Search results for: Citizenship education
Page 2/3 21 items
In this article, the author argues that a socially just and effective citizenship education means including and understanding the historical and political contexts of Indigenous Americans. The author also maintains that schools and teachers have the responsibility for students' exposure to and understanding of the complexity of the United States', politically based past and present relationship with and responsibility to tribal nations and their citizens is exposed.
Updated: Jan. 25, 2012
Citizenship and Self-Determination for Individuals With Cognitive Disabilities: The Interdependence of Social Studies and Special Education
This article examines the ways to implement citizenship education in educational settings for individuals with cognitive disabilities. For their successful integration into society as contributing citizens, individuals with cognitive disabilities need self-determination skills such as autonomy, making choices, and self-regulation to be infused throughout their curriculum, and they should begin learning such skills as early as possible.
Updated: Jan. 25, 2012
The current paper explores how educators use film to promote critical thinking and develop citizens of character through values analysis. This article provides a model for using film to teach students to be citizens of character are provided for teachers interested in incorporating this approach into their classroom instruction. The authors conclude that teaching students to critically examine and analyze films will empower them to rationalize and defend their values, and allow students to deeply think about what it means to be an effective citizen in the 21st century.
Updated: Jan. 10, 2012
This historical study traces the influence of John Dewey on the discourse of civic and social education during the formative years of the progressive education movement by focusing on the received Dewey. The author focuses qualitatively on the various ways in which Dewey was cited and used by leading and lesser-known civic and social educators during the formative years of the American curriculum, with particular focus on uses of Dewey to support social efficiency and social justice. In the tradition of historiography, the findings are reported in a chronological narrative.
Updated: Oct. 23, 2011
In this article,the authors focused on the civic learning experiences of high school students in two different communities to explore two interrelated ideas: 1. The power of congruence to encourage feelings of civic efficacy in youth. 2. The deep complexities of disjuncture for the civic learning experiences of youth. This project revealed both how civic action research can facilitate the connection between the curriculum and students' lives and how there are complexities in making such connections. Furthermore, congruence and disjuncture profoundly shaped these students' civic learning experiences.
Updated: Apr. 10, 2011
This paper examines the International Civic and Citizenship Education Study (ICCS). In particular, the article focuses on the European Union’s (EU’s) involvement in the regional portion. Using the ICCS, the EU actively combines hard measures with soft power, allowing the EU to define and steer cross-national rankings of values of EU citizenship.
Updated: Jan. 25, 2011
In this article, the author draws on qualitative research conducted with Palestinian American high school students to explore school as a key site for nation building. The author describes how U.S. nationalism and national identities are produced collectively within and through everyday racialized and gendered discourses and practices inside one school. Furthermore, the author examines the ways these productions of everyday nationalism articulate with U.S. imperial ambitions in relation to the war on terror. The author argues that legal citizenship did not protect the Palestinian American youth in this study from being seen and treated as outsiders. The authors concludes with recommendations for educating teachers.
Updated: Nov. 23, 2010
Toward a Sexual Ethics Curriculum: Bringing Philosophy and Society to Bear on Individual Development
In this article, the author reviews the recent history of sexuality education battles. The author criticizes both Abstinence Only Until Marriage (AOUM) and Comprehensive Sexuality Education (CSE) curricula. Furthermore, the author discusses how, in CSE's accommodation to AOUM objections, ethical dimensions of sex education may have been neglected in favor of evidence-based practice.
Updated: Jul. 13, 2010
This article challenges the idea that the guarantee for democracy lies in the existence of a properly educated citizenry and argues that we should shift our attention from questions about the conditions of democracy to questions about the nature of political existence. The argument is developed through a critical discussion with the work of Hannah Arendt. The main conclusion of the article is that democratic education should not be seen as the preparation of citizens for their future participation in political life. Rather, it should focus on creating opportunities for political existence inside and outside schools.
Updated: May. 25, 2010
Are We Preparing Young People for 21st -Century Citizenship With 20th-Century Thinking? A Case for a Virtual Laboratory of Democracy
The author suggests that in order to prepare young people for online civic participation, a publicly supported virtual laboratory of democracy should be created. Such a laboratory will enable young people to become socialized to an online civic society and to learn how to act—in a civic manner—upon issues of importance to them and the larger society.
Updated: Mar. 02, 2009