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Participation experiences, particularly in the school context, have been considered a crucial opportunity for developing personal and social resources for citizenship involvement. However, the impact of these experiences needs to be considered. The IEA Civic Education Study (1994-2002) is an example of a large-scale study that made an enormous effort for evaluating quality and efficacy of civic education in various countries; however, the very nature of the research results in over-emphasizing civic knowledge. This paper intends to critically analyze the limits of a knowledge-based approach to school citizenship education projects. Assuming an ecological-developmental perspective, that views life contexts as a locus for action and interaction with different others, we argue that both the design and evaluation of school-based citizenship education projects should extend beyond the school to include other contextual dynamics and others active actors who support the students' learning from participation.

The discussion is focused on critical analysis of sources, with an emphasis on analysis of the contents of a concept of democracy and the role of citizens in relation to democracy, also the findings of international agencies on the state of democracy in Lithuania and the Ukraine are presented. Some of the empiric findings from an international survey, specifically the findings that responses of almost 400 respondents in Lithuania contributed to, are presented. Comparing, contrasting and synthesis of theoretical considerations, recent statistical data and the survey data enable identification of the important and vivid and sometimes at the margins of attention in young persons’ democracy perception. The contents of this perception may add new nuances to the picture of citizenship and democracy and, thus, expectations and role for an educator. The paper is based on the part of the data (from Lithuania, collected in 2019); though some comparisons with the data collected by the team members in other countries, including from the Ukraine, are also provided. Due to the recent realities of 2022, the part of results presented there (Zuzevičiūtė, Krzywosz-Rynkiewicz, 2022), are imbedded in a broader discussion on democracy and citizenship in this paper, when the changes in geopolitical arena, particularly in the light of the Ukrainian’s experiences, called for a reconsideration and re-evaluation of seemingly agreed upon dimensions, e.g., increasing importance of citizenship education and educator’s role.

This paper discusses how Bernsteinian concepts (‘pedagogic rights’, ‘discursive gaps’ and ‘pedagogic code’) from the field of sociology of education can be used as didactic tools to illuminate how different ways of organising teaching in VET has implications for citizenship preparation. The paper is based on results from a five-year research project investigating the extent and nature of learning processes that can be characterised as civic education in Swedish VET. Results from the project show how VET often contributes to social reproduction through provision of class-, gender-, and ethnicity-based access to knowledge with different powers to students. However, we also identified many variations in the VET-contexts studied. In the paper at hand, examples of when and how students got access to different types of knowledge through different ways of organising teaching, and how different ways of teaching prevented or promoted different types of questions with implications for the kind of citizenship preparation the students were offered, is discussed. Our hope is that these discussions contribute to a conversation on how to make a language accessible to VET-teachers that is helpful to problematise and plan their teaching to offer greater access to an active citizenship for students in vocational programmes.

An integration has been going on from time immemorial until now, continuity and the occurrence of rapid development of something is truly important and has a meaning that is not only memorable but also influential to other human beings. The purpose of this paper is to find out whether there is still a sense of nationalism that is still inherent in the nation's generation. The method used is the method of collecting data from relevant journals with the title Strengthening National Integration through National Generation and Technology in Citizenship Education Learning, so that this paper produces the importance of the national spirit in the nation's generation. In today's world, technology is increasingly advanced in all corners of the world, so the importance of reminding each other to have a high fighting spirit, if this is not realized, it will cause a crisis of National integration that exists in Indonesia in the 21st century. The Age of Technology can be a medium for Indonesian society to have a strong integration in every field through Citizenship Education (PKN) lessons.

Nigeria’s social life is characterized by moral faults, naked greed, dishonesty and corruption even among the youths. This paper therefore calls for an intensive citizenship education for them. This education is the deliberate inculcation of social and cultural attitudes, knowledge and skills that enable individuals to become socially and politically integrated within the society. The focus of such education should be the constitution, government and politics, national symbols, political leadership and followership, local and state structures, discipline in national life, constituted authority, human rights use, care of public property, traditional institutions, and the rights, obligations and duties of citizens. The paper cautions the youths to shun vices and learn to serve, care for, share with as well as invest in others. They should seek what they can do for the country and not what the country can do for them.

Using a mixed-methods approach, this paper investigates current views within society about what civic knowledge is important for students leaving secondary education. We combined questionnaire data...

This paper describes a Children’s Right to the City initiative of a Canadian provincial non-profit organization. The program and its underlying Participatory Planning Pedagogy (PPP) and curriculum follow a student-led and rights-based approach that builds upon global Child Friendly Cities scholarship. The goal of the program is two-fold: First, to uphold children’s participation rights in local decision-making by ensuring that young people’s perspectives are sought out and included in community planning initiatives, and second, to provide meaningful sustainability and citizenship education through participatory planning, and real-world local problem solving that promotes social change. Working in close collaboration with planning teams of the local municipality, the program is implemented within local public elementary schools. This paper will outline the PPP curriculum’s implementation in practice, present the underlying theories informing this work, and discuss benefits, challenges, and future potential of this children’s rights initiative.

