Civic Education for Noncitizen and Citizen Students

2018 ◽  
pp. 232-251
Author(s):  
James A. Banks
Keyword(s):  
Human Rights ◽  
Conceptual Framework ◽  
Civic Education ◽  
Citizenship Education ◽  
Nation State ◽  
Civic Action ◽  
Multicultural Citizenship ◽  
Cosmopolitan Education ◽  
Diverse Groups ◽  
Racial Ethnic

This chapter describes a conceptual framework for developing civic education for citizen and non-citizen students. Human rights cosmopolitan education is conceptualized as the focus of civic education for non-citizen students. Multicultural citizenship education is conceptualized as the focus of civic education for citizen students from diverse groups who are marginalized because of their racial, ethnic, cultural, linguistic, and religious characteristics. Multicultural citizenship education helps students from diverse groups become full participants in the nation-state while maintaining important aspects of their home and community cultures. The author maintains that transformative civic education should be implemented in schools because it incorporates elements of both human rights cosmopolitan education and multicultural citizenship education. It also helps both non-citizen and citizen students to acquire the knowledge, skills, and values needed to make reflective decisions, internalize human rights values, and take personal, social, and civic action.

Failed Citizenship and Transformative Civic Education

2017 ◽  
Vol 46 (7) ◽  
pp. 366-377 ◽  
Author(s):  
James A. Banks
Keyword(s):  
Civic Education ◽  
Political Efficacy ◽  
Nation State ◽  
Religious Groups ◽  
Global Migration ◽  
Marginalized Groups ◽  
Nation States ◽  
Diverse Groups ◽  
Racial Ethnic

Global migration, the quest by diverse groups for equality, and the rise of populist nationalism have complicated the development of citizenship and citizenship education in nations around the world. Many racial, ethnic, cultural, linguistic, and religious groups are denied structural inclusion into their nation-state. Consequently, they do not fully internalize the values and symbols of the nation-state, develop a strong identity with it, or acquire political efficacy. They focus primarily on particularistic group needs and goals rather than the overarching goals of the nation-state. I conceptualize this process as failed citizenship and present a typology that details failed, recognized, participatory, and transformative citizenship. I describe the role of the schools in reducing failed citizenship and helping marginalized groups become efficacious and participatory citizens in multicultural nation-states.

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.

scholarly journals Agents of the nation-state or transformative intellectuals? Exploring the conflicting roles of civics teachers in Israel

2017 ◽  
Vol 14 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Aline Muff ◽  
Zvi Bekerman
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
Classroom Practice ◽  
Political Elite ◽  
The Political ◽  
Nation State ◽  
Cultural Hegemony ◽  
Hegemonic Discourse ◽  
Religious Ideology

This article focuses on the role of the civics teacher against the backdrop of the recent political developments in Israel, where the political elite increasingly seeks to underpin citizenship education with a national-religious ideology. As in previous work on this topic by other academics, we draw on Gramsci’s work on cultural hegemony to locate the hegemonic discourse of citizenship education in Israel and focus on the teacher’s role along the spectrum of being an agent of the nation-state to acting as a transformative intellectual. We have interviewed Jewish-Israeli civics teachers to gain a better understanding of how they mediate their role between the different demands that the politics of civic education in Israel imposes on them. Our findings outline how teachers sometimes tend to reproduce the hegemonic discourse and how they also find ways to rebel against it, drawing on counter-hegemonic strategies in their classroom practice.

scholarly journals Urgency of Civic Education in the Global Context (Human Rights) in South Africa and Hong Kong

2018 ◽  
Vol 2 (1) ◽  
pp. 8-15
Author(s):  
Febi Fadilah
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Hong Kong ◽  
Civic Education ◽  
Citizenship Education ◽  
Qualitative Method ◽  
Global Context ◽  
Global Issues ◽  
Global Issue ◽  
Rights Issues

Citizenship education exists because the problems that occur in society. The urgency of citizenship education is very important due to global issue of human rights that occur in South Africa and Hong Kong. The purpose of this article is to show how we can see the urgency of citizenship education in the context of global issues (Human Rights) in South Africa and Hong Kong both theoretically and factually. This research uses descriptive qualitative method by seeking some information from 15 national indexed journal, documentation and some other sources that support the research objectives and metaanalysing to get critical and valid research. The results of this study says that citizenship education has an important role viewed by historically and empirically in minimizing human rights issues, society have an erudation of their country and participate in understanding of universal citizenship to face global challenges. Keywords: citizenship education, urgency, humas rights issues, South Africa, Hong Kong ABSTRAK Pendidikan kewarganegaraan hadir karena permasalahan yang terjadi dalam kehidupan masyarakat disuatu negara. Pendidikan kewarganegaraa sangat penting untuk meminimalisir permasalahan isu global HAM yang terjadi di Afrika Selatan dan Hong Kong. Tujuan dari artikel ini adalah untuk mengkaji lebih dalam urgensi pendidikan kewarganegaraan dalam konteks isu global (HAM) di Afrika Selatan dan Hong Kong baik secara teoritis maupun faktual. Penelitian ini menggunakan metode literatur review dengan cara mencari beberapa informasi dari 15 jurnal terindeks nasional yang relevan dan beberapa sumber-sumber lain yang mendukung tercapainya tujuan penelitian. Kemudian dilakukan analisis data agar mendapatkan hasil penelitian yang kritis dan valid. Hasil penulisan menunjukkan bahwa Pendidikan kewarganegaraan memiliki peranan yang sangat penting jika ditinjau secara historis dan empiris dalam meminimalisir permasalahan HAM yang terjadi di Negara Afrika Selatan dan Hong Kong, dimana masyarakat paham terhadap hak dan kewajibannya sebagai warganegara, memiliki pemahaman kewarganegaraan yang universal dalam menjawab tantangan global, dan mampu mengimplementasikannya dalam kehidupan sehari-hari. Kata kunci: pendidikan kewarganegaraan, urgensi, isu HAM, Afrika Selatan, Hong Kong

