Citizenship Education In A Divided Society
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| Author | : Elizabeth Anderson Worden |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : Citizenship |
| ISBN | : 9781032269122 |
"This book examines the possibilities and realities of promoting citizenship, peace, and reconciliation through schooling in divided and post-conflict societies. With specific attention to the case of Northern Ireland and the Local and Global Citizenship (LGC) initiative, it investigates the faltering progress to develop and teach school curricula aimed at promoting citizenship as well peace, tolerance, and mutual understanding, despite the considerable investment of financial and human resources. Following an overview of the scholarship on citizenship education, the author provides a broad social and political historical context within which to understand the educational reforms and changes that have taken place in Northern Ireland, highlighting various education initiatives of the 1970s, 1980s, and 1990s that sought to foster understanding of 'the other' and promote reconciliation. The book's focus then shifts to the implementation of the LGC in 2007, analyzing the obstacles that have impeded its success, ranging from teacher agency to wider policy and implementation to competing purposes of education, revealing larger challenges and opportunities for teaching citizenship. A concluding chapter reflects upon what we can learn from the LGC's implementation, highlighting other initiatives that have introduced new approaches to bring young people together. As such, this book will appeal to scholars and students of education studies with interests in citizenship education, peace studies, educational policy and curricula and practice"--
| Author | : Elizabeth Anderson Worden |
| Publisher | : Taylor & Francis |
| Total Pages | : 164 |
| Release | : 2022-12-30 |
| Genre | : Education |
| ISBN | : 1000831825 |
This book examines the possibilities and realities of promoting citizenship, peace, and reconciliation through schooling in divided and post conflict societies. With specific attention to the case of Northern Ireland and the Local and Global Citizenship (LGC) initiative, the book investigates the faltering progress to develop and teach school curricula aimed at promoting citizenship as well as peace, tolerance, and mutual understanding. Following an overview of the scholarship on citizenship education, the author provides a broad social and political historical context within which to understand the educational reforms and changes that have taken place in Northern Ireland, highlighting various education initiatives of the 1970s, 1980s, and 1990s that sought to foster understanding of "the other" and promote reconciliation. The book’s focus then shifts to the implementation of LGC, which began in 2007. Despite initially strong political support and a considerable investment in terms of financial and human resources, LGC has had limited impact. The book analyzes the obstacles impeding its success, which include marginalization within the curriculum and competing conceptions of the purpose of education. A concluding chapter reflects upon what we can learn from LGC’s implementation and highlights innovative recent initiatives to bring the young people of Northern Ireland together. This book will appeal to scholars and students of education studies with interests in citizenship education, peace studies, educational policy, and curricula and practice.
| Author | : Helen Hanna |
| Publisher | : Springer |
| Total Pages | : 273 |
| Release | : 2019-06-29 |
| Genre | : Education |
| ISBN | : 3030211479 |
This book explores the rights held by young people in the citizenship education classroom in the divided societies of Northern Ireland and Israel. Against the backdrop of a long history of protracted conflict and division, the author analyses how international rights obligations are reflected in the contested citizenship education curriculum in secondary schools. Drawing upon extensive qualitative data as well as policy and curriculum documents, the author reveals that understandings of education rights can be oriented around three themes – minority group representation in the curriculum, dealing with difference through pedagogy, and preparing young people for life in a (divided) society. This can be mapped onto the 42-A rights framework where education should be ‘acceptable’ and ‘adaptable’. However, the variety of interpretations held by participants raises questions regarding the ‘universality’ of international frameworks for education rights, and the workability of such frameworks in the national and divided contexts. While the contexts of Northern Ireland and Israel have much in common, they are rarely compared: this book will show that their comparison is as relevant as ever, as issues of identity continue to affect everyday school life. This book will be of interest to citizenship and history education scholars, as well as those who are concerned with the application of international human rights law.
