Just published at
www.wwwords.co.uk/csee/
CITIZENSHIP, SOCIAL AND ECONOMICS EDUCATION
Volume 12 Number 2 2013 ISSN 1478-8047
Cathy Fagan. Editorial OPEN ACCESS
Penny Enslin & Carmen Ramírez-Hurtado. Artistic Education and the Possibilities for Citizenship Education
Ralph Leighton. Goal-Driven, Girl-Driven: citizenship education in an English independent school
Cheng-Yu Hung. A Critical Discussion of the Citizenship Curriculum in Taiwan and England: teachers’ voices on liberal and communitarian constructs
Karen Ragoonaden & Jessica Akehurst. A Canadian ESL Teacher in China: a stranger in a strange land
Sam Watson. An Exploration into the Teaching of Cosmopolitan Ideals: the case of ‘global citizenship’
Margareth Drakenberg & Therese Vincenti Malmgren. School Principals’ Perceptions of ‘Basic Values’ in the Swedish Compulsory School System in Regard to Bronfenbrenner’s Ecological Systems Theory
COMMENT
W. John Morgan. Ethics, Economics and Higher Education: a comment
CURRICULUM DEVELOPMENT AND CLASSROOM PRACTICE
Ghazal Kazim Syed. How Appropriate is it to Teach Citizenship through Main Curriculum Subjects?
BOOK REVIEW
PISA, Power, and Policy: the emergence of global educational governance (Heinz-Dieter Meyer & Aaron Benavot, Eds), reviewed by Alan Britton OPEN ACCESS
Access to the full texts of current articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription.
PERSONAL SUBSCRIPTION Subscription to the 2013 issues (this includes access to ALL PAST ISSUES) is available to private individuals at a cost of US$50.00. If you wish to subscribe you may do so immediately at www.wwwords.co.uk/
LIBRARY SUBSCRIPTION (institution-wide access) If you are working within an institution that maintains a Library, please urge them to take out a Library subscription so that we can provide access throughout your institution.
CALL FOR PAPERS For all editorial matters, including articles offered for publication, please contact the journal’s Editor Dr Catherine Fagan ([email protected]
In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please email the publishers at [email protected].
———————————————————————————————–
|
CONTENTS [click on author’s name for abstract and full text] |
|
| Cathy Fagan. Editorial, pages 60‑61 OPEN ACCESS http://dx.doi.org/10.2304/csee.2013.12.2.60 VIEW FULL TEXT
Penny Enslin & Carmen Ramírez-Hurtado. Artistic Education and the Possibilities for Citizenship Education, pages 62‑70 Ralph Leighton. Goal-Driven, Girl-Driven: citizenship education in an English independent school, pages 71‑85 Cheng-Yu Hung. A Critical Discussion of the Citizenship Curriculum in Taiwan and England: teachers’ voices on liberal and communitarian constructs, pages 86‑100 Karen Ragoonaden & Jessica Akehurst. A Canadian ESL Teacher in China: a stranger in a strange land, pages 101‑109 Sam Watson. An Exploration into the Teaching of Cosmopolitan Ideals: the case of ‘global citizenship’, pages 110‑117 Margareth Drakenberg & Therese Vincenti Malmgren. School Principals’ Perceptions of ‘Basic Values’ in the Swedish Compulsory School System in Regard to Bronfenbrenner’s Ecological Systems Theory, pages 118‑128 COMMENT CURRICULUM DEVELOPMENT AND CLASSROOM PRACTICE BOOK REVIEW
|
|
Artistic Education and the Possibilities for Citizenship Education |
| VIEW FULL TEXT | BACK TO CONTENTS LIST |
| Citizenship education and education in the arts are not usually regarded as related. In this application of normative political theory to the nature and purpose of creative and arts-based education, the authors argue that they share some of their basic features and can complement each other in practice. Distinguishing artistic education from aesthetic education, the authors take Iris Marion Young’s defence of communicative democracy as a framework for exploration and critique. This enables the authors to apply Young’s reservations about deliberation – understood as rational discourse that leads to the best argument winning – as an appropriate description of interaction between citizens and as a model for learning in citizenship education. Through selected examples, the authors show how Young’s notions of greeting, rhetoric, storytelling and gift-giving can foster forms of democratic citizenship, through the arts, which escape the dangers of the neo-liberal forms of citizenship implicated in an economy of exchange. |
|
Goal-Driven, Girl-Driven: citizenship education in an English independent school |
| VIEW FULL TEXT | BACK TO CONTENTS LIST |
| Numerous studies have identified the nature and effect of the various versions of the national curriculum for citizenship education in state schools in England. However, considerably less attention has been given to independent schools in England, even though they do not have to follow the national curriculum and their pupils will go on to play significant roles in society. Interviews were conducted with staff and pupils at one school, and relevant school documentation was scrutinised, in order to map and understand the place of citizenship education in one of England’s independent schools. The main purpose of the study was to gain some understanding of how independent school pupils perceive and are prepared for their roles as citizens of influence. |
|
A Critical Discussion of the Citizenship Curriculum in Taiwan and England: teachers’ voices on liberal and communitarian constructs |
| VIEW FULL TEXT | BACK TO CONTENTS LIST |