Citizenship education has been a feature of the school curricula in many western democracies since the 1990s. Consequently, there is a proliferation of research which explores its efficacy in instilling political literacy and encouraging democratic engagement amongst pupils. Less is known however about how citizenship is taught in societies emerging from conflicts which are [at least in part] motivated by competing narratives around citizenship. This paper examines this issue within the context of Northern Ireland. Drawing on qualitative interviews with 18 post-primary citizenship teachers, it argues that whilst the curricular text for citizenship education has encouraged teachers to discuss ‘the past’ in Northern Ireland only a minority of teachers do so. The paper suggests that teachers are constrained in their attempts to explore the past by a complex interplay of factors including cultural norms of avoidance and their interpretationof the current socio-political context. The paper argues that it cannot beassumed that teachers themselves possess the critical capacities that they are expected to nurture in pupils, yet, where efforts are made to harness such professional criticality, teachers are more likely to display the confidence and skill to discuss contentious issues related to the past.

Citizenship is the status of being a legal member of a state, having been recognized by the law and custom of such state, whereby citizens owe allegiance to the state (coun-try) and in turn been protected by the state. Nevertheless, for citizens to owe allegiance to their states implies that such citizens is patriotic and also ready to take up their constitutional rolls or duties to the betterment of the state, and in return enjoys the fundamental human rights, citizen’s liberty and protection from their states (country). However, for citizens to know their rights, duties and obligations, and for them to be able to participate actively in their countries political decision making (supporting and criticizing government policies) that will leads to a robust public and foreign policy of their country, then, such citizens need to be politically educated through citizenship education, because Citizenship education breeds active democratic citizen-ry. This article titled citizenship and citizenship education: A determinant of good governance examined the importance of citizenship education and how it can breed active democratic citizenry that can enhance good governance in the state. This article employs the interview as a tool for data collection, and also applied the secondary source of Data collections by retrieving valuable information’s from ready-made works of scholars to buttress the argument of this work. The paper finds out that there is a positive correlation between citizenship education and active democratic citizen-ry. This article finally recommends that extensive citizenship education will serve as a veritable tool for good governance and National development. However, the paper recommends that citizenship education is a must and a child of necessity, a policy to be adopted by all government.

Global Citizenship Education (GCE) is often seen as the best response to contemporary global humanitarian, social and political challenges. Yet despite this newfound popularity, GCE remains a contentious and widely debated concept. Critiques have stressed the abstract and elusive nature of the notion, its lack of concrete legal framework as well as its bias towards a Western, neoliberal and consumerist agenda, which is not devoid of colonial undertones. This paper seeks to address this latter tension by examining GCE through the lens of global imaginaries, which looks at imagination as a new social practice, capable of generating transformation and change. Building on the work of Paul Ricoeur, in particular the ideas of utopia, imagination and social imaginaries, this paper aims to offer new conceptualisations of GCE around the notion of global imaginaries, in an attempt to overcome the dichotomies that tend to underpin the concept. (DIPF/Orig.), Global Citizenship Education (GCE) wird oft als die beste Antwort auf die heutigen globalen humanitären, sozialen und politischen Herausforderungen gesehen. Doch trotz dieser neu gewonnenen Popularität bleibt GCE ein umstrittenes und breit diskutiertes Konzept. Kritiker haben die abstrakte und schwer fassbare Bedeutung des Begriffs betont, das Fehlen eines konkreten rechtlichen Rahmens sowie die Vorliebe für eine westliche, neoliberale und konsumorientierte Agenda, die nicht frei von kolonialen Akzenten ist. Der vorliegende Beitrag versucht, diese letztere Spannung zu thematisieren: GCE wird vor dem Hintergrund der globalen Imaginationen untersucht, die - als eine neue soziale Praxis betrachtet - in der Lage ist, Transformation und Veränderung zu erzeugen. Aufbauend auf der Arbeit von Paul Ricoeur - insbesondere den Ideen von Utopie, Imagination und sozialen Imaginären - zielt dieser Beitrag darauf ab, neue Konzeptualisierungen von GCE um den Begriff des globalen Imaginären herum anzubieten: Dabei wird der Versuch unternommen, Dichotomien zu überwinden, die dem Konzept zugrundeliegen. (DIPF/Orig.)

In order to build a good and secure society, people should believe in civic engagement and participation. Citizenship education should begin at a very young age and continue into adulthood as a process of lifelong learning. Hence, the present paper aims at examining the extent to which EFL textbooks at secondary level are civically oriented using a descriptive content analysis. It is also meant to identify how the concept of the "good citizen" is implemented through course units of the textbook. The paper will draw important implications for syllabus designers, and teachers. Policy makers are also required to incorporate an effective implementation approach of civic education in Moroccan National textbooks so that future generations will be aware of their rights, responsibilities and their full commitment toward the community at large.

