Drawing on chapters from a selection of authors from the fields of education, philosophy, political science, and sociology this book presents provocations on how citizenship might be experienced, conceptualised, expressed, and practiced in a range of settings.
Drawing on chapters from a selection of authors from the fields of education, philosophy, political science, and sociology this book presents provocations on how citizenship might be experienced, conceptualised, expressed, and practiced in a range of settings.
Comprised of thirteen chapters by a group of international academics, the book engages with the concepts of ‘citizenship’ and ‘political agency’, as well as forms and expressions of citizenship, to consider how the practice of citizenship can be extended to move beyond mainstream political discourses. Discussions of decolonisation, race, disability advocacy, sexual health, protest, and democracy examine how citizenship and belonging are enacted in a range of international contexts. In order to explore these issues, the book draws on a range of empirical, theoretical, political, and speculative discussions from a range of perspectives. Throughout, it provides a critique of dominant conceptions of citizenship and explores how citizenship might be re-conceptualised and re-fashioned.
This volume is an essential read for academics, researchers, postgraduate students, policy makers, and teachers interested in reframing citizenship education to enhance a sense of belonging in our uncertain times.
Part
1. Re-thinking Concepts of Citizenship and Political Education
1.
Introduction
2. Political education 'in [ adjective] times': Predicating and
answering to the epochal
3. Individualism, whiteness and depoliticisation:
Reframing neoliberal citizenship education in England as social, inclusive
and political using a Butlerian lens
4. The role of agency in the development
of citizenship
5. On the possibility of democratic citizenship education and
decoloniality in (African) schools Part
2. Forms and Expressions of
Citizenship
6. Between disenfranchisement and polarisation: Mapping youth
online and school-related affective assemblages of civic participation
7.
produce, reduce, recycle phonocenes of citizenship
8. Tip me one of your
ballads, why then we should drop into poetry: Curricular framing of protest
songs as a resource for citizenship education Part
3. Extending the Practice
of Citizenship
9. The school as a civic institution: Learning and doing
politics
10. Phenomenology of sociality and relational accounts of
personhood: reinstating the moral status of children with profound and
multiple learning difficulties
11. Exploring the limits of youth
participation: An ethnography of volunteering by vulnerable youths in the
Philippines
12. Critical citizenship after Black Lives Matter: The case of
decolonialising the curriculum
13. Conclusion: Educating citizens for the
21st Century
Harry Dyer is an Associate Professor of Education at the University of East Anglia, UK.
Agnieszka Bates is Head of the School of Education at Bath Spa University, UK.
John Gordon is a Reader in English Education, and academic lead for CreativeUEA, University of East Anglia, UK.
Geoffrey Hinchliffe was a Lecturer in Education at the University of East Anglia, UK. He published many articles on a range of subjects, broadly in the domain of the Philosophy of Education, and was author of Liberty and Education: A civic republican approach (Routledge, 2016).