| This article compares the development of citizenship education (CE) in Taiwan and England, as well as teachers’ perceptions about the liberal and communitarian constructs underpinning the curriculum in both countries. Due to distinct social and political environments, the Taiwanese and English CE curricula demonstrate an interesting contrast. Until 1987, the Taiwanese curriculum grew under an authoritarian regime which had implemented the citizenship curriculum in 1945; in England, however, CE was not added to the school timetable until 2002, after a long debate about the controversial and potential influence of the subject. This article first offers an overview of the development of CE in Taiwan and England. Following this preliminary understanding, interview accounts with 20 CE teachers are included to share insights based on actual practical experience. The English curriculum leans towards a communitarian type of ‘active citizenship’, but teachers in England mention a gap between the theory and practice. In addition, reservations about the existence of the assumed ‘common values’ underlying the communitarian construct are dealt with. In contrast, social and political participation is not perceived as a goal that is emphasised in the Taiwanese curriculum. Taiwanese CE sides with the ‘liberal construct’, but is criticised by some in Taiwan for ignoring moral values and character-building. It is also observed that both curricula use a ‘deliberative democracy’ approach to compensate for the shortcomings in curriculum construction. For a comparative study such as this, weaving both cases together demonstrates how each curriculum could derive inspiration from the other. |
|
A Canadian ESL Teacher in China: a stranger in a strange land |
| VIEW FULL TEXT | BACK TO CONTENTS LIST |
| Through a self-study of teacher and teacher education practices, this article explores cultural discontinuities between Canadian teachers and Chinese students enrolled in Canadian offshore schools. The methodology of self-study provides a means to think about, understand and develop teachers’ practice in contexts where intercultural diversity impacts on best practice. Strategies and techniques to ameliorate teacher–student interaction, conceptions of teaching and learning, assessment norms, and voluntary and involuntary plagiarism are discussed. The strategies and techniques presented have the potential to contribute to the development of culturally relevant teaching pedagogy which aims to negate cultural discontinuities between teachers and students. |
|
An Exploration into the Teaching of Cosmopolitan Ideals: the case of ‘global citizenship’ |
| VIEW FULL TEXT | BACK TO CONTENTS LIST |
| This article examines why we should continue to teach based upon cosmopolitan ideals, despite the shortfalls of global citizenship as a concept. The author first defines and critically engages with both cosmopolitanism and global citizenship, before identifying where these concepts originate from and tracking their progression throughout time. The article then discusses the different views and values attached to each of these concepts, aiming to distinguish what differences there are between the two. Simultaneously, the author uses examples both from academic literature and his own experiences to date in order to place the theory of these two concepts within the context of modern-day life. Ultimately, however, the author argues to highlight the practical differences which separate cosmopolitan ideals and global citizenship as a concept, concluding that global citizenship fails to take our local context into account, and thus serves as a contradiction to our immediate epistemologies. |
|
School Principals’ Perceptions of ‘Basic Values’ in the Swedish Compulsory School System in Regard to Bronfenbrenner’s Ecological Systems Theory |
| VIEW FULL TEXT | BACK TO CONTENTS LIST |
| The purpose of this study is to compare how Swedish school principals understand basic values that are important in fulfilling the Swedish national curriculum, Curriculum 1994 (a new curriculum, Curriculum 2011, which came into operation in autumn 2011, has only minor differences compared to the common text in Curriculum 1994), considering Bronfenbrenner’s ecological systems theory. Two rounds (in 1998 and 2009) of somewhat different interview questions were conducted in the southern part of Sweden, and the data analysis technique of content analysis was chosen. The main results show a need to add levels into the original Bronfenbrenner ecological systems theory regarding basic values in the Swedish compulsory school system. |
|
Ethics, Economics and Higher Education: a comment |
| VIEW FULL TEXT | BACK TO CONTENTS LIST |
| This comment was given to an international panel on the economics of education at the invitation of the Beijing Forum, China, on 3 November 2012. It was published in Chinese in Volume 11, 2013, of the Peking University Education Review. It considers the connections between ethics, economics and policy towards higher education, using a number of perspectives. It concludes that social choices will rely on the application of both economic and ethical theory if social harmony and cohesion are to be maintained; and that the development of an educated population through policies which are economically sustainable and socially just, and with the university as an essential public good, is a key to this. |
|
How Appropriate Is It to Teach Citizenship through Main Curriculum Subjects? |
| VIEW FULL TEXT | BACK TO CONTENTS LIST |
| In this article, the author argues that it is more appropriate to teach citizenship through other subjects than to limit it to one statutory subject. The author’s argument is based on three important issues. The first issue is that citizenship, being an aim of education rather than a means, deserves to be part of the whole curriculum. This is to say that citizenship is one of the most important purposes that education should serve, and thus this purpose of education should not just be limited to one way of achieving it, like an ordinary subject. The second argument is that citizenship should not be confined to the limits of one subject, as it is much more beneficial for the nature of the subject to be taught in collaboration with different subjects, such as history, English, science and geography. There are many different useful ways of teaching citizenship which would be at stake if it is limited to one particular subject. This leads to the third argument that citizenship should not be limited to a single subject as it involves many risks and problems that can be resolved through a cross-curricular thematic approach. It highlights issues such as the lack of resources, staff and training. The article concludes that there is a strong case for teaching citizenship through other subjects. |
© SYMPOSIUM JOURNALS Ltd
PO Box 204, Didcot, Oxford OX11 9ZQ, United Kingdom
[email protected]
www.symposium-journals.co.uk
0 Comments