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- Volume 16, Issue 3, 2021
Citizenship Teaching & Learning - Citizenship and Democratic Education in the Time of Rising Nationalism: Theory, Research and Practice, Oct 2021
Citizenship and Democratic Education in the Time of Rising Nationalism: Theory, Research and Practice, Oct 2021
- Editorial
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- Articles
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The university and the crisis of twenty-first-century citizenship: Towards a global citizenship education to disrupt populist nationalism
Authors: Jason Nunzio Dorio, Amy Pojar and Yuqing HouThe global resurgence of populist nationalism (PN) is grounded in divisive identity politics, affirms commitments to oppressive systems and provokes a crisis of citizenship. With universities being a significant battleground of this contention, the anti-globalist fervour towards xenophobia and against global ideologies and institutions has significant implications for critical possibilities of global citizenship education (GCE). However, research on how institutions are responding to PN, and how critical GCE programmes and pedagogies can disrupt exclusionary, violent forms of nationalism are limited. This study uses critical discourse analysis of 30 GCE programmes and asks: to what extent are discourses within university GCE programmes oriented to promote the disruption of the resurgence of PN? Findings indicate that most GCE programmatic discourses are not well oriented to promote the disruption of PN. Therefore, the article offers possible questions to consider when centring the disruption of PN in transformative models of GCE.
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The meanings of Blackness: Belonging and exclusion among African immigrant parents and students in US schools
Authors: Chenyu Wang and Diane HoffmanThis article explores how particular understandings of Blackness among African immigrant students and parents shape their experiences of exclusion and belonging within the American educational landscape. Based on ethnographic interviews drawn from a larger mixed-methods study of African immigrant students and parents in a mid-Atlantic community, the article discusses the meanings these immigrants give to race, and the ways in which being an African Black was associated with experiences of exclusion in US society. Interviews also revealed a significant resistance to identification as African American ‘Black’, as African American Blackness was associated with styles of self-presentation and behaviour that do not conform to immigrant ideologies surrounding a good education. Lastly, African immigrants express a powerful belief in American opportunity that fuels aspirations for economic success. This analysis suggests avenues for exploring how Blackness, immigrant status and transnational identifications matter for theorizing intersections of race and belonging in diasporic populations.
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An abuse of teaching: Empathic citizenship and English language arts in a time of rising nationalism
By Jeff SpankeIn the reflective case study, I examine how seven of my pre-service English teachers reconcile their collective interest in justice-oriented citizenship education with a ‘pro-American curriculum’ that seems to conflate patriotism with American nationalism. Through these pre-service teachers’ insights, I investigate how such ideologies as patriotism, nationalism and teacher identity are constructed and interpreted in the ELA classroom. Additionally, this study seeks to help teachers and teacher educators develop skills, knowledge and understanding to address issues of citizenship education across the education landscape. Indeed, the pre-service teachers in this study may not yet know the realities of their future classrooms; but if the various crises and conflicts of 2020 demonstrated anything, it is that their world will be anything but apolitical.
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Citizenship and democratic education in the time of rising nationalism: Implications for citizenship education from the cases of Australia and Singapore
More LessNotions of citizenship and citizenship education that were traditionally related to mainly nation-centric agendas are increasingly inadequate in preparing young citizens for the dynamism of societies and complexities of social issues stimulated by globalization. Depending on the political and social ideologies within and across societies, different citizenship education curricula are designed differently to achieve these goals. This article uses the cases of Australia and Singapore to discuss how different forms of citizenship education can contribute to an ongoing construction of a more just and peaceful world. Through the analysis of the social science curricula in the two countries, three key factors that can influence the value of democratic citizenship education in developing ‘active’ and ‘informed’ citizens were identified. First, the extent to which democratic values are referenced as the basis for citizenship, hence supporting an understanding of ‘politics’ in contexts of diversity. Second, the balance to be sought between development of competencies to achieve nationalistic goals and responding effectively to the dynamism of contemporary societies. Third, the extent to which curriculum arrangements support democratic citizenship development.
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Critical education for democracy under discourses of authoritarianism and nationalism
Authors: Steven Camicia and Shouqing SiThe rise of authoritarianism and exclusionary nationalism has shown a critical need to teach students how to build, maintain and participate in democratic communities. This requires students to understand how authoritarianism and nationalism exclude people and perspectives in communities. While inclusionary nationalism can create an identity that unites people, we focus upon the divisive form of nationalism that is exclusionary. This article first describes the context for critical education for democracy in the face of authoritarianism and nationalism. We follow with a conceptual analysis of critical education for democracy. This involves the ways that students can identify antidemocratic discourses in order to promote democratic discourses. The model that we present relies upon student discourse analysis and elements of greeting, rhetoric and narrative for increasing inclusion in democratic communities. We conclude with illustrations of classroom inquiries, discussions and deliberations that can build student understanding of authoritarianism, nationalism and democracy.
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Teacher education for democracy in Sarajevo and San Francisco: Pedagogical tools to connect theory and practice
Authors: Judith L. Pace and Larisa Kasumagić-KafedžićThe rise of nationalism that deepens hatred of the ‘other’, long-standing divisions and legacies of oppression threaten democracy around the globe. Despite the urgency of advancing transformative democratic education in the face of these daunting challenges, in real classrooms, most teachers do not take up this endeavour. Teacher education has a vital role to play in preparing teachers to educate democratic civic agents in contentious political contexts. This article presents teaching practices from two teacher educators from very different locations, Sarajevo and San Francisco, who equip pre-service teachers with pedagogical experiences and curricular tools that prepare them for five distinctive roles. These roles empower novices to bring transformative democratic education into their future classrooms.
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Reconceptualizing citizenship beyond national civic citizenship models: A discussion of British Columbia’s curricula
More LessThis article begins by reviewing different conceptions of citizenship, particularly ethnic and civic citizenship, and then focuses on the one primarily found in government curriculum guides – national civic citizenship – through a discussion of mandated curriculum, texts and related documents released over the twentieth century in the Canadian province of British Columbia (BC). This review illustrates how, over the twentieth century, government curricula in BC have aimed to create good, national citizens. After this review, the author discusses the shortcomings of this conception of citizenship in relation to current events and concludes with recommendations to develop a new conception of citizenship. This new conception aims to address issues that arise from the national civic conception of citizenship, tackle today’s challenges and develop well-being in both individuals and the collective community.
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- Book Reviews
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Value-Creating Global Citizenship Education for Sustainable Development: Strategies and Approaches, Namrata Sharma (2020)
More LessReview of: Value-Creating Global Citizenship Education for Sustainable Development: Strategies and Approaches, Namrata Sharma (2020)
Cham: Palgrave Macmillan, 166 pp.,
ISBN 978-3-03058-062-9, e-book, €42.79
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Research on Teaching Global Issues: Pedagogy for Global Citizenship Education, J. P. Myers (ed.) (2020)
By Vahap DemirReview of: Research on Teaching Global Issues: Pedagogy for Global Citizenship Education, J. P. Myers (ed.) (2020)
Charlotte, NC: Information Age Publishing, 188 pp.,
ISBN 978-16-48020-51-3, p/bk, $45.99
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Teaching and Learning for Comprehensive Citizenship: Global Perspectives on Peace Education, Candice C. Carter (ed.) (2020)
By Caitlyn WardReview of: Teaching and Learning for Comprehensive Citizenship: Global Perspectives on Peace Education, Candice C. Carter (ed.) (2020)
Routledge, New York, NY, 194 pp.,
ISBN 978-1-00024-621-6, $160
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