国际化语境中公民教育的愿景与策略

国际化语境是我们理解公民教育的新视角。在探讨国际化语境涵义的基础上分析国际化语境中的公民教育的愿景。国际化语境中的公民教育是一种多元身份、共同伦理、多元文化和造就世界公民的教育。透视国际化语境中公民教育实施的策略。     

国际化时代日本学校公民教育的新进展

在学校开展公民教育是日本培养合格公民的重要渠道。国际化的现实需要使日本重新开始重视对青少年实施道德教育和社会教育。日本学校公民教育的指导思想体现了国际化与本土化并行的价值取向,课程设置采取立体渗透、多元整合的模式。日本学校公民教育在取得显著进步的同时也充满了内在张力。     

公民教育：现代语境中的本土化建构

20世纪90年代初,西方语境中的“公民教育”进入国内人文社会科学研究视域,并逐渐与思想政治教育相融合。近几年来,一些学者提出将“公民教育”纳入现代思想政治教育体系。由此,在公民教育本土化过程中,我们必须回应三个问题：一是近代以来公民教育经历了怎样的探索过程？二是公民教育如何借助中国传统文化的张力向前推进？三是在现代语境中如何建构公民教育的概念体系？     

国家认同教育的若干问题反思

国家认同是现代国民教育的核心内容。社会转型时期,由于价值多元化、民族问题多元复杂,国家认同教育关系到国家核心利益。国家认同教育根植于一定的国家民族和政治语境当中,具有民族性和境遇性。基于我国现实语境的国家认同教育,一方面是建立在中华民族基础上的多元统一的民族认同教育,另一方面是建立在社会主义民主、平等、法制基础上的公民教育。在国家认同教育的方法上,我国应该从灌输式的抽象说理走向对话式的话语叙事,立足于个体的生活世界,直抵受教育者的心灵。     

加拿大公民教育探究

加拿大是一个多民族国家，文化多元，公民教育被加拿大政府看作是促进各民族共存、文化共融的重要途径。文章主要从公民教育的目标、内容以及公民教育实施的途径和方法三个方面探讨了加拿大公民教育的概况。     

公民教育的进展研究：发达国家的探索

21世纪初，无论是在国家层面还是在国际范围，人们都开始对公民教育产生新的兴趣。越来越多具有多元文化的民主国家对作为民主公民教育基础的人权教育的国际共识、全球化进程所带来的统一性与多样性之间关系的冲突特征、许多民主的民族一国家对公民（特别是年轻人）的政治参与水平以及对种族主义倾向的反民主运动的忧虑等，都被看作是引进和加强公民教育的原因。一个由国际学者组成的研究小组，通过考察、研究为我们确认了多元文化的民主体系中公民教育在教学方面的一些重要原则、概念以及公民教育对学校课程的促进。发达国家在实践方面的经验显示，成功的公民教育要求一个清晰的政策框架和专业的教师培训等。     

俄罗斯社会民族与公民教育的现状

过渡时期的俄罗斯社会民族关系非常复杂，这给其公民教育带来了极大的挑战。社会民主化的发展要求实施多元文化教育。围绕着如何处理“公民教育”与“多元文化教育”的平衡问题，俄罗斯教育进行了艰难的摸索。其中的经验和教训是我国公民教育需要认真吸取的。     

国际视野中的公民教育策略

伴随着经济全球化和教育国际化的快速发展,培养世界公民、构建公民社会已成为一种世界潮流,在世界各国大力推进公民教育的背景下,大型的、跨国的公民教育策略快速涌现,从国际视野中审视公民教育策略,我们发现公民教育策略呈现多元化、交互化和国际化特征。     

做世界公民和终身学习者

依靠浦东新区国际化的社区环境和维多利亚教育机构国际化的教育视野,维多利亚幼儿园办园之初确立了＂国际教育、中西融合、温馨自然、和谐发展＂的办学理念,采用IB课程,立足培养有原则、喜交流、愿探究、善思考、乐反思、有知识、有勇气、敢于尝试新鲜事物、胸襟开阔、关心他人、全面发展的世界小公民和终身学习者,创建既有国际化视野又具本地特点的＂多元文化背景下的国际化教育＂。     

建构主义语境中的公民教育——角色参与、模式选择与实践误区

以建构主义为语境,对我国公民教育中教师、学生和家长的角色参与,公民教育的模式选择,以及公民教育的实践误区进行了初步探讨。     

National exceptionalism in the ‘EduCanada’ brand: unpacking the ethics of internationalization marketing in Canada

Canada’s recently revamped international education brand, EduCanada, offers a rich example of developments at the intersections of higher education internationalization and marketization. In this paper, I examine the EduCanada website to consider how national exceptionalist and ‘othering’ narratives are reproduced in the recruitment of international students. From these findings I ask how internationalization relates to the overlapping and ongoing legacies of Indigenous colonization, and racialized regimes of personhood, citizenship, and immigration in Canada. Finally, I argue that the international marketization of higher education risks foreclosing critical examinations of the entanglements of empire within which we are all unevenly embedded.     

