Heterotopian cosmopolitan citizenship education?

2010 ◽  
Vol 5 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Dean Garratt ◽  
Heather Piper
Keyword(s):  
Citizenship Education ◽  
Cosmopolitan Citizenship

scholarly journals The Challenges of Global Citizenship for Worldview Education. The Perspective of Social Sustainability

2015 ◽  
Vol 17 (2) ◽  
pp. 44-52 ◽  
Author(s):  
Siebren Miedema ◽  
Gerdien Bertram-Troost
Keyword(s):  
Religious Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Social Sustainability ◽  
Point Of View ◽  
Global Level ◽  
Democratic State ◽  
Cosmopolitan Citizenship ◽  
Relationship Of ◽  
The Relationship

AbstractIn this paper the authors briefly present what their theoretical reflections and empirical research has yielded in respect to citizenship education and religious education. The theoretical as well as political and practical questions of the relationship of global citizenship and worldview education are scrutinized. The main focus is on the issue whether there is or could be a connection between the concepts of ‘worldview education’ and global citizenship ‘education’ from the point of view of inclusivity in respect to both concepts. Habermas’s distinction between the concepts of democratic state citizenship and global or cosmopolitan citizenship is conceptually helpful. The authors also take into account the question of whether there is a certain educational, political or religious necessity on a national as well as global level to deal with this possible relationship as viewed through the lens of social sustainability.

scholarly journals Critical Cosmopolitan Citizenship Education and the Ontario Curriculum

2019 ◽  
Vol 2 (1) ◽  
pp. 77-96
Author(s):  
Taciana De Lira e Silva
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Critical Discourse Analysis ◽  
Secondary Students ◽  
Civic Education ◽  
21St Century ◽  
Citizenship Education ◽  
Active Involvement ◽  
English Literacy ◽  
Cosmopolitan Citizenship

Critical cosmopolitan citizenship education is a transformational approach to education that empowers students to become global citizens through active involvement in the local, national and global communities while seeking to build a better world. This study’s objective was to inquire about how Ontario’s official curriculum guides educators to prepare secondary students (Canadian born and those new to Canada) to become effective citizens of the 21st century. A critical discourse analysis was conducted to investigate the Ontario Ministry of Education’s (OME) approach to citizenship education within the frameworks of critical pedagogy and cosmopolitan citizenship education that encourage educators and students to respect human rights and become active citizens who strive towards peace and sustainability. The discourse analysis included two curriculum documents: (1) The Ontario curriculum grades 9 and 10: Canadian and World Studies (OME, 2018), which addresses civic education, and (2) The Ontario Curriculum Grades 9 to 12: English as a Second Language and English Literacy Development (OME, 2007), which prepares newcomers to improve their English proficiency. The findings confirm that the discourse produced by these documents aims to develop students’ understanding of the global world, but does not necessarily prepare them to act for the betterment of the planet. The findings further indicate that citizenship education in the 21st century should dissociate from a nation-centered approach and focus on preparing students for global citizenry.

PENERAPAN MODEL PEMBELAJARAN BERDASARKAN MASALAH (PROBLEM BASED INTRUCTION) UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS IV SD NEGERI 010 PULAU ARO KECAMATAN KUANTAN TENGAH KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yusmaneti Yusmaneti
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Citizenship Education ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Learning Models ◽  
Fourth Grade Students ◽  
Average Problem

This research is based on the low learning outcomes of Citizenship Education for fourth grade students of State Primary School 010, Pulau Aro, Kuantan Tengah Subdistrict, Kuantan Singingi Regency, from 12 students only 5 (41.66%) who achieved the minimum completeness criteria determined by the school at 70 with an average score amounting to 65.4. The research aims to improve the learning outcomes of Citizenship Education through the application of problem based intruction models. The results of the study show, during the learning process before using the problem-based learning model, the average score was 65.4 with incomplete categories and after using the learning model based on the average problem of student learning outcomes in the first cycle to 79.7 with complete categories while in the cycle II has increased again to 87.6 with complete categories. Based on the results of this study, it can be concluded that through the application of problem-based learning models (Problem Based Intruction) can improve Student Grade 4 Citizenship Education Learning Outcomes of State Primary School 010, Pulau Aro, Kuantan Tengah Subdistrict, Kuantan Singingi Regency.

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