Search

Purpose: This paper compares citizenship education in Singapore and Australia. While discussions have been made about education and neoliberalism, few have explored the direct connections between citizenship education and neoliberalism. Approach: Though a discussion of country contexts, citizenship education policies and curriculum, "Character and Citizenship Education" in Singapore and "Civics and Citizenship education" in Australia are examined to explore the meanings of "Character education" and "Civics education" and their connections with "Citizenship education". Findings: The distinct use of terms for citizenship education suggests that the two countries hold different citizenship ideals. Set within the context of globalisation, the paper argues that some approaches towards citizenship education can inadvertently work towards supporting the goals of neoliberalism, which can be at odds with the classical tradition of democracy.

As the result of an increasingly technologically "connected" world, citizens are finding it difficult to effectively exercise civic responsibilities in relation to global issues such as climate change, poverty, and warfare (Tully, 2009). New understandings of the concept of "citizenship" are being extended beyond traditional views of country, continent or region to inform the development of "global citizenship." In an attempt to develop a definition for this concept, UK OXFAM (1997, p.1) suggested more than a decade ago now that a 'global citizen' is someone who: (1) is aware of the wider world and has a sense of their own role as a world citizen; (2) respects and values diversity; (3) has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally; (4) is outraged by social injustice; (5) is willing to act to make the world a more equitable and sustainable place; and (6) participates in and contributes to the community at a range of levels from the local to the global. Constructions of childhood, early childhood education practices, and approaches to early childhood education all lead to understandings about the "child as citizen." Children in classrooms around the world are engaged in learning which focuses on civic responsibility, including many of the aforementioned characteristics of a global citizen, from a very young age. However, the notion of young children being global citizens is new and somewhat intriguing; given childhood experiences often focus on the near environment of home, family and a limited range of settings in which they interact. Existing research indicates that education about global citizenship and social responsibility is a key element to an effective early years education program which may contribute to a child's level of civic engagement as a young adult and beyond (France, Freiburg, & Homel, 2010; Moss, 2006; Rogoff, 2003). However, previous research has not focused on uncovering the lived experiences of young children in relation to global citizenship. Therefore, studies of young children's lived experiences as global citizens have the potential to provide a significant contribution to the existing literature in early childhood education, as well as the areas of democracy, social rights and distributive justice. Currently in Australia, children enrolled in pre-school education settings are exposed to social and emotional learning and development opportunities as part of the early childhood education and care policy reform agenda (National Quality Framework). This is promoted through the implementation of a federal government policy framework, Belonging, Being and Becoming: The Early Years Learning Framework for Australia (Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments, 2009) also known as the Early Years Learning Framework (EYLF). Underpinning this, an investigation into young children's experiences as 'active and informed citizens' addresses Goal 2 of the Melbourne Declaration on the Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), 2008, p. 10), that is, that "[A]ll young Australians become successful learners, confident and creative individuals, and active and informed citizens". This paper presents findings from an Australian study undertaken in 2012 using Giorgi's (1985) approach to seek a range of children's viewpoints by capturing lived experiences (Twigg, 2011). Data from the study reveal a number of essential themes related to the phenomenon of young children's lived experiences as global citizens. For this paper, five of the essential themes reflecting the general descriptions of the phenomenon under investigation will be explored, these being that: (1) children's social experiences are important and memorable; (2) children are cognizant of differences and similarities between people living in various countries around the world; (3) children make thoughtful decisions about friendship based on social behavior; (4) children are experienced technological users who are aware of safety rules; and (5) children act as informed consumers who make judgments about sharing, spending or saving resources, such as money. In addition to the presentation of findings from the study, this paper considers how global citizenship can be cultivated in a range of early years settings more broadly. Literature on children's rights and global citizenship in the early years is provided. Examples from the study participants are used to articulate different approaches to global citizenry in the Age of Technology (Bahr & Pendergast, 2007) for young children. The paper concludes with a summary and musings on "effective membership" for consideration.

Human rights activists aim to create social and political change. This article analyses the factors which influence and motivate human rights activists in Australia to want to be a part of this movement. Human rights education is an important part of activism. The pedagogy about, through and for human rights education was used in this study to assess the processes that the activists engaged in prior to and through the experiences of their activism. The findings demonstrated that these human rights activists were motivated to be justice-oriented citizens by altruism, often through the influence of their families rather than their schooling. Some participants also experienced political socialisation through their families when they were children, which enabled them to have knowledge and agency as human rights activists. The study also found that belonging to a non-governmental organisation was an important part of maintaining the motivation of human rights activists. [Paper presented at the International Conference on Human Rights Education (ICHRE) (9th, Sydney, Australia, 2018).]

