Consensus and division in Australian citizenship education

Macintyre, Stuart; Simpson, Noel

doi:10.1080/13621020902731132

Cited by 24 publications

(12 citation statements)

References 6 publications

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“…According to David Kemp, the education minister in the Australian Government at the time, the emphasis on developing active citizenship skills to participate in current civics issues was lessened in order that greater emphasis be placed on knowledge of the historical development of Australian democracy. (Kemp, 1997, in Macintyre andSimpson, 2009). Kennedy (1997), criticised Discovering Democracy because the programme had failed to identify the things that matter to young people, the things that can help them understand their reality and give them a stake in the future that rightly belongs to them.…”

Section: Minimalist Approaches In Australia To Citizenship Educationmentioning

confidence: 99%

Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy

Heggart¹,

Flowers²,

Burridge

et al. 2018

Global Studies of Childhood

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Maximal citizenship educators are committed to advancing an approach to citizenship learning with the following staple features: learner centred; experiential; problem-and action-oriented; racialised, classed and gendered analysis of power; and strengthening the public sphere and democracy. This type of approach to education shares many similarities with the principles of critical pedagogy. However, there have been valid arguments that Frankfurt School Critical Theory inspired pedagogy still tends to focus on class, at the expense of gender and race, analyses. This paper seeks ways to refresh and extend the language and theoretical frameworks used by critical pedagogues. To do so, it will deploy the terms justice pedagogy and complexity pedagogy. The adjective 'justice' does the same work as 'critical' in signaling the commitment to using education as a means to bring about a more socially just world. The recent rise in scholarship in complexity thinking lends itself to conceptualising critical pedagogy in necessarily fresh ways. This paper draws attention to the kindred nature of guiding concepts in complexity thinking and critical pedagogy, including grassroots organizing, distributed decision making and emergent learning, before presenting a description of how such approaches might refresh critical pedagogy through a critical citizenship education program using justice pedagogy. This example illustrates the way that justice pedagogy can inform decisions about appropriate teaching and learning strategies for children and young people today growing up in an increasingly globalized world.

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Section: Minimalist Approaches In Australia To Citizenship Educationmentioning

confidence: 99%

Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy

Heggart¹,

Flowers²,

Burridge

et al. 2018

Global Studies of Childhood

View full text Add to dashboard Cite

show abstract

“…In other words, responsibility has become privatised (Ilcan, 2009) or ‘individualised’ (Miller and Rose, 2008: 91) so that schools are seen as sites in which students should be learning how to be responsible for their own conduct and learning. This emphasis on responsibility for individual choices and success has resulted in ‘… a disquiet that traditional community values and cohesion [a]re breaking down’ (Macintyre and Simpson, 2009: 123). The rationale is that individual freedom, if left un-checked, could potentially threaten the interests of the ‘common good’.…”

Section: Responsibility In the Policy Contextmentioning

confidence: 99%

‘Productive’ and ‘disciplined’ students for the ‘common good’: Globalised discourses of neoliberal and neoconservative responsibility in Australian education policy

Wardman

2016

Global Studies of Childhood

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The notion of responsibility makes a significant appearance in a range of Westernised education policy documents concerned with student conduct, welfare and values. While policies may differ in the extent to which responsibility is explicitly defined or generally assumed, most seem to emphasise an ideal social subject who is accountable, self-regulating and actively contributing to civic life. Drawing on insights from Michel Foucault, Emmanuel Levinas and Judith Butler, I argue that the emphasis on neoliberal and neoconservative discourses in Australian educational policy can work to undermine more unconditional forms of responsibility grounded in notions of ethics, care and recognition of the other.

