Curriculum capacity and citizenship education: a comparative analysis of four democracies

Hughes, Andrew; Print, Murray; Sears, Alan

doi:10.1080/03057920903395528

Cited by 29 publications

(21 citation statements)

References 14 publications

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“…The obvious normativity in OCB places it in a republican citizenship tradition. This is in line with an international, relative consensus that schools should foster citizens who are willing to make sacrifices or contribute to society [28]. Thus, OCB practices may be considered as modeling "citizenship" behavior in school.…”

Section: Theoretical Framework-dependent Variablementioning

confidence: 65%

Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers

et al. 2015

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A typical preservice teacher will experience demanding teaching situations during practicum. In such situations, interpersonal support from fellow students may be an important factor if experiences gained during teaching practice are to make a constructive contribution to personal growth for the teacher. Human support from other preservice teachers can bridge a gap that can be filled only to a limited extent by practice supervisors, who also have a role in assessing the students' practice periods. The phenomenon of preservice teachers helping their co-students-even though, strictly speaking, they have no formal responsibility in this area-is called citizenship behavior here. Structural equation modeling of questionnaire data collected among Norwegian preservice teachers shows that performance approach motivation is the factor most strongly associated with citizenship behavior. Intrinsic motivation is also a significant factor, both as a direct and an indirect effect, via study absorption. The self-efficacy of preservice teachers in teaching situations also has a robust association with citizenship behavior, while experiences involving pupil OPEN ACCESSEduc. Sci. 2015, 5 127 engagement problems in teaching situations have a negative effect on self-efficacy. Pupil engagement problems also have an adverse impact on absorption.

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Section: Theoretical Framework-dependent Variablementioning

confidence: 65%

Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers

et al. 2015

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“…As in most other nations, and certainly as has been the case in England, Scotland, Canada, and the United States, official policy surrounding education for citizenship over the last three decades in Australia has been characterised by two distinct features -(i) a sense of crisis in young peoples' political knowledge and action, and (ii) bold intentions at policy and curricular level that fail to turn into widespread effective practice in schools (Hughes, Print and Sears, 2010;Leighton, 2012). Taken together, these two features have resulted in a context in which active citizenship is cited as a much needed and highly valuable aim of education and schooling in Australia, but which may not be enacted and experienced in frequent, consistent and equitable ways by young Australians.…”

Section: Active Citizenship In the Recent Context Of Civics And Citizmentioning

confidence: 99%

“…This lack of teacher education and development in education for citizenship is a recurring theme in the Australian context (Print, Kennedy and Hughes, 1999;Chin and Barber, 2010). Though there was some initial in-service education to support teachers in using the Discovering Democracy materials, such support was not sustained in terms of either practicing teachers or pre-service teacher education students (Print, 2001a;Hughes, Print and Sears, 2010). The earlier Senate Committee (1989, p. 6) report had set as one of its recommendations that higher education institutions 'with responsibility for teacher education' not only 'ensure that education faculties recognise the importance of education for active citizenship' but also that they 'make provision for it as a component in pre-service courses'.…”

Section: Active Citizenship In the Recent Context Of Civics And Citizmentioning

confidence: 99%

A case for cautious optimism? Active citizenship and the Australian civics and citizenship curriculum

Peterson

Bentley

2016

Asia Pacific Journal of Education

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“…Hughes, Print, and Sears (2010) argue that "the research base for citizenship education [in Canada] is weak and fragmented" (p. 305), noting that comparative studies reveal "countries where national debate about citizenship and citizenship education was encouraged and conducted were more likely to produce substantial and widely implemented programs in the area" (p. 297). Civics and Social Studies classrooms aim to encourage young people to participate in national debate, but the adult world needs to make space for the student voice in meaningful ways through research and through policy development.…”

Section: Journal Of Contemporary Issues Inmentioning

confidence: 99%

Vocabularies of Citizenship: West Coast Secondary Students Describe Their Civic Subjectivities, Skills, and Classrooms

Elbert

2017

JCIE

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Canada's changing geopolitical landscape will require a generation of engaged and active citizens. Citizenship education in British Columbia must negotiate conflicting narratives while opening spaces for students to develop civic skills and subjectivities. Given negative program reviews, empirical evidence for the impact of identity -especially group identifications -on behaviours and beliefs, and continued low youth political engagement, there is a great need to understand how citizenship and civic subjectivities are constructed in real school contexts in order to gain insight into how secondary civics classrooms might support students' active political voices and development of efficacious subjectivities. This article reports preliminary results from a large mixed methods, multiple-case study project. The data reported here focuses on students (n = 64) from two purposefully sampled secondary school classrooms on Vancouver Island: a special civics program, and a regular stream Social Studies classroom in the same school. Data collection consisted of a class-wide online survey near the beginning of the course. Grounded in the larger understandings of social identity theory and rooted cosmopolitanism, qualitative data from open-ended questionnaire responses analyzed with a constant comparative coding technique explored the extent to which students construct regional, national, or global notions of citizenship. A preliminary report of quantitative items investigates the level of conflict present between levels of identification and suggests avenues for future research. Examined against previous research and the theory of rooted cosmopolitanism, this project aims to question the popular narrative of youth apathy and to describe the ways in which students characterize their civic subjectivities. In giving voice to student perspectives on their civic selves and their Civics classrooms, this study aims to contribute to more representative classrooms and pedagogies.

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Curriculum capacity and citizenship education: a comparative analysis of four democracies

Cited by 29 publications

References 14 publications

Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers

Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers

A case for cautious optimism? Active citizenship and the Australian civics and citizenship curriculum

Vocabularies of Citizenship: West Coast Secondary Students Describe Their Civic Subjectivities, Skills, and Classrooms

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