While active citizenship education programs are assumed to have positive benefits for the active citizenship practice of participants (UNESCO, 2009, p. 4), there is actually little evidence that programs do (de Weerd, Gemmeke, Rigter & van Riji, 2005, p. vii). This paper discusses a research project that aimed to determine and increase the impact of an active citizenship education program that incorporates education for sustainability principles. The inquiry's findings showed that while the program developed in graduates the active citizenship characteristics desired by Australian governments, graduates encountered significant systemic blocking factors related to power relations when they attempted to put what they had learned during the program into practice. The findings also highlighted the risk of the program producing a cohort of 'expert citizens'. To address these findings and improve the interactions and working relationships between program graduates, paid community workers and other community members, a new program has been developed that is informed by complexity and adult education planning theory. This new program recognises active citizenship as a 'wicked' problem, takes a systemic innovation approach, incorporates a participatory budgeting process, and supports participants to pass on their skills and knowledge to other community members.

In the current political economic dispensation, it is important to revisit the opportunities for citizenship, cooperative, and public economics and the responsibility of economics teachers. In doing so, it is essential to analyse the nature of the dominant pedagogical philosophy of individualism, probe what alternatives could be embraced, investigate whether citizenship is a superior compass, and ascertain how students respond to alternatives. The case study reported in this paper demonstrates not only that individualism is problematic but also that citizenship, public and cooperative economics have much prospect of success. Students who are enrolled in economics subjects could show substantial awareness of social justice and, based on their own account, that awareness could be increased. Overall, students appreciate the opportunity to challenge the status quo. If so, citizenship and cooperative economics have a place in the study of economics -- contrary to the widely held view that they are irrelevant. It is the responsibility of teachers to expose the ideology of this impossibility view, emphasise the possibilities for cooperative economics and citizenship, and empower students to question and become citizens.

This paper describes some of the drivers for "education for sustainability" that exist in universities and also explores some of the rationales that underpin higher education's reluctance to engage more formally in education for sustainability. It attempts to provide a balanced commentary on the role and capability of higher education in promoting environmental sustainability to students. Because the paper is grounded in higher education learning and teaching discourse it starts by interpreting the term "education for sustainability" for a broad higher education audience and situates concepts of sustainability within domains of higher education learning and teaching. The paper focuses on Australian and New Zealand universities but introduces developments from around the world for comparative purposes.

Democratic citizenship education in the information age must concern itself with the goal of nurturing future generations with the capacity to make appropriate use of the changes driven by the advances of ICTs so as to activate political and social democracy. Using Australia and South Korea as case studies, this paper discusses the role that citizenship education can and/or should play in producing democratic citizens in the information age. This paper analyses and compares the recent curricula and educational policy developments in citizenship education in Australian and South Korea. More specifically, the paper attempts to identify what implications the advances of ICTs have and what future tasks they impose for the field of democratic citizenship education. (Contains 6 endnotes.)

In democracies such as Australia and New Zealand, education policy increasingly seeks to foster active citizens who are committed to social justice and change. Whilst many aspects of these initiatives are to be applauded for their commitment to empowering young people, in this paper we describe some of the ambiguities that attend young people's experiences of civic engagement and active citizenship. In doing so, we draw on Isin's (2008) reconceptualization of citizenship as something that is, above all, performed or enacted. Isin's focus is upon "acts of citizenship" which he argues are best understood by examining their grounds, effects and consequences. Drawing on illustrations of young people's global and local citizenship actions in schools in Australia and New Zealand, we examine some of the contradictions and tensions that lie within the enactment of such "performed" curricula. We conclude by reflecting on the opportunities that exist within school and community spaces for the active citizen to perform acts of citizenship.

This paper explores persuasive writing and what more might be done to help equip young people with the written literacy tools to be effective participants in civic activism. Firstly, we argue from an Australian (and Tasmanian) context that there may be merit in teachers and students re-visiting some of the advice from classical rhetoric around the discovery of arguments. Secondly, we analyse challenges that 14 year old students face in responding to Australia's national literacy tests which include a persuasive writing task--and exemplify this section with evidence drawn from a data source of outstanding student responses. We conclude by critically reviewing and augmenting the literacy strategies suggested in a representative citizenship education teaching text, and suggest a tentative stepped model for supporting high quality persuasive writing in the context of active citizenship and democratic engagement.

Citizenship education is widely acknowledged as a necessary part of the school curriculum for various reasons. For young people, it is assumed that citizenship can best be learnt through the school curriculum. This means that teachers need to thoroughly understand what citizenship means and how to pass this knowledge on to students. This paper examines the nature of civics and citizenship education offered in the social sciences teacher education program at a teacher education institution in Australia. It analyses ten social science subject syllabuses to find out how pre-service teachers are trained about teaching citizenship education in schools when they graduate. Findings show that a multiple conception of citizenship and a cross-curriculum integration model are adopted in the ten subjects. The study recommends a stand-alone offering of citizenship education at the teacher education level. (Contains 4 tables.)

