Teaching And Learning For Comprehensive Citizenship

Ultimately concerned with how citizenship education for peace can be enriched through interdisciplinary learning, this edited volume reveals the role of peace education in global citizenship by illuminating instruction for comprehensive citizenship. A truly international collection, this volume offers timely insights from countries including Argentina, Mexico, Spain, Canada, Bangaldesh, Korea, Zimbabwe, and Timor Leste as it provides critical, in-depth analyses of peace-oriented instruction in formal and informal settings. The text illustrates how citizenship can be effectively developed on both a global and a local level, and discusses the practical learning opportunities that can enact change through schools, nongovernmental organizations, and community-wide civic actions with children, youth, adults, and families. This text will appeal to academics and researchers involved in the field of international and comparative education and will be of interest to educators and school leaders concerned with the role citizenship plays in the context of teaching and learning.

Ultimately concerned with how citizenship education for peace can be enriched through interdisciplinary learning, this edited volume reveals the role of peace education in global citizenship by illuminating instruction for comprehensive citizenship. A truly international collection, this volume offers timely insights from countries including Argentina, Mexico, Spain, Canada, Bangaldesh, Korea, Zimbabwe, and Timor Leste as it provides critical, in-depth analyses of peace-oriented instruction in formal and informal settings. The text illustrates how citizenship can be effectively developed on both a global and a local level, and discusses the practical learning opportunities that can enact change through schools, nongovernmental organizations, and community-wide civic actions with children, youth, adults, and families. This text will appeal to academics and researchers involved in the field of international and comparative education and will be of interest to educators and school leaders concerned with the role citizenship plays in the context of teaching and learning.

Citizenship is the newest addition to the National Curriculum. For students training to teach citizenship as a first or second subject, this practical text is underpinned by a sound theoretical background.

This book examines the importance, and potential, of citizenship education, using extensive qualitative data from England and Sweden. The authors draw on the work of Nira Yuval-Davis and other prominent scholars in the field to frame citizenship as membership of numerous communities, for example disability, ethnicity, gender, sexuality and social class. This intersectional approach enables a rich understanding of the experiences and capabilities of young people, and bridges the gap between the formal meaning and real experiences of citizenship. The book presents case studies from England and Sweden, two contexts that have similar societies and school systems but very different approaches to citizenship education. Using this rich data, the authors illuminate the perspectives of young learners and their teachers to understand how learners can uphold their rights and responsibilities as citizens. This book will be of interest and value to scholars of social justice and citizenship education.

Globalization is changing what citizens need to know and be able to do by interrupting the assumption that the actions of citizens only take place within national borders. If our neighborhoods and nations are affecting and being affected by the world, then our political consciousness must be worldminded. The outcomes of globalization have led educators to rethink what students need to learn and be able to do as citizens in a globally connected world. This volume focuses on research that examines how K-12 teachers and students are currently addressing the challenge of becoming citizens in a globally interconnected world. Although there is an extensive body of literature on citizenship education within national contexts and a growing literature on global education, this volume offers research on the work educators are doing across multiple countries to bring the two fields together to develop global citizens.

The profound changes that we are experiencing at the political, environmental, economic, social, and cultural levels of our “postmodern” society pose immense challenges to education. In order to empower students to analyze, reflect, and take action for a sustainable world, the learning and educational process must be experienced in the context of citizenship; that is, it must be designed, planned, and implemented having global sustainability as a framework, thus developing societal awareness, values, and principles. Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship is an essential research book that provides comprehensive research on education as a fundamental factor in empowering citizens to understand and act on the multiple risks and challenges to the sustainability of our society and world. Highlighting a range of critical learning strategies such as global and critical education, development education, and transformational education, among others, this book is ideal for academicians, education professionals, researchers, policymakers, and students.

This book examines the importance, and potential, of citizenship education, using extensive qualitative data from England and Sweden. The authors draw on the work of Nira Yuval-Davis and other prominent scholars in the field to frame citizenship as membership of numerous communities, for example disability, ethnicity, gender, sexuality and social class. This intersectional approach enables a rich understanding of the experiences and capabilities of young people, and bridges the gap between the formal meaning and real experiences of citizenship. The book presents case studies from England and Sweden, two contexts that have similar societies and school systems but very different approaches to citizenship education. Using this rich data, the authors illuminate the perspectives of young learners and their teachers to understand how learners can uphold their rights and responsibilities as citizens. This book will be of interest and value to scholars of social justice and citizenship education.

The Palgrave Handbook of Citizenship and Education provides an authoritative and comprehensive overview of the current field of citizenship and education. It draws on insights from a range of disciplines to explore historical, philosophical, theological, sociological and psychological ideas on how the two concepts intersect and is international in scope, authorship and readership. Five sections provide a clear outline of: Foundational thinkers on, and the theories of, citizenship and education; Citizenship and education in national and localised contexts; Citizenship and education in transnational contexts; Youth, advocacy, citizenship and education; Contemporary insights on citizenship and education; An essential resource for scholars interested in how theorizations of citizenship, civic identity and participatory democracy are, and could be, operationalized within educational theories, educational debates, educational curricular, and pedagogic practices.