MULTICULTURAL CITIZENSHIP EDUCATION

2006 ◽  
pp. 209-214
Keyword(s):  
Citizenship Education ◽  
Multicultural Citizenship

scholarly journals Secularity, Religion and the Possibilities for Religious Citizenship

2013 ◽  
Vol 41 (2) ◽  
pp. 150-174 ◽  
Author(s):  
Lyn Parker ◽  
Chang-Yau Hoon
Keyword(s):  
Citizenship Education ◽  
Religious Pluralism ◽  
Religious Diversity ◽  
First Century ◽  
Political Force ◽  
Secularization Theory ◽  
The World ◽  
Twenty First Century ◽  
Multicultural Citizenship ◽  
A Site

Abstract Scholarly predictions of the secularization of the world have proven premature. We see a heterogeneous world in which religion remains a significant and vital social and political force. This paper reflects critically upon secularization theory in order to see how scholars can productively respond to the, at least partly, religious condition of the world at the beginning of the twenty first century. We note that conventional multiculturalism theory and policy neglects religion, and argue the need for a reconceptualization of understanding of religion and secularity, particularly in a context of multicultural citizenship — such as in Australia and Indonesia. We consider the possibilities for religious pluralism in citizenship and for “religious citizenship”. Finally, we propose that religious citizenship education might be a site for fostering a tolerant and enquiring attitude towards religious diversity.

scholarly journals Editors' Note to the Special Issue-Critical Multicultural Citizenship Education: Student Engagement Toward Building an Equitable Society

2016 ◽  
Vol 18 (1) ◽  
pp. 1 ◽  
Author(s):  
Pablo Cortes Ramirez ◽  
Cinthia Salinas ◽  
Terrie Epstein
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Ethnically Diverse ◽  
The Political ◽  
Education Student ◽  
Special Issue ◽  
Fundamental Goal ◽  
Just Community ◽  
Multicultural Citizenship

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>In this special issue we call attention to the role of "Critical Multicultural Citizenship Education" (CMCE) in schools, societies and global contexts. The fundamental goal of CMCE is to increase not only the students’ awareness of, and participation in, the political aspects of democracy, but also students’ abilities to create and live in an ethnically diverse and just community. CMCE challenges and transforms existing ways in which students engage civically and democratically in local, national, and global contexts. Ten articles in this special issue are grouped by three categories: (1) social studies classrooms and citizenship; (2) community and citizenship; and (3) global contexts and citizenship.</span></p></div></div></div></div>

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 Multicultural citizenship education in Indonesia: The case of a Chinese Christian school

2013 ◽  
Vol 44 (3) ◽  
pp. 490-510 ◽  
Author(s):  
Chang-Yau Hoon
Keyword(s):  
Citizenship Education ◽  
Societal Implications ◽  
Christian School ◽  
Chinese Christians ◽  
National School ◽  
Marginal Group ◽  
Unity In Diversity ◽  
Multicultural Citizenship ◽  
New Generation ◽  
Double Minority

This study investigates how multicultural citizenship education is taught in a Chinese Christian school in Jakarta, where multiculturalism is not a natural experience. Schoolyard ethnographic research was deployed to explore the reality of a ‘double minority’ — Chinese Christians — and how the citizenship of this marginal group is constructed and contested in national, school, and familial discourses. The article argues that it is necessary for schools to actively implement multicultural citizenship education in order to create a new generation of young adults who are empowered, tolerant, active, participatory citizens of Indonesia. As schools are a microcosm of the nation-state, successful multicultural citizenship education can have real societal implications for it has the potential to render the idealism enshrined in the national motto of ‘Unity in Diversity’ a lived reality.

scholarly journals A Multicultural Citizenship Education Program Through a Virtual Learning Environment Platform: A Greek Study Under the EU ISOTIS Project

2020 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Konstantinos N. Vasileiadis ◽  
Evdoxia D. Kompiadou ◽  
Konstantinos A. Tsioumis ◽  
Konstantinos Petrogiannis
Keyword(s):  
Citizenship Education ◽  
Theoretical Framework ◽  
Democratic Governance ◽  
Virtual Learning Environment ◽  
Educational Inequalities ◽  
Policy And Practice ◽  
Effective Policy ◽  
Multicultural Citizenship ◽  
Practice Development ◽  
The Eu

The article presents the activities taken place to design and implement activities that meet the criteria, aims and goals of ISOTIS project that aims to contribute to effective policy and practice development at different system levels in order to effectively combat early arising and persisting educational inequalities. We focus on the procedures and theoretical framework that the Greek team, as partner of ISOTIS project adopted to support diverse families both linguistically and culturally, to create effective and inclusive curricula and moreover to develop educational policy to combat educational inequalities. In this paper we introduce the criteria for selecting the sites according to the demographic and their pedagogical characteristics, the teacher’s experience, the children’s needs and the main issues, challenges and arguments for the co-design phase and the main principles and shared ideas according to ISOTIS criteria. This paper highlights positive family/parent-teacher interactions through ICT technologies, fostering to improve and promote inclusiveness and belongingness. Our theoretical framework lays in critical multicultural citizenship education and democratic governance in schools. 

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