可欲且可行的全球公民教育实践路径:苏格兰“全球故事情节法”探析

研究发现,全球公民教育的热度不高与其实践层面的三重困境有关。"全球故事情节法"之所以成为苏格兰实施全球公民教育的最有效路径,正是源自于其对实践困境的有效回应:其一,政府对全球公民教育的倡导营造了相对宽松的政策环境,"全球故事情节法"与现有课程体系相融合获得了灵活的实践空间,实现了安全的课程地位。其二,通过对"故事情节法"和教育戏剧的运用,使全球社会和全球议题通俗化,实现了学生的体验式学习,弥合了学生认知能力和认知需求间的矛盾。其三,西苏格兰发展教育中心通过职业培训传播了理论知识和实践能力,构建了围绕全球公民教育的共同体,为教师提供了教学支持。     

Education for citizenship in South Australian public schools: a pilot study of senior leader and teacher perceptions

Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school.     

Stress in Year 11 School Children

In this article David Lambert argues in support of the humanities in the secondary school curriculum and underlines the contribution that they can make to citizenship education. He emphasizes but does not restrict his arguments to geography and offers a wide view encompassing the humanities as a whole. He explores the links between the humanities, moral education and citizenship and argues against the citizenship-as-subject approach.     

Making News Today: a tool for adoption of ethics principles using technology‐supported television journalism

There are movements internationally towards curricula that incorporate values and citizenship education. In Australia, this movement has been illustrated with the adoption of a national curriculum in values education. This has arisen from the perceived need for citizens to hold values around the rights and responsibilities of functioning within a democracy. The Making News Today programme has been designed to develop a range of literacies enabling learners, for example, to read the media beyond the interests of the elite. The programme incorporates a journalistic process for television news production for middle school students using laptop and handheld video technologies, with embedded ethics and values education. The article reports on an analysis of the implementation of this programme with middle school students in Australia with reference to student adoption of ethical stances in the journalistic process and the implications for the use of this project in developing ethics, values and citizenship as part of the curriculum process.     

“Everyone Has to Find Themselves in the Story”: Exploring Minority Group Representation in the Citizenship Curriculum in Northern Ireland and Israel

ABSTRACT

This article explores understandings of minority group representation in citizenship education in Northern Ireland and Israel, from the point of view of students, teachers, and policy makers. It is set against the background of the minority–majority group dichotomy within societies divided along ethnonational lines, and the challenge of delivering a common citizenship curriculum to a diverse group in such a context. Starting with interpretations of international law that state that education should be culturally appropriate and flexible to the needs of a particular community, the article considers several interrelated ideas: proportional representation of the minority in educational governance, students being able to “find themselves in the story” of the curriculum, and the debate over a common versus a differentiated curriculum. Interjurisdiction comparisons allow for exploration of varied understandings of citizenship education as socialization, and of potential responses to the challenge of balancing unity and diversity in a divided or multicultural society.     

Education for citizenship in Key Stages 1 and 2

ABSTRACT

This paper considers the current context and looks ahead to the opportunities that may now exist to develop education for citizenship. The place of citizenship in Key Stages 1 and 2 is discussed in the light of the National Commission's recommendations, the Dearing review of the curriculum and OFSTED's inspection framework. Questions about what is happening in schools are then raised. Answers to these questions were pursued through case‐studies of ten schools. An account of the findings under nine headings is presented and key issues summarized.     

英国公民教育简述

英国的资本主义制度确立得很早，但其公民教育在国家课程体系中的出现却很晚。文章简要介绍了英国公民教育发展的历史，分析了其公民教育发展迟滞的原因，阐述了现在英国公民教育的目标、内容和实施途径。     

A case for cautious optimism? Active citizenship and the Australian civics and citizenship curriculum

In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of “active citizens”. Research evidence over the last 25 years paints a mixed picture regarding the extent to which the translation of policy intent has been successfully implemented within Australian schools. Exploring the new subject of Civics and Citizenship in Australia in the context of previous initiatives and existing research evidence, we explore the contested and complex nature of active citizenship around three key issues – the scope and form of action that constitutes citizenship in one’s communities, how young people themselves conceptualize and experience participation, the potential that active citizenship opportunities are interpreted as being synonymous with the use of active teaching and learning methods. On this basis we argue that the new curriculum provides some optimism for those committed to education for citizenship in Australian schools, but that this optimism needs to be tempered with a degree of caution.     

