Good Citizenship Education in the Context of a COVID-19 Reality

2022 ◽  
pp. 1-6
Author(s):  
M. Ayaz Naseem ◽  
Adeela Arshad-Ayaz ◽  
Muhammad Akram
Keyword(s):  
Citizenship Education ◽  
Good Citizenship

scholarly journals Economics and the civic mission of social studies education: Two critiques of neoclassicism

2019 ◽  
Vol 18 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Erin C Adams
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Studies Education ◽  
State Standards ◽  
Democratic Society ◽  
Content Standards ◽  
Neoclassical Theory ◽  
Good Citizenship ◽  
Theoretical Assumptions ◽  
K 12

This article examines the theoretical assumptions underlying K-12 economic curriculum and the consequences of this curriculum for citizenship education and democracy. Specifically, the article discusses scholarship related to the critique of neoclassic economic theory’s role in influencing the Voluntary National Content Standards in Economics and the trickle-down effects into state standards and textbooks. From the literature, the author uncovers two main critiques of neoclassicism: that neoclassic theory is unrealistic and impersonal. Neoclassic theory has enormous consequences for the civic mission of social studies. The author investigates the extent to which neoclassical theory makes for good citizenship and is desirable for a democratic society.

scholarly journals Educating in Respect: Against Neutral Discourse as a Norm for Respectful Classroom Discussion

Philosophy ◽  
2018 ◽  
Vol 93 (2) ◽  
pp. 187-210
Author(s):  
Christina Easton
Keyword(s):  
Education Policy ◽  
Citizenship Education ◽  
Political Liberalism ◽  
Critical Discussion ◽  
Classroom Discussion ◽  
Epistemic Virtue ◽  
Next Generation ◽  
Mutual Respect ◽  
Good Citizenship ◽  
Motivating Reasons

AbstractSince 2014, British schools have been required to ‘actively promote’ the value of ‘mutual respect’ to the children in their care. This is relatively unproblematic: liberals are agreed that good citizenship education will involve teaching mutual respect. However, there is disagreement over how ‘respect’ should be understood and what it should imply for norms of respectful classroom discussion. Some political liberals have indicated that when engaging in discussion in the classroom, students should provide only neutral reasons to defend their views. This paper provides a number of arguments against this claim. For example, I argue that this norm relies on a distorted understanding of what it is to respect others and that it stifles the development of civic and epistemic virtue in the next generation of citizens. Even from within the perspective of political liberalism, there are good reasons to favour critical discussion of non-neutral reasons. Education policy should therefore accord greater priority to discussion of students’ actual motivating reasons than to discussion constrained by a norm of neutral discourse.

scholarly journals What Citizenship for What Transition?: Contradictions, Ambivalence, and Promises in Post-Socialist Citizenship Education in Vietnam

2020 ◽  
Author(s):  
AISDL
Keyword(s):  
Communist Party ◽  
Citizenship Education ◽  
Global Economy ◽  
Doi Moi ◽  
Transitional Society ◽  
Good Citizenship

In 1986, the Communist Party of Vietnam officially approved reform policies known as đổi mới (doi moi) which transformed the country from a centrally-planned to a market-oriented economy. Since then, as Vietnam has been integrating into the global economy, the transitional society has become more open and diverse. The transformations have apparently impacted the ways in which citizenship has been understood and practiced in Vietnam. This study specifically investigates changes in state visions of citizenship as reflected in educational discourses. In addition, it examines teachers’ interpretations of good citizenship and their experiences of teaching citizenship in Vietnam’s schools.

scholarly journals Homeschooling and the Redefinition of Citizenship

1999 ◽  
Vol 7 ◽  
pp. 27 ◽  
Author(s):  
A. Bruce Arai
Keyword(s):  
Citizenship Education ◽  
General Issue ◽  
The Past ◽  
Good Citizenship ◽  
At Home