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 355 |
| Release | : 2022-02-14 |
| Genre | : Education |
| ISBN | : 9004512748 |
Conceived through collaboration by activist academics from Israel and Northern Ireland, this book draws from experience to offer practical and theoretical insights and programs for promoting activist pedagogy for shared learning and shared life in divided societies.
| Author | : Serhiy Kovalchuk |
| Publisher | : Routledge |
| Total Pages | : 165 |
| Release | : 2020-06-09 |
| Genre | : Education |
| ISBN | : 1000024105 |
This book examines the issues of theorizing citizenship education research in non-Western societies that have embarked on democratic development after the fall of authoritarianism and colonialism. Despite a proliferation of studies on citizenship and citizenship education in non-Western contexts, there has been limited theorization of this research and little discussion of the applicability to such contexts of Western theoretical frameworks. This volume addresses these issues through empirical case studies of citizenship conceptions, practices, and education in South and West Africa, Latin America, Central Europe, and the Middle East. The contributors to the volume call into question the uncritical application of Western theoretical frameworks to non-Western societies and advocate for the development and wider application of new paradigms rooted in local processes and indigenous knowledge to better understand and theorize citizenship and citizenship education in such societies. This volume will be of interest to scholars, researchers, and practitioners working in the field of comparative and international citizenship education. It was originally published as a special issue of Compare: A Journal of Comparative and International Education.
| Author | : Alan Smith |
| Publisher | : |
| Total Pages | : 163 |
| Release | : 2003 |
| Genre | : |
| ISBN | : |
| Author | : James A. Banks |
| Publisher | : |
| Total Pages | : 739 |
| Release | : 2017-06-23 |
| Genre | : Education |
| ISBN | : 0935302654 |
This groundbreaking book describes theory, research, and practice that can be used in civic education courses and programs to help students from marginalized and minoritized groups in nations around the world attain a sense of structural integration and political efficacy within their nation-states, develop civic participation skills, and reflective cultural, national, and global identities.
| Author | : Hubert J.M. Hermans |
| Publisher | : Routledge |
| Total Pages | : 196 |
| Release | : 2020-12-29 |
| Genre | : Education |
| ISBN | : 1000283704 |
The core message of this educational book is that democracy is, more than ever before, in need of the personal contribution of engaged citizens. Democracy is viable only if it is rooted in the hearts and minds of citizens who feel responsible not only for their own well-being, but also for the quality of social relationships in a society with marked differences in race, religion, culture, and gender. Three basic features define personalized democracy: A critical attitude not only towards others but also towards oneself; learning not only from others but also from oneself; and participation in society with attention to the contradictive nature of one’s own mind. The authors emphasize that the development of personalized democracy and global citizenship requires participation at different identity levels: I as individual, we as members of social groups, we as part of humanity, and we as part of the earth. Written for future teachers at secondary level, the book contains dialogical self theory, research and a wide range of exercises.
| Author | : Grant Reeher |
| Publisher | : Rowman & Littlefield Publishers |
| Total Pages | : 282 |
| Release | : 1997 |
| Genre | : Political Science |
| ISBN | : 9780847683666 |
This book addresses the challenge of education for citizenship at a specific, concrete level. It offers examples of efforts to create among our students a new set of what Tocqueville called mores or culturally defining 'habits of the heart' which will enhance citizenship, foster a sense of connectedness to a community stretching beyond the university, and ultimately, support the practices, basic values, and institutions necessary for the democratic process.
| Author | : James Arthur |
| Publisher | : SAGE |
| Total Pages | : 593 |
| Release | : 2008-07-01 |
| Genre | : Education |
| ISBN | : 1446206777 |
This handbook brings together new work by some of the leading authorities on citizenship education, and is divided into five sections. The first section deals with key ideas about citizenship education including democracy, rights, globalization and equity. Section two contains a wide range of national case studies of citizenship education including African, Asian, Australian, European and North and South American examples. The third section focuses on perspectives about citizenship education with discussions about key areas such as sustainable development, anti-racism, gender. Section four provides insights into different characterisations of citizenship education with illustrations of democratic schools, peace and conflict education, global education, human rights education etc. The final section provides a series of chapters on the pedagogy of citizenship education with discussions about curriculum, teaching, learning and assessment.
