"Though certainly not a new idea, citizenship education manifests in unique and often unpredictable ways in our contemporary neoliberal era. The question of what it means to be a productive and recognized citizen must now be understood simultaneously along both global and local lines. This edited volume offers an international perspective on citizenship education enacted in specific socio-political contexts. Each chapter includes a pointed conceptualization of citizenship education a philosophical framework that is then applied to specific national cases across Europe, Asia, Canada and more. Chapters emphasize how such frameworks are implemented within local contexts, encouraging particular pedagogical/curricular practices even as they constrain others. Chapters conclude with suggestions for productive change and how educators might usefully engage contemporary contexts through citizenship education. "
This volume explores issues of citizenship education in different contemporary national contexts, thereby providing a form of global overview while also paying heed to localized phenomenon. The primary concern for the chapters is on the ways in which citizenship education is conceptualized in terms of foundational assumptions about the economic, social, political, and intellectual purposes of education and in relation to the influence of sociopolitical context. The specific contexts discussed are Hong Kong, Mainland China, the United States, Spain, Japan, Canada, Israel, South Africa, Colombia, and Mexico. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)
Though certainly not a new idea, citizenship education manifests in unique and often unpredictable ways in our contemporary neoliberal era. The question of what it means to be a productive and recognized citizen must now be understood simultaneously along both global and local lines. This edited volume offers an international perspective on citizenship education enacted in specific socio-political contexts. Each chapter includes a pointed conceptualization of citizenship education—a philosophical framework—that is then applied to specific national cases across Europe, Asia, Canada and more. Chapters emphasize how such frameworks are implemented within local contexts, encouraging particular pedagogical/curricular practices even as they constrain others. Chapters conclude with suggestions for productive change and how educators might usefully engage contemporary contexts through citizenship education.
Prologue: Citizenship and the Purposes of Education John Petrovic and
Aaron Kuntz
1. Citizenship Education in England in an Era of Perceived
Globalisation: Recent Developments and Future Prospects Ben Kisby
2. Who
Belongs in What Hong Kong? Citizenship Education in the Special
Administrative Region Liz Jackson
3. Citizenship Education in China under
Discourses of Nationalism, Cosmopolitanism, Neoliberalism and Confucianism
Juanjuan Zhu and Steven P. Camicia
4. Creating Citizens in a Capitalistic
Democracy: A Struggle for the Soul of American Citizenship Education Jessica
A. Heybach and Eric C. Sheffield
5. Citizenship Education in Spain in the
Twenty-First Century Miquel Martínez and Enric Prats
6. Lost in Citizenship
Education: Questions Faced by Amerasians in Japan Kanako Ide
7. Citizenship
Education and the Construction of Identity in Canada Dianne Gereluk and David
Scott
8. Civic Education in Israel: Between National-Ethnocentricity and
Universalism Zehavit Gross
9. On Hospitality, Responsibility and Ubuntu: Some
Philosophical Remarks on Teaching and Learning in South Africa Yusef Waghid
and Nuraan Davids
10. Citizenship Education in Colombia: Searching for the
Political Andrés Mejía D.
11. Citizenship Education in Mexico Maria-Eugenia
Luna-Elizarraras
12. Tertiary Education and Critical Citizenship Peter
Roberts Epilogue: Reading Citizenship Education in Neoliberal Times Aaron
Kuntz and John Petrovic
John E. Petrovic is Professor of Educational Philosophy and Policy Studies and Program Coordinator for the Social and Cultural Studies in Education PhD at The University of Alabama, USA. He has written articles on a range of issues and topics from Dewey, to heterosexism, to language policy. He has published in such journals as Educational Theory, Educational Studies, Journal of Language and Politics, and the International Multilingual Research Journal. He is editor of International Perspectives on Bilingual Education: Policy, Practice, and Controversy.
Aaron M. Kuntz is Associate Professor of Educational Studies at the University of Alabama, USA, where he currently serves as Program Coordinator for the PhD in Educational Research. His research interests include critical qualitative inquiry, academic activism and citizenship, critical geography, and philosophy of education.Dr. Kuntzs publications appear in such diverse journals as Qualitative Inquiry, Educational Action Research, Cultural Studies<=> Critical Methodologies, the Journal of Language and Politics, Educational Studies, The Journal of Higher Education, the Peabody Journal of Education, and others.
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