Homeschooling has grown considerably in many countries over the past two or three decades. To date, most research has focused either on comparisons between schooled and homeschooled children, or on finding out why parents choose to educate their children at home. There has been little consideration of the importance of homeschooling for the more general issue of citizenship, and whether people can be good citizens without going to school. This paper reviews the research on homeschooling, as well as the major objections to it, and frames these debates within the broader issues of citizenship and citizenship education. The paper shows that homeschoolers are carving out a different but equally valid understanding of citizenship and that policies which encourage a diversity of understandings of good citizenship should form the basis citizenship education both for schools and homeschoolers.

scholarly journals Sikap Perilaku Keseharian Masyarakat dan Lingkungan Keluarga Sebagai Cermin Keberhasilan Citizenship Education

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Juliati Juliati ◽  
Muhammad Firman
Keyword(s):  
Family Environment ◽  
Citizenship Education ◽  
Science And Technology ◽  
Citizen Education ◽  
Education Material ◽  
Good Citizenship ◽  
The Government ◽  
And Behavior ◽  
Technology Advance

In globalization era today we as world member can feel the spread of science andtechnology advance in which one country with another country will know each otherstrength and weakness through evaluation of its various technology and communicationwhich influence people in various countries. From year to year there are many people whoare increasingly go to jail. Whereas the failure and success of citizen education can be seenfrom daily attitude and behavior of community and their family environment. So, it is notsurprising that there are more and more prisoners from year to year. This indicate thatmany citizens who are involved in infringement which result in criminality. The solutionis that citizen education material should be prepared to suit with situation from influenceof science and technology advance, in addition the government should control communityand their family environment to be better (good citizenship). The material and the wayteacher teach (method, media and model) should be arranged. As suggested by William T.Callahan (1990: 338) that good citizenship was not born, but is in interpersonal, intellectualabilities which are needed and should be learned seriously, then applied to community andtheir family environment as citizen of people in various countries. DOI: 10.15408/sjsbs.v3i3.7865

scholarly journals Från skolans medborgarbildande möjlighet till samhällskunskapsämnets – en väg framåt?

2020 ◽  
Vol 29 (2) ◽  
pp. 29-61
Author(s):  
Maria Olson
Keyword(s):  
Social Studies ◽  
Political Theory ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
School Subject ◽  
Good Citizenship ◽  
Subject Specific ◽  
The Subject ◽  
Normative Dimension ◽  
The One

What is good citizenship, and how can schools help to promote and shape it? This text seeks to define a possible path for citizenship-oriented social studies education that is able to respond to this question in a satisfactory way. To that end, I pursue two different lines of inquiry. On the one hand, I proceed from an idea of citizenship drawn from established political theory with a focus on citizenship, specifically the work of Joel Westheimer and Joseph Kahne (2004). On the other, I undertake a far from complete, but nevertheless pertinent, review of research into the subject didactics of social studies – the what, how and why of teaching and learning the subject – in the light of the question of what invitations to citizenship can be traced in that research. Based on these two lines of inquiry, four subject-specific dimensions are distinguished that seem to be necessary points of reference for social studies as a school subject if the aim is to promote citizenship education: a social, a knowledge-related, a personal and an explicitly normative dimension.

scholarly journals Reorientasi civic disposition dalam kurikulum Pendidikan Kewarganegaraan sebagai upaya membentuk warga negara yang ideal

2017 ◽  
Vol 14 (2) ◽  
pp. 218-225
Author(s):  
Budi Mulyono
Keyword(s):  
Citizenship Education ◽  
Essential Element ◽  
Education Curriculum ◽  
Good Citizen ◽  
Good Citizenship

This article discusses the urgency of civic disposition in citizenship education curriculum in order to shape citizen character. Civic disposition is a the most substantive and essential element of citizenship education. In this matter it is intended that good citizen is the target. But, in the course of time, it is evidenced that citizenship education curriculum is intervened by rezim. The feature of a good citizenship means differently to different regime. It is recommended that the reoriented of this curriculum is intended to release the interest and power of rezim by placing Pancasila and 1945 Constitution. 

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