Citizenship Teaching & Learning: Most Cited Articles http://intellectdiscover.com/content/journals/ctl?TRACK=RSS Please follow the links to view the content. Comparative civic education research: What we know and what we need to know http://intellectdiscover.com/content/journals/10.1386/ctl.6.1.5_1?TRACK=RSS This article reviews research conducted in different regions of the world and international and comparative studies. It raises issues for consideration by researchers, such as the importance of culture in understanding civic meanings. It concludes with a proposed agenda for needed future research. Carole L. Hahn Thu Oct 20 07:51:01 UTC 2022Z Agency, choice and historical action: How history teaching can help students think about democratic decision making http://intellectdiscover.com/content/journals/10.1386/ctl.7.2.131_1?TRACK=RSS At the heart of both historical understanding and democratic decision making is agency – the ability to act on decisions in order to bring about desired goals. Students are rarely exposed to the concept of agency in school, however. In order to better understand the complexity of historical agency, students need exposure to a wider range of historical actors than has traditionally been found in history curricula, and they need to consider the societal factors that enabled or constrained their actions. They also need to recognize that people in the past were not simply acted upon by historical forces but were themselves active participants in events and trends of the day. Such participation involved not only large-scale political involvement but everyday actions and decisions influencing the historical development of cultures and societies. No nation or group, however, acts in complete unison, and students also need to learn about the diversity of perspectives and behaviours that characterized people in the past. By thinking about these issues, students should be better prepared to think about their own lives in the present, about their ability to contribute to societal change and continuity, and about the consequences of their actions. This is one of the ways in which history education can contribute to students’ ability to engage in democratic decision making. Studying history in isolation, however, may not be enough to enhance students’ participation in society. Instead, students need to develop a metacognitive awareness that agency is a lens for making sense of any social topic, past or present. They also need opportunities to explicitly connect historical agency to the choices that face people today as they respond to social, economic, political and environmental issues. Keith C. Barton Thu Oct 20 07:49:21 UTC 2022Z Enhancing citizenship learning with international comparative research: Analyses of IEA civic education datasets http://intellectdiscover.com/content/journals/10.1386/ctl.13.1.7_1?TRACK=RSS Abstract Large-scale international databases provide valuable resources for scholars, educators and policy-makers interested in civic engagement and education in nations that are democracies or striving towards democracy. However, the multidisciplinary nature of secondary analysis of these data has created a fragmentary picture that limits educators’ awareness of relevant findings. We present a summary of research conducted across disciplines using datasets from two large-scale cross-national studies of civic education conducted by the International Association for the Evaluation of Educational Achievement (CIVED:99 and ICCS:09). The IEA studies were conducted in more than 40 countries with nationally representative samples of 14–15 year olds. In a review of over 100 published articles reporting secondary analyses of these data, we identified four themes especially salient for citizenship educators: open classroom climates; teaching and learning approaches; student identity; and profiles of citizenship norms and attitudes. The review summarizes sample relevant articles to illustrate themes, emphasizes connections between education and civic engagement and suggests opportunities for future research. Ryan T. Knowles, Judith Torney-Purta and Carolyn Barber Sun Jun 05 19:45:28 UTC 2022Z Citizenship education in Canada: ‘Democratic’ engagement with differences, conflicts and equity issues? http://intellectdiscover.com/content/journals/10.1386/ctl.9.3.257_1?TRACK=RSS Abstract Recent research on multi-faceted citizenship education policy and practice in Canada illustrates five enduring themes of interest to educators around the world. First, citizenship education policy mandates reveal diverse goals for ‘good’ or ‘active’ citizen engagement, critical and inclusive awareness, and skills. Students from different social identity and status locations tend to have unequal citizenship learning experiences, and school education is often disconnected from their lived experiences and concerns. Second, intersecting questions of national and ethno-cultural identity and social justice are prominent in Canadian curricular rhetoric, although achievement of inter-group equity, mutual understanding and justice is elusive. Third, although transnational issues and perspectives are increasingly included, some Canadian curricula seem to reinforce ignorance and stereotypes about other nations and peoples and about the causes of global problems such as war. Much of the global citizenship education activity in Canadian schools seems to be focused on co-curricular activities, often emphasizing charity fundraising, leaving the causes of human misery largely