scholarly journals National Identity in Citizenship Education Policy in England: Focusing on National Curriculum Introductory Period

2015 ◽  
Vol 2015 (50) ◽  
pp. 45-65
Author(s):  
Kaori SUGITA
Keyword(s):  
National Identity ◽  
Education Policy ◽  
Citizenship Education ◽  
National Curriculum

Curriculum under Siege

2018 ◽  
Vol 15 (2) ◽  
pp. 217-226 ◽  
Author(s):  
Rupamanjari Hegde
Keyword(s):  
National Identity ◽  
Citizenship Education ◽  
National Curriculum ◽  
Nation Building ◽  
School Level ◽  
Political Regimes ◽  
Drastic Reduction ◽  
Curriculum Frameworks ◽  
The Ideal

Citizenship education being central to the process of nation-building, changing political regimes promote a re-imagination of the ‘ideal’ citizen. A perusal of the successive national curriculum frameworks introduced by the NCERT (1975–2005) shows how curricula and textbooks have been repeatedly re-designed to suit the requirements of changing political regimes, throwing up contesting visions of citizenship and nationhood. While this explains the seemingly inevitable state-curricular linkage, the announcement made by the current political dispensation regarding an urgent need for drastic reduction of the curricular load at the school level raises serious concerns. It is widely speculated that the current ruling dispensation supported by its ideological mentor, the Rashtriya Swayamsevak Sangh (RSS), is going to introduce curricular reforms aimed at reshaping the national identity in accordance with its ideological framework. As during the previous NDA regime (1998–2004), this would not only severely damage the multicultural narrative of India’s past and present, but would also pose a serious challenge to the very idea of India.

scholarly journals Global Citizenship Education and Human Rights in Scottish education: An analysis of education policy

2018 ◽  
Vol 17 (2) ◽  
pp. 85-99 ◽  
Author(s):  
Stephen J Daniels
Keyword(s):  
Human Rights ◽  
Education Policy ◽  
Educational Policy ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Document Analysis ◽  
Current Approach ◽  
Human Rights Education ◽  
Global Citizenship Education ◽  
Scottish Government

Recently, doubt has been cast on the ability of Scottish education to meet relevant Human Rights requirements relating to education. This article will outline both a means of clarification for international requirements for Human Rights Education, and an analysis of documentation outlining Scottish educational policy for compatibility with these requirements. In doing so, this article will outline the development, and application, of a tool for document analysis focused on international requirements for Human Rights Education. The findings of this analysis suggest a number of key limitations in the current approach favoured by the Scottish Government. This approach posits Global Citizenship Education as a cross-curricular theme capable of fulfilling obligations in relation to rights in Curriculum for Excellence. I suggest that there is a distinct lack of support for the Human Rights Education requirements relating to the inclusion of taught content about human rights and that problems of apoliticality and the misguided focus on responsibilities all stand as significant barriers to Global Citizenship Education meeting the aims of Human Rights Education. I argue, on this basis, that the strategy currently adopted in Scotland appears to fall short of meeting basic international requirements for Human Rights Education.

scholarly journals Educating in Respect: Against Neutral Discourse as a Norm for Respectful Classroom Discussion

Philosophy ◽  
2018 ◽  
Vol 93 (2) ◽  
pp. 187-210
Author(s):  
Christina Easton
Keyword(s):  
Education Policy ◽  
Citizenship Education ◽  
Political Liberalism ◽  
Critical Discussion ◽  
Classroom Discussion ◽  
Epistemic Virtue ◽  
Next Generation ◽  
Mutual Respect ◽  
Good Citizenship ◽  
Motivating Reasons

AbstractSince 2014, British schools have been required to ‘actively promote’ the value of ‘mutual respect’ to the children in their care. This is relatively unproblematic: liberals are agreed that good citizenship education will involve teaching mutual respect. However, there is disagreement over how ‘respect’ should be understood and what it should imply for norms of respectful classroom discussion. Some political liberals have indicated that when engaging in discussion in the classroom, students should provide only neutral reasons to defend their views. This paper provides a number of arguments against this claim. For example, I argue that this norm relies on a distorted understanding of what it is to respect others and that it stifles the development of civic and epistemic virtue in the next generation of citizens. Even from within the perspective of political liberalism, there are good reasons to favour critical discussion of non-neutral reasons. Education policy should therefore accord greater priority to discussion of students’ actual motivating reasons than to discussion constrained by a norm of neutral discourse.

Difference and Conflict in Global Citizenship in Higher Education in Canada

2009 ◽  
Vol 2 (3) ◽  
pp. 5-24 ◽  
Author(s):  
Vanessa Andreotti ◽  
David Jefferess ◽  
Karen Pashby ◽  
Cash Rowe ◽  
Paul Tarc ◽  
...  
Keyword(s):  
Higher Education ◽  
National Identity ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Higher Education Institutions ◽  
Research And Practice ◽  
Global Citizenship Education

This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada.

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