The need to include citizenship education in the school curriculum has been considered as significant for advancing democratic values, social justice, and human development. Debates on citizenship formation focus on various dimensions, such as human rights and global citizenship with limited focus on how “curriculum transposition” of citizenship education in teacher education has been undertaken. This paper argues that there is a need for citizenship education that advances democratic values, human capabilities, and social justice. It draws on 5 lecturer participants’ voices in a case study on the operationalisation of National and Strategic Studies, a variant of citizenship education, in two Zimbabwean teachers’ colleges. The paper investigates the form of citizenship cultivated by National and Strategic Studies, how this is achieved, and the challenges and opportunities to advancing critical citizenship among future teachers. The findings suggest that, despite aspirational moments of teaching and learning for critical thinking, curriculum and pedagogical practices represent an imperfect realisation of advancing critical citizenship. The paper proposes the need for curriculum and pedagogical practices in citizenship education to be more critical and democratic to form a robust form of citizenship that is democratic and critical.Keywords: capability approach; citizenship education; critical democratic citizen; curriculum and pedagogical practices; human development

Six educational guidebooks on the rights and responsibilities of Canadian citizenship for new immigrants have existed for approximately six decades, arriving alongside the first Citizenship Act in 1947. These guidebooks have been circulated by the Canadian government in the hopes of educating immigrants unfamiliar with Canadian culture and democracy as adopted from Great Britain. By understanding democratic theory and its relationship to citizenship education, this paper explores four themes (how various governments have viewed the terms and conditions of becoming a citizen, the “vision” of Canada presented in the various guides, the rights and responsibilities of citizenship, and what the guidebooks imply about social inclusion and the integration of new Canadians) within each successive guidebook in order to analyse how different governments over the years have prepared newcomers for citizenship in Canada, and what constitutes successful integration. By exploring the various themes of each guidebook, this paper finds that government-sponsored citizenship guidebooks are products of both domestic and international socio-political atmospheres, whose goal is to present to newcomers citizenship education, as well as a vision of Canada that reflects partisan attitudes toward various public policies.

This paper reviews British experience of inspiring and educating teachers in Citizenship Education. It is based on a case study undertaken at ucl-ioe where provides diverse and distinctive teacher training programmes. The study firstly provides an overview on the National Curriculum for Citizenship and teacher education in England. Then it introduces three types of programmes related to citizenship education at ucl-ioe, in which the author used to work as both a teaching assistant and participant researcher. By reviewing relevant documents (e.g. curriculum frameworks with teacher’s guide, programme handbooks, academic literature, and participants’ evaluation), the study analyses a multi-levelled structure of teacher education for citizenship at ucl-ioe, which consists of fundamental programme for concept and theory learning, specialised programme for subject and pedagogy learning both at the institute and schools, and practical programme for project-based learning cooperating with social organisations. The study further discusses how the university-led programmes could encourage and prepare teachers for their devotion into citizenship education, and argues for a comprehensive, interdisciplinary and participatory model to be implemented. The paper concludes that a high-quality teacher education for citizenship must help both pre-service and in-service teachers to develop subject-based, pedagogical and transferable competence.

Since the introduction of the Prevent duty across the UK, schools have had to balance the need to fulfil their responsibilities under the duty – often understood to include monitoring and surveillance – with their ultimate purpose to educate their students. This positions teachers within a particular set of tensions about their own beliefs about education, their values, and their roles and relationships with young people and communities. This paper draws on interviews with classroom teachers and members of school leadership teams from ten schools, in order to compare how teachers have understood and responded to those tensions. The paper will focus on the various ways in which teachers frame the policy, and the ways in which they exercise agency in their responses. Drawing on an ecological approach to theorising teacher agency our data reveals how teachers develop different responses to anti-extremism policy depending on their role; their school contexts; and their own beliefs. Whilst in some important regards the statutory Prevent duty has ‘closed down’ some options, nevertheless teachers exercise agency to interpret and enact policy and, when translating the policy into a curriculum context, also make ‘leaps’ of interpretation as concepts such as fundamental British values are turned into lessons. Our analysis highlights how teacher agency helps to account for the variations in implementation and also opens up new avenues for investigating and critiquing anti-extremism policy in education.

This paper explores social benefits, or externalities, of education in Ethiopia. Enrolment has expanded rapidly across all phases of formal education, yet there is limited evidence of its potential externalities in this context. This paper draws on the Young Lives study which provides longitudinal data on the lives of children over the past two decades. Using data from Young Lives’ older cohort of survey respondents, our results show that young people who participated in education beyond secondary level were more likely to engage in community action and to voluntarily give to community organizations or political groups than young people with lower levels of education. These results show the potential externalities of education. Importantly, the paper situates empirical analyses and results in the socio-cultural realities within and beyond the education sector in Ethiopia. The paper thus provides a deeper and contextually relevant understanding for the existence of social benefits and the potential enhancement of these through formal education.

