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- Volume 18, Issue 1, 2023
Citizenship Teaching & Learning - Volume 18, Issue 1, 2023
Volume 18, Issue 1, 2023
- Editorial
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On restating the necessity of citizenship education again
By Yusef WaghidCitizenship education (CE) remains underscored by notions of rights recognition and belonging. If any of the above are constrained the possibility is that such a form of education would be undermined. The central argument of this contribution involves advancing claims of CE along the lines of deliberative engagement, recognition of others’ justifications and the quest for justice. Like the articles in this issue intimate, education cannot be oblivious of such claims of citizenship if education were to advance political and social interests.
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- Articles
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Regime-supporting or regime-challenging? Chinese secondary students’ intentions for future political participation
Authors: Yiping Wang and Kerry J. KennedyThis study explores Chinese secondary students’ intentions for future political participation drawing on samples of students from Mainland China and Hong Kong. Political participation examined in this study includes both conventional participation (legal protest, electoral participation and informal participation) and unconventional participation (illegal protest). Previous studies of adolescents’ political participation intentions have mainly been concerned with democratic regimes while this study focuses on authoritarian and hybrid regimes, such as those in Mainland China and Hong Kong. Adopting a comparative and quantitative methodology, this study utilized secondary data analysis with large samples. This study found that students from both societies showed a weak endorsement of illegal protest but a strong endorsement of all three types of conventional participation. Mainland Chinese students demonstrated a stronger endorsement of conventional participation than their Hong Kong counterparts. To understand inner-group difference, students were clustered into four groups (Alienated-Radical Participators, Supportive-Active Participators, Loyal-Minimal Participators and Critical-Active Participators) based on their political attitudes (political trust and political efficacy) and intentions for future political participation. Results suggest that Hong Kong had more Alienated-Radical Participators while Mainland China had more Supportive-Active Participators. In general, Mainland Chinese students were more regime-supporting and Hong Kong students were more regime-challenging.
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Civic mindedness and pre-service teachers’ perceptions of their future selves
Authors: Benjamin M. Torsney and Timothy PattersonThis study examined the relationship among pre-service teachers’ (PSTs) values, certification area of choice and perceptions of future career commitments and aspirations. Values were measured through the personal utility value items on the FIT-Choice scale and what we are calling ‘civic mindedness’, a construct we validated as part of this study. Results from a structural equation model allowed us to confirm our three hypotheses: (1) the civic mindedness variable is a valid construct; (2) civic mindedness positively predicts future career commitments and aspirations; and (3) civic mindedness mediated the relationship among certain PSTs’ certification choices and their future career commitments and aspirations, except their perceptions of how long they plan to persist in the field. Findings from this study suggest that teacher education programmes should consider assessing PSTs’ level of civic mindedness, emphasizing PSTs’ future commitments and aspirations in the field.
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Divergences, commonalities and convergences: Nationalism and the poetics of identity in Nigerian fiction
More LessWith more than 200 nations yoked together by the British solely for the purpose of colonialism in Nigeria, little wonder that questions bordering on lack of converging ideologies have consistently informed the nation’s narrative. If what unite the several ethnicities are paradigms that are vestiges of colonialism, and other scaffolding commonalities that necessitate the creation of a new identity, the question then is are these constructs synergistic enough to smoothen over the differing schisms and create long-lasting unifying parameters that moderate true nationalism? Using sections from selected novels, this article attempts to appraise the nebulous narratives that connect Nigeria’s various ethnicities, despite the presence of seemingly irreconcilable ethnic divergences. The study traces the manifestation of ethnicity in Nigerian fiction from the biased presentation by the first generation of writers to the ‘national’ fictionalization by contemporary writers. It discovers that though there is improvement in the presentation of multiculturalism and ethnicity in contemporary Nigerian fiction, there is still much to be written about the multicultural aspect of Nigeria’s postcolonial experience. The article concludes by theorizing that failure to harness the merits of the commonalities has been the bane of Nigeria since independence and proposes a re-engineering of multicultural ethics and also admonishes for a reconstruction of a new national character.
