Here are some
answers from students, teachers, policy makers, and researchers in a number of
countries.
Especially, the videos may be used to start
discussions with students, student teachers, and colleagues on what is actually
important to learn in order to become active citizens.
These 7 videos and 229 pages demonstrate similarities but also clear
differences on what is valued.
United Kingdom:
Why Study Citizenship? Voices of British students.
Compulsory lessons on
citizenship were introduced into secondary schools in England in 2002. The
students who participated in ”General Certificate of Secondary Education
Studies (GCSE) Citizenship Studies” at Deptford Green Secondary School in
London in 2007 explain in this video why ”Citizenship Studies” is important to
them, what they learned from it, and how other students can be successful in
the subject.
“Why Citizenship matters!” A British
teacher´s voice.
An
introduction to Citizenship Education as a course in secondary schools. “Citizenship
is all about the three C´s: Cooperating
to Change our Communities … whoever you are, however old you are, you can
actually make a difference, and that´s what citizenship is all about and those
are the knowledge, skills and beliefs you will develop in this course …” (from 2012)
Voice of British researchers: “Does Citizenship Education Work? Evidence from a Decade of Citizenship Education in
Secondary Schools in England “(Paul Whiteley et al., 2012)
“This study examines if
this initiative has been successful in affecting the civic engagement of young
people who were exposed to the citizenship curriculum over the decade since it
was introduced.”
The findings are that
citizenship education had a positive impact on three key components of civic
engagement: political knowledge, political participation and efficacy (In
Danish: Selvtillid og handlekompetence), Source: (Oxfordjournals webpage)
Deepening possibility: The British Association for Citizenship teaching
(ACT) has developed a 'Big Picture for Outstanding Citizenship' to help
teachers and schools design a curriculum
Singapore:
Singapore:
Voices of parent, teacher and Education Minister: The Education Minister visited Rivervale Primary School on the first day of school in 2014 to launch the new “Character and Citizenship Education” (CCE) syllabus. “A new segment of the CCE curriculum, known as 'Family Time' will be introduced to primary schools to encourage home-school partnership and promote parent-child bonding through suggested activities that parents and children can carry out together”
Voices of parent, teacher and Education Minister: The Education Minister visited Rivervale Primary School on the first day of school in 2014 to launch the new “Character and Citizenship Education” (CCE) syllabus. “A new segment of the CCE curriculum, known as 'Family Time' will be introduced to primary schools to encourage home-school partnership and promote parent-child bonding through suggested activities that parents and children can carry out together”
“Character
& Citizenship Education - Values in Action at Westwood Primary School “
Quote: ”I learnt
to be responsible and care for my family. I think I did a good job today!”
“Character
and Citizenship Education” in a Secondary school in Singapore
“Through the eyes
of students, both past and present, and a Senior Teacher, this video features
Temasek Secondary School's whole-school approach.”
This
British video starts by asking: “Is there anything we can learn from Japan about
promoting a culture of respect in our schools?”
Students,
teachers, principals and parents formulate the answers. Citizenship Education
is included in the whole school culture as well as in the subject “Moral
Education”:
“The
teachers responsibility for cultivating a sense of morale and citizenship in the
young is strongly felt.”
“It is every Japanese schools basic objective
to harmonize the balance of the mind, the heart, and the body. Among the head,
the heart and the body, the heart is presently the most troubled area. Therefore
the education of the heart is very important in schools”.
“Young Citizens at Crossroads.
Voices from Latin America and Africa”
“The purpose of this study and learning process is to
generate new knowledge about how children and youth in the South articulate and
practice citizenship. The study sets out to explore how citizenship is
practiced ‘from below’ by focusing on children and youth’s concrete experiences,
concerns and aspirations; on how they practice citizenship in their day-to-day
interactions, and on the possibilities and obstacles they face in becoming
fully recognized and active citizens.
The working hypothesis of the study is that
new ways of practicing citizenship are being invented by the young generation.”
(pdf, 37 pages)
USA: “Global Citizenship post 9/11”
”Twenty miles east of
New York City, Herrick's School District is a model for change, integrating a
global perspective into virtually all subjects and grade levels from elementary
to high school.”
Sum up
Citizenship
Education is everywhere focused on supporting the next generation in becoming active
and engaged citizens. A deeper understanding of the differences in scope of
Citizenship Education has to include contextual factors such as …
-
socio-economic development
-
political development and integration
-
history and tradition
-
and educational structure and system of governance (p.21).
It
is increasingly obvious that citizenship education is no longer only about how
to function in your own national state. It also includes aspects of how to live
in a global world.
However,
in some national states there are major national problems that “remain the top
priority … and until they are addressed wider questions of world citizenship
will remain a less pressing concern” (p. 22).
For
example, in the case of India and South Africa …”Citizenship Education is seen
as a means to unite the disparate groups within the nations to address the
social, economic, and political challenges the countries face and, importantly,
to create a morally regenerated citizenry”
Reference:
“World Citizenship Education and Teacher Training in a Global Context: Canada,
India and South Africa” (pdf, 37 pages)
Deepening possibility: “Citizenship
in Europe”, a EURYDICE REPORT
“The objectives most usually recommended in national
curricula throughout all school levels is related to 'developing values, attitudes
and behaviors'.” “… active participation
and involvement of students in school and at community level’ … is more often
addressed at secondary than at primary level.”
From primary level, students must develop knowledge in
various and different areas related to citizenship. For instance, among the
most recommended themes are the 'national socio-political system', 'democratic
values,' and 'tolerance and anti-discrimination'. In addition, nearly all
countries recommend that at one educational level, students should acquire
civic, social, communication, and intercultural skills in order to enable them
to become full and responsible citizens.” (page 38)
(pdf, 146 pages)
This text is "Teach GLOBAL CITIZENSHIP" Network newsletter no. 11
__________________________________________________
This text is "Teach GLOBAL CITIZENSHIP" Network newsletter no. 11
__________________________________________________
To read any of the previous 10 newsletters
simply visit the blog
Yours
Egon Hedegaard,
Educational consultant, independent
instructor and Developer of Education
Email: eghedegaard@gmail.com
___________________________________________________
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