PurposeAlthough social studies teachers are charged with explicitly teaching about citizenship, all teachers in a school implicitly teach about citizenship. That is, in their daily interactions with students, whether specific to subject area content or not, teachers impart lessons to their students about what citizenship is and what it means to be a citizen. The paper aims to discuss these issues.Design/methodology/approachExamining the “powerful” stories of three teachers, only one of whom teaches social studies, this paper focuses on “informal citizenship education” across schools.FindingsIt concludes with implications for workers in and beyond the field of social studies education.Originality/valueUltimately, it suggests that as notions of citizenship education expand to include informal citizenship education, teachers will better teach students to be effective citizens.

This paper argues that propaganda poses a (new) challenge to civic education. It examines the tension between education and propaganda in relation to civic education for adults considering (1) civic education as protection against propaganda attempts and (2) propaganda as a possible element of civic education. This paper explores didactical approaches and core principles of civic education that strive to both resist and deal with propaganda. The core proposal of the paper is to root civic education in the tradition of the German concepts of Bildung and Mündigkeit in order to contrast civic education with propaganda or manipulation.

The paper illustrates how the education can contribute to the active citizenship in a theoretical way. It is possible to believe that people need teaching and learning to be active in the society. Former researches proved that those societies are more effective and more sustainable where the citizens participate in an active way in shaping their environment. But how can people learn those competences which are necessary to be active? Mainly the knowledge comes from the family, but the question arises: what can the education system add to these processes? Does the education have a role in active citizenship? This paper attempts to provide answers to these questions based on literature and international practices and opinions. The paper investigates the topic by using secondary information from researchers, practitioners and by showing some good examples in the field of active citizenship education. My paper demonstrates guidance for both researchers and for whom who would like to know more about the citizenship education. -------------------------------------------------- A tanulmany azt vizsgalja, hogy az oktatas hogyan tud hozzajarulni az aktiv allampolgarsagra neveleshez. Ahhoz, hogy az emberek aktivak legyenek a tarsadalomban, szukseg van ennek tanulasara. Korabbi kutatasok mar bizonyitottak, hogy egy olyan tarsadalom, ahol az allampolgaroknak lehetőseguk van beleszolni a korulottuk zajlo folyamatokba sokkal hatekonyabban műkodik es hosszutavon fenntarthatobb is. Kerdes, hogy az emberek hogyan es honnan tudjak megtanulni azokat a kompetenciakat, amelyek ahhoz szuksegesek, hogy aktivak tudjanak lenni? A tudas egyreszt jon a csaladbol, masreszt szukseg van az oktatasra is. A tanulmany arra keresi a valaszt, hogy az oktatasnak milyen szerepe van ebben a folyamatban. A tanulmany szekunder adatok felhasznalasaval elmeleti sikon vizsgalja a temat, mely mind annak kutatoi, mind gyakorlo szakemberei szamara hasznos iranymutatasokkal szolgalhat.

Youth citizenship is now on the international agenda. This paper explores what that concept might mean in the context of two African nations: Kenya and Ghana. Post independence, both countries focused on rethinking the colonial concept of citizenship in line with their political-cultural traditions, providing education for all youth and to encouraging new notions of national citizenship. Programmes for civic education were established that have been reshaped over the last fifty years. These citizenship education programmes display the tension between different political goals of national unity, economic progress and the promotion of human rights, working with diversity, and encouraging collective responsibility and individual development. The aim is to use the education of the citizen to encourage civic engagement although there is evidence that these programmes might not, for a variety of reasons, engage all young people into the nation building project. The paper considers evidence from a wide range of documentary and social scientific sources to open debate about how to encourage young people's citizenship within the project of poverty alleviation.

Reflete sobre pesquisa-ação realizada em escola de ensino fundamental, com a finalidade de minimizar conflitos na escola, focalizando principalmente o processo de construção de normas, etapa final, que envolveu alunos, pais, professores, direção e funcionários da escola, e discute os resultados referentes às reuniões realizadas anteriormente com os professores. O material – gravação das reuniões, diário de campo e relato de observações – foi analisado com procedimentos interpretativos. Como resultado significativo, aponta a abertura de espaço para o diálogo, possibilitando que todos os segmentos da escola participassem do processo de construção de normas e garantindo liberdade a todos para assumir posicionamentos e defender idéias. Palavras-chave: diálogo; formação da cidadania; construção de normas. Abstract This paper discusses the results of an action-research experience, performed at an elementary school, aiming at the reduction of conflicts in the school. The main focus of the paper was the process of building and defining of the school rules, which involved students, parents, teachers, staff and the school administration. We also discuss results of the meetings held exclusively with the teachers before the beginning of this process. The research material records of meetings with the teachers, interviews, and field diary was analyzed using interpretative procedures. The most significant result of the process of building of rules is that it creates a space for dialogue among the different segments of the school, assuring to all the liberty to have an opinion and advocate their own ideas. Keywords: dialogue; citizenship education; construction of rules.

