现代化、民族国家与公民教育

民族国家是现代化的政治前提,主要表现在民族国家为现代化提供了必要的制度前提、强大的发展动力和稳定的秩序保障。民族国家的建构则需要民族认同为其提供共同体意识支撑和政治合法性证明。而民族认同的形塑离不开公民教育,民族认同教育也因此构成公民教育的重要维度。民族认同的培育主要通过与公民教育相关的学校学科课程、活动课程以及校外的各种活动等得以实现。     

Citizenship and Children’s Identity in <Emphasis Type="Italic">The Wonderful Adventures of Nils</Emphasis> and <Emphasis Type="Italic">Scouting for Boys</Emphasis>

The Wonderful Adventures of Nils (1906–1907) by Selma Lagerlöf and Scouting for Boys (1908) by Robert Baden-Powell are characteristic of their time and their respective national and cultural contexts—the Swedish nation state of the early twentieth century and the British Empire. Taking its cue from recent theories on citizenship and education, the article discusses ways in which these two classic children’s books relate to citizenship, nation and education. Ultimately, both books point to ways in which education—in and out of school—can be used to promote individual growth and a peaceful and durable society for world citizens.     

Social studies teacher candidates' views on the controversial issues incorporated into their courses in Turkey

Incorporating controversial issues into pre-service teacher education provides teacher candidates with opportunities not only to gain effective civic competence but also to develop skills and experience in their teaching of controversial issues. The purpose of this study was to ascertain social studies teacher candidates' views on the controversial issues involved in their courses in Turkey. The study was based on semi-structured interviews with 15 teacher candidates. It was found that controversial issues were not sufficiently included in teacher candidates' courses and that teacher candidates have difficulty in discussing critical issues in class. This study also introduced the idea that teacher candidates experiencing controversial issues in pre-service teacher education can gain positive attitudes towards teaching such issues in their professional lives and can form their own teaching strategies. Teacher candidates came to believe that good teachers should include controversial issues related to the course content and both teachers and teacher candidates should prepare for their discussion phase.     

Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

This paper reports on a two-year study that explored teachers' pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transformative citizenship learning. We define critical and transformative social action through a fusion of critical pedagogy and Dewey's notion of democratic education. Data included teachers' classroom-based research as well as classroom observations and interviews with students. Our study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement.     

A mechanism of mutually beneficial relationships between employees and consumers: A dyadic analysis of employee–consumer interaction

Although sport management researchers concur with one another regarding the significance of interaction between employees and consumers in shaping the consumers’ attitudes and behaviors, the vast majority of previous studies are largely isolated such that they take assessment exclusively from one side of the dyad—either employees or consumers. The authors seek to advance the current body of knowledge by utilizing a dyadic method that includes judgments provided by employees as well as one of each employee’s consumers in a high-contact sport service context (i.e., multi-purpose fitness centers). As such, the authors investigate how employee citizenship behavior and deviance behavior influence consumer citizenship behavior and participative behavior through consumers’ perceived service quality and satisfaction with employees. The results indicated that employee citizenship behavior positively and deviance behavior negatively shaped consumers’ perceptions of service quality, whereas the negative moderating effect of employee deviance behavior between employee citizenship behavior and service quality was not supported. Satisfaction with employees significantly mediated the relationship between service quality and consumer citizenship behavior but not between service quality and consumer participative behavior. Theoretical, methodological, and practical implications derived from this study are discussed.     

Turning Silence into Speech and Action: Prison Activism and the Pedagogy of Empowered Citizenship

Based on almost 50 years of combined experience as prison activists and prison teachers, the authors offer three case studies of prison activism and pedagogy in action. The first case study, by Hartnett, details the “artistry of agency” as enacted in poetry workshops in prison and in public poetry events, thus illustrating artistic communication. The second, by Wood, examines how friendship becomes political in the epistolary communication between free and imprisoned correspondents, thus addressing interpersonal communication. The third, by McCann, addresses web-based communication as a tool for advocacy for condemned prisoner/activists on Texas’s death row, and hence political communication. Taken as a whole, the three case studies celebrate different communication strategies as avenues of enlightenment and empowerment while offering powerful arguments for abolishing the prison–industrial complex.     

Border (In)Securities: Normative and Differential Belonging in LGBTQ and Immigrant Rights Discourse

This essay demonstrates the ways in which some lesbian, gay, bisexual, transgender, or queer (LGBTQ) rights and immigrant rights organizations enact a form of cultural citizenship that relies upon normative belonging with their depiction of LGBTQ and immigrant rights. It also shows how other groups engender what Aimee Carrillo Rowe refers to as “differential belonging,” by directly confronting normative and exclusionary discourses. This paper first justifies linking these two issues by establishing the notion of the “stranger” as a way to describe how both migrants and queers threaten the way the nation state sees itself. It then unpacks both the normative and differential discourses of belonging in relation to two prominent neoliberal values: family values and good citizenship. Finally, this essay considers the implications of differential belonging as a strategy of cultural citizenship that may confront the exclusions that currently constitute the way the US nation-state imagines belonging.     

Developing Character and Values for Global Citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues

Character and values are the essential driving forces that serve as general guides or points of reference for individuals to support decision-making and to act responsibly about global socioscientific issues (SSIs). Based on this assumption, we investigated to what extent pre-service science teachers (PSTs) of South Korea possess character and values as global citizens; these values include ecological worldview, socioscientific accountability, and social and moral compassion. Eighteen PSTs participated in the SSI programs focusing on developing character and values through dialogical and reflective processes. SSIs were centered on the use of nuclear power generation, climate change, and embryonic stem cell research. The results indicated that PSTs showed three key elements of character and values, but failed to apply consistent moral principles on the issues and demonstrated limited global perspectives. While they tended to approach the issues with emotion and sympathy, they nonetheless failed to perceive themselves as major moral agents who are able to actively resolve large-scale societal issues. This study also suggests that the SSI programs can facilitate socioscientific reasoning to include abilities such as recognition of the complexity of SSIs, examine issues from multiple perspectives, and exhibit skepticism about information.     

‘Really useful ideas’: building users' powers of persuasion. A response to the discussion of the Learning Outcomes Theme Group from a practitioner in the post-compulsory sector

Taking as its starting point the murder of Stephen Lawrence and the failings which that case has demonstrated in justice and the judicial system in England, this article questions the extent to which current models of citizenship education address the reality of young people's lives. The critique focuses particularly on the proposed revisions to the English National Curriculum to be implemented in 2001. It is argued that unless citizenship education provides an opportunity to study the reality of contemporary experience, including the injustices and inequalities which continue to be features of that experience, it will be an ineffectual exercise. There are also severe dangers of the citizenship curriculum being overcrowded with factual knowledge at the expense of opportunities for experiencing democratic processes and playing a part in the formation of learners' identities. Some examples are given of effective work based on the principles outlined in the article. In conclusion, an agenda for research and curriculum development is described.