Suchergebnisse

This paper surveys three sources of conflict about citizenship & education in contemporary normative political theory: the extent to which rival conceptions of citizenship differ in the ends they prescribe for civic education; disagreement about the educational processes needed to yield accepted civic educational ends & how some of those processes might best be institutionalized via schooling; & disagreement about how liberal legitimacy constrains state action undertaken for the sake of democratic education. 62 References. Adapted from the source document.

Seven authors describe the controversial nature of patriotism and citizenship education in their country, basing their account and recommendations upon their philosophical understanding of education and schooling.: Offers differing national perspectives on patriotism across the United States, South Africa, New Zealand, Australia, Japan and England; Discusses varying accounts of how patriotism and citizenship education should be handled as part of the school curriculum; Provides crucial insights into how schools handle social and political demands on controversial topics.

Citizenship is the status of being a legal member of a state, having been recognized by the law and custom of such state, whereby citizens owe allegiance to the state (coun-try) and in turn been protected by the state. Nevertheless, for citizens to owe allegiance to their states implies that such citizens is patriotic and also ready to take up their constitutional rolls or duties to the betterment of the state, and in return enjoys the fundamental human rights, citizen's liberty and protection from their states (country). However, for citizens to know their rights, duties and obligations, and for them to be able to participate actively in their countries political decision making (supporting and criticizing government policies) that will leads to a robust public and foreign policy of their country, then, such citizens need to be politically educated through citizenship education, because Citizenship education breeds active democratic citizen-ry. This article titled citizenship and citizenship education: A determinant of good governance examined the importance of citizenship education and how it can breed active democratic citizenry that can enhance good governance in the state. This article employs the interview as a tool for data collection, and also applied the secondary source of Data collections by retrieving valuable information's from ready-made works of scholars to buttress the argument of this work. The paper finds out that there is a positive correlation between citizenship education and active democratic citizen-ry. This article finally recommends that extensive citizenship education will serve as a veritable tool for good governance and National development. However, the paper recommends that citizenship education is a must and a child of necessity, a policy to be adopted by all government.

Purpose: This paper compares citizenship education in Singapore and Australia. While discussions have been made about education and neoliberalism, few have explored the direct connections between citizenship education and neoliberalism.Approach: Though a discussion of country contexts, citizenship education policies and curriculum, 'Character and Citizenship Education' in Singapore and 'Civics and Citizenship education' in Australia are examined to explore the meanings of 'Character education' and 'Civics education' and their connections with 'Citizenship education'.Findings: The distinct use of terms for citizenship education suggests that the two countries hold different citizenship ideals. Set within the context of globalisation, the paper argues that some approaches towards citizenship education can inadvertently work towards supporting the goals of neoliberalism, which can be at odds with the classical tradition of democracy.

Abstract

The scholarly contributors to this volume investigate various means to stimulate and facilitate reflection on new social relations while clarifying the contradictions between religious and social affiliation from different perspectives and experiences. They explore hindrances whose removal could enable Muslim children and youth to pursue equal participation in political and social life, and the ways that education could facilitate this process. Contents Muslims in Europe Citizenship Education Religion and Citizenship Education Values and Citizenship Education Target Groups Researchers and students interested in Public, Academics-Education, Religious and Migration Studies The Editors Dr. Ednan Aslan is Chair of the Institute for Islamic Studies and Islamic Religious Education at the Center for Teacher Education at the University of Vienna. Dr. Marcia Hermansen is Director of the Islamic World Studies program at Loyola University Chicago where she teaches courses in Islamic Studies and Religious Studies as a Professor in the Theology Department

The scholarly contributors to this volume investigate various means to stimulate and facilitate reflection on new social relations while clarifying the contradictions between religious and social affiliation from different perspectives and experiences. They explore hindrances whose removal could enable Muslim children and youth to pursue equal participation in political and social life, and the ways that education could facilitate this process. Contents Muslims in Europe Citizenship Education Religion and Citizenship Education Values and Citizenship Education Target Groups Researchers and students interested in Public, Academics-Education, Religious and Migration Studies The Editors Dr. Ednan Aslan is Chair of the Institute for Islamic Studies and Islamic Religious Education at the Center for Teacher Education at the University of Vienna. Dr. Marcia Hermansen is Director of the Islamic World Studies program at Loyola University Chicago where she teaches courses in Islamic Studies and Religious Studies as a Professor in the Theology Department

Develops and applies a unified interpretation of John Rawls' theory of justice as fairness in order to clarify the account of citizenship that Rawls relies upon, and the kind of educational policies that the state can legitimately pursue to promote social justice. This title examines the role of the family as the 'first school of justice'.

Citizenship education has throughout history been used as a tool for articulating and embedding politically set visions of societies. As such, it has functioned as a response to contemporary political challenges and the changing societal landscape. Simultaneously, new forms of citizenship have emerged to equip students - and citizens - with new capacities and values. These citizenships include digital, global, and environmental citizenship, each figuring within education policy discourse to differing extents. The extensions continue to transfer 'citizenship' from its state-centric origins towards contemporary global governance structures and other points of reference. At the same time, these citizenships also create new demarcations and challenge the legal dimension of citizenship. This paper examines how these forms of citizenship are presented on a national and transnational scale. The curriculum and policy approaches of three European nations, three transnational organisations and one academic institution are analysed to assess how citizenship is recontextualized in the face of globalisation, climate change and digitalisation. When applied to the presentations of these citizenships in education, the traditional dimensions of citizenship reveal an emphasis on the values and duties of digital, global and climate citizens, with the onus placed on citizens' responsibility to others. Generally, the rights associated with these citizenships and, particularly who guarantees such rights, are less clear. By discussing these citizenships within contemporary contexts at multiple geographic levels, the paper provides concrete examples of the debates on and uses of the concept of citizenship and the roles of citizenship education. In so doing, we shed light on some of the more recent extensions of citizenship. ; peer-reviewed