Failed Citizenship and Transformative Civic Education

Abstract

Global migration, the quest by diverse groups for equality, and the rise of populist nationalism have complicated the development of citizenship and citizenship education in nations around the world. Many racial, ethnic, cultural, linguistic, and religious groups are denied structural inclusion into their nation-state. Consequently, they do not fully internalize the values and symbols of the nation-state, develop a strong identity with it, or acquire political efficacy. They focus primarily on particularistic group needs and goals rather than the overarching goals of the nation-state. I conceptualize this process as failed citizenship and present a typology that details failed, recognized, participatory, and transformative citizenship. I describe the role of the schools in reducing failed citizenship and helping marginalized groups become efficacious and participatory citizens in multicultural nation-states.

The Interplay of Group Identifications and Friendships: Evidence from Longitudinal Social Network Studies

“…In order to change this, educators could use methods such as culturally responsive teaching (Gay, ) that aim to foster a classroom climate where all students feel welcome and respected. However, educators should not fall into the trap of assuming a zero‐sum relationship between ethnic and national identities (Banks, ). Instead of trying to foster national identity at cost of their ethnic identity, they could help ethnic minority students find ways to see their bicultural identities as compatible and integrated rather than oppositional and in conflict (Benet‐Martínez & Haritatos, ).…”

“I’m Thinking I Want to Live a Better Life”: Syrian Refugee Student Adjustment in New Brunswick

“…We strongly advise educators and policy-makers to pay close attention to such events, so students do not become alienated in the school and within their new community (Banks, 2017). Robertson (2005) warned that students who feel marginalized in their schooling experiences in Canada may become disinterested in their learning and become disengaged, eventually dropping out of school.…”

Malang Corruption Watch Sebagai Gerakan Masyarakat Sipil Dalam Membangun Budaya Anti-Korupsi Di Daerah

“…Warga negara transformatif yang juga sebagai warga negara partisipatif tentunya akan secara aktif berpartisipasi dalam urusan-urusan sipil dan kehidupan sosial masyarakat baik di tingkat lokal, negara bagian (provinsi), maupun nasional. Wong, Lee, Chan, dan Kennedy (2016: 5) mempertegas terhadap apa yang telah diuraikan oleh Banks (2017). Mereka menyebut kewarganegaraan sebagai koneksi politik dan moral individu antara negara dengan masyarakat.…”