uninterrogated. Fourth, curriculum policy discourse in civics, social sciences, language and media literacy emphasizes the importance of student-centred pedagogy for development of critical thinking skills, while typical classroom practice seems often to retain teacher-centred transmission approaches. Last, implicit citizenship education is embedded in day-to-day school-related activities and relationships: patterns of discipline and conflict management, community service activities, and student voice and leadership roles. Thus active, engaged citizenship, attentive to multicultural diversity, is a prominent goal in recent Canadian citizenship education policy and programming – yet in practice, Canadian students (especially those from less privileged backgrounds) have few opportunities to practice democratically relevant citizenship learning in school. Kathy Bickmore Sun Jun 05 16:23:26 UTC 2022Z Personal Responsible, Participatory or Justice-Oriented Citizen: The case of Hong Kong http://intellectdiscover.com/content/journals/10.1386/ctl.9.3.279_1?TRACK=RSS Abstract This article starts off with a discussion of Westheimer and Kahne’s typologies of citizens followed by brief discussions of civic education in the United States, Canada, the United Kingdom and Australia with reference to the typologies. Then it moves on to an analysis of the development of the civic education in Hong Kong by comparing the six official policy documents in civic education, with reference to the typologies. It points out that the conceptions of ‘good citizen’ portrayed in the official documents, as in many countries, are just hovering between the Personal Responsible Citizen and Participatory Citizen and seldom attain the Justice-Oriented Citizen. It also argues that, in addressing the political demands of the society, the cultivation of Personal Responsible Citizen and Participatory Citizen is the result of conservative politicization of civic education, either through depoliticizing the teaching content or teaching politics in a conservative tone in the civic education curriculum. However, civic education deprived of Justice-Oriented Citizen may not be adequate in equipping youths to address the pressing social and political issues and concerns triggered by the global Jasmine Revolutions, Occupy Movements, and struggles against the rapid widening of gaps between rich and poor and the demand for a genuine democratization for the society. Therefore we contest that cultivating Justice-Oriented Citizen should be seriously explored with immediate urgency and propose that liberal civic education programmes aiming at cultivating Justice-Oriented Citizen should be included in school for an all round development of citizenship in the youths. Yan Wing Leung, Timothy Wai Wa Yuen and George Siu Keung Ngai Sun Jun 05 16:22:57 UTC 2022Z Remembrance education between history teaching and citizenship education http://intellectdiscover.com/content/journals/10.1386/ctl.7.2.157_1?TRACK=RSS Commemoration and remembrance are integral elements of postmodern western culture. Although academic historians are increasingly inclined to acknowledge that there is no hard and fast dividing line between collective memory and professional historiography, they do not always welcome the increasing pressure from national governments and international organizations to guide and even regulate collective memory through history education or through so-called ‘remembrance education’. The rationale of remembrance education is that modern nations have a certain responsibility for crimes or suffering that has been caused in the past, and that recognition of this forms a component of education in democratic citizenship. Remembrance education thus becomes a general umbrella for education about ‘dark chapters’ from the past, with the Holocaust as most evident example. This article focuses on a single (sub)national case. Within the Flemish Community, which is the body responsible for education in Flanders and the Dutch-speaking schools in the federal Belgian capital Brussels, remembrance education has, since 2010, been an official part of the cross-curricular final objectives of secondary education. Starting from the concrete context in which this initiative originated and is currently being developed, we examine the complex relationship between remembrance education and history teaching. The differences and affinities between both, we argue, become visible by comparing the position of the academic discipline of history in both fields, by comparing the position of the present, the role of empathy and of a pedagogy of activation and by analysing the way in which ethical questions are dealt with. The absolute moral standards and the present-centred character of remembrance education are, for instance, far removed from the ambitions to stimulate historical and contextual thinking that are central to history education. Many of the real tensions between both, however, reproduce in magnified form the equally real inter¬nal tensions that characterize contemporary history teaching, with its simultaneous scientific and civic ambitions. But unlike remembrance education, history education does not regard memory as the starting point for knowledge or attitudes, but as a subject of critical historical research in its own right. Karel Van Nieuwenhuyse and Kaat Wils Thu Oct 20 07:49:36 UTC 2022Z Affective citizenship in multicultural societies: Implications for critical citizenship education http://intellectdiscover.com/content/journals/10.1386/ctl.9.1.5_1?TRACK=RSS