Citizenship,civic education and politics: the education policy context for young Australian citizens

Citizenship education in Australia is embedded throughout the school curriculum. Despite a coherent policy context for the inclusion of citizenship and civic education at all levels of schooling, the links between education and civic minded citizens are tenuous. This paper explores these connections by drawing on the views of participants in an international community service program between Western Australia and Tanzania. By situating the interview data in relation to the policy goals, the paper argues that the current policy framework ‘sanitises’ the political nature of modern citizenship. The results from this study demonstrate that students have little understanding of the connections between the civic, the social and the political realms of citizenship. These results suggest that the current policy context does not adequately prepare young people to position themselves in the political realm.     

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.     

The internationalization of higher education with Chinese characteristics: Appadurai's ideas explored

The aim of this paper is to explore Appadurai's ideas of global cultural flows in the context of the internationalization of higher education in China. Studies on the internationalization of higher education have increased with the expansion of international activities on university campuses; however, more theoretical analysis in the field is necessary, especially in less studied and rapidly developing countries such as China. Appadurai's theorization may provide new insights into the field because of its background in the changes transforming international student flows: intensified migration and mass mediation. The research data of the paper consist of previous literature and statistical data. The paper focuses first on analysing the general ideas of Appadurai's model and second on one of the scapes of the model, the ideoscape. The paper suggests that Appadurai's ideas of global cultural flows, when expanded through further research and theorization, provide a heuristic framework for analysing the internationalization of higher education in China. The continuing significance of the nation state and the locality of international actions characterize the internationalization of higher education. Furthermore, the ideoscape of the internationalization of higher education has widened because the volume and the range of activities at universities have expanded.     

Rethinking the mission of internationalization of higher education in the Asia-Pacific region

This article adopts the critical theory approach to reflect and analyse the impacts of globalization on the internationalization process of higher education in the Asia-Pacific region. It argues that globalization forces many of the higher education institutions in the region to follow global practices and ideologies of the Anglo-American paradigm without developing their own unique systems and honouring the rich cultures of their own countries. While higher education institutions are indulging in internationalization in terms of marketization and economic pragmatism, they have to ask themselves, ‘What is missing in the process of internationalization?’ This article argues that internationalization of higher education contributes to building more than economically competitive and politically powerful states. It represents a commitment to the development of an internationalized curriculum where the pursuit of global citizenship, human harmony and a climate of global peace is of paramount importance.     

高校国际化语境创新型英语人才培养模式构建探索

当今时代,全球化发展趋势为高等教育提出了国际化语境下亟待解决的诸多新课题.在高等教育国际化过程中,为紧跟时代步伐,更好地为社会发展供应适合的人才,国际化语境下的创新型人才培养已成为高等教育良性、高效发展的一个重要趋势.为满足新形势对英语人才培养模式改革的迫切需求,在遵循英语人才培养规律和充分观照国际化语境的前提下,对构建高校国际化语境创新型英语人才培养模式做了初步探索.     

The role of Representative Councils for Learners in South African schools: Maximal or minimal participation?

Abstract

In 1999 the South African Department of Education issued guides for the Representative Councils for Learners established in terms of the South African Schools Act, 1996 (Act 84 of 1996). This article examines the usefulness of these guides in promoting democracy and education for citizenship in South African schools. The guides are located in the context of theories of participatory democracy, representation, and education for citizenship, and of the democratic strengths of the People's Education Movement of the 1980s. In this context, it is argued that the main tendency of the guides is to undermine democratic participation, and that their favoured conception of education for citizenship is minimalist. The article emphasises the need for a more maximalist approach to citizenship education, and for more scope for participatory democracy in schools.     

CITIZENSHIP EDUCATION AND YOUTH PARTICIPATION IN DEMOCRACY

ABSTRACT:  Citizenship education in established democracies is challenged by declining youth participation in democracy. Youth disenchantment and disengagement in democracy is primarily evident in formal political behaviour, especially through voting, declining membership of political parties, assisting at elections, contacting politicians, and the like. If citizenship education is to play a major role in addressing these concerns it will need to review the impact it is making on young people in schools.
  This paper reviews a major national project on youth participation in democracy in Australia set in the context of a national citizenship education programme. The Youth Electoral Study found that citizenship education in Australian schools has at best been marginally successful and substantially more is required to raise levels of democratic engagement. The paper explores many opportunities available to education systems and schools to address these issues through reconceptualising aspects of the formal and the informal curriculum.     

Citizenship Education and National Identities in France and England: Inclusive or exclusive?

ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other.