CONTINUITY AND CHANGE IN GEOGRAPHY'S CONTRIBUTION TO CITIZENSHIP EDUCATION IN ENGLAND IN THE 19TH AND 20TH CENTURY

The relationship between geography and education for citizenship has for long been associated with one of the subject's claims for a place in the curriculum. Suggestions that geography should be included in the school curriculum, for example, were made in the sixteenth and seventeenth centuries on the grounds of the increase in Britain's international and overseas trade coupled with the gradual development of a middle class of merchants demanding greater knowledge of the world. In other words, it was claimed that knowing and understanding of other parts of the world served a citizenship end. However, there was no evidence that these counsels were ever widely put into practice. How could geography contribute to citizenship education if it was not part of the curriculum in school? The answer was obviously that it had to secure a place in the curriculum first. In retrospect its success in gaining a place in the curriculum was arguably partly due to its contribution to citizenship education. The achievement began largely in the nineteenth century. Thus Watson, who made a study of the growth of modern subjects in English schools found it difficult to trace a single reference to the teaching of geography in secondary schools in earlier times, though apparently at Westminster school members of certain forms were instructed after supper (in summer only) in the finding of places on ‘maps’. Much of the evidence suggested that whatever geography was taught by private tutors or learned individuals through the books which were undoubtedly published in the sixteenth and seventeenth centuries, the public and grammar schools did little or nothing to teach the subject. It was only in the eighteenth century that one began to see some stereotypical forms of geography being taught in a number of schools, concentrating on basic physical and political geography, increasingly by means of catechetical methods.     

Global citizens or global workers? Comparing university programmes for global citizenship education in Japan and the UK

Abstract

The implementation of global citizenship programmes at universities has been taking place against a backdrop of growing internationalisation and marketisation in higher education, leading some to conclude that universities are cultivating global workers rather than global citizens. This small-scale exploratory study aimed to investigate these claims through the comparison of global citizenship education (GCE) programmes in two contrasting contexts – the UK and Japan. Through a combination of quantitative and qualitative content analysis, our findings suggest that the universities in both the UK and Japanese contexts demonstrate examples of adaptation and localisation of GCE to fit with institutional commitments, and both universities have significant elements of employability agendas infused into their programmes. We argue that while different in many respects, the two programmes both demonstrate an adaptation of GCE to fit within broader internationalisation strategies aimed at maximising global competitiveness and an alignment with the neoliberal trends shaping the global higher education sector.     

Interpersonal communication competence and digital citizenship among pre-service teachers in China’s teacher preparation programs

Abstract

The Internet, new media and social change have created issues requiring digital citizenship education, particularly within the socio-cultural context of Chinese education. Recent digital citizenship standards for education developed by organizations such as the International Society for Technology in Education (ISTE) highlight the importance of this issue. Researchers have explored digital citizenship with some mediated behavioral determinants; however, the critical influence of interpersonal communication competence (ICC) has not yet been explored. To expand understanding of the components needed for improving the appropriateness of digital citizenship among future role models of society, this study investigates the relationship between ICC skills and digital citizenship with a sample of 905 pre-service teachers. The results showed that 10 ICC skills were positively predictive of digital citizenship. Environmental control and immediacy were found to be the strongest predictors of digital citizenship among the skills examined. These results theoretically emphasize the importance of ICC skills in mediated behavior and provide practical direction for improving pre-service teachers’ digital citizenship, which can positively enable the behavior instructors display and convey to their future students.     

The momentum behind the International Primary Curriculum in schools in England

This paper evaluates the extent to which the implementation and assessment of the new citizenship curriculum in England treats learners as citizens or subjects by evaluating whether the interests of state or citizen predominate. Philosophical, contextual, and practical perspectives on citizenship education are drawn upon to evaluate mechanisms which mediate state power in young citizens’ lives. Current methods of delivering and assessing the citizenship curriculum in schools are challenged and the ideology underpinning citizenship education, as conceptualized in official discourse, is questioned. The view is advanced that citizenship cannot be reduced to what learners know (the informed citizen) or do (the active citizen) as it cannot be divorced from who they are. This paper focuses on citizenship education in the context of English liberal democracy but has a wide application as it addresses issues relevant to the state education of citizens elsewhere.     

Difference as privilege: identity,citizenship and the recontextualisation of human rights in Japan’s social studies curriculum

ABSTRACT

While global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product. Based partially on Basil Bernstein’s concepts, a mixed-method approach utilising computer-based analytical techniques was used to examine the structure and content of human rights knowledge within upper-secondary Contemporary Social Studies textbooks representing Japan’s official curriculum. This article will argue that the curriculum establishes an inconsistent standard toward rights that undermines respect for individuals.     