Abstract This article explores the concept of ‘affective citizenship’ and its potential contribution to citizenship education discourses in multicultural societies. This exploration is grounded in analysing two widespread emotional injunctions in such societies: the calls for ‘embracing the other’ and ‘coping with difference’. The analysis examines how these emotional injunctions imply ambivalent rather than monolithic notions about the ideal of the ‘affective citizen’ that is promoted in schools. A key argument of this article is that the assumptions that inform discourses of citizenship education in multicultural societies – namely assumptions about what constitutes ‘good citizenship’ in a multicultural society that wants to encourage its citizens to cope with difference and embrace the other – need to be critically interrogated for their underlying emotional tensions and the ambivalent obligations they may create. To do this, more attention to issues of affective citizenship is needed in schools and particularly to the ways in which such issues can be used by teachers as points of departure to instill more criticality in students’ understandings of and feelings about citizenship. Michalinos Zembylas Sun Jun 05 15:54:32 UTC 2022Z Treaty education for ethically engaged citizenship: Settler identities, historical consciousness and the need for reconciliation http://intellectdiscover.com/content/journals/10.1386/ctl.7.2.143_1?TRACK=RSS This article explores the possibilities of treaty education for reconciliation with First Nations people, as corrective to the foundational myth of Canada and as a means of fostering ethically engaged citizenship. Lack of historical understanding demonstrated by Canadians regarding treaties and the treaty relationship is examined in relation to discourses of liberal democratic citizenship. Drawing on ‘remembrance as a source of radical renewal’ ‘ethical relationality’ and ‘justice-oriented citizenship’, the argument is made that treaty education has the potential to help all students learn from and through events and experiences of the past in ways that inform not only their historical consciousness, but their dispositions as Canadian citizens, and their relationships with one another. While the discussion in this article is specific to treaty education, it is relevant to broader conversations about the role and value of including more diverse stories/experiences in national histories. Throughout the discussion, attention is paid to the interconnections of citizenship and history education, particularly with respect to possibilities for engaging differently in the world, alongside one another, politically, socially, culturally and ethically as part of the necessary and urgent process of reconciliation. Jennifer A. Tupper Thu Oct 20 07:52:03 UTC 2022Z Competing citizenship identities in the global age: The case of Hong Kong http://intellectdiscover.com/content/journals/10.1386/ctl.6.3.251_1?TRACK=RSS This article explores the struggles between differing of multiple citizenship identities of Hong Kong people. Firstly, it discusses the tension caused by contesting portraits of local identity of being 'Hongkongese' by comparing the version portrayed by the Hong Kong Special Administrative Region (HKSAR) government and the version reflected in the political experiences of Hong Kong people. Then it explores the tensions caused by competing versions of national identity as reflected in the debates in civic education, followed by the exploration of the tension between the local identity of being Hongkongese and the national identity of being Chinese in the context of grand projects on national education by the government. Then, the article investigates conflicting global and national identities, and the inadequacy of global identity portrayed by the HKSAR government. Finally, it argues that a comprehensive global identity could make a greater contribution to China, as both Hong Kong and China are marching forward together sharing a common fate, in facing a rapidly globalizing era. Hopefully, this article will serve as an example of how conflicting multiple identities could be addressed in the global era. Yan-Wing Leung and George Siu-Keung Ngai Thu Oct 20 07:52:11 UTC 2022Z Action civics education and civic outcomes for urban youth: An evaluation of the impact of Generation Citizen http://intellectdiscover.com/content/journals/10.1386/ctl.13.3.351_1?TRACK=RSS Abstract In action civics education, an emerging promising practice, students learn civics through taking action on a community issue of interest. We examine the action civics programme Generation Citizen (GC) using quantitative and qualitative student survey data. Our quantitative analyses used a quasi-experimental study design and a multilevel model. Participation in GC was associated with increased action civics knowledge, and there were some variations in impact by programme and classroom characteristics. We also qualitatively analysed students’ short reflections upon programme completion and found that students feel more prepared for civic action. Action civics shows promise for improving student civic outcomes, but more research, including longitudinal follow-up, is needed. Given the variations in impact that we observed, action civics practitioners should carefully choose the implementation setting. Alison K. Cohen, Joshua Littenberg-Tobias, Abby Ridley-Kerr, Alexander Pope, Laurel C. Stolte and Kenneth K. Wong Sun Jun 05 20:23:11 UTC 2022Z