scholarly journals Citizenship, Social Change, and Education

2021 ◽  
Vol 11 (2) ◽  
pp. 97-109
Author(s):  
Mitja Sardoč
Keyword(s):  
Public Schools ◽  
Social Change ◽  
Citizenship Education ◽  
Hate Speech ◽  
Research Policy ◽  
Social Changes ◽  
Public Schooling ◽  
Policy And Practice ◽  
Theory Research ◽  
Civic Space

In recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling. The place and contribution of citizenship education in public schools have become central points of discussion and debate in terms of theory, research, policy, and practice. Yet, existing conceptions of citizenship education differ considerably over various issues, including the basic motivational impulses associated with the civic aims of public education. In particular, the recent upsurge of phenomena as diverse as hate speech, populism, the shrinking civic space, radicalisation, and violent extremism have shifted the main justificatory impulse from consequentialist to urgency-based arguments. This shift of emphasis has had some unreflected consequences related to the justification for citizenship education in public schools. The central purpose of this article is to expound on the two main impulses associated with the civic aims of public schools and their interrelationship with social changes. The main part contrasts these two opposing motivational impulses associated with the justification of citizenship education. Each of the two impulses is presented and then clarified with an example to shed light on the basic justificatory procedure associated with it. The concluding part of this paper sketches the most distinctive challenges of the alternative conception of justifying citizenship education and its interplay with social change.

What kind of (digital) citizen?

2018 ◽  
Vol 35 (5) ◽  
pp. 342-356 ◽  
Author(s):  
Marie K. Heath
Keyword(s):  
Social Justice ◽  
Educational Technology ◽  
Public Schools ◽  
Civic Engagement ◽  
Research Policy ◽  
Digital Citizenship ◽  
Policy And Practice ◽  
Content Type ◽  
Definition Of ◽  
Constant Comparative Analysis

Purpose Public schools in a democracy should educate young people to develop the knowledge and dispositions of citizenship in order to foster a more inclusive society and ensure the continuation of the democratic republic. Conceptualizations of citizenship must be clearly framed in order to support civic engagement, in particular, civic engagement for social justice. Rarely do educational technology scholars or educators interrogate the International Society for Technology in Education definition of digital citizenship. Educational technologists should connect notions of civic engagement and conceptions of digital citizenship. Instead, the field continues to engage in research, policy and practice which disconnects these ideas. This suggests that a gap exists between educational technologists’ conceptualizations of citizenship and the larger implications of citizenship within a democracy. The paper aims to discuss this issue. Design/methodology/approach This paper uses a between-study analysis of the literature to answer: How does the field of educational technology discuss and research digital citizenship? The data were coded using constant comparative analysis. The study adopted a theoretical framework grounded in Westheimer and Kahne’s (2004) What Kind of Citizen, and Krutka and Carpenter’s (2016) digital approach to citizenship. Findings The findings suggest that educational technologists’ uncritical usage of the term digital citizenship limits the authors’ field’s ability to contribute to a fundamental purpose of public schooling in a democracy – to develop citizens. Further, it hampers imagining opportunities to use educational technology to develop pedagogies of engaged citizenship for social justice. Originality/value Reframing the conception of digital citizenship as active civic engagement for social justice pushes scholarship, and its attendant implications for practice, in a proactive direction aimed at dismantling oppression.

Public Schools in the New America

2003 ◽  
Author(s):  
Jennifer L. Hochschild ◽  
Nathan Scovronick
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Public Education ◽  
American Dream ◽  
School Funding ◽  
Severe Disabilities ◽  
Public Schooling ◽  
Policy And Practice ◽  
Advanced Placement Classes ◽  
Great Prosperity

THE LANDSCAPE OF PUBLIC SCHOOLING in the United States has changed dramatically over the past 40 years, in part because of substantial movement toward the collective goals of education. Schools are more racially integrated than before Brown v. Board of Education; desegregation continues to contribute to the growth of the black middle class. Levels of school funding are higher than a generation ago, and in many states funding is more equitable across districts. Children with severe disabilities spend more of their days in the mainstream; children with subtle learning problems are increasingly identified and helped; parents have the legal right either to challenge the separation of children with disabilities or to demand special services for them. Most English language learners get at least some help in making the transition to English-speaking classes. Dropout rates have declined for whites and for blacks (although not for Hispanics). NAEP scores are higher in many subjects in most grades, with the greatest gains being made by black students. Most states have adopted standards and are developing curricula and professional development programs to bring those standards into the classroom; some states have shown demonstrable improvement in student learning as a consequence. Schools are increasingly sensitive to students from varied religious and ethnic backgrounds, and curricula are more multicultural. Ability grouping is more flexible than it used to be, more students have access to Advanced Placement classes, more take a reasonably demanding curricula, and more attend college. Through it all, despite concerns and disagreements, Americans have sustained their commitment to public schooling. While conflicts over education policy remain serious and policy irrationality persists, policy and practice have changed in ways that bring the ideology of the American dream closer to reality. These developments took place mostly in a context of economic stability (or even great prosperity) that made it relatively easy to dedicate more resources to public education. Broader political, social, and demographic developments, beginning with civil rights protests, also strongly affected them. Yet schools would not have moved toward greater quality, equality, and inclusiveness unless enough Americans believed deeply in the American dream and expected public education to foster the institutions and practices needed both to promote the pursuit of individual dreams and to keep democracy vital.

A Meta-Theoretical Framework for Understanding Educational Disparities Affecting Black Youth in the United States: Implications for Social Work

2019 ◽  
Vol 3 (2) ◽  
pp. 187-206
Author(s):  
Stephanie C. Boddie ◽  
Eric Kyere ◽  
A. Christson Adedoyin
Keyword(s):  
Public Schools ◽  
Social Work ◽  
Critical Race Theory ◽  
Research Policy ◽  
Black Youth ◽  
The United States ◽  
Theoretical Framework ◽  
Policy And Practice ◽  
Educational Disparities ◽  
Modern Capitalism

BackgroundBlack youth are disproportionately disadvantaged in nearly every indicator of academic performance.ObjectiveThis analysis seeks to understand the role of racism in the genesis of educational disparities affecting Black youth.MethodsDrawing from structural functionalism, modern capitalism, and critical race theory, we provide a meta-theoretical framework to explore the underpinnings of racial disparities that disadvantage Black youth in U.S. public schools.FindingsThis meta-theoretical framework suggests a critical need to examine the history of racism as well as the social, political, and economic structure of the U.S. to understand the educational disparities affecting Black youth.ConclusionSocial work professionals can use this meta-theoretical framework to inform research, policy, and practice addressing educational disparities and ultimately create more equitable, fair, and just school environments.

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