A tale of two countries: comparing civic education in the Philippines and Singapore

This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries.     

Citizenship with Chinese Characteristics?An Investigation into Chinese University Students'Civic Perceptions and Civic Participation

Citizenship is a complex and multidimensional concept. There has been a tendency to compare traditions of citizenship in the West with those in the East, captured by a stereotype that depicts the West as individualistic and the East as collectivist. The purpose of this study is to investigate what kind of citizenship is exhibited by Chinese university students, including both their civic perception and their civic participation. Using a recently developed distinction between thin and thick citizenship, the findings from both quantitative and qualitative data analysed in this study reveal that Chinese university students tend towards thin citizenship, as they demonstrate positive civic attitudes yet lack strong evidence of participatory citizenship. The paper also discusses the impact of Confucian and other Chinese traditional value systems on typical views of citizenship held by Chinese students, and offers the suggestion that the citizenship education curriculum should incorporate experiential learning.     

Pupils in Control: Sex Talk as an Educational Resource

Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching.     

Ethical reconstruction of citizenship: A proposal between the intimate self and the public sphere

ABSTRACT

When, in societies today, civic commitment decreases, there is a call for the need to strengthen citizenship education, identified uniquely with its public dimension and, on the other hand, the requirement for character education has been advocated, which is a cultivator of the most strictly private dimension. Setting out from the recognition of the new social conditions, mediated by the phenomenon of globalisation and of the place that people have in these new contexts, we ask ourselves about the new profile which the construction of citizenship must adopt. We endeavor to show that the moral dimension is the core of reconsidering the link between the private and the public, so it would currently be meaningless to propose an education of citizenship exclusively focused on its public dimension.     

Citizenship education in England and Wales: theoretical critique and practical considerations

This paper presents a theoretical critique of citizenship education in England and Wales, as a means of raising pedagogical considerations for teachers, and policy issues for curriculum makers and planners. Drawing on a range of recent empirical studies, we construct an analysis of practice and suggest that differences between dominant models of citizenship in England and Wales owe much to their histories. We suggest that such differences create opportunities for new curriculum‐making practices as well as democratic possibilities in the context of citizenship education, at a time when curricula in both England and Wales are under revision. Considering school councils/forums as an exemplar of practice common to both contexts, we question the wisdom of schools employing a narrow conception of active citizenship, via forums, in order to demonstrate they are satisfying the relevant requirements of the Order for Citizenship in England, and aspects of the Personal and Social Education curriculum in Wales. While the exemplars are both from the UK context the arguments apply beyond these borders and to more general concerns regarding the development of global citizenship.     

Early childhood literacy: Creating a better world

Abstract

Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire [Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development.

This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education.     

Discovering democracy: an analysis of curriculum policy for citizenship education

Citizenship education has become the focus of renewed interest internationally as governments are struggling with issues of national identity in an era of globalisation where there is much ‘talk’ of threats to the legitimacy of nation states. Within this context, the Australian Commonwealth Government took another step in an accelerating trend of becoming involved in curriculum policy with the introduction of its citizenship education curriculum package, Discovering Democracy, in the late 1990s. Legally, education in Australia is a State government responsibility. However, over the last half century, the Commonwealth Government has increasingly set education agendas, justified in terms of'the national interest’ and has achieved them using financial levers which result from the vertical fiscal imbalance between the Commonwealth and the States.

This article examines citizenship curriculum policy processes and practices associated with the enactment of the Commonwealth's Discovering Democracy curriculum package in the State of Western Australia (WA). The study employed a framework of a policy trajectory extending from the Commonwealth Government (macro level) through State (WA) policy enactment (meso level) to individual classrooms (micro level). Documents and interviews with key players, including the Commonwealth Minister for Education, were the main data sources.

Analysis of the policy process revealed the emergence of power struggles as a result of the provision of a national curriculum on citizenship education by the Commonwealth Government, and these struggles occurred at national, State and local levels. These power struggles resulted in extensive transformation of Commonwealth and State level policy intent as the policy enactment proceeded at the classroom level. The study demonstrates the need for better alignment of conceptualisations and discourses in the processes of curriculum development if a greater congruence is to be achieved between expectations and realities in curriculum renewal. Meta‐level issues to emerge from the data, in particular the nature of policy consultative processes and the construction of teacher professional identity, have broader implications for education policy processes in other domains and in other countries.