Suchergebnisse

Review of:Kennedy, K. J., Fairbrother, G.P., and Zhao Zhenzhou (2014) Citizenship Education in China: Preparing Citizens for the "Chinese Century" Abingdon and New York: Routledge. ISBN 978-0-415-50272-6

Following some contextual remarks about the nature of Europe and citizenship, there is consideration of the ways in which teachers and learners are developing the knowledge, skills and dispositions needed for effective citizenship in Europe. Some attention is given to the different levels of citizenship education which can occur and the choices that educators can make when developing relevant programmes.

Japan is experiencing a period of fundamental debate about – and significant modification of – education. The authors argue that it is important to gain further understanding about citizenship education from a range of contexts. Their reflections are based on a long period of collaborative work between colleagues in Japan and England which has included analyses of literature, projects funded by various bodies, including the Japanese government, and ongoing work in the field of political literacy. They provide some descriptive material concerning the historical background, key terms and concepts and aspects of policy and practice relevant to developing an understanding of citizenship education in Japan. They critique citizenship education in Japan, drawing attention to current struggles over the characterisation of this curriculum subject and how it is perceived to resonate throughout schools. They suggest that citizenship education is in a state of flux, and conclude that there is a need for further investigation if we are to gain a proper understanding of how citizenship education is – and could be – perceived and practised. They describe and discuss a recently established research and development project focusing on 'public discourse' through which this further clarification could, in part, be achieved.

This paper seeks to explore the context of Pakistan from the traditional vs. the modern, the religious vs. the secular and the democratic vs. the autocratic, as well as to analyze how citizenship education is currently producing three outcomes, namely moral and law abiding citizens, market-based citizens and nationalistic and Islamic citizens. A critical discourse of the Pakistan Ministry of Education curriculum, policy documents and frameworks will be drawn upon to build the case that Pakistan's citizenship education is not producing critical thinkers who "develop their social consciousness to the extent that they become the agents of social change†and why this may be (Government of Pakistan Ministry of Education, 2007, p.14). Before exploring the citizenship education discourse a brief historical context will be provided in order to understand Pakistan.

AbstractUNESCO: United Nations Educational, Scientific and Cultural Organization's "global citizenship education" model provides the background for the Universidad de Monterrey intercultural competence initiative. Acting on Nelson Mandela's advice that "Education is the most powerful weapon which you can use to change the world," this cocurricular approach documented positive learning outcomes for UDEM's students.

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