scholarly journals The extent of inclusion textbooks of civic and citizenship education the concepts of Asaylum in Jordan: مدى تضمين كتب التّربية الوطنية والمدنيّة في المرحلة الأساسية العليا لمفاهيم اللجوء في الأردن

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Mohammad Ahmad Mohammad Migdadi
Keyword(s):  
Human Rights ◽  
Civic Education ◽  
Citizenship Education ◽  
Upper Elementary ◽  
Analysis Tool ◽  
Elementary Stage ◽  
Basic Stage ◽  
Asylum Law ◽  
The Impact

The study aimed to identify the impact of the extent of inclusion textbooks of civic and citizenship education the concepts of Asaylum in Jordan To achieve the objectives of the study, tool was prepared: an analysis tool. All the units of the books of civic and civic education in the upper elementary stage, in the second semester of 2018/2019, The results showed weakness in the inclusion of the concepts of asylum in the books of civic and civic education for the higher basic stage. There is a different degree of interest in the concepts of asylum. There are concepts such as: levels of asylum and refugees, refugee rights, international asylum law and the impact of asylum on the side. The concepts of human rights and acceptance of diversity and tolerance came from the most frequent and popular concepts in the books of civic and civic education of the higher elementary stage in Jordan. In light of the results of the study, the researcher made several recommendations.

scholarly journals Mengurai Gagasan Tan Malaka dari Perspektif Kajian Pendidikan Kewarganegaraan

2019 ◽  
Vol 4 (2) ◽  
pp. 89-99
Author(s):  
R. Samidi ◽  
Suharno Suharno
Keyword(s):  
Human Rights ◽  
Civic Education ◽  
Citizenship Education ◽  
The State ◽  
Great Idea

This study identifies Tan Malaka's ideas in the perspective of Civic Education by exploring his great idea of  Gerpolek which had published in a book. The published book supported by several other works, then analyzed in the context of Citizenship Education. Based on the results of the study shows that each of Tan Malaka's revolutionary ideas from the perspective of Citizenship Education has real contribution in the relation to build citizenship and the state, whether it seen from the context of nationalism, economics, politics, and human rights. Through Citizenship Education, it is appropriate that Tan Malaka placed in line with the national founders. His work becomes a reference in order to build the nation for the better future.

scholarly journals DINAMIKA KONSEPTUALISASI PENDIDIKAN ILMU PENGETAHUAN SOSIAL (PIPS) DAN PENDIDIKAN KEWARGANEGARAAN (PKn) PADA PENDIDIKAN DASAR DAN MENENGAH (Suatu Telaah Collective Mindset dalam Ranah Historis-Epistemologis)

2011 ◽  
Vol 12 (1) ◽  
pp. 1-20
Author(s):  
Udin Saripudin Winataputra ◽  
Sumanah Saripudin
Keyword(s):  
United States ◽  
Social Studies ◽  
Conceptual Framework ◽  
Civic Education ◽  
Citizenship Education ◽  
Social Studies Education

Generally, the conceptual framework of social studies in United States and in Indonesia includes concept and praxis of education in democracy which are organised in a form of (1) civic/citizenship education as one of the dimensions of goals, content, and processes of social studies; and (2) social studies education. Basically, education in democracy can also be deemed as a subsystem of social studies education, and social studies education. However, as a subsystem of education in democracy civic educationt has shown its uniqueness i.e. it sinergically focussed on the development of individuals potentials to become smart and good citizens. Along the line of the development of the ideals, instrumenst, and praxis of democracy civic/citizenship education has become the academic endeavour, which then is generally called as civic education or citizenship education.

The Intersection of Security and Justice in Global Governance

2018 ◽  
Author(s):  
William Durch ◽  
Joris Larik ◽  
Richard Ponzio
Keyword(s):  
Human Rights ◽  
Conceptual Framework ◽  
Global Governance ◽  
Human Dignity ◽  
Structural Violence ◽  
Essential Elements ◽  
International Level ◽  
The Core ◽  
Personal Community

Security and justice are both essential elements in humanity’s quest not only to survive but to thrive with dignity; neither is sustainable alone. Security is merely the appearance of order in a framework of structural violence unless tempered or leavened by concepts of justice that include human rights, human dignity, and other normative limits on the use of power. The pursuit of justice, whether at the personal, community, national, or international level can be crippled if not matched, in turn, by means to sustain security at each level. This complementarity of security and justice—despite their inherent tensions—is the core conceptual framework of the book. Achieving “just security,” we argue, is essential to the success of any global governance enterprise or architecture.

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