Between the National and the Global: Exploring Tensions in Canadian Citizenship Education

Richardson, George H.; Abbott, Laurence

doi:10.1111/j.1754-9469.2009.01059.x

Cited by 16 publications

(16 citation statements)

References 14 publications

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“…Furthermore, there is a contradiction in Canadian schools between the variegated demands of national and global citizenship education that seek to address globalization and international mobility. Richardson and Abbott (2009)…”

Section: Homogenizing National Identitymentioning

confidence: 99%

“…The adoption of multiculturalism as a state policy in 1971 and the Canadian Multiculturalism Act in 1988 have made multicultural education an integral part of Canadian school curricula. The focus of such multicultural education, however, has been critiqued for being primarily based on 14 tokenistic celebration of specific events, ethnic songs, dance and rituals and the assumption that exposure to such cultural practices will by themselves lead to sensitivity and understanding of cultural diversity, without actually disrupting a normative sense of Canadianness (Ali, 2009;Richardson & Abbott, 2009). What is also problematic about such celebratory orientations to multicultural education is that it is primarily geared towards accommodating ethnocultural groups as subordinates without actually complicating or seriously undermining the power relations that exist between different racial, ethnic, and cultural groups.…”

Section: Celebratory Multiculturalismmentioning

confidence: 99%

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Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework

Guo

Maitra

2017

Curriculum Inquiry

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Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework. Curriculum Inquiry, 47(1), pp. 80-91.  This is the peer reviewed version of the article which has been published in final form at: http://dx.Abstract: Under the new mobilities paradigm migration is conceptualized as circulatory and transnational, moving us beyond the framework of methodological nationalism. Transnational mobility has called into question dominant notions of migrant acculturation or assimilation.Migrants no longer feel obligated to remain tied to or locatable in a "given", unitary culture.Rather, they are becoming embedded within a shifting field of increasingly transcultural identities. While migrants are becoming more transnational and adopting fluid, transcultural identities, there is a lack of focus and engagement with transnationalism as well as transculturalism in the official Canadian public school curricula. As scholars contend, Canadian school curricula are still based on Eurocentric, homogenizing, nationalistic discourses that tend to normalize values, norms, and behaviours that are perceived as "different" from the dominant norm. In response to the limitations of Canadian official curricula, as noted by various scholars who have examined curriculum documents, this essay proposes a revision of Canadian curricula in the context of transnational mobility with the aim of developing an approach that would integrate transnational and transcultural perspectives into the existing system. The article thus proposes a transnational and transcultural framework as an alternative to build a more ethical and inclusive school curriculum in Canada.

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Section: Homogenizing National Identitymentioning

confidence: 99%

Section: Celebratory Multiculturalismmentioning

confidence: 99%

Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework

Guo

Maitra

2017

Curriculum Inquiry

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“…This study is informed by research that argues for critical or transformative global citizenship education to promote vigorous and critical analysis of conflict, social injustice, multiple perspectives, and alternative outcomes for teaching complicated global issues (Banks, 2008;Hébert & Abdi, 2013;Richardson & Abbott, 2009;Shultz, 2007).…”

Section: Towards a Framework For Transformative Global Citizenship Edmentioning

confidence: 99%

“…While the document provides a list of links to websites containing additional resources, this list is located at the back of the document and contains sites from only the United States and England. Given that Bridges is an international program, the weight given to resources produced in Western countries (e.g., Al Gore's An Inconvenient Truth) privileges European/Western knowledge over other forms of knowledge and perpetuates the silencing of locally and culturally grounded perspectives (Andreotti, 2006: Parmenter, 2011Richardson & Abbott, 2009).…”

Section: The Current Studymentioning

confidence: 99%

Digital Storytelling for Transformative Global Citizenship Education

Truong-White¹,

McLean²

2015

Canadian Journal of Education / Revue canadienne de l'éducation

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This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum and digital stories using a multimodal critical discourse analysis. The findings of this study showed that digital storytelling, as integrated into the curriculum, enhanced student engagement with non-mainstream perspectives and self-reflection. However, the core elements of discussing controversial issues, analyzing systemic causes/impacts of global problems, and determining collective action responses required critical pedagogical practices beyond those embedded within the digital storytelling curriculum.

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“…At each juncture is the possibility for mediating variables, so that the final experiences of students and resultant effects may not resemble the original ideal. Given the gap between Canadian rhetoric -from university ideals (Philpott & Dagenais, 2011, p 96) to trends in political commitment (Hughes & Sears, 2006) to curricular development (Richardson & Abbott, 2009) -and the reality suggested by systemic reviews and youth political engagement, the full project will seek to shed light on possible disjunctures between administrative trends and practical implication. Researchers acknowledge that students live and learn in settings shaped by Education, 2017, 12(1), pp.…”

Section: Limitations: Current Research and Current Policymentioning

confidence: 99%

Vocabularies of Citizenship: West Coast Secondary Students Describe Their Civic Subjectivities, Skills, and Classrooms

Elbert

2017

JCIE

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Canada's changing geopolitical landscape will require a generation of engaged and active citizens. Citizenship education in British Columbia must negotiate conflicting narratives while opening spaces for students to develop civic skills and subjectivities. Given negative program reviews, empirical evidence for the impact of identity -especially group identifications -on behaviours and beliefs, and continued low youth political engagement, there is a great need to understand how citizenship and civic subjectivities are constructed in real school contexts in order to gain insight into how secondary civics classrooms might support students' active political voices and development of efficacious subjectivities. This article reports preliminary results from a large mixed methods, multiple-case study project. The data reported here focuses on students (n = 64) from two purposefully sampled secondary school classrooms on Vancouver Island: a special civics program, and a regular stream Social Studies classroom in the same school. Data collection consisted of a class-wide online survey near the beginning of the course. Grounded in the larger understandings of social identity theory and rooted cosmopolitanism, qualitative data from open-ended questionnaire responses analyzed with a constant comparative coding technique explored the extent to which students construct regional, national, or global notions of citizenship. A preliminary report of quantitative items investigates the level of conflict present between levels of identification and suggests avenues for future research. Examined against previous research and the theory of rooted cosmopolitanism, this project aims to question the popular narrative of youth apathy and to describe the ways in which students characterize their civic subjectivities. In giving voice to student perspectives on their civic selves and their Civics classrooms, this study aims to contribute to more representative classrooms and pedagogies.

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Between the National and the Global: Exploring Tensions in Canadian Citizenship Education

Abstract: Over the last fifteen years,

Cited by 16 publications

References 14 publications

Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework

Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework

Digital Storytelling for Transformative Global Citizenship Education

Vocabularies of Citizenship: West Coast Secondary Students Describe Their Civic Subjectivities, Skills, and Classrooms

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