Diversity, Group Identity, and Citizenship Education in a Global Age

2021 ◽  
pp. 1-24
Author(s):  
James A. Banks
Keyword(s):  
Citizenship Education ◽  
Group Identity ◽  
Global Age

Diversity, Group Identity, and Citizenship Education in a Global Age

2008 ◽  
Vol 37 (3) ◽  
pp. 129-139 ◽  
Author(s):  
James A. Banks
Keyword(s):  
Citizenship Education ◽  
Group Identity ◽  
Minority Groups ◽  
Final Part ◽  
Social Scientists ◽  
Group Rights ◽  
Nation States ◽  
Global Age ◽  
Diverse Groups

Worldwide immigration and quests for rights by minority groups have caused social scientists and educators to raise serious questions about liberal assimilationist conceptions of citizenship that historically have dominated citizenship education in nation-states. The author of this article challenges liberal assimilationist conceptions of citizenship and citizenship education. He argues that citizenship education should be reformed so that it reflects the home cultures and languages of students from diverse groups, and he contends that group rights can help individuals to attain structural equality. In the final part of the article, he discusses the implications of his analysis for transforming citizenship education.

scholarly journals Multicultural and Global Citizenship in a Transnational Age: The Case of South Korea

2010 ◽  
Vol 12 (1) ◽  
Author(s):  
Seungho Moon
Keyword(s):  
South Korea ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Final Part ◽  
Nation State ◽  
Global Citizenship Education ◽  
Global Age ◽  
Multicultural Citizenship ◽  
Transnational Age

Transnational flows and influx influence perspectives about the concepts of citizenship limited within nation-state borders. The author challenges liberal assimilationist conceptions of citizenship education in order to explore possibilities for the advancement of both multicultural citizenship and global citizenship education. He situates South Korea’s case within this discourse and suggests multicultural citizenship and global citizenship education as alternative, defensible, and appropriate paradigms at the transnational and global age. In the final part of the paper, he discusses the implications of this paradigm for citizenship education in South Korea.

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