Recent surveys have indicated a worryingly low level of support for democracy among Australian youth and around the world. For example, in the 2017 Lowy Institute Poll, 36% of Australians indicated that, in some circumstances, a nondemocratic government is preferable. Such concerns, while hardly new, have triggered calls for more civic education and civic involvement. Linked to these concerns are discussions about the way new media (including mobile accessibility, the internet, and social media) is reshaping our understandings of public participation in democracy, especially the way that we conceive of the public sphere. Schools are often seen as important sites for the development of civic values in democratic countries. Having the skills and knowledge to navigate the public sphere in a critical way as well as contribute to it meaningfully is an important part of any activist approach to citizenship education. This paper presents one such example of radical citizenship education, Justice Citizens, and presents a framework that fellow critical educators might use to encourage young people to contribute to the public sphere not as citizens-in-waiting but as justice-oriented citizens.

Civic and citizenship education is a component of the school curriculum in all nation states. The form it takes, its purposes and the way in which it is implemented differs from jurisdiction to jurisdiction. The pressures of globalization in recent times have meant that citizenship has increasingly come to be seen in global terms brought about by processes such as transnational migration, the homogenization of cultural practices and the development of supranational groupings that often seem to challenge more local versions of citizenship. Despite these pressures, the key responsibility for citizenship continues to rest with nation states. This paper will review issues relating to a more globalized citizenship and outline the strategies that nation states might adopt to ensure they remain capable of creating an active and engaged citizenship.

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.

This paper evaluates a 20-item assessment of citizenship literacy in an adult sample comprising 179 persons of English-speaking and non-English speaking background. The results indicated that the assessment was internally consistent and that as expected it distinguished English-speaking from non-English speaking participants. The pattern of answers provided an initial, albeit partial, understanding of what might constitute citizenship information but it also highlighted some limitations. The assessment failed to tap the ability levels of those with higher knowledge. Nevertheless, the results also indicated some deficits in adult general knowledge. The potential failure rate even with a cut-off point of 60% correct was quite high. Just over one-in-five failed to pass. The results have implications for the proposed revisions to the Australian Citizenship Test. (Contains 4 figures and 1 table.)

In this essay, the author examines how two groups of undergraduates, from Australia and the United States, negotiate their national and global identities in the context of studying abroad. In doing so the author demonstrates the nuances of "global citizenship" as it is actually experienced. Drawing on Craig Calhoun's (2002) scholarship on national identity and Martha Nussbaum's (2002) philosophical framework of global citizenship, the author argues for a more complex understanding of the dynamics of nation and globe and for a paradigm of "global citizenship" grounded in critical self-awareness, mutual respect, and reciprocity. This is not to suggest, however, that the author is advocating one simple model or paradigm of "global citizenship" which can be universally applied. Instead, the author proposes that global citizenship is inflected differently in diverse national contexts, as the contrasting experiences of the Americans and Australians abroad demonstrate. (Contains 1 note.)

Previous scholarship has outlined possible models of civics education but have neglected to provide frameworks for evaluation of the way such educative programs contribute to ongoing active citizenship amongst the participants. This paper explicates a framework that can be used to analyse how effectively programs are developing active citizenship and activism amongst the participants, especially with a view towards their ongoing participation in civil society. Such a framework will be of use to practitioners seeking to analyse their programs, as well as policy makers interested in developing new programs of civics and citizenship education, or evaluating existing ones. Foregrounding the research in the context of civics and citizenship education in Australia, I illustrate the development of the framework through an activist education program, Justice Citizens, which took place in a Western Sydney high school. "Justice Citizens" is a useful example to examine the efficacy of the framework; it was a student-centred film voice project that required students to engage with issues in their local community.

In recent years, Australian universities, like many in other countries, have been increasingly driven by the values of commercial enterprise. A key consequence has been the growing emphasis on the kinds of vocational education likely to attract large enrollments and be financially profitable. In strengthening such programs (and related research), universities have been whittling down their involvement in what has traditionally been known as liberal education. Of course, what has been done under that rubric has often been deficient. In a book published in 1997, Martha Nussbaum presents a strong and interesting argument on what the characteristics of liberal education should be, and why it should hold a central place in the work of universities. She discusses examples of various programs in American universities that illustrate how the essential features of liberal education can be embodied. This article focuses on the general features she identifies as defining liberal education. [For "Cultivating Humanity: A Classical Defense of Reform in Liberal Education," see ED415738.]

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. [ABSTRACT FROM AUTHOR]

The global financial crisis has impacted upon the way of life of young Europeans with great severity. Across most European countries youth unemployment has remained stubbornly high for many years, compounding the effects of the crisis on the social and psychological well-being of young people. Given that crises are highly likely to occur in the future are there ways to help prepare young people to build resilience to meet an unpredictable future? For a long-term approach to building youth resilience the role of the school is highly significant. Consequently this article asks - what are the elements in a school curriculum that can build resilience for times of crisis? The article explores the case of the Australian Curriculum: Civics and Citizenship as a possible approach to building resilience amongst school students. The curriculum identifies knowledge, skills and values that students may acquire through this curriculum that build resilience. [ABSTRACT FROM AUTHOR]