Suchergebnisse

"Civics and Citizenship Education in Australia provides a comprehensive analysis of the teaching of the subject in Australian schools, drawing on case study material to demonstrate the current practice in the field. Reflecting on the issues and possibilities raised by the inclusion of civics and citizenship education in the new national Australian curriculum, leading national and international scholars analyse the subject's theoretical, curricular and pedagogical bases and approaches. Placing civics and citizenship education within historical and contemporary contexts, the book critically explores a range of issues concerning the development, organisation and teaching of the subject. These include how the subject might include indigenous, global and Asian perspectives, and how it may help students to engage with issues around sustainability, active citizenship, diversity, religion and values. The final chapters written by scholars from the UK, the USA, Canada, Hong Kong and Singapore adopt a comparative approach situating Australian civics and citizenship education in the wider international context. "--

In nation states and regions including Australia, Hong Kong, other countries of Asia, the European Economic Community and elsewhere, Civics and Citizenship education (CCE) is a contested concept. The development of The Australian Curriculum is providing a national opportunity for educators to rethink curriculum priorities and to decide on new emphases for learning in Australian schools, but policy documents have emphasized the importance of CCE for all young Australians. In this paper we discuss the notion of citizenship education as 'national education' in Australia. We suggest that while the development of CCE in Australia does include elements of 'national education', the new curriculum provides an opportunity to frame the civil, political and social components of CC for young Australians in ways that include local, national and global understandings. We argue that CCE should broaden young peoples' world views and their passion and capacity to express their own identity, so they can be active and engaged citizens in diverse communities that include their own communities, the nation and beyond.

Abstract
This article is made up of a set of interrelated pieces of work that emerge from the 9th citizED conference that was held in Tokyo in 2013. A symposium at that conference was organized on the theme of 'Comparative approaches on citizenship education: East and west'. We present here four individual contributions from Daehoon Jho, Shigeo Kodama, Walter Parker and Libby Tudball as well as an introduction and concluding remarks by Mitsuharu Mizuyama and Ian Davies. Throughout we have been keen not to present stereotypical reflections and are struck as much by the similarities and overlaps between authors as well as the differences. We hope that by sharing these ideas we will celebrate diversity and contribute to thinking and practice in specific countries, as well as raising the possibility of cross national collaboration and perhaps generating further reflections about the possibility of global standards for citizenship education.