scholarly journals Youth voices on global citizenship: Deliberating across Canada in an online invited space

2017 ◽  
Vol 8 (2) ◽  
pp. 5-17 ◽  
Author(s):  
Lynette Shultz ◽  
Karen Pashby ◽  
Terry Godwaldt
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
White Paper ◽  
Policy Position ◽  
Youth Engagement ◽  
School Students ◽  
The Public ◽  
Policy Paper ◽  
The Public Sphere ◽  
Globalized World

This article examines the processes of youth engagement in an 'invited space' for Canadian secondary school students. The organizers created a participatory citizenship education space in which Canadian students discussed their views and visions and developed their policy position on global citizenship and global citizenship education. The content and process of The National Youth White Paper on Global Citizenship (2015) demonstrated that youth have important policy knowledge and understand they live in a globalized world that includes unacceptable inequalities and oppressions. They also understand that, through acts of citizenship, these conditions can be changed. The article discusses how students were engaged in developing public opinion and working in the public sphere while developing the policy paper on the topic of global citizenship.

scholarly journals Separating Spheres

2018 ◽  
Author(s):  
Joanna Pepin ◽  
David Cotter
Keyword(s):  
High School Students ◽  
Three Dimensions ◽  
School Students ◽  
The Public ◽  
Gender Attitude ◽  
The Family ◽  
Monitoring The Future ◽  
The Public Sphere ◽  
Using Data ◽  
Egalitarian Attitudes

The authors investigated whether trends in attitudes about gender were consistent with the gender stall primarily occurring in the family domain and examined potential mechanisms associated with changing gender norms. Using data from Monitoring the Future surveys (1976–2015), the authors assessed three components of trends in youth’s beliefs about gender: the marketplace, the family, and mothers’ employment. Findings showed continued increases in egalitarianism from 1976 throughthe mid-1990s across all three dimensions. Thereafter, support for egalitarianism in the public sphere plateaued at high levels, rising support for mothers’ employment persisted at a slower pace, and conventional ideology about gender in families returned. The changing demographic composition of American high school students did not account for the gender attitude trends. Youth’s mothers’ employment and increased education were related to increased egalitarianism. Changes in population averages of mothers’ employment and educational attainment were only weakly associated withincreases in egalitarian attitudes.

Missionaries in a Globalized World

2011 ◽  
Vol 5 (3) ◽  
pp. 365-390
Author(s):  
Verónica Giménez Béliveau
Keyword(s):  
Catholic Church ◽  
Roman Catholic ◽  
Roman Catholic Church ◽  
Second Vatican Council ◽  
Pope John Paul Ii ◽  
The Public ◽  
Benedict Xvi ◽  
Vatican Council ◽  
The Public Sphere ◽  
Globalized World

This article examines contemporary orthodox or traditionalist communities that have emerged within the heart of Argentinean Catholicism. The discussion aims to contribute to current debates concerning global religious citizenships in relation to orthodox or traditionalist Catholic communities. Vigorously promoted by Pope John Paul II and now Benedict XVI, such conservative communities have exceeded the nation-state boundaries in which they have arisen and, using global resources from diverse international networks within the Roman Catholic church, they work hard to expand still further throughout the globe. Conservative Catholic communities, which ground their activities in the Second Vatican Council (1962–1965), have found in Argentina conditions particularly favorable for growth. While Argentinean Catholics who participate in such groups are still a clear minority, they currently enjoy a visibility in the public sphere and recognized space within the Catholic church. As they justify their expansion, the communities redefine both the goal and the appropriate territories for missionization. The construction of Catholic community draws on perceptions of a memory of Christianity that go beyond national loyalties, generating for participants new worldviews and forms of sociability within the frame of a “renewed” Catholicism.

scholarly journals Four new species of parasitoid wasp (Hymenoptera: Braconidae) described through a citizen science partnership with schools in regional South Australia

Zootaxa ◽  
2021 ◽  
Vol 4949 (1) ◽  
pp. 79-101
Author(s):  
ERINN P. FAGAN-JEFFRIES ◽  
ANDREW D. AUSTIN
Keyword(s):  
New Species ◽  
Citizen Science ◽  
South Australia ◽  
Parasitoid Wasp ◽  
Dna Barcodes ◽  
School Students ◽  
The Public ◽  
Taxonomic Research ◽  
The Public Sphere ◽  
Citizen Science Project

Involving the community in taxonomic research has the potential to increase the awareness, appreciation and value of taxonomy in the public sphere. We report here on a trial citizen science project, Insect Investigators, which partners taxonomists with school students to monitor Malaise traps and prioritise the description of new species collected. In this initial trial, four schools in regional South Australia participated in the program and all collected new species of the braconid subfamily Microgastrinae (Hymenoptera: Braconidae). These four species are here described as new, with the names being chosen in collaboration with the participating school students: Choeras ramcomarmorata Fagan-Jeffries & Austin sp. nov., Glyptapanteles drioplanetus Fagan-Jeffries & Austin sp. nov., Dolichogenidea franklinharbourensis Fagan-Jeffries & Austin sp. nov. and Miropotes waikerieyeties Fagan-Jeffries & Austin sp. nov. All four species are diagnosed against the known members of the genera from Australia, New Zealand, Fiji, Samoa and Papua New Guinea, and images and COI DNA barcodes are provided of the holotypes. Students had positive feedback about their experiences of the program, and there is significant potential for it to be expanded and used as a means to connect communities with taxonomic science. 