This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts—a central issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The art of decision-making in complex contexts is to take scientific knowledge into account but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may support many students’ motivation to learn science and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and adaption and to empower them for wise decisions about societal and personal well-being.

Situated in debates on citizenship formation through higher education, this paper contributes to literature on policy processes and practices in the operationalisation of National and Strategic Studies, a citizenship education course in Zimbabwean teachers’ colleges. This is in order to evaluate the extent to which these practices and processes support the principles of human development which are linked to sustainability. This paper argues that a human development approach focusing on four values: empowerment, participation, sustainability and equity is significant in reimagining policy processes and practices that contribute towards learning for sustainable futures. Drawing on interview data of two mid-level policy stakeholders, from a qualitative research study, the results indicate that policy processes undertaken in the introduction and operationalisation of National and Strategic Studies do not reflect and uphold democratic principles contributing towards human development, social justice and hence sustainability. The contested democratic space in the broader context of the course has a bearing on the policy processes and practises adopted by policy stakeholders.

This paper scrutinises citizenship education in Turkey from the foundation of the Turkish Republic (1923) to the present and explores the extent to which it encourages inclusive or exclusive concepts of national identity and citizenship. In Turkey, where there are citizens belonging to ethnic and religious minorities, civic education plays a prominent role for promoting tolerance among citizens. Using framing questions from phase one of the International Association for the Educational Achievement's (IEA) research of Civic Education Across Countries, the civic education textbooks of Turkey are examined to determine the extent to which they promote democracy and human rights, make positive references to ethnic and religious minorities, and promote social cohesion. As Turkey was not included in phase one of the IEA study, the paper provides original information for comparative studies, reconsideration of citizenship education in multicultural societies and promoting an active national citizenry in Turkey. © 2012 Copyright Taylor and Francis Group, LLC.

Bildung und Erziehung 63 (2010) 3, S. 371-386, In diesem Beitrag soll dem Markt-Modell der freien Schulwahl eine Sichtweise gegenübergestellt werden, die in politischen Formen liberalen Denkens wurzelt. … Das Ziel des vorliegenden Beitrags besteht nicht in der Entwicklung einer Argumentation für oder gegen die Schulwahl, sondern darin, die Debatte darüber von der einseitigen Ausrichtung auf wirtschaftsliberales Gedankengut zu befreien. Die alternativen Konzeptionen sind mit dem Markt-Modell vereinbar, können aber unabhängig davon vertreten werden. Sie gehen von der Frage aus, wie mit dem faktisch vorhandenen religiösen, weltanschaulichen, kulturellen und pädagogischen Pluralismus in modernen Gesellschaften umzugehen ist. Die Idee der Schulwahl bietet eine mögliche Antwort auf diese Frage: Demnach sollen Eltern die Freiheit haben, über die schulische Bildung ihrer Kinder entsprechend ihren eigenen Wertvorstellungen zu bestimmen. Der in liberaldemokratischen Gesellschaften selbstverständliche Pluralismus in der familiären Erziehung soll auf den Bereich der Bildungsinstitutionen ausgedehnt werden. Die Toleranz gegenüber unterschiedlichen Familienkulturen und Erziehungsstilen soll zu einer Toleranz gegenüber unterschiedlichen Vorstellungen von Schule und Unterricht ausgeweitet werden. Eine Vielfalt an Bildungsinstitutionen, die auf unterschiedlichen pädagogischen, weltanschaulichen und kulturellen Grundlagen beruhen, wäre die Folge einer solchen Politik. (DIPF/Orig.), The idea of school choice is often discussed as a feature of market-based educational reforms. This paper presents a different perspective on educational choice: Starting from John Rawls' "Political Liberalism", political philosophers have developed arguments for choice that are based on the values of individual autonomy and tolerance. The views of these philosophers, however, diverge in important respects. The main points of dissent - which concern the relevance of civic values and individual autonomy - are discussed in this paper. As is shown in the last section, liberal core ideas might also be used to form an argument against school choice. (DIPF/Orig.)

This paper explores how the report Learning through Life exemplifies the dominant policy discourse on lifelong learning emphasizing strongly individual social mobility. The paper explores further how this functionalist and reductionist turn in (adult) education has come about and how concepts of democratic citizenship and education may create new perspectives on how to deal with important challenges of society today. © 2010 Taylor & Francis. ispartof: International Journal of Lifelong Education vol:29 issue:4 pages:487-502 status: published

This paper examines the association between the educational attainment of Filipinos and their values, attitudes and actions towards the environment using the World Values Survey (WVS) data for the Philippines in 1996, 2001 and 2012. The three approaches to environment education as discussed in the dissertation paper of Chi (2015) were used as the theoretical framework for this paper. These approaches are: education about the environment, education in the environment and education for the environment. Through appropriate tests of independence, like Chi-square Gamma, and Kruskal-Wallis, data revealed thatFilipinos’ educational attainment significantly influenced their values, attitudes and actions towards the environment. Specifically, those with higher education expressed more positivevalues and attitude towards the environment than those with lower education. The same was found true in taking actions for the environment. Ideally, all Filipinos must care for theenvironment, regardless of education. The findings that is opposite to this scenario callsfor the need to revisit Environmental Education in the Philippines. Transitioning from education about the environment to education for the environment is suggested. Further, subjects like social studies must strengthen citizenship education by incorporating lessons on the environment, especially on participation and taking actions.

