Who's Afraid Now? Reconstructing Canadian Citizenship Education Through Transdisciplinarity

Mitchell, Richard C.

doi:10.1080/10714410903482666

Cited by 20 publications

(21 citation statements)

References 52 publications

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“…With our contributors, we are arguing that to make a fuller contribution to transdisciplinary research, pedagogy, and discourse, Indigenous epistemologies offer educators from all disciplinary traditions a truly planetary ontology (see Apgar, Argumedo, & Allen, 2009;Arabena, 2006Arabena, , 2010Christie, 2006;Denzin, Lincoln, & Smith, 2008;DuPlessis, Sehume, & Martin, 2014;Leavy, 2011;Santos, 2007Santos, , 2010Santos, , 2012Santos, , 2016. In addition, we find that transdisciplinary thinking offers the broadest basis for our own field, and a way to reconsider a shared type of global citizenship moving beyond the nation-state (Mitchell, 2005(Mitchell, , 2010(Mitchell, , 2015Mitchell & Moore, 2011. Montuori (1999), in an end-of-millennium discussion of the polarization between and among so many cultures, presciently noted the fragmentation and reduction of disciplinary knowledge that has accompanied the march of modernity.…”

Section: Introductionmentioning

confidence: 70%

Transdisciplinary Child and Youth Studies: Critical Praxis, Global Perspectives

Mitchell

Moore

2018

World Futures

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Drawing on empirical and theoretical literature from across six continents, this Introduction to a special issue of World Futures serves as a prelude to seven articles focused on transdisciplinary child and youth studies. The resulting gestalt builds on the assumption that those engaged in transdisciplinary research and pedagogy are also deeply engaged in the global reform movement currently underway in higher education. As a contribution to this process, we make two key arguments. First, Indigenous epistemologies (defined as traditional integrated knowledge systems drawing on connectedness to the Earth and ontologies of respect for past and future generations) must be fully included within the transdisciplinary canon. Second, we introduce child and youth studies as an inherently transdisciplinary field, one that embraces complex systems analysis along with young people's participation in research that concerns their well-being.

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Section: Introductionmentioning

confidence: 70%

Transdisciplinary Child and Youth Studies: Critical Praxis, Global Perspectives

Mitchell

Moore

2018

World Futures

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“…Batur Musaoglu & Haktanir, 2006;Akengin, 2008;Eckmann, 2010;Karaman-Kepenekci, 2010); 4) citizenship -children should learn about rights in order to prepare for active citizenship (e.g. McEvoy & Lundy 2007;Mitchell, 2010;Osler, 2013); 5) the respecting of rights -children should learn to behave in accordance with rights and cultivate good relations with others (e.g. Covell, Howe & McNeil, 2010;Wallberg & Kahn, 2011); and 6) social changechildren should learn how to act critically and learn emancipatory values (e.g.…”

Section: Educational Research On the Teaching And Learning Of Rightsmentioning

confidence: 99%

“…Covell, Howe & McNeil, 2010;Wallberg & Kahn, 2011); and 6) social changechildren should learn how to act critically and learn emancipatory values (e.g. Frantzi, 2004;Nieto & Pang, 2005;Mitchell, 2010).…”

Section: Educational Research On the Teaching And Learning Of Rightsmentioning

confidence: 99%

‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

Brantefors

2019

HRER

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Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education. Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.

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“…Indeed, after a lengthy period of debate and development, legislation introducing the "Independent Office of the Child Advocate" for New York State took place in late 2010, notwithstanding persistent U.S. federal government reluctance to ratify the CRC (New York State Senate, 2011). There is no similar draft legislation on the current federal agenda in Canada, thus ensuring that children and young people continue to be silenced within political and policy debates at time of this writing (see also Mitchell, 2000Mitchell, , 2005Mitchell, , 2010.…”

Section: Re-theorizing Human Rightsmentioning

confidence: 99%

“…Adopting a descriptive, exploratory approach and ethnographic methods, I analyzed how the principles and provisions of the CRC were being utilized in a southern Ontario health care region from 2007 to 2009. The data were interpreted from a research standpoint drawing upon the "sociology of childhood" as a conceptual framework (James & Prout, 1997;Matthews, 2007;Mitchell, 2003aMitchell, , 2003bMitchell, , 2005, a standpoint shaped by two decades of front-line practice with young people, their families and caregivers in British Columbia child welfare, youth justice, education, and mental health settings (Mitchell, 1996(Mitchell, , 2010Moore & Mitchell, 2008). This approach differs from much of the current Canadian and U.S. child rights literature, as well as traditional "age and stage developmental approaches" adopted by many authors attempting to understand the challenges of children's rights (see, for example, Howe & Covell, 2001Hertzman & Weins, 1996;Peter et al, 2007;Matthews, 2007).…”

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confidence: 99%

Human Rights and Health Promotion: A Canada Fit for Children?

Mitchell

2011

IJCYFS

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<p>The 2011 Canadian election campaign demonstrates once again that while the health care debate is always a highly contested political issue, little of the discussion originates from, or is concerned with, citizens under 18 years of age. This paper responds to this gap in knowledge with findings from a qualitative, exploratory human rights study investigating the youth-led health promotion group REACT (Resist, Expose and Challenge [big] Tobacco). Under the auspices of the Chief Medical Officer, successive cohorts of high-school students have been working within the Niagara Public Health Region in Ontario, Canada since 2005. The main findings suggest that young people are fully competent to manage important aspects of their own health, and have led authorities to support health-enhancing behaviours for themselves and their peers. Moreover, it is clear that rights-based health promotion has been underutilized in Canada since dominant theoretical approaches to healthy development and traditional top-down institutional processes frequently overlook – and thus violate – the participatory human rights of young people. This violation represents a social justice issue with far-reaching consequences for equity in the overall health of the Canadian population.</p>

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Who's Afraid Now? Reconstructing Canadian Citizenship Education Through Transdisciplinarity

Cited by 20 publications

References 52 publications

Transdisciplinary Child and Youth Studies: Critical Praxis, Global Perspectives

Transdisciplinary Child and Youth Studies: Critical Praxis, Global Perspectives

‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

Human Rights and Health Promotion: A Canada Fit for Children?

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