Suchergebnisse

This response to "Toward a Transformative Criticality for Democratic Citizenship Education" takes a positive and supportive stance toward pressing the arguments forward. By focusing on the communicative components of democratic citizenship education and activist pedagogy, it highlights some of the tensions and difficulties of actually doing this work.

Preliminary Material /Klas Roth and Nicholas C. Burbules -- Introduction: Understanding the Meaning of Citizenship Education /Klas Roth and Nicholas C. Burbules -- Cosmopolitan Learning /Klas Roth -- Deliberating Publics of Citizens /Stacy Smith -- Veteran's Day in a U.S. Public High School: Lessons for Nationalistic Loyalty /Kathleen Knight Abowitz and Joseph Wegwert -- Securing Equality and Citizenship under European Integration /Andreas Follesdal -- Cultural Diversity and Alterity: Central Prerequisites and Issues of European Citizenship Education /Christoph Wulf -- Creating the Rainbow Nation? Citizenship and Education in South Africa /Rashid Ahmed , Yusuf Sayed and Crain Soudien -- Globalisation, Rescaling and Citizenship Regimes /Susan L. Robertson.

Most discussions of the potential of new information technologies (IT) for education have taken one of two forms: enthusiastic proclamations of the revolutionary impact that IT can have for teaching and learning in school and nonschool settings, or dire warnings of the terrible fraud being perpetrated on society about the educational potential of IT. This essay attempts to avoid exaggerated optimism and pessimism about IT and education, while avoiding the trite oversimplification that technology is "neutral" and can be used for good or bad purposes. Our view is guided by the assumption that it is actually very difficult, if not impossible, in many cases to sort out benefits from costs—the very same outcomes can be viewed as favorable or unfavorable, depending on other assumptions about their effects. We propose a posttechnocratic view of IT that recognizes the multiplicity of effects, the indeterminacy and inseparability of consequences, and the difficulty of isolating "good" and "bad" outcomes. As an example of posttechnocratic analysis, the recent educational concern about censorship and the Internet is discussed to demonstrate how educational policy choices are often more complex and ambiguous than we might wish.