scholarly journals The rhetorical constructions of global citizenship and the location of youth: A critical analysis

2017 ◽  
Vol 8 (2) ◽  
pp. 37-52
Author(s):  
Ali A Abdi
Keyword(s):  
High School Students ◽  
Critical Analysis ◽  
Global Citizenship ◽  
White Paper ◽  
Knowledge Systems ◽  
School Students ◽  
Study And Teaching ◽  
Diverse Communities ◽  
The World ◽  
Rhetorical Constructions

The recent growth of global citizenship scholarship, especially in so-called Western universities, could entice us into making constructive assumptions about the viability of this area of study and teaching. Especially with respect to the lives of young people, the promise of global citizenship and its growing disciplinary popularity can be read as contributing to more connected and selectively realizable world communities, which share more of their lives' possibilities for the wellbeing of all. With this in mind, and with a continuing focus on the rhetorical claims of global citizenship – as opposed to the practical or even quasi-practical actualizations of such citizenship – and as a select thematic response to The National Youth White Paper on Global Citizenship (2015) produced by high school students in Canada, this paper attempts to expose the weaknesses that are ingrained in the scholarly constructions of the case. It also analyses the precarious global citizenship location of youth in both developed and developing world contexts. At the end, the paper suggests possible ways of educating for a more inclusive global citizenship, which values all knowledge systems and advances the wellbeing of diverse communities across the world.

scholarly journals The contribution of empathy-based pedagogy in global citizenship education: Kazakhstani context

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Natalya Hanley
Keyword(s):  
Secondary School ◽  
Strong Evidence ◽  
Citizenship Education ◽  
Secondary School Students ◽  
Research Study ◽  
Global Citizenship ◽  
Critical Discussion ◽  
School Students ◽  
Global Issues ◽  
Cultural Features

This article is based on a research study that implemented an empathy-based pedagogy (EBP) in three schools in Kazakhstan with the aim of understanding how secondary school students can learn about global issues and what challenges the teachers faced. It reflects on findings which provide strong evidence that walking in the shoes of other people encouraged the students to participate in critical discussion, deepen their knowledge and become emotionally engaged with global issues. It also explores some of the challenges created by conceptual confusions related to the cultural features within Kazakhstani society.

scholarly journals A critical reading of The National Youth White Paper on Global Citizenship : What are youth saying and what is missing?

2017 ◽  
Vol 8 (2) ◽  
pp. 19-36 ◽  
Author(s):  
Adeela Arshad-Ayaz ◽  
Vanessa Andreotti ◽  
Ali Sutherland
Keyword(s):  
Citizenship Education ◽  
Formal Education ◽  
Global Citizenship ◽  
White Paper ◽  
The Third ◽  
Canadian Youth ◽  
The World ◽  
Agents Of Change ◽  
Youth Perceptions ◽  
Selection Of

In the recent National Youth White Paper on Global Citizenship (2015), a selection of Canadian youth identified their vision for global citizenship education (GCE). The document articulates the Canadian youths' vision for global citizenship and outlines changes that need to be implemented in order for that vision to be achieved. Drawing on critiques of modernity and of liberal multiculturalism coming from postcolonial, decolonial, and feminist anti-racist scholarship, this article explores how young people imagine their positionalities as Canadian citizens and agents of change in the world. We aim to describe how the White Paper can be used both as a call for deepening critical engagements in education as well as a bridge for discussions of GCE in ways that move conversations into new realms. This paper is divided into four sections. In the first section, we analyse the 2015 White Paper, written collaboratively by Canadian students. It is the first document to focus exclusively on youth perceptions of what action is needed and what problems need to be addressed. We summarize the Canadian youths' articulation and understanding of GCE and identify the major themes addressed. The second section articulates the calls for action that the Canadian youth deem necessary for their vision of global citizenship. As they demand an emphasis on criticality in their formal education, we consider how we can listen to and respond to these calls. The third section presents a critical analysis of the document with a view to paving the way for collaborations to push discussions even further. The fourth section highlights how we can build on the White Paper to move discussions about GCE in new and different directions. We aim to address how the White Paper can be used to further the conversations in ways that explore how the youths' calls for actions can open up the possibilities for critical GCE.

scholarly journals “The Sisterhood is Watching”: Challenging Identity and Agency in Citizenship

2010 ◽  
Vol 4 (2) ◽  
Author(s):  
Melody Viczko ◽  
Anna McClean
Keyword(s):  
Public Sphere ◽  
Feminist Theory ◽  
Collective Identity ◽  
Citizenship Education ◽  
The Public ◽  
Public Media ◽  
Identity And Agency ◽  
The Public Sphere ◽  
The Individual ◽  
The Relationship

“The Garneau Sisterhood is watching”, warns an impromptu poster in the Garneau community, following a police warning for women to take safety precautions subsequent to announcements of a serial rapist in the area. In this context, tensions exist between the individual, the state and the collective. In this interpretivist study, we invoke the lens of feminist theory to examine the relationship between identity and agency in a collective conceptualization of the citizen. Through content analysis of a sampling of public media, we present the case of the Garneau Sisterhood to consider the relationship between collective identity and agency in challenging the constraints of individualist notions of citizenship. Finally, we argue that feminist citizenship education is needed to engage the notion of collective identity and agency as a source of empowerment for students, and other citizens, to raise issues of importance in the public sphere.

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