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‘This is a second-class citizen thing!’: Educating justice-oriented citizenship through critical literacy in elementary social studies
Authors: HyeKyoung Lee and Steven CamiciaThis qualitative case study examined how a class of fifth graders developed critical consciousness through critical literacy and social studies education. Activities in the class centred upon discussions of social justice-oriented texts. Findings revealed that when students engaged in texts dealing with social justice issues, they were able to take a critical stance on them. Based on the contextualized understanding of the texts, counternarratives and society, the students expanded their critical conversations about issues of power and privilege, especially white privilege. Critical literacy helped them internalize democratic values and civic virtues. Ultimately, this study provided a venue for children to increase agency and develop critical sociopolitical awareness as justice-oriented citizens who seek equity in our society.
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‘The limits of my language’: Sense of belonging/otherness of minority teachers in Israel
Authors: Rakefet Erlich Ron and Shahar GindiBelonging is a basic human experience that symbolizes social relations and social structure. This study examined the institutional sense of belonging of minority teachers to their school and its association with sociodemographic (first language, education and gender) and systemic variables (seniority, heterogeneity of training college, teaching discipline, role at school and education system). We found that sociodemographic variables had a much stronger association to the teachers’ sense of belonging than systemic variables did. Particularly, a strong relationship was found between the teachers’ sense of belonging and what they defined as their first language. Conversely, most systemic variables had no relation to institutional belonging, except teaching discipline. The findings indicate the difficulties education systems have in incorporating minority teachers or even moderating their sense of otherness by offering the opportunity of recognition of all teachers. We argue that this stems from native language being a core/basic status, whether it is related to immigration or to a national divide.
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The narratives of citizenship education teachers in Indonesian Islamic schools
Authors: Raihani Raihani and Della Nurindah SariThis article explores the narratives of three teachers in teaching citizenship education (CE) in Islamic schools in Indonesia to understand their teaching experiences, personal stories of becoming teachers, tensions and challenges they have faced. Utilizing a narrative inquiry as the research method, this article is also tailored to see how Islamic ideology intersects, interferes and/or influences the teaching of citizenship. This study found that, to some extent, the teachers have experienced ambiguity and dilemma in presenting citizenship topics in the CE classes due to their personal interpretation of Islam vs. the state’s interests and ideology. This study suggests that CE in these Islamic schools could lead to an orientation different from what the state wants to achieve.
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When civic knowledge matters but is not enough: The role of classroom climate and citizenship self-efficacy on different facets of civic engagement
The global need to reverse political disaffection has motivated researchers to seek ways of fostering citizenship engagement. This study focuses on the role adolescents’ citizenship self-efficacy plays in linking civic knowledge and classroom climate to civic engagement. We use data from 4838 Chilean students (Mage = 14.16) who participated in the International Civic and Citizenship Study (ICCS). Using structural equation modelling, a mediational model with multilevel clustering showed that civic knowledge positively affects formal participation, but not civil participation, while an open classroom climate increases both forms of engagement during adolescence. Citizenship self-efficacy mediates the relation between classroom climate and both types of participation. We discuss the implications of these findings for the design citizenship education curricula for youth who live in contexts of inequality.
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- Book Reviews
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The Arts and the Teaching of History: Historical F(r)ictions, Penny Clark and Alan Sears (2020)
More LessReview of: The Arts and the Teaching of History: Historical F(r)ictions, Penny Clark and Alan Sears (2020)
Cham: Palgrave Macmillan, 297 pp.,
ISBN 978-3-03051-512-6, h/bk, GBP 99.00, ISBN 978-3-030-51513-3, e-book, GBP 79.50
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Identity, Ignorance, Innovation: Why the Old Politics is Useless and What to do about It, Matthew D’Ancona (2021)
By Ian DaviesReview of: Identity, Ignorance, Innovation: Why the Old Politics is Useless and What to do about It, Matthew D’Ancona (2021)
London: Hodder and Stoughton, 279 pp.,
ISBN 978-1-52930-399-5, h/bk, GBP 20
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