In recent decades there have been increased calls for UK schools to develop a more European and global orientation in their pedagogy and curriculum, and to equip children and young people with post-national knowledge, skills, and dispositions. This paper examines some key problems in post-national conceptions of citizenship education, in order to develop a research agenda focusing on the contested nature of notions of post-national citizenship (with particular attention to European and global citizenship), and on the way these notions are understood as having competing claims in education. In examining these issues the paper explains the confused governmental agendas and commitments in relation to European and/or global citizenship education, and concludes by considering alternative theories of citizenship, curriculum, and pedagogy that may provide a deeper understanding of the associated issues and tensions. Although the paper relates directly to the UK, some of the debates have a wider significance.

Following some brief introductory remarks that make dear the data and literature that have been used to write this paper, there are four main sections. Firstly, there is a description of the courses relevant to citizenship education that are provided in a range of European institutions of high education. Secondly, there is a discussion about what those courses seem to suggest that students following courses in higher education need to know about citizenship. Thirdly, an argument is made for those who work within institutions of higher education to be particularly aware of the significance of two key issues: access to courses and the process which is appropriate for teaching and learning about citizenship. Fourthly, some recommendations are made about what could be done in a cross-European context so as to improve the possibilities of strengthening the potential of citizenship education. The paper concludes with a brief discussion of a number of tensions that may affect the development of citizenship education in Europe.

Educators invest serious effort in bringing their students to adopt the notions of the 'good citizen'. Based on the growing impact of informal learning through social media, especially when asking for online help in civic education assignments, previous studies called for investigating the role of online platforms as arenas of informal civic education. This paper takes up this gauntlet, analyzing inputs of American members of the Yahoo! Answers online community in response to students' queries concerning the definition of the 'good citizen'. The results show a passive and conformist concept of the 'good citizen' that corresponds with previous studies' findings about this image in educational programs and among pre-service teachers, contrary to formal statements regarding the goal of civic education. The paper suggests that there is a feedback loop between offline and online platforms concerning the 'good citizen', which calls for the attention of educators and researches.

A relationship between school history and notions of citizenship is evident in the Australian context. In this way, it is important to reflect on the nature of the subject of history (Körber, 2011) and how socio-political forces have impacted discourses relating to its aim and purpose (Goodson & Marsh, 1996). This paper seeks to consider how literacies are historically embedded in history (mandatory) syllabuses in New South Wales (NSW), and the implications of this for a conceptualisation of literacy that acknowledges the changing nature of communication, and as a result, participatory citizenship. Following the linguistic turn, and acknowledgement of the importance of language to social practice, a successful approach to literacy in secondary school contexts should consider the language and literacies required for specific subjects, rather than common or foundational areas of literacy (Lo Bianco & Freebody, 2001), as are often the focus of standardised literacy assessments. Positioned as a history of the present (Popkewitz, 2011), official curriculum documents are examined covering the period of the 1990s to the early 2000s, prior to the implementation of the first national curriculum. It was found that there was a distinct and explicit separation of notions of literacy and understanding in official curriculum, as well as presenting information communication technologies (ICTs) and literacy as distinct (and separate) competencies. It is argued that if history education is to contribute to active citizenship, there is a need to reconceptualise this idea to align with emerging civic practices of the twenty-first century.

The role of people and society is very important in children's growth, because with the education provided by parents and the community to instill value education and civic education. This paper is a qualitative research using literature review method, the data is then analyzed and studied inductively. The results of this study indicate that the role of people as first educators in the family environment has an influence on children's personality development and supports children's education. Meanwhile, the role of the community in value education and civic education is its role as the organizer and implementation of quality education in everyday life in society. However, an obstacle is an obstacle in instilling value education and citizenship education both in the family or community environment that does not support the formation of a value. The efforts of parents and society in instilling value education and civic education properly for children by realizing a culture of mutual cooperation, not littering, and reprimanding children for taking bad actions.

The main objective of this study is to evaluate Citizenship Education (CE) literature through systematic bibliometric analysis. The science mapping method was conducted to analyze data. Because CE is also studied with the names of social studies and civic education in the literature, articles related to these topics were included in the study. 4029 articles and proceeding papers that were obtained from the WoS database were analyzed. As a result of the study, it was revealed that number of publications has been dramatically increased in recent years. Moreover, Theory and Research in Social Education Journal was found as the most relevant source in terms of number of publications about CE. Furthermore, the study conducted by Westheimer and Kahne in 2004 was determined as the most influential source that has the most citations per year in the field. Finally, it was found that USA and UK are the most productive, most cited, and most collaborative countries in terms of scientific publications.