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“…Los estudios comparativos que han analizado los currículos de formación ciudadana en distintos países (Cox, 2006(Cox, , 2010Cox, Lira & Gazmuri, 2009;Davies & Issit, 2005;Kerr, 2002;Osler & Starkey, 2001;Suárez, 2008) han identificado que, tanto en el mundo anglosajón como en América Latina, los programas curriculares de formación ciudadana buscan desarrollar una ciudadanía activa, con énfasis en el respeto al otro y a la diversidad, pero sin que esto implique renunciar al objetivo de lograr la homogenización identitaria de los ciudadanos e inculcar formas de participación únicas, con alusión indirecta o superficial al multiculturalismo. Así mismo, las investigaciones centradas en la implementación de los currículos ciudadanos evidencian falencias importantes por la falta de coherencia entre los objetivos del currículo, sus contenidos y las prácticas pedagógicas propuestas para su implementación (Macintyre & Simpson, 2009;Westheimer & Kahne, 2004).…”

Section: El Efecto De La Escuela En La Formación Ciudadanaunclassified

Paradojas de la participación juvenil y desafíos de la educación ciudadana en Chile

Flores-González

García-González

2014

Magis. Revista Internacional De Investigación en Educación

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ResumenEl sistema democrático está enfrentando una profunda crisis de representatividad, cuya expresión máxima se encuentra en las generaciones más jóvenes. El objetivo de este artículo es reflexionar acerca de la vinculación de esta crisis y la paradoja sobre la que se funda el sistema democrático chileno, a partir del análisis de las contradicciones entre el discurso y la práctica de la participación juvenil, de las características de la educación ciudadana en Chile, encargada de formar a los ciudadanos que el sistema democrático necesita y del potencial efecto de la escuela en la formación de una ciudadanía democrática. Palabras clave autorEducación ciudadana, cohesión social, ciudadanía juvenil, paradojas de la democracia. Palabras clave descriptorEducación cívica, adultos jóvenes, participación política, democracia. Transferencia a la prácticaLa reflexión que se plantea en este artículo busca revelar las relaciones entre las paradojas del sistema democrático y la participación juvenil, con la educación ciudadana que se imparte en las escuelas chilenas, con la finalidad de que se traduzca en un aporte para evaluar las políticas públicas sobre educación ciudadana implementadas y para diseñar nuevas estrategias curriculares y pedagógicas que fortalezcan la tarea de formación ciudadana que se le ha encomendado a la escuela y así contribuir a la superación de la crisis que experimenta el sistema democrático. AbstractDemocracy is facing a profound crisis in its capacity of representation, most manifest in the younger generations. This paper aims to discuss the link between this crisis and the paradox on which democracy is based in Chile. It analyses the contradictions between discourse and practice in juvenile participation, the features of civic education in Chile -which is entrusted with the education of the citizens needed in a democratic system-, and the potential effect of the school in the education of democratic citizens. Transference to practiceThe discussion set out in this article seeks to show the link between the paradoxes of democracy, juvenile participation and civic education practiced in Chilean schools. The aim is to contribute to the assessment of public policy on civic education and to the design of new pedagogical and curricular strategies that strengthen civic education, which has been entrusted to schools, so that the current crisis of the democratic system can be overcome. Mots clés auteurEducation citoyenne, cohésion sociale, citoyenneté juvénile, paradoxes de la démocratie. Mots clés descripteurInstruction civique, jeunes adultes, participation politique, démocratie. RésuméLe système démocratique est en train d'affronter une profonde crise de représentativité, dont la plus forte preuve se trouve dans les générations les plus jeunes. L'objectif de cet article est donc celui de faire une réflexion par rapport au lien entre cette crise et le paradoxe sur lequel est fondé le système démocratique chilienne, à partir de l'analyse des contradictions entre la parole et la pratique de la participat...

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Consensus and division in Australian citizenship education

Cited by 24 publications

References 6 publications

Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy

Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy

‘Productive’ and ‘disciplined’ students for the ‘common good’: Globalised discourses of neoliberal and neoconservative responsibility in Australian education policy

Paradojas de la participación juvenil y desafíos de la educación ciudadana en Chile

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