Towards a framework for critical citizenship education

Abstract

Increasingly, countries around the world are promoting forms of 'critical' citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of abstract and technical skills under the label 'critical thinking' to a desire to encourage engagement, action and political emancipation, often labelled 'critical pedagogy'. This article distinguishes these manifestations of the 'critical' and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.

Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts

“…While the potential of digital video to enhance what Schön (1983) refers to as 'reflection on action' is under-researched, even less is known about the extent to which the ability to record, review and reflect on a performance can help students learn the critical analysis skills that are a key aspect of their development as global citizens (Johnson and Morris 2010;de Andreotti 2014). These skills have been variously identified as report writing, critical thinking, researching, and as oral and written literacies (Ohler 2006).…”

Beroepstrots als bron voor burgerschap: Burgerschapsvorming in het vmbo

“…In de literatuur worden op theoretische gronden en empirisch onderzoek diverse burgerschapstypen en, daarmee samenhangend, vormen van burgerschapsvorming onderscheiden (Johnson & Morris, 2010;Leenders, Veugelers, & De Kat, 2008;Westheimer, 2008;Westheimer & Kahne, 2004). Zo onderscheiden Westheimer en Kahne (2004) vorming voor persoonlijk verantwoordelijk burgerschap, participerend burgerschap en voor burgerschap dat op sociale recht-Yvonne Leeman en Monique Volman vaardigheid is gericht.…”

“…De betekenis van burgerschap en de invulling van burgerschapsvorming is omstreden en niet vastomlijnd (Haste, 2004;Jansen, Chioncel, & Dekkers, 2006;Johnson & Morris, 2010;Osler, 2011;Pike, 2007;Westheimer & Kahne, 2004). Burgerschapsvorming kan bovendien zowel een plaats in het curriculum krijgen als vak(onderdeel) of project als op geïntegreerde wijze worden vormgegeven.…”

The "human colour" crayon: investigating the attitudes and perceptions of learners regarding race and skin colour

“…Critical citizenship education could provide a framework for promoting a common set of shared values such as tolerance and social justice while engaging with difference in the classroom. Adopting these values may prepare learners to live together in diverse societies (Johnson and Morris 2010).…”

“…Critical citizenship education promotes a common set of shared values (acceptance, human rights, democracy, social justice and social reconstruction), which prepare learners to live together in diverse societies (Johnson and Morris 2010). According to Nussbaum (2002), citizenship education is the cultivation of humanity towards the purpose of producing citizens who think for themselves, argue with tradition and have sympathy for the lives of others different to their own.…”