This present paper aims to compare the findings of the inspectorate audit reports to be carried out in Afyonkarahisar Province during the founding years of the Republic from 1930 to 1940 and then 2000 to 2010 in terms of similarities and differences of problems of elementary school students and possible solutions to those problems as stated in the inspectors' reports. This research was based on the reports of the inspectors who had carried out supervisory and inspectorate duties in the elementary schools. These reports were largely on the problems of elementary school students and about the ways to solve these identified problems. This survey was designed as a case study. The data was collected through the document analysis of inspectorate reports available in six schools. According to the results of the survey, the reports indicate a high degree of expectations from the students regarding the curricular content and behavioural objectives beyond the students' age-specific potentials in the years from 2000 to 2010. The citizenship education which was particularly emphasized during the 1930-1940 period was replaced with a heavy load of academic knowledge. On the other hand, reports indicate a trend towards the placement of heavier disciplinary measures in the legislations against the students.

This research analyzes how citizenship and communicative competences can be fostered through a task-based approach to language teaching. This paper proposes the design of a unit with social components as the main meaningful task for the teaching of the English language and for fostering citizenship competencies in A2 level learners. An action research method was used; data collection techniques included observations, diaries, interviews, and students’ artifacts. Findings report that tasks might foster English language use if those are designed by taking into account students’ context and interests. Furthermore, real-life tasks derived from contextual features can enhance civic engagement and promote values, which can be signals of citizenship.

This paper examines pedagogical responses to James Banks’s concept of failed citizenship, namely the structural factors that inhibit migrants and minorities from accessing fully functioning citizen...

Citizenship is generally understood as an adult experience. Being young is seen as a transitional stage between 'childhood' and 'adulthood ' where young people either learn about becoming adults or where they pass through certain 'rites of passage'. This paper draws on some of the findings from a larger project on citizenship and citizenship education experiences among student teachers in multi-ethnic Malaysia. This article attempts to explore the citizenship experiences through the student teachers participation during the community service placement and their understanding of good citizens in multi-ethnic culture. It also intends to explore the young generations’ point of view as being citizens of Malaysia, such as their rights and duties, how they perceived good and bad citizenship and how they understand the language of citizenship. In the spirit of ethnographic design, twenty eight multi-ethnic student teachers (year 2 and year 4) who enrolled into citizenship and citizenship education course in Sultan Idris Education University (SIEU) had been interviewed and observed at university and on placement. The data was analysed using a thematic analysis.The findings revealed that student teachers ‘lived citizenship’ marked comprehensive yet complex elements of citizenship. They have clear understandings of citizenship in ‘Malaysian way’ that pointed more towards communitarian than liberal or civic-republican citizenship paradigms. They drew clear distinctions between what it means to be a ‘good’ and a ‘bad ‘citizen’. They also underlined how everyday understandings of citizenship can have both inclusionary and exclusionary implications. Further study need to be done as some of student teachers faced difficulty articulating their rights than their responsibilities.

This paper explores the ways in which citizenship education is used in an effort to create particular kinds of citizens as part of a larger effort at nation- and polity-building. This paper addresses the purpose of citizenship education and its role in creating political subjectivities for citizens. We argue that policies and programmes often attempt to heal social divisions by fostering a common linkage between citizens and nation, but in ways that may be ineffective, and in some cases, deeply problematic. This argument is developed through a consideration of the ways in which different agents involved in citizenship education use their own experiences to develop and interpret citizenship education programmes. Through this, both the meaning and the teaching of citizenship may be reworked. This conceptual argument is supplemented through a consideration of citizenship education programmes in South Africa.

This article explores the tools and strategic options for policymaking of two European intergovernmental organisations in the area of citizenship education. The first section analyses the policy tools used to date, whereas the second section presents current global, political and education-specific challenges in the field. The third section investigates options for how the two organisations might develop their policymaking in future years with a view to formulating recommendations to enable these organisations to make the best use of the policy tools and resources at their disposal. Overall, the article suggests that both the Council of Europe and the European Union are facing significant legal and resource restraints – to a greater extent where the Council of Europe is concerned and to a somewhat lesser extent for the European Union – that limit their capacity to shape and enforce citizenship education policymaking at national levels. Both institutions therefore rely heavily on informational and, to some extent, financial and organisational tools to influence policymaking. Finally, the paper presents a set of clear and actionable goals for improving the power and impact of the informational and organizational policy tools at the disposal of both institutions.

