for Information & Research on Civic Learning & Engagement.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Developing Context in International Civic Education Projects (EJ782144)
Craddock, Alden W.
International Journal of Social Education, v21 n2 p123-141 Fall-Win 2006-2007
2007-00-00
Descriptors: Democracy; Citizenship Education; Educational Change; Foreign Countries; Comparative Education; International Education; Context Effect; Critical Theory; Case Studies; Program Effectiveness; Formative Evaluation; Politics of Education
Abstract: Because of its inherent political nature, projects for developing civic education in emerging democracies have often been criticized for being a tool for hegemonic control by the "West." Much of these suspicions have been pointed at the United States (US) due to the government's policy of supporting educational reform in emerging democracies. Many of these programs have been criticized as well-intentioned but superficial consultations, or at worst, as a hegemonic imposition of American values and conceptions of democracy. In either case, the heart of the criticism rests on the often accurate perception that the civic education that is developed in these emerging democracies relies too heavily on Western expertise and conceptions of democracy and lacks sufficient indigenous voice and understanding of the context in which it is to be used. Some have even argued that this process is implicitly inherent in all Western educational aid programs. This article seeks to address this criticism through analysis of the conduct of an ongoing US-Ukraine civic education project. Emerging from this analysis is a series of lessons learned about contextualizing civic education that can be useful for others involved in such partnerships. This article first details the conduct of the Education for Democracy in Ukraine Project. The article examines the success of the project in overcoming the structural factors of dominance by comparing the Ukrainian products to similar US models. Then the article discusses the lessons learned about the importance of emphasizing context in civic education and concludes with some questions and suggestions for a framework for developing contextual civic education in the future. (Contains 1 table and 20 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. The Return of Civic Education (EJ781370)
Walling, Donovan R.
Phi Delta Kappan, v89 n4 p285-289 Dec 2007
Descriptors: Textbooks; Federal Legislation; Democracy; Citizenship Education; Civics; United States History; Civil Rights; Constitutional Law
Abstract: Civic education began wandering in the curricular wilderness in the 1960s, when Vietnam and then Watergate brought disenchantment, rebellion, experimentation, a loss of faith in traditional institutions and traditional leaders, the breakup of consensus, the weakening of the core culture and ultimately the erosion of curricular requirements in civic education. No Child Left Behind (NCLB) is only the latest nail in the coffin of civic education. This article describes how organizations such as the Center for Civic Education are beginning to achieve success in their efforts to revive the subject. The center's flagship program "We the People: The Citizen and the Constitution," a core civics curriculum for fourth- through 12th-grade students, is designed to teach students about their constitutional heritage so that they will become knowledgeable, thoughtful citizens of democracy, and it does so in a way that is engaging and exciting. Its success stems from its instructional design. "We the People" textbooks are adaptable to provide either a complete curriculum or individual units that can be integrated into existing courses. At each level--elementary, middle, and high school--the innovative culminating activity is a simulated congressional hearing, in which students "testify" before a panel of judges. Students demonstrate their knowledge and understanding of constitutional principles and then evaluate, take, and defend positions on current and historical issues. At the high school level, students become involved in a series of competitions. (Contains 15 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Crafting a New Democracy: Civic Education in Indonesian Islamic Universities (EJ827876)
Jackson, Elisabeth
Asia Pacific Journal of Education, v27 n1 p41-54 Mar 2007
2007-03-00
Descriptors: Muslims; Citizenship; Democracy; Citizenship Education; Academic Aspiration; Foreign Countries; Indonesian; Teaching Methods; Social Influences; Political Influences; Islam; Curriculum Development; Social Values; Civil Rights; Cultural Pluralism; Religious Education; Educational History
Abstract: Indonesia's post-1998 transition to democracy has presented Muslim educators with the opportunity to take part in shaping the future of Indonesian democracy in ways that are consistent with Muslim social, political, and educational aspirations. One of the key vehicles for doing so is civic education. For Muslim educators in the Islamic higher education sector, the challenge has been to develop a civic education curriculum which can educate the young generation about democratic citizenship while incorporating the values and perspectives of Islam on civil society, democracy, and human rights. This paper examines civic education initiatives in two Islamic university systems, suggesting that the development of the new curriculum reveals clear differences in perceptions about civil society and the state within the institutions which make up these two systems. This is reflected by the extent to which Islamic concepts of the state and citizenship are integrated with Western thought and practice on civil society and democratic pluralism in the civic education curriculum and in teaching practice. The success of the Indonesian experience, the paper concludes, provides an example of how Western and Islamic concepts and values can be successfully combined in the teaching of civic education. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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