This paper explores citizenship education in Egypt in the context of its current experience in liberal democratic change, especially after the amendment of Egypt's constitution, in March 2007, to include the principle of citizenship in its first article. The paper begins with exploring the meaning of citizenship, the relationship between citizenship and liberal democratic change and the emergence of citizenship education in traditional western democracies. Then it describes the Egyptian case in citizenship education with reference to its modern historical background. Finally it analyzes the effects of political, economic, and social circumstances in Egypt on citizenship education. The study shows that there is awareness of the importance of preparing good citizens for a new democratic society in Egypt; but citizenship education is still marginalized. Cet article explore l’enseignement de la citoyenneté en Egypte lors du changement démocratique libéral survenu après l’amendement de la Constitution égyptienne en mars 2007 qui a inclus les principes de la citoyenneté dans son premier article. Cet article commence tout d’abord par explorer ce que citoyenneté veut dire. Il cherche ensuite à analyser la relation qui existe entre citoyenneté et changement démocratique libéral et enfin à examiner l’émergence de l’enseignement dans les démocraties occidentales traditionnelles. Il décrit par la suite le cas de l’enseignement de la citoyenneté en Egypte tout en se basant sur ses origines historiques modernes. Il analyse enfin l’influence des circonstances politiques, économiques et sociales égyptiennes sur l’éducation de la citoyenneté. Cette étude démontre l’existence d’une réelle conscience quant à l’importance de préparer de bons citoyens pour l’avenir de la nouvelle société égyptienne, bien que cette éducation soit encore très marginalisée.

This paper employs a civic learning approach to discussing recent developments in citizenship education through an analysis of contemporary democratic thinking. By reviving Europe’s great democratic tradition in the sense of a liberal republicanist understanding of citizenship, it argues the case for the transformation of democratic norms into policy structures, educational initiatives and school curricula. Central to the analysis is the Council of Europe’s EDCHRE programme and the lessons to be drawn from this uniquely observed pan-European project that equips young people to participate actively in society and in daily school life. The paper makes an effort to present and evaluate various aspects of the Greek school curriculum that are relevant to the study. The general conclusion to be drawn is that citizenship education relates to the search for a ‘democracy of ideas’ in Pettit’s sense of the term that can link together two different incentives of civic learning: on the one hand, the notion of a participatory ethos at the traditional state level and, on the other, the practice of active citizenship alongside and even beyond that level.

This paper discusses the effects of the learning environment on an important and unique 21st century learning outcome—that of active citizenship, in contrast to more conventionally measured cognitive and attitudinal outcomes. In our study, we utilized a learning environment instrument, the Place-Based Learning and Constructivist Environment Survey (PLACES) with an integrated environmental studies program prepared for high school students in the Canadian context. Our research used a retrospective case study design to investigate how aspects of this unique learning environment are related to long-term, active citizenship outcomes as perceived by students from two previous student cohorts (N = 24 and N = 36) who were contacted several years after the culmination of the program. To access information about student perceptions, PLACES was implemented as part of a range of mixed methods which also included focus groups and interviews. This study is important because it links key aspects of the learning environment to long-term citizenship outcomes and is unique in that the data were collected five and eight years later as part of a longitudinal study. Our findings demonstrate that the learning environment and citizenship outcomes were closely linked, and that students’ perceptions as measured by the PLACES instrument (past and present) were remarkably stable across all dimensions. These findings further indicate significant and positive implications for future learning environments research.

The paper discusses the relationship between the social management of school (in)discipline and education for citizenship. Initially, it presents a literature review on school (in)discipline considering its possible genesis: the sociocultural viewpoint, the interaction between family and school, interpersonal conflicts and subjective elements. It argues that education for citizenship and human rights is a fundamental contemporary reference to approach school (in)discipline. It summarizes the National Plan for Human Rights Education’s proposals and considers its consequences for the approach of school (in)discipline. The paper says that citizenship education cannot be limited to pedagogical framework and transmission of information but it needs to be promoted as a social practice. Thus, the paper defends that school (in)discipline shall be approached by the model of social management, with an emphasis on citizenship and participation of the varied social actors involved in the field of education.

This introductory paper briefly discusses the pressing need for intercultural citizenship education in a human world made small, currently shut down due to a pandemic. We further argue for a renewe...

In response to the violence of our era and the vast movement of people around the globe, the author argues that effective social studies education should include an understanding ourselves within communities of shared fate collectively building strategies of civility. Through conceptual analysis, the paper supports arguments that citizenship education should be grounded in communities of fate, rather than a sense of shared identity as a member of a particular country. Shared fate is the idea that our lives are intertwined with others in ways we perceive and ways we cannot. Civility is elaborated as concrete strategies that support or make possible broad participation in the demos. Looking at citizenship through the lens of communities of shared fate changes how we think about belonging and our responsibilities to one another in our shared world. The author provides examples of early career educators’ moral commitment to teaching from a perspective of shared fate and as well as their concerns to link the conceptual work to concrete practices within elementary school classrooms.

In this paper, I explore some of the ways in which the notion of ‘home’ has been invoked in the context of ideas about belonging and nationalism in the wake of the recent EU Referendum in Britain. ...